INTRODUCTION
Background of the study
English has established itself as a global language, significantly influencing and being influenced by globalization According to Graddol (2006: 22), the rise of English as a global language is both a catalyst for and a product of increased globalization Additionally, he highlights the growing number of English learners worldwide.
Approximately 2 billion people worldwide, including students in schools and colleges as well as independent learners, are engaged in learning English This means that nearly one-third of the global population is simultaneously attempting to master the English language.
English is increasingly essential and beneficial for individuals globally, serving as a vital link between various countries For Vietnamese learners, it has emerged as an indispensable foreign language, highlighting its growing significance in today's interconnected world.
Since the implementation of Vietnam's Doi Moi policy, English has reemerged as the primary language for communication and cooperation, leading to a significant increase in demand for English training Hundreds of language centers have been established across the country, with Ho Chi Minh City alone housing approximately 300 centers This highlights the critical role of English in Vietnam, as recognized by the Ministry of Education and Training (MOET), which designated English as the principal foreign language taught in schools Consequently, the influence of English has profoundly impacted education, particularly in Vietnamese secondary schools.
In Vietnam's secondary education, English has gained significant importance, becoming a mandatory subject in national examinations Hoang (2010) notes that passing English is essential for obtaining the Secondary School Education Certificate, as it is one of six required exams The Vietnamese government's Decree No 14/2001 TC-TTg emphasized the need for curriculum renovation in response to English's global significance Consequently, in early 2002, the Ministry of Education and Training (MOET) initiated the development of a new curriculum and textbooks across all subjects, reinforcing English as a compulsory subject in junior high schools.
At junior high schools, English is studied 3 periods a week in Forms 6, 7, & 8 and the total of 105 periods for each Form; 2 periods a week in Form 9 and the total of
With only 70 periods available throughout the school year, students often find it challenging to achieve mastery in English To develop competence in the language, it is essential for students to excel in vocabulary, grammar, and sentence structures, as well as the four core skills: listening, speaking, reading, and writing.
The primary goal of the English curriculum in schools is to enhance students' communication abilities by developing the four essential language skills Among these skills, listening is frequently considered the most challenging for learners As noted by Anstruther (2010), listening is not only the hardest communication skill to master but also one of the most vital for effective communication.
The development of English language skills is constrained by the limited class hours available, with only 2 to 3 hours dedicated to this area Students have minimal opportunities to practice listening, as there is only one listening period for every 4 to 6 English classes, particularly in English 8 and 9.
The current English curriculum for Junior High school students often falls short in providing sufficient Listening tasks, with only 5 or 6 periods allocated per unit, and is further hindered by inadequate resources such as outdated tape recorders and electronic equipment, as well as the absence of language labs As a result, students lack the necessary conditions to develop their Listening skills, relying heavily on the teacher's instruction and limited classroom materials To bridge this gap, students require additional resources outside of class to enhance their Listening competence, such as listening to TV news, songs, radio programs, or interacting with foreigners Utilizing online resources, particularly the Internet, is also an effective way to promote Listening skills, as emphasized by the Educational Testing Service.
Due to limited time for skill development within the curriculum, students must seek external learning resources Naughton (2000) highlights the Internet as one of humanity's greatest inventions, emphasizing its growing importance and utility across various fields One valuable online resource for enhancing students' listening skills is the Internet Olympic English Contest.
The Internet Olympic English (IOE) Contest, initiated in November 2010 in Vietnam, serves as a platform for evaluating students' English proficiency while enhancing their computer skills Hosted on www.ioe.vn, the contest is organized by the Ministry of Education and Training (MOET) and the Vietnam Television Corporation (VTC) for students in grades 3 to 12 across the country Its primary goal is to foster a culture of English language learning and facilitate students' access to the Internet as a valuable educational resource Over the years, the contest has demonstrated a significant positive impact on students' English learning progress, although the specific effects and mechanisms of this influence remain unclear.
This research aims to explore the impact of the Internet Olympic English Contest (IOE) on junior high school students' listening skills in Phu Vang District By investigating the backwash effects of the contest, the study seeks to uncover valuable insights that can enhance students' listening abilities The ultimate goal is to maximize the benefits of the IOE Contest for students and teachers across junior high schools nationwide.
Aims of the study
This research project aims to investigate The Backwash Effects of the Internet Olympic English Contest on Listening Skill in Phu My junior high school, Phu Vang District
The points to be carried out will include the following :
- To have a deeper look at the Internet Olympic English Contest
- To find out in what ways it enhances students‟ Listening Skill
- To work out the strong points of the Internet Olympic English Contest
- To find out some findings as the motivation for encouraging students to participate in this Contest.
