A study on the exploitation of online resources to develop receptive skills to teenagers in viet nam

Therefore, using online resources to teach the English language has been familiar to EFL teachers.. Significance of the study Research has shown that for online resources to be effectiv

ACKNOWLEDGEMENT

First of all, I express my deep gratitude to my supervisor, Associate Professor Dr Ton Nu My Nhat, who was always available to support me not only academically but also spiritually, for her words of encouragement and constructive suggestions, great support, patience, and time in guiding and supporting me throughout the process

I would like to thank the lecturers of the English Pedagogy Department at Qui Nhon University for their support and guidance during the study and research process

I am also indebted to the English teachers in Binh Dinh province who participated in this study Without their participation, this study would not have been accomplished

The writing of this thesis owes a great deal to the support of others I would like thank to Van Anh Le and Kim Hoa Huynh for their emotional support and companionship

I dedicate this thesis to my mother Nguyet Thu Nguyen, my father Dang Huy Dao, my brother Trung Quan Dao, and the other members of my extended family for supporting me and enlightening my life

ABSTRACT

The research was to explore to what extent the valuable rich online resources have been exploited to develop the EFL learners‟ receptive skills by the EFL teachers in Vietnam It was aimed to grasp the teachers‟ general attitudes and their perceived teacher‟s advantages and challenges in exploiting the online resources to develop the EFL learners‟ receptive skills The study employed the mixed-methods approach To address the research questions, the data collected by questionnaires was quantitatively analyzed to arrive at the descriptive statistics of the points under focus; the qualitative method, by means

of open-ended interviews, was used to triangulate the data, obtaining an in-depth description of qualitative data The findings indicate that the EFL teachers in Vietnam are eager to exploit and use online resources to develop EFL learners‟ receptive skills The advantages mentioned are that they are completely free and available anywhere anytime; they are rich and can be applied in nearly all the stages of teaching listening and reading, as supplementary materials both in class and after class The most common challenge is the inaccurateness or unreliability

of most of the sources The findings also show that there are not so many noticeable differences in using the online resources between teaching reading and listening The study holds a number of practical implications to the stakeholders and suggestions for further studies

TABLE OF CONTENTS

ACKNOWLEDGEMENT I

ABSTRACT II

LIST OF ABBREVIATIONS VI

LIST OF TABLES VII

LIST OF FIGURES VIII

CHAPTER I INTRODUCTION 1

1.1 Rationale 1

1.2 Aim and objectives 3

1.2.1 Aim 3

1.2.2 Objectives 3

1.3 Research questions 3

1.4 Significance of the study 4

1.5 Scope of the study 5

1.6 Design of the study 5

CHAPTER 2 LITERATURE REVIEW 6

2.1 Theoretical background 6

2.1.1 The receptive skills 6

2.1.1.1 The reading skill 6

2.1.1.2 The listening skill 12

2.1.2 Teaching receptive skills 14

2.1.2.1 Teaching reading skill 14

2.1.2.2 Teaching listening skill 18

2.1.3 Online resources 22

2.1.4 Teaching receptive skills using online resources 23

2.1.4.1 Teaching reading skill with using online resources 24

2.1.4.2 Teaching listening skill with using online resources 25

2.2 Previous studies relevant to the present study 26

CHAPTER III METHODOLOGY 35

3.1 Research design 35

3.2 Participants 36

3.3 Data collection and data analysis 37

3.3.1 The questionnaire 37

3.3.2 The interview 39

3.3.3 Data analysis 39

CHAPTER 4 FINDINGS AND DISCUSSION 41

4.1 Findings 41

4.1.1 Teachers’ general attitudes 41

4.1.2 Teachers’ advantages and challenges 44

4.1.2.1 Advantages 44

4.1.2.2 Challenges faced 47

4.1.3 Comparison of use of online resources across the two skills 50

4.1.3.1 Comparison of types of online resources 50

4.1.3.2 Comparison of using online resources in teaching stages 54

4.1.4 Suggestions for making the best use of online resources 62

4.2 Discussion 64

4.2.1 Teacher's general attitudes 64

4.2.2 Teacher's advantages and challenges 65

4.2.3 Comparison of teachers’ use across the two skills 68

4.2.4 Suggestions for making the best use of online resources 70

CHAPTER V CONCLUSION AND IMPLICATIONS 72

5.1 Summary of findings 72

5.2 Implication 73

5.3 Limitations and suggestions for further studies 74

THIS RESEARCH STUDY WAS CONDUCTED IN A PARTICULAR SETTING WHICH HAD AN IMPACT ON THE LIMITATIONS TO SOME DEGREE A LIMITATION OF THIS STUDY IS THAT BECAUSE THIS STUDY WAS MAINLY CARRIED OUT IN BINH DINH PROVINCE, THE FINDINGS FROM THE STUDY COULD NOT REPRESENT OTHER PROVINCES, LET ALONE THE WHOLE COUNTRY, OR EVEN FURTHER; WHILE SOME GENERAL CONCLUSIONS HAVE BEEN MADE, THE FINDINGS WERE SPECIFIC TO THIS LOCATION 74

REFERENCES 76

APPENDIXES 81

APPENDIX A: 81

QUESTIONNAIRE FOR TEACHERS 81

APPENDIX B: 87

QUESTIONS FOR OPEN-ENDED INTERVIEWS 87

APPENDIX C: 88

TRANSCRIPTS FOR INTERVIEWS 88

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ELT: English Language Teaching

