The application of instruction techonology in teaching listening and speaking skills

HoChiMinh City- National University
University of Social Sciences and Humanities

NGUYỄN THỊ HOA

A Thesis in Master’s Programs
Major: TESOL
Code number: 601410

Submitted in partial fulfilment of the requirements
for the Degree of Master of TESOL

SUPERVISOR: DENNIS F. BERG, Ph.D

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HoChiMinh City- 2008

CERTIFICATE OF ORIGINALITY
I hereby certify my authorship of the thesis submitted today entitled:

The Application of Instructional
Technology in Teaching
Listening and Speaking Skills

In term of the statement of
Requirement for Theses in Master’s Programs
Issued by the Higher Degree Committee.

Ho Chi Minh City, October 2008

NGUYỄN THỊ HOA

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RETENTION AND USE OF THE THESIS

I hereby state that I, Nguyễn Thị Hoa, being the candidate for the degree of
Master of TESOL, accept the requirements of the University relating to the
retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my thesis deposited
in the Library should be accessible for the purposes of study and research, in
accordance with the normal conditions established by the Library for care, loan or
reproduction of theses.

Ho Chi Minh City, September 2008

NGUYỄN THỊ HOA

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ACKNOWLEDGMENT
First of all, I would like to express my deepest gratitude to my course
lecturer and supervisor, Dennis F Berg, Ph. D, who spent a lot of time reading my
draft with great care and giving me valuable advice and guided me to complete my
thesis.
I would also like to show my special thanks to the librarian working at Le
Khiet High School and at the University of Social Sciences and Humanities, who

helped me a lot during my search for reference materials.
I am greatly indebted to all the board of director of Le Khiet High School,
especially Ms Ho Thi Minh Loan, the leader of English group, who were willing
to help me with three regular classes and share my division’s duties to release me
more time to fulfill my thesis.
I took this chance to express my thankfulness to 257 tenth- formed students
for their cooperation in taking part the experimental classes and in filling the
questionnaire.
Finally, my special thanks goes to my friends for encouraging me
throughout the completion of the research paper.

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ABSTRACTS
A persistent problem facing to Quang Ngai provincial leaders and teachers
of English is the attempt to stimulate and maintain student’s interest in learning
English especially listening and speaking skills for the purposes of working in
Dung Quat economic and industrial area. How to enhance learning English in
general, and listening and speaking skills, in particular, is always a big question.
The increasingly and drastically impacts of new technology generated an idea of
application

of

technology

in

teaching.“…Application

of

instructional

technology in teaching and learning…” has become the topic of this school year
in the letter from Nguyen Minh Triet, the president of Socialist Republic of Viet
Nam on the opening ceremony of the new school year on September 5, 2008. The
present research aims at investigating: 1) the available technology support tools
that can be used to facilitate students in learning when studying English; 2)
whether and how technology may enhance the teaching of speaking and listening
skills among High School students; 3) whether or not technology can stimulate
and maintain a students’ interest in the learning of English listening and speaking
skills; and 4) what are the learners’ attitudes towards instructional technology
including computers and other media. 257 tenth-formed students of Le Khiet High
School participated in the survey and in the experiment course. Data were
collected by direct observation, attitude questionnaire and the achievement tests
from the comparison of two groups: one with regular classes and one with the
experiment. The findings were consistent with those from prior researches about
the enhancement of technology in teaching. Although there are barriers to the use
of technology, the findings of the research showed that it was worth trying. Most
of the students participating in the experiment showed their positive attitude
towards the course. The limitations of small samples and of anonymous
questionnaire led to recommendations for further researches to access students’

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progress and viability of instructional technology in teaching listening and
speaking skills.

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LIST OF ABBREVIATIONS

CALL

Computer-assisted language learning

CMC

Computer-mediated communication

LCD

Liquid crystal display

CAD

Computer-aided design

CD

Compact disc

CD-ROM

Compact disc read-only memory

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LIST OF FIGURES
Figure 1.1.

Relationship among learner, teacher, instruction and learning

Figure 2.1.

The relationship of media and teaching

Figure 2.2.

Illustration of an online audio graphic conference

Figure 4.1.

Ownership of media and teaching

Figure 4.2.

Location where students in the control group use computers

Figure 4.3.

Number of hours spent on computers (control group)

Figure 4.4.

Prior experiences in using computer to learn English

Figure 4.5.

Students opinion of the course

Figure 4.6.

