Student LÊ THỊ KIM CHUNG Supervisor Lê Thị Thiên Phước, M A Page i MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN INVEST[.]
INTRODUCTION
Rationale of the research
English has become increasingly important in Vietnam over recent decades, serving as a key language for international communication, commerce, science, and technology Mastery of the four core skills—listening, speaking, reading, and writing—is essential, but equally important are the effective methods used by teachers and learners during the English learning process As the demand for English proficiency grows across various sectors, there has been a positive nationwide trend in the teaching and learning of English, highlighting the significant impact of teaching methods and learning strategies on language skill acquisition.
As technology rapidly advances, language learners have increased opportunities to enhance their English skills through various technological tools, making these devices valuable supports in the language learning process Educational technology plays a crucial role in teaching language by helping students acquire skills and boosting motivation, particularly in receptive skills such as listening and reading, which involve understanding language without producing it Researchers like Lacina, Lin, Scheffler, Logan, Becker, Hadley, and Sheingold have emphasized the importance of integrating technology into daily classroom practice and curricula to improve language learning outcomes A study conducted at Industrial University of Ho Chi Minh City examines whether English majors benefit from using technological devices to strengthen their receptive skills, highlighting the need to analyze both the advantages and challenges associated with technological integration in language education.
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Above are the reasons encouraging the researcher to carry out the study entitled “ The attitudes of the second-year English majors towards using technology to improve their receptive skills”.
Context of the research
Today, our increasingly diverse world emphasizes the importance of English as a global language across various fields such as economy, politics, education, and culture As Vietnam advances toward international integration, mastering English becomes essential, especially in the digital age where technology plays a vital role in education Hadley and Sheingold (1993) highlight that technology enhances teaching and learning when integrated effectively into classroom practice and curricula Technology helps overcome many challenges in learning English by supporting core skills like Listening, Speaking, Reading, and Writing The Faculty of Foreign Languages at IUH has achieved remarkable success in providing students with advanced technological tools and facilities to improve their English proficiency Specifically, technology supports students in developing receptive skills—including Listening and Reading—both inside and outside the classroom Additionally, Kinzer and Leu (1997) emphasize that technology positively impacts content learning as well as students' ability to use technological tools effectively, reinforcing the importance of integrating technology into language education.
4 and Advanced Listening and four courses of Reading subject, Reading 1, Reading 2, Reading 3 and Reading 4 in their first and second years
The purpose of this study is to take a closer look at:
- Typical kinds of technological devices used by the students to practice their receptive skills
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- The advantages of using technological devices to improve the students‟ receptive skills
- The difficulties that learners find when approaching technology to practice their receptive skills
This study aims to explore second-year English majors' attitudes toward using technology to enhance their receptive skills at IUH Key areas of investigation include identifying the types of technologies students utilize to improve listening and reading skills, assessing how effectively these technological tools contribute to skill development, and understanding the challenges students face when integrating technology into their language learning The research seeks to provide comprehensive insights into students' perceptions and experiences with technological aid in enhancing their receptive English skills.
Hopefully, the study can benefit the researcher herself, later the participants and other readers in terms of both theory and practice
Firstly, the writer hopefully can get the profound knowledge about receptive skills and the ways to use some kinds of technology effectively to improve her receptive skills
This study will benefit future generations of FFL students, especially DHAV8 students, by enhancing their receptive skills and teaching them how to effectively utilize technological devices to improve their English proficiency It offers students an opportunity to reflect on their attitudes towards using technology and highlights the advantages of tech tools in promoting receptive language skills Additionally, teachers can gain insights into integrating technological devices into their teaching practices to effectively enhance receptive skills The research also identifies common challenges and proposes solutions, enabling teachers to address these issues and deliver more effective lessons in teaching receptive skills.
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This article highlights the importance of Receptive Skills in language learning and explores effective ways to enhance these skills through technological tools It offers valuable insights and practical strategies for learners seeking to improve their listening and reading abilities efficiently Additionally, the content provides essential resources and materials to support further research and study on related topics, making it a comprehensive guide for those interested in advancing their language proficiency through innovative methods.
This study investigates key technological devices and applications used by second-year English majors at FFL in IUH to enhance their receptive skills, including listening and reading The focus is on how tools such as laptops, satellite TV and radio, mobile phones, iPods, MP3 players, social media, and online dictionaries contribute to language learning By analyzing students’ use of these technologies, the research aims to identify effective resources for improving English receptive skills within limited time and conditions.
Research questions
This study investigates second-year English majors' attitudes towards using technology to enhance their receptive skills at IUH It aims to identify the types of technology employed by students for improving listening and reading skills, assess how effectively these technological tools contribute to skill development, and explore the challenges students face when integrating technology into their language learning Understanding these aspects provides valuable insights into students' perceptions and the impact of technology on their receptive language proficiency.
Significance of the research
Hopefully, the study can benefit the researcher herself, later the participants and other readers in terms of both theory and practice
Firstly, the writer hopefully can get the profound knowledge about receptive skills and the ways to use some kinds of technology effectively to improve her receptive skills
This study will benefit future generations of FFL students, particularly DHAV8 students, by enhancing their receptive skills and teaching them how to effectively utilize technological devices to improve their basic English skills It encourages students to consider their attitudes towards technology and highlights its advantages in promoting receptive language skills Additionally, teachers can gain insights into using technological tools effectively for teaching English, especially receptive skills The research identifies existing challenges and offers solutions, enabling teachers to make adjustments for more effective instruction in receptive language development.
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This article highlights the significance of receptive skills in language learning and explores effective ways to enhance these skills through technology Readers will gain valuable insights into how technological tools can facilitate the development of listening and reading abilities efficiently Additionally, the article provides essential resources and materials to support further research and study on receptive skills and their role in language acquisition.