ESL: English as a second language

ICT: Information and Communications Technology

RS: Receptive skill

LIST OF TABLES

Table 3.1: The questionnaire respondents‟ background information

Table 3.2: Description of items in the questionnaire

Table 4.1: EFL teachers‟ general attitudes

Table 4.2: The EFL teacher's advantages

Table 4.3: The EFL teacher's challenges

Table 4.4: Using online resources to design tests or assignments across two

skills

Table 4.5: Using online resources to display contents

Table 4.6: Mean of using online resources to display the contents

Table 4.7: Using online resources to teach RSs

Table 4.8: Using online resources to teach the RSs stages in different stages

LIST OF FIGURES

Figure 4.1: EFL teachers using online resources in pre-stages Figure 4.2: EFL teachers using online resources in while-stages Figure 4.3: EFL teachers using online resources in post-stages

CHAPTER I INTRODUCTION

1.1 Rationale

In modern life, the use of the English language is described as “a global

means of inter-community communication” (Kumiko, 2015) English is present

in almost all areas of life such as education, work, service, and the like Vietnam

is one of the Southeast Asian countries with rapid international integration in many aspects, from the economic sector to the tourism sector and other key sectors To be able to integrate quickly and effectively, the role of foreign languages has been significantly enhanced in Vietnam

A number of typical features have been noted in the literature on English

as a Foreign Language (EFL) teaching and learning in Vietnam Firstly, for most learners, especially those in lower and upper secondary school, when the immediate use of English is not apparent, English for them is just one subject in the school's curriculum, no more and no less Then, the learners are often not exposed to an authentic English learning environment; both the material and the learning environment do not enhance interaction with native culture and native speakers

Regarding Receptive skills (RSs), students' common materials are commonly passages from textbooks and audio recordings/scripts attached to textbooks Although these materials have been carefully compiled, they may lack practicality The texts in the reading section and the conversations in the listening section are stereotypical, and non-authentic, which must certainly limit

the learners‟ development of communitive competence because the knowledge in textbooks is restricted in terms of the types, languages, and content That makes them feel depressed and lack confidence in using foreign languages in real life

From another perspective, the rapid development of Information and Communications Technology (ICT) is unstoppable, which has been influencing

nearly all fields from all corners of the world, especially education “ICT for

education is more critical today than ever before since its growing power and capabilities are triggering a change in the learning environments available for education” (Pajo & Wallace, 2001) The use of the Internet in Viet Nam has

facilitated the panorama of learning and teaching English at many ages, especially teenagers, who are grown-up enough to be self-directed in learning For example, the Internet can provide real-world English learning contexts, cultures, texts, documents, and activities; it can provide a motivating and enjoyable learning atmosphere and materials, encourage student autonomy, and provide opportunities for students to use English for a variety of purposes Therefore, using online resources to teach the English language has been familiar

to EFL teachers Today, online resources are considered both technological tools and pedagogical devices to promote language teaching and the learning process

On the other hand, online resources help EFL teachers with preparing assignments and testing, assisting students in self-education, and organizing extracurricular activities Moreover, these resources are available, abundant, and free on Internet so that instead of writing by hand the exercises on the board in the classroom, EFL teachers can be easier to get them from the online resources for students

Given the described context, this study is to investigate how the rich

online resources have been used in developing the RSs of Vietnamese lower- and upper- secondary school students

1.2 Aim and objectives

1.2.1 Aim

The primary aim of this study is to explore to what extent the valuable rich online resources have been exploited to develop the EFL secondary school learners‟ RSs by the teachers in Vietnam

1.2.2 Objectives

Given the above overarching aim, this study is going to:

(01) Investigate the teacher's general attitudes toward exploiting the online resources to develop the EFL learners‟ RSs;

(02) Investigate the teacher's advantages and challenges in exploiting the online resources to develop the EFL learners‟ RSs;

(03) Compare the teachers‟ use of the online resources across the two different modes – listening and reading;

(04) Put forward suggestions on how to make the best use of these resources in

an EFL context

1.3 Research questions

Based on these above aims, the research questions are:

(01) What are the teachers‟ general attitudes toward exploiting the online resources to develop the EFL learners‟ RSs?

(02) What are the teachers‟ advantages and challenges in exploiting the online resources to develop the EFL learners‟ RSs?

(03) To what extent is the teachers‟ use of the online resources different across the two different modes – listening and reading?

(04) What suggestions can be made as to how to make the best use of these resources in an EFL context?

1.4 Significance of the study

Research has shown that for online resources to be effective pedagogical materials, changes in the exploitation of these resources are needed; these changes are not to eliminate traditional material, but to let the two types of material support each other in English teaching and learning practices Thus, this study can contribute to the literature on manipulating online resources to develop the English proficiency of EFL learners It may also contribute to the development of extensive reading and listening skills in a foreign context via the rich available online resources Furthermore, the difference in exploiting online resources to practice teaching between listening and reading skills of EFL teachers has been partly clarified, which is an original contribution to the literature in this respect, too

This study can make practical contributions as well It provides the EFL teachers with a model for improving their English language teaching (ELT) practice; this study has provided them with insights into setting up classrooms where students can interact with engaging, authentic materials in the increasingly digitalized world The findings from the survey provide deep insights into the EFL teachers‟ practice of exploiting the online resources to develop the learners‟ RSs The attitudes, advantages, challenges, and suggestions that the EFL

teachers expressed can be valuable information for other teachers to improve their practice to the benefit of the learners

1.5 Scope of the study

This study involved only the EFL teachers in Binh Dinh province In addition, it was limited to lower- and upper-secondary education