Teaching techniques

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LIST OF TABLES
Table 3.1

Pre test scores

Table 1.

Gender

Table 2.

Age

Table 3.

How long have you studied English?

Table 4.

English speaking

Table 5.

The habit of using computer

Table 6.

The use of computer at home

Table 7.

Location where students use computer

Table 8.

Numbers of hours spent on computers

Table 9.

Prior experience in using computers to learn English

Table 10.

Activities on line

Table 11.

Students’ familiarity with technology-based classroom

Table 12.

English in the context of Quang Ngai Province

Table 13.

The necessity of listening and speaking in Quang Ngai
Province for High School students

Table 14.

Media references

Table 15.

Error correction preferences

Table 16.

Instruction model

Table 17.

The reason why to study English

Table 18.

The impact of technology on learning speaking and listening

skills

Table 19.

The score of the test of the control group

Table 20.

the scores of the test of the experimental group

Table 21.

The score of the achievement test of two groups

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TABLE OF CONTENTS
CHAPTER 1

INTRODUCTION

1.1

BACKGROUND .....................................................................................1

1.2

RESEARCH PURPOSES .......................................................................3

1.3

RESEARCH QUESTIONS .....................................................................4

1.4

RESEARCH METHOLOLOGY.............................................................4

1.5

SIGNIFICANCE OF THE STUDY ........................................................5

1.6

LIMITATIONS .......................................................................................7

1.7

DELIMITATIONS ..................................................................................7

1.8

DEFINITIONS ........................................................................................8

1.8.1

Instructional technology ..........................................................................8

1.8.2

Process and product technology ..............................................................8

1.8.3

Instructional and educational technology................................................9

1.9

ORGANIZATION.................................................................................10

CHAPTER 2

LITERATURE REVIEW

2.1

THE ENHANCEMENT OF INSTRUCTIONAL TECHNOLOGY ....12

2.1.1

The case of motivation and individualization .......................................12

2.1.2

Authentic materials for study ................................................................14

2.1.3

Students’ attitudes and reaction.............................................................15

2.2

UNIQUE INSTRUCTIONAL CAPACBILITIES ...............................16

2.2.1

Input.......................................................................................................16

2.2.2

Display...................................................................................................16

2.2.3

Simulate- ability ....................................................................................17

2.3

USING TECHNOLOGY SUPPORT TOOLS .....................................18

2.3.1

Using multi- media and hypermedia .....................................................19

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2.3.2

Using software tools in teaching and learning English .........................20

2.3.2.1

Word processor.....................................................................................21

2.3.2.2

Graphic tools..........................................................................................21

2.3.2.3

Presentation software.............................................................................22

2.3.3

Computer-assisted language learning....................................................23

2.3.4

Oral conversation online........................................................................23

2.3.5

Research and reference tools .................................................................24

2.3.6

Using internet and internet related tools email, internet sites ...............25

2.3.6.1

Internet as tools for communication ......................................................25

2.3.6.2

The internet as a tool for enquiry ..........................................................26

2.3.6.3

Web quests.............................................................................................27

2.4

THE THEORETICAL BASE OF TEACHING LISTENING AND
SPEAKING SKILLS.................................................................................

2.4.1.

How to teach listening and speaking skills............................................27

2.4.2.

Factors affecting the development of speaking and listening ability ...28

2.4.3.

Speaking and listening in the classroom ...............................................29

CHAPTER 3

DESIGN AND METHOLOLOGY

3.1

RESEARCH SETTING.........................................................................31

3.2

RESEARCH DESIGN ..........................................................................31

3.2.1

The questionnaire component................................................................31

3.2.2

Construction...........................................................................................31

3.3.3

Pre test and post test ..............................................................................33

3.2.4

Procedures and materials .......................................................................34

3.2.5

Instructional Technology survey ...........................................................35

3.2.5.1

Instructional technology survey for regular class..................................36

3.2.5.2

Instructional technology survey for experimental class ........................37

3.3

EXAMPLE ACTIVITIES .....................................................................37

3.3.1

Model planning lesson 1........................................................................38
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3.3.2

Model lesson plan 2...............................................................................41

3.3.3

Model lesson plan 3...............................................................................44

3.4

DIRECT OBSERVATION ...................................................................47

3.5

ACHIEVEMENT TEST........................................................................47

3.6

SUMMARY...........................................................................................47

CHAPTER 4

FINDINGS AND ANALYSIS

4.1

FINDINGS.............................................................................................49

4.1.1

The comparison of the control group an the experimental group .........50

4.1.1.1

Personal information and experience in learning English .....................50

4.1.1.2

The computer usage habits and their familiarity of technology-based
learning..................................................................................................53