Scope of the research
This study explores the effectiveness of various technological devices and applications in enhancing English receptive skills, such as listening and reading, among second-year English majors at FFL in IUH Key tools examined include computers (laptops and PCs), satellite TV and radio, mobile phones, iPods and MP3 players, social media platforms, and online dictionaries The research highlights how these technological resources are used to improve language comprehension, providing valuable insights into modern language learning strategies within limited time and resource constraints.
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LITERATURE REVIEW
AN OVERVIEW OF RECEPTIVE SKILLS
In English language learning, the four main skills are classified into two types: receptive (reading and listening), where learners acquire language and extract meaning, and productive (speaking and writing), where learners produce language Highlighting these skills separately emphasizes their importance for balanced teaching and learning Receptive skills involve active engagement, as understanding requires effort and interaction (Harmer, 2007) Listening and reading are considered passive skills because learners receive and interpret information without producing language, and they are vital soft skills that influence effective communication, leadership, negotiating, and conflict resolution Conversely, productive skills focus on the actual production of language through speaking and writing.
Listening and Reading are known as the Receptive skills whereby the reader or listener receives information
Experts define listening as an active process of paying attention to and extracting meaning from sounds we hear, making it a crucial skill in second language learning (Ur, 1996) It involves identifying and understanding speech, including an awareness of the speaker’s accent, pronunciation, grammar, and vocabulary, all of which must be processed simultaneously (Saricoban, 1999) As a primary language skill, listening enables learners to acquire education, information, ideas, and a broader understanding of the world, highlighting its vital role in second language education and overall communication.
Listening skills are essential components of students' language development, as highlighted by various researchers Harvey (1984) classifies listening skills into perceiving sound differences, sound contrasts, and language contrasts, emphasizing their role in understanding spoken language Additionally, skills such as predicting content, listening for specific information, and grasping the overall gist are discussed by Sheerin (1987) and Hanafy (2005), underscoring the comprehensive nature of effective listening in language learning Implementing diverse listening strategies can significantly enhance students’ language proficiency and comprehension skills.
Reading, as defined by Constantinescu (2007), is the process of understanding written texts, and it plays a crucial role in developing vocabulary, acquiring new knowledge, and enhancing real-world understanding for second language learners It is an essential input skill that directly impacts academic success, relying heavily on visual and cognitive functions Dechant (1991) describes reading as a visual process involving the interpretation of graphic symbols through vision Educational research consistently shows a strong correlation between reading proficiency and academic achievement, indicating that proficient readers are more likely to excel in school and perform well on exams.
Research by Christison and Krahnke (1986) reveals that students prioritize listening and reading, the receptive skills, over speaking and writing, the productive skills, in their academic work Recognizing that receptive skills are more challenging to develop enables teachers to integrate targeted strategies for teaching these skills effectively into their lessons, thereby enhancing overall language proficiency.
Research by Alderson and Urquhart (1984) highlights the similarities between reading and listening comprehension, emphasizing that both processes involve perceiving and interpreting discourse Both activities require active participation and interaction from the learner, who must also demonstrate strong language competence and relevant background knowledge to effectively decode and understand the message.
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Listening is the most frequently used language modality and one of the four core skills of language acquisition, vital for English learners to acquire vocabulary, grammar, pronunciation, and word stress patterns Active listening, which combines hearing with awareness of body language and empathy, ensures accurate message reception and understanding Recognized as a crucial component of comprehensible input (Krashen, 1982), listening has gained prominence through development of comprehension-based methodologies, highlighting its importance in effective communication (Feyten, 1991; Omaggio Hadley, 2001) Proficient listening skill enables learners to interpret conversations accurately, enhancing their overall understanding and life skills, including career advancement Emphasizing listening in language education offers learners opportunities to develop this essential skill both inside and outside the classroom.
Reading is the most vital skill for language learners, especially in learning English as a second or foreign language Globally, many students learn English primarily to improve their reading abilities, making it a central motivation for language acquisition According to Rivers and Timperley (1978), second language learners should prioritize developing their reading skills for various reasons, including enhancing comprehension, expanding vocabulary, and accessing a wide range of authentic materials Focusing on reading not only facilitates language proficiency but also supports overall communicative competence in English.
- To obtain information for some purposes or because learners are curious about the topics
- To obtain instructions on how to perform some tasks for work or daily life
- To keep in touch with friends by correspondence or to understand the business letters
- To know where or when something will take place or what is available
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- To know what is happening or has happened (as reported in newspaper, magazines and reports)
At advanced proficiency levels in a second language, strong reading skills are as essential as oral skills, enabling learners to read efficiently and comprehend texts effectively (Eskey, 1970) Developing and mastering reading enhances access to new information about the world, expands vocabulary, and supports better writing skills Reading is the most crucial language skill in acquiring English compared to other skills like speaking, writing, and listening, as proficiency in reading correlates with overall language competence Consequently, teachers should prioritize teaching reading, and learners must focus on improving this skill to achieve overall language success According to Hock and Deshler (2003), 60% of high school students struggle to read sufficiently to understand grade-level materials, highlighting the challenges learners face in becoming proficient readers Recognizing difficulties in comprehension early is vital, and finding effective strategies to enhance reading skills is critically important for language development.
AN OVERVIEW OF EDUCATIONAL TECHNOLOGY
Educational technology is a broad field encompassing various definitions, viewed either as a design science or as a collection of research interests addressing learning, teaching, and social organization It involves the systematic application of scientific and organized knowledge to practical educational tasks Rooted in interdisciplinary theoretical knowledge from fields such as communication, psychology, sociology, philosophy, artificial intelligence, and computer science, as well as practical experience from educational practice, educational technology applies scientific insights about human learning to enhance teaching and learning processes.