1.6 Design of the study

This study is organized into five chapters

Chapter One, the introduction, presents the rationale, aims, objectives,

research questions, significance, and scope of the study

Chapter Two, the literature review, presents the major theories relevant to

the study The chapter begins with a brief account of RSs and then shows the aspects of the online resources Finally, the study presents previous studies relevant to the present study

Chapter Three, research methodology, delineates the methods employed to

carry out the study, which contains the descriptions of the participants and how the data were collected and analyzed

Chapter Four, findings and discussion, presents the findings and discussion

of the findings

Chapter Five, conclusion and implications, closes the paper with a summary

of the main findings; it also withdraws some implications and puts forward suggestions for future studies

CHAPTER 2

LITERATURE REVIEW

This chapter presents the theoretical issues which shed light on the empirical investigation It begins with a description of the two RSs, reading comprehension and listening comprehension, in terms of definition, benefits, purposes, and types It goes on with how to teach these two skills – the techniques, principles and stages The third issue to be dealt with is the online resources – the definition, advantages and disadvantages, and how to exploit them for teaching reading and listening The final section provides an account of the previous studies closely related to this study

2.1 Theoretical background

Language education is broadly defined in terms of four skills – listening, speaking, reading, and writing Listening and reading are termed “RSs” and the two others, “productive skills”

2.1.1 The receptive skills

2.1.1.1 The reading skill

Definition of reading skill

Reading is one of the four skills to be developed in foreign/second language teaching and learning According to Urquhart and Weir (1998), reading

is the process of constructing meaning through the dynamic interaction among the reader‟s existing knowledge, the information suggested by the written

language, the context of the reading situation Reading skill is a cognitive ability that allows a person to interact with written text

Benefits of reading skill

Reading skill plays an important role in general Other skills are improved through reading, particularly writing, because the ability to write depends on the ability to read (Stahl, 2004, p 598-609) Reading especially helps learners enhance their writing style and flow Another important role of reading skill in communication is that it helps learners improve their oral skills Reading introduces learners to new terms and points of view It improves verbal fluency and sentence construction and proficiency in the language All of these things are also necessary for being a successful speaker Reading skill improves the English levels of students, shows that whether they have a great vocabulary or not Moreover, reading may help learners shape their identities Socially, reading assists learners to be well-read individuals as well The more we read, the more

we discover about the world and its inhabitants One of the many advantages of reading is that it allows us to expand our awareness of the world (Armbruster et al., 2001; Anderson et al., 1985)

Purposes of reading skill

Ghararah (1998) claimed that in teaching reading skill in a foreign language, the main aim of the process is to help students identify and understand the meaning of written texts Then, thanks to it, students can be more self-governing in their reading According to Grabe and Stoller (2002, p.29), there are multiple purposes for reading that can be grouped into several main categories

First of all, students read for simple information It is a rather autonomous cognitive function Because it is employed so frequently in reading activities, it

is probably best viewed as a purpose of reading skill - scanning the text for a specific piece of information or a specific word Another purpose is reading to skim Reading to skim is a typical component of many reading activities as well

as a beneficial skill in and of itself It entails a mixture of methods for predicting where relevant information may be found in the text and then applying basic reading comprehension abilities to those portions of the text until a broad concept is formed The next purpose is reading to learn from texts Reading to learn from texts takes place when students may need to read many pages of a text

to achieve significant knowledge in academic or professional contexts Therefore, this purpose requires that students must remember the main ideas, recognize and construct rhetorical frameworks that organize textual content, and connect the text to the reader's existing knowledge

Reading is also for integrating information This purpose necessitates further judgments regarding the relative relevance of complementary, mutually supportive, or conflicting information, as well as the anticipated rearrangement

of the rhetorical frame

Besides, reading to write is presented as another reading‟s purpose as well Reading for writing and reading for the goal of critiquing texts are two frequent academic tasks that need reading abilities required to assimilate knowledge To integrate information, task variations of reading may be used It is necessary to

be able to construct, choose, and criticize information from a text

The last purpose is reading for general comprehension There are two concepts of general reading comprehension The first would be that it is the most

fundamental goal for reading, underpinning, and supporting all other purposes for reading Second, reading for broad understanding is more difficult than is usually thought It necessitates rapid and automatic word processing, as well as significant skills in generating a broad meaning representation

Types of reading skill

Reading skill is commonly divided into two broad types - extensive reading and intensive reading

Extensive reading is a language education strategy that demands learners

to independently read multiple, various written materials that are simple and appealing for a variety of reading needs (Day & Bamford,1998) Extensive reading is done to obtain a general grasp of a material and to ensure that the basic principles are understood, not for specific details (Brown, 1989)

According to Brown (1989) and Day and Bamford (1998), extensive reading is tremendously beneficial to language learners First of all, by extensive

reading, students can become better readers and develop a reading habit The

most commonly mentioned well-known benefit is that it can help students expand and maintain their vocabulary Students are unlikely to come across new words frequently enough in the classroom to memorize them However, if they read extensively a lot, they are much more likely to come across words and phrases in a variety of situations Besides, students can change their attitudes toward reading and become more inspired to read thanks to gaining more

confidence in reading Furthermore, students can improve their writing skill and overall language competence, more frequently, as a result of extensive reading

Thanks to extensive reading, students can become autonomous learners; in other words, they become more independent readers, be able to read for a variety of

objectives, switch reading strategies for different types of texts and become more aware of the reading materials accessible to them and how to obtain them Because they have read extensively a lot, students can gain background knowledge, improve reading comprehension, and be more prepared for future academic courses