4.1.2.3

Students’ thoughts towards technology- based classroom and the
context of speaking and listening skills in Quang Ngai province now..60
Summary

4.1.2

The skills students in Experimental group want to improve and the
expectation towards the course..............................................................66

4.1.2.1

Students’ attitudes towards the experimental class ...............................66

4.1.2.2

The impact of technology on learning speaking and listening skills.....68

4.1.3

Observation............................................................................................70

4.1.4

Achievement tests .................................................................................71

4.2

DISCUSSION........................................................................................73

4.2.1

Students’ interests in using technological resources .............................73

4.2.2.

Students’ perceptions towards instructional technology .......................75

4.2.3.

The expectation of the students to learn with instructional
technologies ...........................................................................................77

4.2.4.

The similarities and the differences of two courses
The similarities .....................................................................................78
The differences ......................................................................................78
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4.2.5

Difficulties encountered in teaching and learning with technology......79

4.2.5.1

Learning environment...........................................................................80

4.2.5.2

Teachers’ technology skills ...................................................................81

4.2.5.3

Exams, curriculum and materials...........................................................82

4.2.5.4

Technologies and facilities in application of teaching oral skill ...........82

4.2.5.5

Some solutions .......................................................................................83

4.3

Implications and suggestions for teaching ............................................83
Summary

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1

Summary................................................................................................88

5.2

Conclusion .............................................................................................89

5.3

Limitations and recommendations ........................................................91

BIBLIOGRAPHY ...................................................................................................92
•

BOOKS

•

WEBSITES

•

CDS
APPENDICES

APPENDIX 1.
• Instructional Technology Survey (for regular classes) ..................................99
• Instructional Technology survey ( for the experimental classes) ................102
APPENDIX 2.
• Phiếu thăm dò ý kiến ( Dùng cho học sinh lớp thường) ..............................105
• Phiếu thăm dị ý kiến ( Dùng cho học sinh lớp thực nghiệm) .....................108
APPENDIX 3

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•

For three tasks in the student’s book-Tiếng Anh 10 - page 34,35 – Unit 3 .......... 112

APPENDIX 4
•

For three tasks in the student’s book, Tiếng Anh 10 - page 36, 37 – Unit 3) ....... 113

APPENDIX 5
• For the 3 tasks in the student’s book, Tiếng Anh 10 - page 66, 67 – Unit 6 for
listening skills ........................................................................................................ 129

APPENDIX 6
•

☺D:\APPENDIX 6\election-10nov08_.mp3 ......................................................... 130

•

Guided questions for listening tasks................................................................130

APPENDIX 7
• Some natural landmarks and texts for speaking skills.................................131

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CHAPTER 1
INTRODUCTION
1.1. BACKGROUND

The economic open- door policy pursued by the Government of Viet Nam
has increased the demand for English speaking people who are expected to be
competent to communicate verbally with the outside world and access technology.
It has given foreign language, especially English, the status as a key to its regional
and global participation. Due to the importance of English in the new social context,
English teaching in Quang Ngai is in the trends of intergrading into national
development. Therefore, teaching English for students in high-schools has received
more and more attention. It is considered a basic background for further study or for
working in the industrial area after leaving schools. Unfortunately, not much has
been done for English speaking so far.
Foreign language now is a compulsory school subject and one of the six
national examinations that students have to pass if they want to get the High School
Education Certificate and continued to study in the higher education. Holliday
(1994:53) argues that “in order to be appropriate, English language teaching
methodologies need, therefore, to be finely turned to the various needs in individual
classroom cultures: They need to be appropriate to local cultures in very specific
terms”. Canale and Swain (1980) also argues that “a communicative approach must
be based on and respond to the learners’ communicative needs” (p.27).
Unquestionably, learners’ need vary, depending on the external exposure to the
target language and personal motivation. It is, therefore, necessary to investigate
how much communication Vietnamese learners need before decisions on teaching
methodology are made.