Russel, 1993, p.16) Specifically, educational technology is the use of technology to improve
Supervisor: LÊ THỊ THIÊN PHƯỚC, M.A Education is a systematic, iterative process for designing instruction or training to improve performance Educational technology, also known as instructional or learning technology, aims to enhance education by facilitating learning processes and increasing the efficiency and effectiveness of educational systems Integrating technology in education helps improve learning outcomes and optimize teaching methods.
Technology has become integrated with teaching and learning on many different levels
Electronic interaction in the classroom helps bridge the gap between written and oral expression for students with limited language skills By slowing down communication and providing time for reflection and composition, it encourages students to use the target language more effectively This approach supports students whose oral skills are not yet sufficient for full expression of ideas, facilitating improved language development (Bush and Terry, 1997).
Integrating technology in education involves more than just acquiring computer skills; it encompasses a process of trying, failing, accessing, evaluating, analyzing, and applying meaningful tasks such as researching, data analysis, knowledge representation, communication, and collaboration Proper technology integration uses computers as effective tools to enhance subject learning and promote problem-solving and higher-order thinking skills, rather than merely focusing on computer literacy Successful implementation requires a cultural shift within schools, with the entire school community—students, parents, teachers, and administrators—embracing computers as an integral part of daily school life Research by Becker (1994) highlights that a supportive social network of computer-using teachers and organizational backing from school and district resources are crucial for effective technology integration Hadley and Sheingold (1993) emphasize that technology becomes most valuable when incorporated seamlessly into everyday classroom practices and subject curricula, enabling teachers to realize the full potential of technological tools in fostering meaningful learning Additionally, numerous studies affirm that technology significantly benefits language acquisition and overall educational outcomes.
& Pritchard, 2006; Pritchard & O‟Hara, 2005; Leu, 2005; Cummins, 2005; Zhao, 2005; Duran,
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Numerous studies have shown that students engaging with multimedia and hypertext environments achieve greater language development gains compared to those in traditional learning settings Research by Ayersman (1996), Boone and Higgins (1992), Charney (1994), and Martinez-Lage (1997) supports this, indicating the effectiveness of digital tools in enhancing language skills Additionally, investigations into student-constructed hypermedia environments reveal similar positive impacts on language development, as demonstrated by Goetze (2000), Lehrer et al (1994), and Nikolova (2002).
In a review of studies that focused on technology‟s impact on language acquisition, Zhao
(2005) examined studies that researched the use of digital multimedia and language Zhao concluded that technology can be used to enhance language acquisition in the following ways:
Enhancing access efficiency through digital multimedia significantly improves learning experiences by leveraging diverse formats such as videos, images, sounds, and text, which create stronger memory associations than text alone Digital technologies enable instant playback, allowing learners quick and easy access to various sections of instructional materials, surpassing the limitations of traditional textbooks This integration of multimedia enhances engagement, facilitates better comprehension, and streamlines access to educational content.
Enhancing authenticity in language learning is achieved through the use of video and the Internet, which provide learners with access to authentic materials such as news and literature Videos offer context-rich, linguistically engaging, and culturally relevant content that enriches the learning experience Leveraging these digital resources allows learners to immerse themselves in real-world language use, ultimately improving their language proficiency and cultural understanding.
Enhancing comprehension in digital learning environments can be achieved through learner control and multimedia annotations Online videos equipped with full captions, keyword captions, and speech slowdown features enable learners to better process and understand the information Additionally, hyperlinked digital reading materials allow students to access supplementary media resources, empowering them to tailor their learning experience and improve overall understanding of the content.
- Providing meaningful and authentic communication opportunities Students can engage in authentic types of communication through e-mail, chat rooms, and other digital means (p
There is a direct connection between the technology available and the education practices All of the technological advancements have allowed students to access vast stores of information
It became easier for language learners to get by without learning and on the other hand, leaning in a much more efficient ways
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THE RELATIONSHIP BETWEEN TECHNOLOGY AND RECEPTIVE SKILLS
Advancements in everyday technology are transforming language learning by making resources more accessible and influencing listening skills significantly Audio and video devices now play a crucial role in how students develop their listening abilities, particularly benefiting auditory learners who absorb information best through sound Listening remains a fundamental language skill, essential for acquiring knowledge, ideas, and understanding of the world As an input skill, listening is vital for students’ language development and educational growth (Saricoban, 1999) Although technology cannot replace traditional language teachers and face-to-face instruction, it serves as a valuable tool to enhance and support language learning experiences (Sharma & Barrett, 2007).
Listeners actively interpret auditory input by applying their background and linguistic knowledge, rather than just passively recording sounds Different listening contexts, such as casual greetings versus academic lectures, demand varying listening skills Effective language learning involves intentional listening with strategies to identify sounds and derive meaning from them Listening is a dynamic process involving a sender, a message, and a receiver, where listeners often need to process incoming information in real-time without revisiting previous content or anticipating future messages.
Effective listening involves not only understanding the speaker’s vocabulary, sentence structure, and speech rate but also managing the increased difficulty faced in second language contexts In these situations, listeners often have limited control over the language, making comprehension more challenging Mastering these skills is essential for improving language proficiency and communication effectiveness in diverse listening environments.
There are several technical ways for improving the listening capability of the English language learners, which are summarized below:
Hoven (1999) asserts that computers allow second language learners to determine the way and the pace that suits them and their needs The use of computers in listening problems
Supervisor LÊ THỊ THIÊN PHƯỚC emphasizes that providing students with visual and audio inputs enhances their understanding and listening skills Access to the internet, TV, and educational programs allows learners to immerse themselves in the target language independently Computer-based listening tests, including CD-ROM resources and online scripts, play a vital role in reinforcing comprehension skills and offering immediate support when challenges arise Additionally, integrating computer skills development with language learning appeals to students and aids their cultural understanding Using the internet exposes students to diverse audiovisual materials, such as radio broadcasts and learning films, offering significant advantages over traditional teaching methods.