Besides, as maintained by the cited researchers, extensive reading has some main concerns The first challenge is the limited time on the part of both the teachers and the learners If materials are not already available, setting up an extensive reading program can be costly and time-consuming Moreover, extensive reading may not seem like an appropriate approach to learning for students who have only been exposed to the intensive in-class practice

The second type is intensive reading, which is defined as reading with a high level of concentration and focus Intensive reading, according to Brown (1989), draws attention to grammatical forms, discourse markers, and other surface structure features in order to comprehend literal meaning, implications, rhetorical links, and the like Students who engage in intensive reading do so with specific learning goals and objectives It is comparable to extensive reading, in which students read texts for pleasure and to improve their

general reading skills; in intensive reading, “the readers carefully and closely

read a short text with the intention of gaining an understanding of as much detail

as possible” (Scrivener, 1994)

According to Scrivener (1994), intensive reading provides several benefits, including boosting reading comprehension, supporting pupils in interpreting sentence structure, and developing critical thinking by asking

students to respond to all required questions after reading It also enhances student collaboration, as it is sometimes done in pairs or groups However, intensive reading has a number of drawbacks The first is that due to the short amount of content, there is little actual reading practice Students may not be able to read at their level in a class with multi-reading abilities since everyone in the class is reading the same content The second possibility is that the reader will be uninterested in the text because it was in the textbook or chosen by the teacher Due to the limited amount of text, there is minimal opportunity to learn the language Finally, because intensive reading is generally followed by activities and assessments, students may come to equate reading with testing rather than enjoyment

Reading strategies

Various types of reading can be used to help students improve their reading skills The most common are scanning, skimming, searching reading, and careful reading (Richards et al., 1992; Urquhart & Weir, 1998)

 Scanning is the process of reading selectively in order to achieve very narrow reading objectives, such as discovering a number or a date It is utilized when a reader wants to find a certain piece of information without having to read the entire text or chapter The major feature of scanning is that any part of the text that does not include the pre-selected piece of data is ignored Scanning is usually applied to answer specific questions

 Skimming is a sort of rapid reading that is employed when a reader wants

to grasp the key concept or ideas from a paragraph quickly Skimming can help you save hours spent reading However, it is not always the best method of

reading It is a great way to get a taste of a more in-depth reading or to go over a lengthy selection

 Search reading is the process of locating information on a specific topic Readers or students will look for data or answers to specific inquiries Search reading differs from scanning in that it seeks out specific essential ideas, whereas scanning does not attempt to do so It also differs from skimming in that the reader's quest for information is guided by predetermined subjects rather than having to read the entire article

 Careful reading requires the reader‟s attempts to handle the majority of the information in the text, i.e., the process is not selective; the reader adopts a submissive role and accepts the writer's organization, and the reader attempts to construct a macrostructure

2.1.1.2 The listening skill

Definition of listening skill

Listening is defined as the act of hearing something thoughtfully Listening is the ability to perceive and comprehend what others are saying In other words, the active activity of receiving and responding to spoken messages

is referred to as listening (Harmer, 2007)

Benefits of listening skill

Dadzie and Awonusi (2009) claim the benefits of listening in second/foreign language teaching as follows Listening can enhance speaking skills Listening is an important skill that we can all focus on in developing speaking skills Listening also helps review and develop vocabulary and grammar

Types of listening skill

The most common types of listening mentioned in the literature are intensive listening, extensive listening, selective listening, interactive listening, responsive listening, and autonomous listening (Harmer, 2007; Rost, 2001)

 Intensive listening focuses on phonology, syntax, and lexis; in intensive

listening, the learners pay close attention to what is said „Intensive listening

refers to listening to a text closely, with the intention to decode the input for purposes of analysis‟ (Harmer, 2007)

 Selective listening concentrates on the main ideas For selective listening, students attempt to extract key information and construct or use it purposefully Teachers provide feedback on students' tasks and intervention

during tasks „Selective listening refers to listening with a planned purpose in

mind, often to gather specific information to perform a task In its vernacular use, selective listening is used to refer to attending to only what you want to hear and tuning out everything else‟ (Harmer, 2007)

 Interactive listening refers to „a type of conversational interaction in

which the listener takes a leading role in understanding, through providing feedback, asking questions and supporting the speaker‟ (Harmer, 2007) It

focuses on becoming active as a listener; attempting to clarify meaning or form, and during collaborative tasks, the learner engages in verbal interactions with others to learn information or to negotiate solutions The teacher provides feedback regarding the form and outcome of the interaction

 Extensive listening provides the learners with chances to listen continuously and manage large amounts of information During extensive listening, the learner stays in the target language for several minutes at a time,

usually with the long-term purpose of appreciating and learning the content Academic listening and listening for pleasure are all examples of extensive listening

 Responsive listening demands the listener's response, which is the focus

of this activity In this type, the listener's response to activities is “affective”, that

is, they express an opinion or point of view, rather than analytical

 Autonomous listening is the process that is done without the help of a teacher Intensive, selective, extensive, participatory, and responsive listening are all examples of autonomous listening The key is that the learner chooses the input, completes the activity, and is assessed

In sum, listening skill is clearly important in foreign/second language development, as evidenced by the discussion above They should be improved in all circumstances, regardless of expense or the limitations that students encounter, because the benefits of good listening far outweigh the difficulties associated with ineffective listening