Research questions
The study will concentrate on answering the following questions:
1 What are the perceptions of Phu My junior high school‟ students on the Internet Olympic English Contest?
2 In what ways does this contest enhance students‟ Listening skill in Phu My junior high school?
Scope of the study
This research is confined to Vietnamese EFL students, and particularly the students at junior high school are chosen to be the participants in this research
This research focuses on the online I.O.E Contest, specifically examining the Listening component for students in Grades 6 to 9 at Phu Due to constraints in time and expertise, the study will not encompass the entire Internet Olympic English Contest across all educational levels, from primary to high school, nationwide.
My junior high school, Phu Vang District, Thua Thien Hue Province.
Significance of the study
This study explores the Olympic English Contest as an online tool to improve students' English competence The findings regarding the contest's influence on students' listening skills will be beneficial for test designers and educators, enabling them to develop more effective learning resources.
Structure of the study
This research paper consists of five chapters as follows:
Chapter 1: presents the background as well as the aims and research questions, the scope, the significance of the study and the structure of the thesis
Chapter 2: discusses relevant Literature, and argue for the rigour of this study Chapter 3: describes the research design and methodology, participants, data collection and data analysis xix
Chapter 4: reports on the findings from the questionnaires and interviews with teachers and students at Phu My junior high school Based on the findings through the questionnaires and the information from the interviews, some issues relating to the effects of the I.O.E Contest on the students‟ Listening Skill will be discussed Chapter 5: summarizes the results of the study and provides some pedagogical implications of the study based on the findings in previous chapter, and some suggestions for further research of the issue
The Appendices and the References will be included at the end of the research.
LITERATURE REVIEW
Introduction
This chapter outlines the study's background by defining essential terms and concepts related to listening skills and backwash effects It explores the Internet's role in English Language Learning and examines the impact of testing on learning outcomes Additionally, it discusses the Olympic English Contest and its backwash effects within the research context, providing a foundation for the study's rationale.
The Internet and English Language Learning
The Internet is an essential tool in modern life, offering teachers and students worldwide access to communication services and a wealth of information (Warschauer & Whittaker, 1997) It provides limitless resources, including texts, visual stimuli, listening materials, and global news Its influence spans various fields, from business to education, fundamentally altering how we live, learn, and work In education, the Internet serves as a source of authentic materials, facilitates intercultural communication, and enhances classroom experiences As noted by Baniabdelrahman and Bataineh (2007), it enables access to vast information anytime and anywhere Furthermore, Gavin and Nicky (2007) emphasize that “Internet-based simulations bring real-life contexts to the classroom, helping our learners to deal with situations that they may come across during foreign travel or in encounters with other speakers of English” (p 50).
Staying updated with information is essential for both teachers and learners to meet societal demands The roles in the classroom have evolved; teachers now act as facilitators while students take a more active role in their learning To enhance their English skills, students can utilize various resources such as videos, music, and stories in English, as well as engage in conversations with native speakers The Internet has made English learning more accessible than ever, offering a wealth of engaging materials, including videos, music, stories, and interactive activities that are beneficial for learners.
Naughton (2000) describes the Internet as one of humanity's most remarkable creations, ranking alongside significant innovations like print, railways, and television in its societal impact He argues that while some may compare its influence to that of print and television, the Internet possesses greater potential due to its ability to leverage intellectual resources without the limitations of traditional broadcast mediums.
In his 1997 State of the Union Message, President Clinton emphasized the significance of the Internet, mentioning it six times and advocating for its integration into every American school The Internet has profoundly influenced not only education but all facets of social life, garnering attention from millions As noted by Naughton (2000), estimates suggest that between 300 and 350 million people are currently using the Internet, with projections indicating that this number could exceed one billion users within the next decade.
The Internet, often referred to as cyberspace, the information superhighway, or the digital revolution, is a transformative communication tool likened to the invention of the printing press While it has been celebrated for its potential to connect people and information, it has also faced criticism as a threat to civilization Essentially, the Internet functions as a vast network, linking individuals and data through interconnected telephone lines and computers.
In fact, more than 100,000 independent networks – public and private – are currently connected to form this vast global communications system This is the
“road” of the information superhighway
2.2.1 Technology in English Language Learning
According to Gavin and Nicky (2007), technology is becoming essential in our personal and professional lives, with learners increasingly utilizing it (p.5) Its role is crucial across all aspects, facilitating various tasks from personal to professional endeavors Consequently, reliance on technology is growing, leading to an expanding user base.
When saying about technology in the classroom, Gavin and Nicky (2007) write:
Younger learners are increasingly immersed in technology, making it an integral aspect of their daily lives For these students, technology serves as a bridge to connect the classroom with the outside world Moreover, many of these young learners will eventually transition into teaching roles themselves.
