VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TÔN ANH ĐÀO A STUDY ON THE EFFECTIVENESS OF THE APPLICATION OF I
Trang 1VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
TÔN ANH ĐÀO
A STUDY ON THE EFFECTIVENESS
OF THE APPLICATION OF INFORMATION TECHNOLOGY IN THE TEACHING AND LEARNING OF GRADE 10 ENGLISH LISTENING SKILL AT HERMANN GMEINER SCHOOL-VINH
(Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong
việc dạy häc kỹ năng nghe tiếng Anh 10 tại trường phổ thông
Hermann Gmeiner -Vinh)
M.A MINOR PROGRAMME THESIS
Field : English Teaching Methodology Code: 60.14.10
HANOI – 2011
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
Trang 2FACULTY OF POST- GRADUATE STUDIES
TÔN ANH ĐÀO
A STUDY ON THE EFFECTIVENESS
OF THE APPLICATION OF INFORMATION TECHNOLOGY IN THE TEACHING AND LEARNING OF GRADE 10 ENGLISH LISTENING SKILL AT HERMANN GMEINER SCHOOL-VINH
(Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong
việc dạy häc kỹ năng nghe tiếng Anh 10 tại trường phổ thông
Hermann Gmeiner -Vinh )
M.A MINOR PROGRAMME THESIS
Field: English Teaching Methodology Code: 60.14.10
Supervisor: Dr Đỗ Tuấn Minh
HANOI – 2011
Trang 3TABLE OF CONTENTS
Pages
CHAPTER I: THEORETICAL BACKGROUND 5
1.1 How is technology intergrated into education? 5 1.1.1 What is educational technology? 5 1.1.2 How is computer intergrated into education? 5
1.2.1 Definition of Call 6 1.2.2 The development of Call 7
1.4 Computer as an IT tool in language teaching and learning 9
Trang 4CHAPTER II: THE APPLICATION OF THE SOFTWARES IN TEACHING LISTENING TIENG ANH 10 14
2.1.1 Pre-listening 14 2.1.2 While-listening 15 2.1.3 Post-listening 15
2.2 The application of the softwares in designing activities 16 2.2.1 Pre-listening 16 2.2.2 While-listening 18 2.2.3 Post-listening 19
CHAPTER III: METHODOLOGY 21
3.1 The context of teaching listening skill to 10 th form students at
3.4.1 Data collection procedure 23 3.4.2 Data analysis procedure 23
CHAPTER IV: FINDINGS AND IMPLICATIONS 24
4.1.1 Teachers and students’ background 24
4.1.1.1 Students’ listening habit relating to computers 24 4.1.1.2 Teachers’ background of using computers in teaching English 24
4.1.2.1 Students’ assessment on the effectiveness of using the softwares in
learning listening skill 25 4.1.2.2 Teachers’ assessment on the effectiveness of the softwares in teaching
4.1.3.1 Teachers’ opinions about using the softwares 33
Trang 54.1.3.2 Students’ opinions about using the softwares 34
4.1.4.1 As for administrators 35 4.1.4.2 As for teachers 36 4.1.4.3 As for students 36
1 Questionnaire for teachers I
2 Questionnaire for students V
3 Screenshots of main teaching listening activities in unit 9 – English 10 XII
Trang 6ABSTRACT
The role of listening has undergone substantial changes in recent years From being
a neglected skill now it seems to be a core course in many language programs because good listening skill is not only valuable for its own sake but also for other aspects of language use such as speaking and reading Therefore, so far, there have been many studies about how to teach and learn listening skill effectively with the help of information technology This study is aimed at introducing and applying IT tools in teaching and learning listening skill in order to investigate their effectiveness
In this survey research, the author used two survey questionnaires for 5 teachers and for 50 students of grade 10 in Hermann Gmeiner School - Vinh after they had applied two authoring softwares: Hotpotatoes and Question Tools Editors in their teaching process during the school year 2009-2010 The questionnaire for teachers was in English and the questionnaire for students was in Vietnamese, both of them consist of four parts to investigate the participants’ background of using computers, the effectiveness of applying two authoring softwares in teaching and listening skill, the advantages and disadvantages
of using the softwares, finally, the solutions to raise that effectiveness The findings of the questionnaires lead to the conclusion that the two softwares helped both teachers and students in organizing activities of teaching and learning listening skill Teachers can save time in class for more activities and make their listening lessons more attractive and students seem to be more eager in listening classes The third part is the conclusion in which the author concluded some main points of the research, gave out some limitations and suggestions for further study
Trang 7
PDF Merger
Merger! To remove this page, please
register your program!
Go to Purchase Now>>
Merge multiple PDF files into one
Select page range of PDF to merge
Select specific page(s) to merge
AnyBizSoft