2.1.2 Teaching receptive skills

2.1.2.1 Teaching reading skill

Techniques of teaching reading skill

Teachers are constantly striving to enhance their techniques in order to become more creative and enjoyable, which can help students absorb the information more easily Armbruster et al (2001) and Walker (1998) describe a number of techniques to teach the reading skill

 Cloze instruction is a technique for improving comprehension that involves removing specific words from a text This enables students to consider what word would make sense in the context of the phrase and the overall text

 Direct reading activity (DRA) is a reading teaching approach in which teachers play the primary instructional role Teachers provide background information, teach new vocabulary, and offer students a reason to read The discussion is then directed by teachers using questions to promote reading comprehension Finally, teachers reinforce and enhance the story's knowledge

 Question-answer relationship (QAR) is a technique for determining the sort of response required to answer a question

 Direct reading-thinking activity is a reading instructional approach that consists of three stages: preparedness for reading, active reading, and reacting to the text

 Readers theater is a theatrical interpretation of a play script that is performed orally as an interpretative reading

 Repeated reading refers to the oral rereading of a self-selected passage until accuracy and speed are fluent and represent the natural flow of language For example, students may read the book numerous times in order to fully comprehend it

 Summarization instructs students on how to write summaries of what they read They are instructed how to eliminate irrelevant information, group related ideas, choose or invent topic sentences, and list supporting details

 Word cards technique is a technique that can be used to assist learners to develop their imagination and creativity so that they can think critically

The principles of teaching reading skill

The principles of teaching reading skill are well-documented (Anderson, 1991; Carrell, 1983; Carrell & Connor, 1991; Oxford, 1996; etc.) Basically, they are as follows First, the teachers exploit the learner‟s background knowledge Reading comprehension can be influenced by a reader's background experience Incorrect background information can impede comprehension Second, teachers assist students to build a strong vocabulary base Basic vocabulary should be clearly taught, and second language readers should be trained to effectively estimate the meanings of less common words using context Third, it is critical to monitor comprehension in order to read well Features of the monitoring procedure entails confirming that the predictions are correct and that the reader is making the necessary modifications when meaning is not acquired Furthermore, teachers need to strike a balance between improving student reading speed and improving reading comprehension Next, teachers should teach reading

strategies Strategies are “the tools for active, self-directed involvement that is

necessary for developing communicative ability Strategies are not a single event, but rather a creative sequence of events that learners actively use”

(Oxford, 1996) Moreover, teachers have to encourage readers to transform strategies into skills Strategies are purposeful processes used by learners to reach desired goals or objectives, whereas skill is a strategy that has become automatic This expression emphasizes the active role that readers engage in strategic reading Seventh, teachers build assessment and evaluation into teaching Finally, teachers strive for continuous improvement as reading teachers Individual teacher quality is critical to the achievement of

second/foreign language readers Reading teachers must be enthusiastic about their jobs

The stages of teaching reading skill

Language educators generally agree on the three stages of teaching listening skill (Karakas, 2002; Rost, 2002; Underwood, 1989; Wilson, 2008; Zohrabi et al 2015; etc.): pre-listening, while-listening, and post-listening Each stage has its own specific purpose

Firstly, the pre-listening activity simply involves any activity that students

do before engaging in a listening activity to prepare for listening Some of these activities aim at pre-teaching, activating vocabulary, predicting topics, generating interest, and checking comprehension To increase readiness for

listening, it is recommended that “effective listening tasks often involve an

explicit pre-listening step, some that the learner does prior to listening to the main input in order to increase readiness” (Rost, 2002) Pre-listening activities

serve the purpose of ensuring students have the necessary background information before they listen Students can predict what will be said if they are engaged in pre-listening activities They also report that students understand authentic English movies better through pre-listening exercises (Zohrabi et al 2015)

In the while-listening process, students perform the task when listening to the text or immediately afterward, and activities are directly linked to the listening text The purpose of this stage is to help students develop the skill of extracting messages from spoken language by listening to and doing while-listening tasks (Underwood, 1989)

The last stage is post-listening Post-listening is an activity realized after listening, bringing all the work together Post-listening activities encompass all the work that has been done on a listening text after it has been listened to by the students after they have finished their listening stage Underwood (1989) also confirmed that activities related to the post-listening tasks may be formally derived from or loosely related to tasks during pre-listening or while-listening Following a post-listening activity, students are able to recycle new vocabulary and further activate existing structures as long as the activity is engaging, stimulating, and carefully planned Discussing, responding creatively, reacting critically, exchanging information, dealing with problems, and deconstructing and reconstructing the listening text are all excellent post-listening activities (Wilson, 2008)

Overall, these three stages provide a solid framework for conducting a listening activity in class However, there are instances when it is necessary to break from this pattern Students could, for example, read the transcript before listening to get a sense of the context

2.1.2.2 Teaching listening skill

Techniques of teaching listening skill

Some techniques are used by teachers to increase students' motivation when teaching listening As said by Goh and Taib (2006), adopting a variety of techniques can readily enhance students' motivation in learning the content presented by the teacher The most commonly used are as follows The first is Information Transfer This is a process in which teachers communicate to pupils the subject that they are learning Secondly, the Paraphrasing and Translating

technique is an activity in which students must paraphrase in paragraph form what they heard and saw on audio or video The next technique is Answering Questions The first phase in this technique is for students to listen to the conversation in the audio given by the teacher, and the second step is for the teacher to question the students about the topic that they have seen on the tape Following that, the learners must respond to the teacher's inquiries In the last phase, the teacher and students collaborated to determine if the responses were appropriate for the material The fourth is Summarizing It is an exercise in which students must summarize the content presented by the teacher in the form

of audio This listening approach is particularly successful since it helps individuals recall the knowledge that they study Last but not least, Fill in the blanks is an activity in which you fill in the blanks in a text with responses that correspond to the text's contents This technique assists students in improving their English skills by improving their listening and writing abilities It aids students in expanding their vocabulary