TV to videos in the target language Internet voice chatting using the second language may also aid the communication capabilities of the student
- Broadcasting ( satellite TV and radio)
Listening to TV and radio educational language programs is an effective method for developing listening skills, with radio being one of the most accessible tools for learners Regular exposure to radio helps improve comprehension and trains students to understand different accents, enhancing overall listening ability While radio is beneficial, it cannot be used directly in the classroom, so learners should choose programs that align with their specific learning goals Additionally, satellite TV channels like BBC provide valuable opportunities to practice listening with both audio and video media, further enriching language acquisition.
- Use of Mp3, iPod and CD-Players
The iPod is one of the most popular portable music players of all time, offering versatile playback of multiple formats including audio books, videos, and photos This functionality enhances English language learners' listening skills by providing diverse audio-visual content Additionally, the use of digital music on the iPod supports an engaging and interactive learning experience, making it an effective tool for language acquisition.
MP3 players can store thousands of minutes of music, surpassing the capacity of traditional CDs that hold less than 80 minutes, allowing users to carry a vast music library conveniently This portability makes MP3 players ideal for enhancing English listening skills without the hassle of carrying multiple CDs Additionally, CD players are useful tools for listening comprehension, as they can run audio CD-ROMs containing lectures and listening tests, which ELL students can use for practice and review.
According to Cavus and Ibrahim (2009), mobile phones offer significant advantages for students, including increased flexibility by providing access to learning content anytime and anywhere They also facilitate vocabulary expansion, helping students learn more new words Additionally, Wang, Shen, Novak, and Pan (2009) found that mobile phone technology, particularly through the use of text messages, transforms learners from passive recipients to active participants in the educational process.
Developing strong listening skills is crucial for effective language learning and fosters positive attitudes towards utilizing technology in acquiring a second language Integrating technological tools and advancements enhances learners' ability to improve their listening comprehension, making language acquisition more engaging and efficient Embracing technology in listening practice not only boosts motivation but also supports learners in achieving greater fluency and confidence in their second language skills.
Reading is a vital skill involving understanding written texts, relying heavily on the learner’s vocabulary and background knowledge in a second language (Constantinescu, 2007) Through the reading process, English language learners can expand their vocabulary, acquire new information, and enhance their real-world knowledge Technological advancements offer various methods to improve reading skills, making learning more interactive and effective for learners.
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- Use of Computer Reading-Based Programs
Using simple, easy-to-understand texts, computer-based reading programs can significantly enhance students' vocabulary, fluency, and comprehension, especially for English language learners These programs increase interaction with texts, address individual learning needs, and enable students to read materials they might not access independently (Ybarra & Green, 2003) Moreover, computers can perform multiple tasks simultaneously, quickly analyze student exercises, and adapt content by gradually increasing difficulty levels based on learner progress They also facilitate answer correction and simulate tests in an engaging, comprehensible manner, making learning more effective (AlKahtani, 1999).
The Internet offers a modern and effective means for individuals to improve their English language skills Numerous websites are dedicated to enhancing the reading abilities of English learners, providing access to newspapers, magazines, journals, electronic libraries, dictionaries, encyclopedias, and newsletters (Kenworthy, 2004) Social media platforms like Facebook, YouTube, Twitter, Instagram, Yahoo, Skype, Viber, and Zalo have gained worldwide popularity, serving as valuable tools to boost learners’ receptive skills through community connections These platforms enable users to interact, share views, opinions, tips, and class-related information quickly and regularly, often without meeting in person Engaging with social media enhances students’ ability to assess, analyze, retain, and share information subconsciously while expanding their vocabulary and reading skills Overall, browsing these online resources significantly supports language development in a dynamic and interconnected digital environment.
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Dictionaries are a crucial investment for language learners, offering a wide range of resources to enhance vocabulary and comprehension Today, there are various types of dictionaries available in multiple languages to meet diverse learning needs Modern English learners especially benefit from electronic and online dictionaries, which incorporate advanced features and tools not found in traditional print editions These digital dictionaries support more efficient language acquisition by providing interactive functions that facilitate better understanding and usage of words.
2007) Electronic dictionaries are also easy to use and represent quick tools for vocabulary acquisition
Technological innovations have been developed primarily to support human needs, offering numerous benefits across various fields However, while technology can enhance learning experiences, it may also negatively impact the quality of students' work, especially for English language learners Recognizing the importance of receptive skills such as listening and reading is crucial for language learners, as these skills are essential for effective language acquisition Ultimately, English learners should be empowered to utilize technological advancements efficiently to improve their language proficiency and achieve academic success.
IMPORTANCE OF USING TECHNOLOGY IN LANGUAGE TEACHING AND
Hadley and Sheingold (1993) emphasize that technology becomes most valuable in teaching and learning when teachers integrate it seamlessly into daily classroom practices and subject-matter curricula Effective integration allows educators to realize the full potential of technology’s benefits, aligning with Collins (1991), who highlights the importance of this approach To achieve this, teachers need to incorporate technologies in a flexible and readily adaptable manner that directly relates to their specific subject areas, ensuring that technology enhances both instruction and student engagement.
- engaging students in active learning
- relying less on whole-group instruction
- encouraging more independent and self-motivated learning (Hadley & Sheingold, 1993)
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Effective technology integration in education should promote problem-solving, creativity, adaptability, and collaborative skills, as emphasized by Williams and Williams (1997) Healy (1998) critiques the uncritical adoption of technology in schools, warning against costly initiatives that lack thorough planning, though she acknowledges that well-planned computer use can enrich project-based learning with meaningful content and essential skills Research by Honey and Moeller (1990) highlights that teachers’ pedagogical beliefs about learning significantly influence their use of technology, with high-tech educators fostering collaboration, inquiry, and hands-on projects that align with constructivist principles Similarly, Hannafin and Freeman (1995) suggest that teachers’ perceptions of knowledge and effective technology use directly impact their classroom practices, indicating that teachers’ beliefs about learning are crucial for successful technology integration.