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There is no doubt that the advent of technology including computers and
other media increasingly and drastically impacts every aspect of society. The
increasing speed and new applications for instructional technology continue to
develop more and more rapidly than we can humanly anticipate. The potential of

the internet as a teaching tool is a relatively new concept and it can indeed foster a
dynamic learning environment. It is particularly beneficial as a teaching aid in
English language learning. The internet makes this possible as there are now
numerous studies on how different cultures look at education: how they respond to
teachers, what kind of learning environment they have been exposed to, how they
behave when interacting with each other. The internet's authenticity is also a factor.
It enables students to gain access to real information and real-life experiences. They
are no longer limited to using textbooks as their source of information as the
internet offers an assortment of resources on a variety of topics.
The internet also makes learning practical. Students are empowered by the
Net because it enables them to study independently. They have access to
information round the clock and they can choose which information to take in. This
promotes learning because students are active participants, learning how to do
things themselves. They don't really need to wait for the teacher to give them the go
signal as they can even access the internet when they are at home. According to
Benedict (accessed in the internet on 18 March, 2008)
“Interaction is enhanced considerably when using the internet for
teaching. It enables students and teachers belonging to different
parts of the world to talk to each other and it allows students to talk
to other students from different countries. It can also promote
interaction within the classroom. Since the internet is such an
interesting tool students are willing to participate more in class thus
providing positive mental stimulation”.

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However, there is a shortfall in the goal or the competence and the
objectives of training English in the high schools in Quang Ngai Province, Vietnam.
The result is that after 7 years studying English, students can not speak English at

all. What students learn is grammar so that they can pass the tests or the
examinations. How to motivate students’ study speaking and listening English is, in
fact, a big question to the teachers of English. Can technology helps students to
improve the two skills? How to employ instructional technology effectively in the
specific context of Le Khiet aptitude high- school in Quang Ngai province? There is
a paradox that little information is available on the application of technology in
teaching and learning speaking and listening skills, especially in the tenth-formed
students, who has just applied the new material of the innovation of the Ministry of
Training and Education.
These aspects of the setting produced the ideas from which this research
begins.
1.2. RESEARCH PURPOSES
The overall purpose of this research is to investigate (1) the available
technology support tools that can be used to facilitate teachers and students; (2)
whether and how technology may enhance speaking and listening skills; (3) whether
or not technology can stimulate and maintain students’ interest in learning speaking
and listening skills; and (4) what the learners’ attitudes are towards instructional
technology including computers and other media.
The investigation of these issues was based on: (1) two types of teaching:
one type using instructional technology (experimental) and the other as a regular
class; (2) questionnaires asking students about their attitudes and motivation toward
the instructional technology in learning speaking and listening skills; (3)
observations when teaching the experimental classes; and (4) the results of the pretests and post- test before and after the experimental teaching was carried out.

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1.3. RESEARCH QUESTIONS
One major research question guides this study:
How do the factors of instructional technology influence learning

English, especially in listening and speaking skills?
Two sub-questions are also addressed:
A. What are the attitudes and motivation among Le Khiet High school’s
students toward learning speaking and listening skills?
B. What is the impact of instructional technology in learning speaking and
listening skills?
The study will include an observation of whether there might usefully be an
evolution of the teaching and learning of English speaking and listening skills with
the help of instructional technology. The observation will explore whether the
attitudes of the students would aim to promote students’ choice of learning with
instructional technology.
1.4 RESEARCH METHODOLOGY
This is a descriptive study consisting of blended methods, both qualitative
and quantitative, such as a review of documents, observations when teaching and
learning experimental course, along with attitudinal questionnaires. The use of a
variety of methods in data collection allows for what is called triangulation in data
analysis.
 The relationship among learning, teaching and instructional technology


Achievement tests and attitude questionnaires to students were conducted to

evaluate their perceptions towards the experimental course.
 Direct observation is also carried out along with the experimental teaching.
Learning is the central focus and each angle has its own position and has
certain effects to each other and to the process of learning as Newby, Stepish,
Lehman and Russel (2000, p11) illustrated in the relationship among learners,
teachers, instruction and learning. It is as a triangle. Apart from these, learning is

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also affected by various other factors beyond the scope of this study. For the
purposes of this study, the research was conducted at Le Khiet High School and the
research method was designed as follow:
FIGURE 1.1 Relationship among learner, teacher, instruction and learning
Learners

Instructional
Technology Learning

Teachers

Instructional
Technology

Instructional
Technology

Instruction

1.5 SIGNIFICANCE OF THE STUDY
While instructional technology plays an important role in many fields of our
life, especially in education, little research has been done over recent years on the
application of technology to English teaching in general, and in the learning of
speaking and listening skills, in particular. They major questions we must ask about
the role of instructional technology in the teaching of English include: whether and
how technology may enhance speaking and listening skills; whether or not
technology can stimulate and maintain students’ interest or improve learners’
attitude towards English through the use of instructional technology including

computers and other media.