Principles for teaching listening skill

The first principle for the teaching of listening should be exposing students to different types of processing information: bottom-up vs top-down The distinction between the two processing strategies is based on how learners attempt to comprehend a text The bottom-up process is the procedure through which students begin with the component pieces such as vocabulary and grammar Top-down processing means that learners begin with their prior knowledge and work their way down

The second principle of the teaching of listening is how to expose students

to different types of listening Listening for specific information is the most

popular sort of listening exercise in many textbooks Typically, this entails gathering concrete information such as names, dates, and so on At times, pupils attempt to comprehend in a broader sense This is referred to as global or gist listening Another important sort of listening is inference This is

"listening between the lines," or listening for meaning It is a more advanced skill

The next principle of the teaching of listening is that teachers teach a variety of tasks Listening assignments should not need too much work on the part of the learner Listening tasks should be kept brief since listening relies on working memory

The following principle is considering text, difficulty, and authenticity Spoken texts differ greatly from written materials They are riddled with false beginnings, unfinished phrases, and repetitions The most prevalent difficulty that students have is connected to their speaking pace Pauses between phrases are important for slowing down the listening process and allowing students to listen more intently Brown and Menasche (1993) proposed investigating multiple components of authenticity They gave the following breakdown: Authenticity of Task and Authenticity of Input

The final principle of the teaching of listening is teaching listening strategies It is worth noting the elements Rost (2002, pp 155) identified as successful listening strategies These are Predicting; Inferring; Monitoring; Clarifying; Responding; and Evaluating

The stages of teaching listening skill

Karakas (2002) suggested that the listening procedure can be divided into three stages: pre-listening, while-listening, and post-listening Each stage has its own specific purpose

Firstly, the pre-listening activity simply involves any activity that students

do before engaging in a listening activity to prepare for listening Some of these activities aim at pre-teaching, activating vocabulary, predicting topics, generating interest, and checking comprehension To increase readiness for

listening, Rost (2002) recommended that " Effective listening tasks often involve

an explicit pre-listening step, some that the learner does prior to listening to the main input in order to increase readiness" Indeed, activities in the pre-listening

process aid students in hearing and giving a clue about what the activities will be mainly by activating schemas Pre-listening activities serve the purpose of ensuring students have the necessary background information before they listen Students can predict what will be said if they are engaged in pre-listening activities They also report that students understand authentic English movies better through pre-listening exercises, stated Zohrabi et al (2015)

Secondly, the listening task consists mainly of while-listening activities In the while-listening process, students perform the task when listening to the text

or immediately afterward, and activities are directly linked to the listening text The purpose of this stage is to help students develop the skill of extracting messages from spoken language by listening to and doing while-listening tasks (Underwood, 1989; Wilson, 2008)

The last stage is post-listening Post-listening is an activity realized after listening, bringing all the work together Underwood (1989) described this as a result of the listening activity Post-listening activities encompass all the work that has been done on a listening text after it has been listened to by the students after they have finished their listening stage Underwood (1989) also confirmed that activities related to the post-listening tasks may be formally derived from or loosely related to tasks during pre-listening or while-listening Following a post-listening activity, students are able to recycle new vocabulary and further activate existing structures as long as the activity is engaging, stimulating, and carefully planned Discussing, responding creatively, reacting critically, exchanging information, dealing with problems, and deconstructing and reconstructing the listening text are all excellent post-listening activities (Wilson, 2008)

Overall, these three stages provide a solid framework for conducting a listening activity in class However, there are instances when it is necessary to break from this pattern Students could, for example, read the transcript before listening to get a sense of the context

simply defined as the material you find online for teaching These can be the

exercises, the videos, online newspapers, magazines, television websites such as NBC or CNN, or other websites that are helpful to education Friginal (2018)

stated that “Instructional or educational technology primarily refers to the tools,

materials, and equipment used to support the teaching and learning of a particular subject or topic These technologies include hardware and software and audio/ video equipment, and devices”

It can be said that online resources provide several advantages that teachers cannot deny First of all, the most important use of online resources is absolutely free to users or students Hence, students can access the Internet, they can get these resources from any device having Internet any time Online resources are diversified They provide access to literally thousands of magazines and newspapers, which is far more than the library could possibly subscribe to in paper format as well According to Kenchakkanavar (2004), online resources are considered a means to get access to an information source

by more than one user The users can easily find these with an electronic device Teachers do not require a variety of devices to look for internet resources, whether they are old or new In addition, these resources can be stored in huge amounts Furthermore, online resources are remarkably helpful to look for information not yet available in books or containing up-to-date information on hot events or issues

2.1.4 Teaching receptive skills using online resources

Indeed, online resources play a very important role in EFL classes They not only affect the process of teaching but also have influences on the acquisition of

knowledge of students Online resources assist EFL teachers to conduct the designs of activities and exercises in all four skills, development of vocabulary and, grammar More particularly, online resources can bring many benefits to EFL teachers For example, with an online video of the English topic, the teachers can design many types of assignments or assessments for students by basing on it These assignments and assessments are designed for all four skills

of English, so that teaching RSs can be advanced

2.1.4.1 Teaching reading skill with using online resources

Teachers can utilize online texts, online lectures, or quiz tools to create the types of tests or assignments Teachers can use a computer file, webpage, or Uniform Resource Locator (URL) tool to display the reading content as well