Integrating technology as a learning tool significantly enhances student achievement, attitudes, and engagement with teachers and peers It promotes interactive, self-directed learning and encourages higher-order thinking skills To maximize these benefits, a supportive environment that fosters technological integration is essential for creating meaningful educational experiences.
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METHODOLOGY
PARTICIPANTS
As mentioned earlier, the research was carried out with the participation of 122 students of DHAV8.
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DATA COLLECTION INSTRUMENT
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The questionnaire features multiple-choice questions allowing students to select more than one option per item Questions 1 and 2 specifically aim to assess whether students possess certain key characteristics or experiences relevant to the study This design facilitates comprehensive data collection by capturing a range of student perspectives and attributes simultaneously.
This study, supervised by Lê Thị Thiên Phước, M.A., explores students’ use of various technological devices and applications to enhance their receptive skills such as listening and reading The research investigates students’ purposes for using computers (laptops, PCs), as well as the frequency and benefits of employing these devices in language learning It also examines the roles of TV and radio in supporting receptive skills, including how students integrate them into their study routines Additionally, the study assesses the frequency and advantages of using smartphones to aid in developing listening and reading abilities Overall, the findings highlight the significant influence of technology on improving students' receptive language skills.
The article discusses the role of social media in education, highlighting questions like 16, 17, and 18 that explore its impact It also examines the influence of electronic devices such as iPods and MP3 players through questions 19 and 20 Students evaluate how using electronic and online dictionaries can enhance their receptive skills in question 21 Additionally, the article addresses challenges faced when learning listening and reading through instructional technology, as discussed in questions 22 and 23 The researcher further investigates potential drawbacks of technological devices and applications in questions 24 and 25 Ultimately, students share their perspectives on the significance of technology in improving their receptive language skills, emphasizing its educational value.
DATA COLLECTION PROCEDURE
Data collection was conducted in two stages: on June 2nd, 2014, the questionnaire was administered to students in groups 1 and 2 of DHAV8, followed by the distribution to groups 3 and 4 on June 3rd, 2014 The questionnaire was exclusively designed for student respondents to gather relevant insights.
Stage 1: In the morning of June 2 nd , from period 3 to period 4, after having permission of the teachers who was teaching the participants of groups 1 and 2, the researcher delivered the questionnaires at break times First of all, she introduced herself, the topic of the thesis and the purpose of the questionnaire delivery Next, she explained the new concepts and gave full instructions about the questions Before delivering the sheets to the students, she expressed her expectation that all of them would give the most honest answers The participants responded to the questionnaires and sent them back after around 20 minutes
Stage 2: In the morning of June 3 rd , the researcher was permitted to collect data from groups 3 and 4 of DHAV8 by the teachers who were teaching the participants She delivered the
Supervisor Lê Thị Thiên Phước, M.A., distributed questionnaires to participants during breaks, providing brief background information about herself and her thesis to encourage cooperation She expressed her hope for their support in completing the survey and successfully collected the completed questionnaires after approximately 20 minutes.
DATA ANALYSIS PROCEDURE
After reviewing the questionnaire responses, the researcher analyzed 110 out of 122 completed sheets, as 12 were incomplete The data analysis involved counting votes for each option in the close-ended questions and compiling diverse responses for the open-ended questions, ensuring comprehensive insights into participant preferences and opinions.
The data were systematically grouped to address the three primary research questions of the thesis, with the number of selected answers recorded, synthesized, and converted into percentages for clear analysis These findings were then visually represented using tables, column charts, bar graphs, or pie charts to enhance data comprehension and support the study’s conclusions.
RESULTS AND DISCUSSION
SOME TYPICAL KINDS OF TECHNOLOGY BEING USED BY THE STUDENTS TO
TO IMPROVE THEIR RECEPTIVE SKILLS
4.1.1 Technological devices have been used to improve the students’ listening skill
The number of the students who have used technological devices and applications to improve their listening skill is as following:
Youtube, Skype, Viber and Zalo)
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Table 1 : The number of the students who have used technological devices and applications in listening skill
In the rapidly advancing age of technology, students predominantly use digital devices such as laptops (89%), mobile phones (55%), and online applications (49%) to improve their English listening skills, highlighting the advantages of these tools Many students rely on computers, mobile devices, and social media platforms due to their convenience and significant benefits in language learning Additionally, 34% of students utilize satellite TV and radio, while 33% use iPod or MP3 players to enhance their receptive skills, whereas only 11% use CD players, likely due to their bulkiness and limited portability compared to modern devices The preference for portable and versatile technological devices reflects students’ awareness of the evolving digital landscape and the availability of more advanced tools for learning English.
4.1.2 Technological devices have been used to improve the students’ reading skill
The number of the students who have used technological devices and applications to improve their reading skill is as following:
Youtube, Yahoo, Skype, Viber and Zalo)
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Table 2: The number of the students who have used technological devices and applications in reading skill
According to the data in Table 2, a majority of students (79%) have used computers to practice reading English, highlighting the importance of digital tools in language learning While the use of mobile phones, online applications, and online dictionaries is less widespread, 37% of students have utilized mobile devices, 32% have applied online applications, and 39% have relied on online dictionaries to enhance their English reading skills This indicates that digital resources play a significant role in improving reading proficiency among learners.