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Together with the recent economic renovation or doi moi, the educational
renovation has been carrying out efficiently as in item 4, chapter 1, educational rule
of the Socialist Republic of Vietnam: “The educational approach must be satisfied
the positive, the consciousness, the active and the creation of the learners, enrich
the keen on learning and the intention of the improvement.”
English teaching in Quang Ngai, due to its low quality, has yet to match the
demand for competent English - speaking people. Many new teacher training
programs – pre-service and in-service alike - are designed and delivered with the
focus on training communicative teachers. Unfortunately, not much improvement
in terms of teaching methods has been noticed in English class using the
communicative method.
The annual contribution of technology on education has still been sporadic
and insufficient. The consecutive and sometimes abrupt changes on methodology
of teaching and learning English, especially the listening and speaking skills in the
educational system have brought both benefits and social problems which take quite
a long time to be resolved. More notably, the students’ psychologies will vary with
the changes of the society and the world. The students will improve the way of
learning themselves, searching and creation, hoping to integrate with the learners
all over the world. It is useful to have different voices, especially from students, to
justify the way that profoundly influence their study, work and life. In the adoption
of the current method of teaching English, which favors the grammar and
vocabulary ability, this study will be the first to investigate issues in improving the
listening and speaking skills and students’ attitudes and motivation. Furthermore,
the study will add to improve the learning and teaching quality in general and
hopefully to the student’s ability for communication in English in particular. By the

stimulating the creation and learning independently, this research helps save time
and money on learning communication in the language school if they want to
improve speaking and listening skills. It helps learners improve communicative
ability to the foreigners.

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Thus, this study will serve as a summative report on the methodological
issues with deliberate recommendations for the future. In addition, for teachers who
may be interested in the application of technology in teaching, this study will help
provide new application in teaching English and assist with the initiation of feasible
plans for future planning of teaching English .
1.6

LIMITATIONS
The study aims to investigate: the available technology support tools that can

be used to facilitate teachers and students in teaching and learning speaking and
listening skills, how technology may enhance these two skills, how technology can
stimulate and maintain students’ interest in learning speaking and listening skills,
and, finally, the attitude of teachers and learners towards instructional technology
including computers and other media. The investigation mainly covers the learning
and studying in Le Khiet High School because this school is considered to be the
core of education in Quang Ngai province. The study particularly emphasizes the
learning and studying with the tenth-formed students, who have applied the new
English material designed specially for 4 skills. All this was done through a
questionnaire with students in Le Khiet High school, Quang Ngai province.
1.7 DELIMITATIONS
Due to the nature of this study and the research methods of data collection,

generalizations and recommendations will be limited to the tenth-formed students in
Le Khiet High School, Quang Ngai province.
The application of instructional technology is limited in the use of computer,
using PowerPoint, and the utility of the internet in studying both inside and outside
class. The particular composition of the sample of students participating in the study
may also limit the ability to generalize beyond this setting. The recommendations
from this study will help English teachers in Le Khiet High School and may,
however, also be beneficial to others in similar situation.

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1.8 DEFINITIONS
1.8.1 Instructional Technology
Generally, instructional technology is defined as:
1. Scientific study and use of mechanical arts and applied sciences;
2. “Application of technical tasks”. (Hornby, 1992: 29)
“Instructional technology is often thought of as modern machines or
tools like computers, multimedia, scanners etc. Indeed, it is important
to understand that instructional technology is more than just machines
and that the term “technology” is not merely a synonym for
“computer”.
First, technologies are not only computers but blackboards, pens, pencil
sharpeners’, rulers and even chalks as well.
Second, technology does not merely imply the uses of machines, but refer to
as any applications of scientific or other organized knowledge to practical tasks.
Technology other than computers is utilized in any innovative way of
teaching and is divided into two categories: product and process technology.
1.8.2 Process and product technology
According to Hooper and Rieber (1995), there have been two main types of

technology labeled as “product technologies” and “idea technologies.”
Product or hard technologies include: 1) hardware, or machine- oriented,
film

strips,

movies,

audiocassette

players/

recorders,

videocassette

players/recorders, laserdisc, computers, CD-ROM and; 2) software technologies
such as print-based material (i.e. books, worksheets, overhead transparencies) and
computer software (i.e. computer- assisted instruction).
In contrast, idea or process technologies do not have such tangible forms.
Idea technologies are usually presented in or through some products technologies.
Idea technologies are techniques or ways of thinking applied to problems and
practical task. According to Hooper and Rieber (1995: 34)