Coiro (2003) distinguished three forms of online readings:

- Nonlinear hypertexts: texts with hyperlinks;

- Multiple-media texts: texts with animated images, audio, or video clips;

- Interactive texts: texts which can be coauthored by many readers

Krajka (2007) divided online reading resources into three categories, which are literature, exam-orientated EFL/ English as a second language (ESL) sites and online newspaper sites

The researcher emphasizes the availability of reading materials, particularly those related to literature, for example the Online Books Page, which may be particularly beneficial for improving reading skill because they contain a large collection of literature in the target language in a digitized format that can

be searched and offers the option of downloading selected titles

2.1.4.2 Teaching listening skill with using online resources

As for the listening skill, it is undeniable that online resources play a crucial role in developing students‟ skills

Sharma and Barrett (2007) and Peterson (2010) stated that using a range of online resources can give students exposure to practicing listening regularly, and help them become more effective listeners While listening to digital audio or watching a video clip, students have the opportunity to pause at will and listen and read a transcript The use of technology in an online setting can be current, for example, utilizing today's news from news websites in a listening activity can provide a degree of immediacy to listening practice It can be said that online resources for developing listening and multi-lingual skills are increasingly important

Peterson (2010) claimed that online resources are regarded as a goldmine

of listening materials The most popular types of online materials exploited are audio and videos Some of the activities, such as listening to the news, will only take a brief amount of time Others such as participating in conference calls or watching TV will require a lot of time Some types of audio and videos we usually encounter are audio and video news such as The BBC World Service-Learning English (News English Extra; News about England; and Listen and Watch); The BBC News; CNN News; other online resources are for audio and video are Daily ESL, Randall‟s ESL Cyber Listening Lab, and EZSlang, to name just a few

Another popular material that brings benefits to listening skill is Podcast

“Podcasts are audio recordings which a user can subscribe to and download to

his/her computer or portable listening device such as an MP3 player” (Barber,

2007) Accordingly, a podcast can be on any topic and can include music and video Vodcasts and Pod Clips are two terms for video podcasts Podcasts can be used for self-study outside of the classroom as well as for authentic listening in the classroom Teachers and learners can easily look for many Podcast channels such as BBC Podcasts, ESL Listening Podcasts, ELT Podcasts, or Professional Podcasts for students who wish to improve their English skills for their future careers at work

YouTube is another effective resource that provides students with videos for listening skill By browsing video clip sites, students can find videos on almost any topic - education, politics, science, technology, entertainment, and so

on, in different languages and at different levels of difficulty (Peterson, 2010)

To sum up, online resources may serve as valuable resources to develop RSs Although it may be strange for some people, it can be used in combination with traditional materials in classrooms

2.2 Previous studies relevant to the present study

Some studies have been conducted related to the topic of exploitation of online resources to develop teaching and learning English

Firstly, Kandari (2017) conducted a study related to online resources in the United Kingdom The purpose of the study was to investigate the impact of digital tools to improve the speaking skills of young Arab EFL students and increase the motivation and engagement of young Arab EFL students in Kuwait

In order to answer the questions in the study, the Research Onion methodology was applied to explore the potential for using apps and tablets The author applied the mixed methods approach to complete the purpose of the study;

sample groups of students, parents, and teachers from one school in Kuwait were used The instruments the study applied comprised an online quantitative survey and semi-structured qualitative oral interviews, to gain the purpose of this topic The results revealed that the digital tools could have positive effects on learning the speaking skill of EFL students, and through these effects, the increase of their sense of motivation to communicate was enhanced considerably However, the research indicated that the newness of the idea in the Kuwaiti context raised some issues for the parents and EFL teachers concerning their expectations based

on the traditional teaching methods and curriculum

A study on the topic related to teachers‟ perception of the benefits of using online resources was carried out by Shatri et al., (2021) This research explained the perception of the teachers about the benefits of using online resources in their educational activities, more particularly, the impact of the utilization of the platform “School Me” in the teaching and learning process The research design

of this study was descriptive research This was longitudinal research and it included teachers of various subjects as well This study was evaluative in nature Plus, a mixed methodology had been employed through the instruments, such as using questionnaires and interviews in order to study and analyze the problems the study emphasized The results presented those teachers had a positive attitude towards the usage of online resources in their process of teaching English, which also had a great influence on the English lessons It made the lessons more attractive and comprehensive for the students and easier for the teachers As far as the usage of online resources for the students‟ learning

is concerned, the findings of the performed research showed positive attitudes of the teachers in schools toward the affirmative impact that the usage of online

resources has on the students‟ learning This research also indicated that there were still technical problems present which in many cases hindered the utilization of the online resources

Another study related to online resources was carried out by Wuryaningsih

et al (2019) This study was conducted to encourage the reform of teacher professional development in the digital era which uses online and blended learning to promote great innovation in improving teachers‟ skills using technology through computers and Internet networks Furthermore, this study also aimed to evaluate the policy by examining the effects of the web-based learning model on the scores achieved in teacher training The study was carried out by the quasi-experimental design with a pre-post non-equivalent group design of the intact teacher training program More than 400,000 teachers working at all school levels in Indonesia would join the study The findings proved that the web-based learning model was more effective in teacher achievement than the face-to-face, while the females tended to be better than males Thus, the digital constraint was not an obstacle for the teacher in the web-based model More interestingly, blended learning emerged as a new trend in e-learning proved to be quite promising The result provided us with considerations for the development of a policy for an appropriate Teacher Professional Development model for teachers at different levels