A minority of the students (11%) have improved their reading skill with satellite TV/radio They might mainly practice listening skill through English programs on different channels of satellite
The tables reveal that many students utilize various technological devices to enhance their receptive skills, including listening and reading The most commonly used tools are computers (laptops and PCs), which provide significant benefits for skill development Mobile phones also have a high usage rate among students for improving receptive skills Additionally, social media platforms such as Facebook, YouTube, Yahoo, Skype, Viber, and Zalo serve as valuable resources for listening and reading practice Online applications and dictionaries are particularly effective in supporting learners’ receptive skills, while satellite TV and radio contribute to listening improvement However, only a minority of students at DHAV8 in IUH use devices like iPods, MP3 players, and CD players for English listening practice.
THE EFFECTS OF THE TECHNOLOGICAL DEVICES USE ON THE STUDENTS‟
4.2.1 The students’ evaluation about the importance of using technological devices in improving their receptive skills
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Figure 1: The students’ evaluation about the importance of using technical devices in improving their receptive skills
Most students recognize the importance of technological devices in enhancing receptive skills, with 89% confirming their significance A small percentage (7%) view technology as less important, while 4% remain neutral on the matter Students appreciate that technology offers a convenient and engaging way to improve receptive skills through various useful applications, online resources, and multimedia tools such as games and programs The internet provides access to diverse materials, making it easier to update information and support language learning Additionally, technological devices make lessons more interesting and engaging, fostering quick student participation and motivation Many students also find these tools essential for practicing English daily, especially when limited time prevents face-to-face communication.
No idea Important Extremely important
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4.2.2 Students’ final Listening 4 and Reading 4 results in the last semester
Table 3: Students’ final listening and reading results in last semester (%)
Table 4: Students’ satisfaction about listening and reading results in last semester
Participants generally exhibit lower listening comprehension results, while their reading skills are comparatively strong Many students leverage popular technological devices and applications, such as computers, satellite TV/radio, mobile phones, iPods, MP3 players, CD players, and online platforms like Facebook, YouTube, Yahoo, Skype, Viber, Zalo, and online dictionaries, to enhance their receptive language skills The widespread use of these technologies enables students to provide reliable responses in questionnaires, supporting the research's accuracy Additionally, the large number of DHAV8 students offers valuable diverse opinions, enriching the data and contributing to more comprehensive insights in the study.
In the last semester, 30% of students expressed dissatisfaction with their listening and reading results, citing a lack of effort in leveraging technology to enhance their receptive skills Conversely, 70% of students were satisfied with their performance, attributing their success to actively utilizing various technological tools and applications to improve their listening and reading abilities This highlights the significant role of technology in supporting receptive language skills development among students.
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4.2.3 The frequency that the students used technological devices to improve their receptive skills
The frequency that the students used computer to improve their listening skill:
Figure 2: The frequency that the students used computer to improve their listening skill
A significant 89% of students use computers to improve their English listening skills, indicating that most students recognize technology as a valuable tool for language learning Additionally, 36% of students regularly utilize computers for listening practice, while 21% consistently rely on this method to enhance their receptive skills, highlighting the effectiveness of digital tools in language acquisition Conversely, 11% of students show little interest in using computers for listening development, possibly due to perceived limited benefits or preference for alternative technological devices Overall, computer-assisted learning plays a crucial role in enhancing English listening skills among students.
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The frequency that the students used computer to improve their reading skill:
Figure 3: The frequency that the students used computer to improve their reading skill
The data shows that 79% of students regularly use computers to improve their reading skills, highlighting the widespread belief in technology as an effective learning tool Nearly half (44%) of students actively use computers for reading development, indicating strong interest in leveraging technology for language learning Additionally, 12% of students consistently utilize computers, benefitting from the advantages of technological advancements Conversely, 21% of students do not use computers for reading, possibly preferring other digital devices to enhance their skills This suggests a general recognition of the importance of technology in enhancing reading proficiency among learners.
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Table 5: The frequency that the students used satellite TV/Radio to improve their receptive skills
The survey reveals varying usage of satellite TV and radio among students to improve receptive skills About 34% of students utilized these tools to support their listening skills, with 16% sometimes practicing through foreign channels, and 11% frequently using them for listening practice Additionally, 7% found TV and radio programs useful for enhancing their English listening abilities Conversely, over half of the students (66%) never used satellite TV or radio for this purpose, possibly due to living far from their hometowns and lacking access Regarding reading skills, 18% of students used satellite TV and radio, with 9% occasionally practicing reading through news or films, and only 5% regularly engaging in such activities A small fraction (4%) expressed interest in using these devices for learning reading, highlighting diverse engagement levels.
In fact, the participants had positive thoughts of using satellite TV and radio to improve their receptive skills
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Table 6: The frequency that the students used mobile phones to improve their receptive skills
Over half of the students (55%) are interested in using mobile phones to enhance their receptive skills, recognizing the device as a valuable tool for practicing listening About 25% of students improve their listening skills through English songs or news on their phones, while 19% regularly use their devices to communicate with friends and foreigners or listen to music for language development Additionally, 44% use their mobile phones to boost reading skills by accessing online news, yet over half (56%) have never used phones to support reading, and nearly 45% have not utilized this technology for listening improvement Many students primarily use their phones for calling, messaging, and gaming, but those who do leverage mobile devices for language learning hold positive views and consider them effective for enhancing receptive skills.
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Table 7: The frequency that the students used iPod and Mp3 players to improve their listening skill
Many students reported using MP3 players and iPods to enhance their English listening skills, with 33% employing these devices through English songs or videos Of these, 16% used MP3 and iPod more frequently for listening practice, indicating a notable interest in utilizing technology for language learning However, the majority, 67%, did not use these devices, possibly due to limited resources or lack of interest Overall, MP3 players and iPods are recognized as effective tools to support students' listening skill development.