8


“The benefit of technology so not simply it’s potential to replicate
Existing educational practice, but its ability to combine idea and
product technologies encourages students to enlarge in deeper

cognitive activity”
Generally, to be used effectively, idea and product technologies must be
united.
1.8.3 Instructional and Educational Technology
With the hope that instructional technology would enhance teaching and
learning, in the history of education, technology has been introduced at various
times. Along with development of technology and education a lot of conceptions
are instructional and educational technologies.
Generalizing from the previous definitions, instructional technology (IT) has
been defined as:
“Applying scientific knowledge about human learning to the
practical tasks of teaching and learning” (Heinnich, Molenda, &
Russell, 1993, p16).
Newby, Stepich, Lehamn and Russel (2000) identified that IT acts as a match
between linguists and teachers. According to them,
“Instructional technology is the bridge between who conduct
research on human learning and those who are teaching and
learning”. (p10)
Instructional technology is not just media which are used for instructional
purposes. Media is a form of mass communication. Instruction is not just
information, which can be easily transferred through media. Instructional
technology is more than computers, projectors, cassette players, etc.
“It is a complex field that is equally concerned with the processes
of learning as it is with the products that support learning”
(Albright, 1995; 28)

9


IT, therefore, affects especially instructional problems. Meanwhile,

educational technology affects all educational endeavors including scheduling,
registering, budgeting, etc.
Educational technology includes instructional technology and other fields in
teaching and learning. So it can be said that educational technology itself consisted
of two major parts: teaching technology and learning technology. The application of
technology in teaching is not merely the implementation of computers or mass
media. It is also the appropriate methods and strategies for implementing them in a
specific context.
1.9 ORGANIZATION
The thesis has been organized into 5 chapters.
Chapter one is the introduction. It focuses on the situation that leads to the
study as well as the aim of the study and the research methodology. Some of the key
words like technology and software are also mentioned and clarified.
Chapter two is the literature review and identifies how technology can
enhance learning through an overview of prior researchers’ findings. This chapter is
also concerned with available technology support tools including computers and
other media which can be applied in learning listening and speaking skills. The
theoretical of teaching of listening and speaking skills are also mentioned.
Chapter three focuses on describing the methodology, with the focus on
mixed method including a quasi-experiment, direct observation, achievement test
and questionnaires administered to two kinds of students at Le Khiet High School.
In this chapter the three samples are designed for the achievement teaching. That is
to say, the lesson plans of the course are introduced.
Chapter four presents the findings of the experiment, the survey and
discussion of which in the light of the research literature. The left of this chapter
saved for far reaching implications for teaching listening and speaking skills in Le
Khiet High school.
Chapter five, the last chapter, sets out the conclusion of the study and some
recommendations for further researches.

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CHAPTER 2
LITERATURE REVIEW
We are living in the age of science and technology, which its accomplishment
has appeared in every fields of life. Computers and instructional technology have
developed and made a strong influence in every fields of our life. The application of
instructional technology in teaching and learning is very necessary for educators so
that they can make an innovation and improvement in education.
There has always been a strong disagreement about why technology should
be appreciated. During the advent of technology, it has witnessed a variety of
researchers at all level of education and training. Various studies have been carried
out to pick out the difficulties and to find the effective solutions for them. This
chapter reviews theoretical and empirical research on technology and on the
methodology relevant to enhancing listening and speaking skills. They are
influencing factors, students’ attitudes and motivation toward listening and speaking
skills. The review, thus, covers four main issues: The enhancement of
instructional technology, unique instructional capabilities, using technology
support tools and theoretical base of methodology of listening and speaking
skills. The review of literature is focused on the reasons for using instructional
technology in learning English. Specially, what prior researches have found out
about the enhancement of technology in teaching and learning is presented in this
part.
► An overview of unique instructional capabilities. What technology does to
facilitate teachers in reconstructed classroom is introduced.
► A description of technology support tools and how to employ them
effectively in class.
► An overview of the principles of teaching listening and speaking skills
► Guidelines for planning and preparation of technology integration which

must be done by teachers

11