Another research about online teaching relevant to using online resources in the development of learner autonomy and English pronunciation was conducted

by Kruk (2012) The research design used in the study was the experimental study which assisted the research to gain its purpose The purpose

quasi-of the study was raised to explore the effectiveness quasi-of online resources on the

development of learner autonomy and to determine whether increased autonomy results in greater pronunciation gains as well as to compare it with the effects of traditional instruction when it came to individual students Moreover, the study set out to determine whether the gains in the two areas are maintained over time with respect to individual students The participants joining the research were 45 Polish senior high school students and were divided into three groups, two experimental and one control group, who participated in the study The survey would last around two weeks Group one was taught access to the Internet, whereas the students of group two were provided with the traditional method The findings showed that most of the students of group one, the experimental group, were more autonomous and their performance justified using digital technology as a tool for promoting autonomy and teaching pronunciation

Kruk‟s (2014) study investigated using online resources in the development

of reading and listening skills in English lessons The study's goal was to determine the extent to which education based on Internet resources impacts the development of reading and listening abilities in comparison to traditional instruction The study employed the instruments of pretest and posttest, with an experimental group and a control group The subjects were 46 Polish senior high school students The experimental group had 28 students (5 girls and 23 boys), whereas the control group included 18 students, all of whom were boys The results showed that students‟ performance on the delayed post-test deteriorated even below initial levels on the reading and listening skill, especially in the case

of the reading part The issue was associated with the completion of the reading and listening exam, which required the students to perform a comparable set of activities in a relatively short period, separating the measurements, and therefore

simply boring the students This demonstrated that training based on Internet resources was not better than traditional instruction

Similarly, Abbar‟s (2016) study investigated the use of the Internet to enhance the development of English language teaching in a Libyan University Through a single case study, this thesis explained how three professors at the University of Benghazi cooperated in the implementation of a 'Lesson Study' method to engage a group of EFL students in an e-learning teaching program The Lesson Study method was an Action Research in which instructors collaborated to improve their pedagogy by monitoring both the teaching and the learning as they educate students This study investigated university rationales for adopting ICT using a case study in which, instructors, and school administrators participated in a pilot project that used ICT in teaching The study's overarching goal was to explore how Libyan students' present English literacy practices might be improved by utilizing the Internet and E-learning techniques, as well as how the Internet could be used as a medium to further aid the students' English learning growth The primary problems raised by the findings included the need for improvements in teaching practice and how the Lesson Study program, as an Action Research model, influenced teacher pedagogy directly and positively, with an observable rise in student enthusiasm for learning These findings had significance for Libyan instructors of higher education who want to implement long-term pedagogical reforms that would improve student learning and outcomes

Noytim (2006) conducted a study related to the exploitation of online resources It was about the impact of the internet on English language teaching The research aimed at the Internet's ability to assist students' English language

growth, specifically the Internet's ability to promote students' English reading development The findings showed that students studied how the Internet could

be used to support English language learning The results showed that the Internet was potentially a powerful resource for teaching English However, they also demonstrated that incorporating the Internet completely into a program, rather than merely tacking it onto a traditional program, required a fundamental rethinking of program design and pedagogical techniques The thesis discussed the consequences of such changes in program design and instruction

A study related to the use of internet resources for language teaching and learning in a focal elementary English group was conducted by Mejia and Corrales (2006) This research was carried out in a basic English course's focal group to incorporate Internet resources in language teaching and learning routines, as well as gather as much information as possible to contribute to the ELT field and its relationship with Web sources Data collection was achieved through the use of semi-structured interviews and assessments with five students The data analysis indicated how the use of Internet resources for language teaching and learning in that group generated meaningful language learning and teaching and impacted students by boosting their motivation and autonomy toward the usage of the internet with learning goals

The above studies dealt with computer-assisted language learning in general and using online resources in particular All of them revealed both advantages and disadvantages of using online resources in ELT Kandari (2017) proved that digital tools could have a positive impact on the learning speaking skill of EFL students However, some issues related to the expectations of parents and

teachers came up with the online resources based on the traditional teaching methods and the curriculum Shatri et al (2021) also indicated more problems related to online resources They were technical problems presented when using these resources to teach English However, Wuryaningsih et al (2019) claimed that despite the digital constraint as a big problem for the teachers, web-based learning enhanced a great innovation in improving teachers‟ skills as well The study by Kruk (2012) also mentioned the effectiveness of online resources in the development of learner autonomy and proved the use of digital technology as a tool in learning pronunciation Kruk (2014) also proved that the development of RSs is an arduous task that requires a great deal of time, involvement, and effort

It is particularly difficult to teach these skills in the Polish educational setting Language teachers should make use of modern technology and the Internet to teach reading and listening skills Besides, the researcher found that the technical problems and the quality of some online resources mentioned by the participants might have also prevented students and teachers from taking full advantage of working in the online environment Abbar (2016) stated that using ICT in the teaching and learning program offers great opportunities for higher education in many developing countries However, these facilities are not being used to their full potential Noytim‟s (2006) study showed that the Internet was potentially a powerful resource for teaching English It also showed that fully integrating the Internet into a program, rather than simply adding it to an existing one, necessitated a fundamental rethinking of program design and pedagogical practices Mejia and Corrales (2006) proved that the Internet exposed students to

a wide range of tools that allowed them to interact with authentic and contextualized input from around the world