4.2.3.5 Online applications (social media like Facebook, Youtube, Skype, Viber, Zalo)
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Table 8: The frequency that the students used online applications to improve their receptive skills
Nearly half of the students (49%) use online applications and social media platforms such as Facebook, YouTube, Yahoo, Skype, Viber, and Zalo to enhance their listening skills, while 32% utilize these tools to improve their reading abilities Among these students, 31% frequently engage with online applications to develop their listening skills, and 23% use them regularly to boost their reading comprehension Many students reported using Facebook and Skype to converse with friends and foreigners in English, which significantly helped improve their listening and speaking skills Additionally, students show a strong interest in engaging with English content on YouTube, watching shows and lessons to broaden their knowledge Chatting and calling with friends and international contacts via these social media platforms further contribute to their language development Overall, the data indicates that students recognize social media and technology as valuable tools for supporting their English listening and reading skills, demonstrating a clear interest in utilizing digital resources for language learning.
Table 9: The frequency that the students used online dictionaries to improve their receptive skills
The data showed that 31% of the students used online dictionaries to improve their listening skill and 39% of them applied online dictionaries to enhance vocabulary supporting
Many students utilize online dictionaries to enhance their receptive English skills, with 22% frequently using dictionary applications on the Internet during listening practice and 16% regularly applying these tools to improve reading comprehension A significant portion of students prefer using digital dictionary software on their phones or computers instead of carrying heavy physical dictionaries, facilitating easier access to vocabulary during class activities While 12% of students occasionally look up new words at home, a notable number who use online dictionaries recognize their positive impact on language learning Despite some students not using online dictionaries at all, those engaged with these tools tend to have a favorable attitude towards improving their receptive English skills.
The study clearly indicates that students frequently utilized technological devices and applications to enhance their receptive skills, positively impacting their listening and reading performance They primarily used computers (laptops and PCs), satellite TV, and radio, recognizing their benefits in language learning Additionally, mobile phones, iPods, MP3 players, and CD players were common tools for practicing English listening and reading skills Social media platforms were also increasingly used to support receptive language development Some students found online dictionaries to be valuable resources for expanding their vocabulary However, the overall frequency of using these technological tools and applications remained relatively limited, suggesting room for increased integration in language learning strategies.
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4.2.4 The advantages of using technological devices to improve the students’ receptive skills
4.2.4.1 Benefits of using computer to improve the students’ receptive skills
Figure 4: How computer was used to improve the students’ receptive skills
Students today have grown up in a world where computers, including laptops and PCs, are ubiquitous, and they recognize many benefits of using computers to enhance their receptive skills A significant 78% of students agree that computers facilitate easy downloading of diverse educational materials from the Internet, supporting their learning with ample storage for files and programs Furthermore, 74% of students actively use computers to access online resources, such as news and videos, to improve comprehension through reading, listening, and watching films in English, often participating in online English classes Over half of the students find learning easier with downloaded programs like Windows Media Player, which aids in practicing listening and reading through visual and audio inputs Additionally, 28% of students utilize computers for online listening exercises, highlighting the integral role of computers in modern language learning.
0 10 20 30 40 50 60 70 80 Provide visual and voice inputs
Make ease to listen and read with supported programs Access the Internet
Make ease to download different material resources Take online listening and reading tests
Supervisor Lê Thị Thiên Phước, M.A., highlights the importance of online reading tests and educational programs in enhancing students' English comprehension skills These digital platforms allow learners to practice receptive skills effectively by providing immediate feedback and assessment Computer-based exercises adapt to students' abilities, progressively challenging them from easy to more difficult tasks, thereby supporting personalized learning progress.
4.2.4.2 Benefits of using satellite TV/Radio to improve students’ receptive skills
Figure 5: How satellite TV helped the students improve their receptive skills
Students expressed strong interest in using satellite TV, recognizing its advantages for improving receptive language skills Over 59% of students agreed that satellite TV offers a diverse range of channels, especially foreign programs, which are beneficial for enhancing listening comprehension Nearly 40% noted that watching American and British films on foreign channels significantly boosted their listening skills Additionally, 51% reported improvements in vocabulary and grammar through English programs on satellite TV, supporting their receptive language development Satellite TV also helps students broaden their knowledge with frequently updated information, which contributes to better reading skills Some students (17%) utilize satellite TV during leisure time to listen to music and watch cartoons in English, further aiding their receptive skills, particularly listening comprehension.
Make it possible to choose different programs/ foreign channels
Widen knowledge via updated information frequently
Enhance listening skill via American/British films with English…
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Figure 6: How radio helped the students improve their receptive skills
Although the number of students using radio to improve their English skills is limited, many recognize its benefits About 35% of students believe that radio helps enhance receptive skills by listening to news and stories in English Additionally, 14% find radio convenient to access via phones, computers, or cassettes, making it an easy tool for language practice Furthermore, 8% of students use English educational programs on various channels to specifically improve their listening skills These insights highlight the potential of radio as a valuable resource for language learning.
Listen to radio educational programs on different channels
Listen to radio programs on phone, computer or cassette
Be able to realize British/American accent
Help to enhance English skills via news/ stories
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4.2.4.3 Benefits of using mobile phones to improve students’ listening skill
Figure 7: How mobile phones helped the students improve their receptive skills
DIFFICULTIES WHEN LEARNING RECEPTIVE SKILLS AND USING
Students lacked Listening and Reading strategies
61 Students were not interested in given topics
53 Students could not manage time to use technological devices to improve their receptive skills 43
Students are not interested in the ways teachers taught them listening and reading subjects in classes 31
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Table 11: Problems facing students in improving their receptive skills
The results from last semester’s Listening 4 and Reading 4 assessments indicated that few students achieved high marks in these skills, highlighting significant challenges Students reported a lack of confidence in their receptive skills and identified that over 60% lacked effective listening and reading strategies Many students also felt discouraged and impatient with lengthy texts, and 53% expressed disinterest in certain topics within the materials Additionally, nearly half (43%) of students struggled to find time to practice listening and reading at home due to busy school schedules, while 31% were dissatisfied with the teaching methods used to develop receptive skills Students often cited unfamiliarity and difficulty understanding topics without clear teacher explanations as reasons for their disinterest, especially in reading lessons that lacked visual aids like PowerPoint despite classroom technological resources These limitations collectively impacted students’ motivation and engagement in practicing listening and reading skills in the classroom.
4.3.2 The problems that students faced when using technological devices for the improvement of their receptive skills
Finance was an obstacle to approach technology for improving the students‟ receptive skills 28
Students hardly found time to approach technology for improving their Receptive skills 48
Students were confused with choosing materials and programs on the Internet supporting Receptive skills 46
Students were engaged with the entertaining shows on satellite TV and Internet 41
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Students were interested in watching films or programs with
Accessing social media took students more time for entertaining than searching materials to support their receptive skills
Table 12: The problems being faced by the students in using technological devices to improve their receptive skills
Many students face various challenges in using digital devices and applications to improve their receptive skills Approximately 28% cite financial constraints as a barrier, while 48% report lacking sufficient time to engage with technological tools Nearly half (43%) are too busy with schoolwork to practice listening and reading at home A significant portion (24%) acknowledge that their lack of effort contributes to dissatisfaction with their listening and reading results Some students lack interest or motivation to utilize technology for learning, with many feeling lazy to apply such resources effectively While some attempt to leverage the internet for practice, 46% struggle to find appropriate materials suited to their Level, leading to confusion due to the abundance of resources Regarding multimedia content, nearly 41% of students admit to wasting time on foreign entertainment shows via cable TV or online platforms, with 53% preferring films and programs with Vietnamese subtitles Social media also presents drawbacks; over half of the students admit to frequent Facebook use, spending significant time chatting, playing games, or watching sports, movies, and other engaging content, which often distracts from their language learning goals.
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Students face significant challenges in developing receptive skills, primarily due to a lack of effective listening and reading strategies The way teachers deliver instruction, especially with technology, influences students’ motivation to improve their listening and reading abilities Financial constraints limit some students’ access to technological tools necessary for enhancing receptive skills, while others struggle to find time to use these devices To maximize progress, students must recognize the importance of receptive skills and master specific techniques, including efficient use of technological applications Although technology is increasingly accessible and can positively impact learning, improper use may diminish the quality of students’ work Many students have yet to adopt effective methods for integrating technology into their language learning process and are often drawn to new technological inventions without understanding how to utilize them optimally for receptive skill development.
SUMMARY
In summary, the researcher finds out the valuable information that supports answering the three research questions through analyzing the data collected from the last survey
English-major students utilize various technological devices and applications to enhance their receptive skills, including laptops, PCs, and satellite technology These tools facilitate improved listening and reading abilities by providing access to diverse multimedia resources and authentic language materials Integrating technology such as digital platforms and online resources supports students in developing their receptive language skills effectively.
Many students are interested in using computers, such as laptops and PCs, to enhance their receptive language skills due to their numerous benefits Additionally, a significant number of students show a strong interest in using mobile phones, social media, and online dictionaries as effective tools for language learning These digital technologies, including TV, radio, iPod/MP3 players, and online platforms, play a vital role in engaging students and improving their language proficiency.
Supervisor Lê Thị Thiên Phước emphasizes the importance of utilizing networking media such as Facebook, YouTube, Skype, Zalo, and Viber to enhance students' English skills Additionally, tools like satellite TV, radio, iPod, and Mp3 players are valuable resources for improving listening comprehension Online dictionaries also play a crucial role in developing reading and listening skills, supporting students in their overall English language proficiency.
Research indicates that technological devices significantly enhance students' receptive skills, particularly listening and reading Students who frequently used tools such as laptops, PCs, satellite TV, radio, mobile phones, iPods, MP3 players, and online platforms like YouTube, Facebook, Skype, Zalo, and Viber reported improvements in their listening abilities Conversely, students who rarely utilized these devices attributed their lack of progress to laziness and insufficient effort The use of diverse technological tools uniquely benefits learners; for example, listening skills are strengthened through audio practices, while reading comprehension improves by engaging with online news, stories, and visual content Overall, technology plays a vital role in supporting receptive skills development by providing accessible, engaging, and varied learning resources.
Technological devices and applications such as TV, Internet, and social media have significantly supported language learners in improving receptive skills by providing frequent updates and access to information Online tools enable students to take listening and reading exams, with computers used for answer correction and test simulation, making the learning process more efficient (AlKahtani, 1999) Communication platforms like Facebook, Skype, and Viber facilitate conversations with friends and foreigners, enhancing listening and speaking skills through voice chats and web-cam interactions Community English pages and frequently posted lessons on social media help students expand their vocabulary, grammar, pronunciation, and reading abilities Additionally, online dictionaries serve as valuable resources for vocabulary development, making language learning more interactive and accessible.
Finally, with the third research question: “What difficulties that students find when using technical devices to improve their receptive skills?”, some of the students thought they were not
Many students showed an interest in using technological devices to enhance their listening and reading skills in the classroom However, they were often lazy in actively utilizing technology for receptive skill development, which led to unsatisfactory results in their English listening and reading subjects last semester A significant challenge was that students tended to prioritize entertainment programs on social media and satellite TV over engaging with educational content, hindering their language progress Additionally, a lack of personal investment and motivation to use technology for language learning further limited their improvement Other drawbacks included various obstacles students faced when applying technological tools to develop their receptive skills, affecting their overall language acquisition efforts.
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