● English, as an International language, is being used in technologically mediated contexts
● Technology, especially the Internet, presents us with new opportunities for authentic tasks and materials, as well as access to a wealth of ready-made ELT (English language Teaching) materials
● The Internet offers excellent opportunities for collaboration and communication between learners who are geographically dispersed
● Technology is offered with published materials such as course books and resource books for teachers
● Learners increasingly expect language schools to integrate technology into teaching
● Technology offers new ways for practising language and assessing performance
Technology is increasingly mobile, allowing its use not only in traditional settings like classrooms and lecture halls but also at home, during commutes, and in Internet cafés.
Utilizing various ICT (Information and Communications Technology) tools enables learners to engage with and develop all four essential language skills: speaking, listening, writing, and reading.
Technology is increasingly vital both inside and outside the classroom, significantly aiding students in language practice and facilitating the integration of the external world into educational settings.
2.2.2 Computer-Assisted Language Learning (CALL)
Computer-Assisted Language Learning (CALL) emerged in the early 1980s, gaining formal recognition at the 1983 TESOL convention This innovative approach to language teaching combines technology with pedagogy, offering both exciting opportunities and challenges in research and practice, as noted by Hubbard (2009).
Computer Assisted Language Learning (CALL) is both thrilling and frustrating due to its complexity, dynamism, and rapid changes Until recently, it primarily attracted those with a specific interest in the field.
Computer-Assisted Language Learning (CALL) is defined as an interactive instructional approach that utilizes computers to present educational material, monitor student progress, and guide learners to supplementary resources tailored to their needs This method also encompasses internet-based instruction, incorporating various tools such as webpages, web bulletin boards, newsgroups, videos, audio, graphics, and practical applications within the classroom setting.
Computer-Assisted Language Learning (CALL) is defined by Cotton (1991) as activities such as drill and practice, tutorials, or simulations that can be conducted independently or as supplements to traditional instruction (p.15) Wegener (2004) emphasizes that CALL involves the use of computers in the instructional process The implementation of CALL encompasses six modes: tutorials, drills and practices, instructional games, modeling, simulation, and problem-solving Thus, CALL represents the exploration and application of computer technology in language teaching and learning.
Beatty (2003) defines Computer-Assisted Language Learning (CALL) as any process where a learner utilizes a computer to enhance their language skills, acknowledging its evolving nature (p.7) While this definition is broad, it serves as a solid foundation for understanding the diverse range of topics presented at CALL conferences, journals, and books (Hubbard, 2009, p.1) It's important to note that, similar to other forms of assistance, CALL can sometimes hinder progress Overall, CALL encompasses any application of computer technology within the realm of language learning.
Backwash effects
The terms "backwash" and "washback" refer to the impact that tests and examinations have on training and learning processes While some authors favor the term "washback," others opt for "backwash."
“washback” is seldom found in dictionaries
There are many definitions of the terms “backwash” as well as “washback”:
Hughes (1989) considers backwash as “The effect of testing on teaching and learning”(p.1)
Spolsky (1994) defines the concept of backwash as the unintended side-effects of testing, emphasizing that it pertains to the consequences that arise rather than the intended outcomes, especially when the main objective of the examination is to regulate curricula.
Biggs (1995) states that “Backwash refers to the fact that testing controls not only the curriculum but also teaching methods and students‟ learning strategies”(p.3)
The concept of "washback" is significant in the context of language teaching and testing Alderson and Wall (1993) define washback as the influence of tests on teachers and learners, prompting them to engage in activities they might not typically pursue due to the test's requirements.
Washback refers to the impact that a test has on language teaching and learning, influencing teachers and students to engage in behaviors that either support or hinder language acquisition (Messick, 1996).
Bailey (1996) confirms that washback is the “influence of testing on teaching and learning”(p.5) She also combines the fifteen hypotheses from Alderson and Wall
In the trichotomy of the backwash model introduced by Hughes in 1993, the "basis model of washback" is established Bailey differentiates between "washback to the learners," which refers to the impact of tests on students, and "washback to the programme," which encompasses the effects of tests on teachers, administrators, curriculum developers, and counselors.
Washback refers to the connections between testing and learning, as defined by Shohamy et al (1996) Their research explores the holistic impacts of tests on classroom dynamics and policy-making, enhancing our understanding of washback from a broader perspective They conclude that washback evolves over time due to factors like language status and the roles of test users, providing valuable insights for policy-makers Similarly, Pearson (1988) emphasizes that public examinations shape the attitudes, behaviors, and motivation of teachers, learners, and parents, demonstrating a backward influence that characterizes washback.
Washback refers to the impact of curriculum changes on teaching and learning, often triggered by alterations in public examinations (Cheng, 2005) To comprehend why educators modify their content while maintaining their teaching methods after a test's introduction, it is essential to consider their beliefs, perceptions of the test, and involvement in its implementation.
In a word, although there are various definitions around the terms of “backwash” or
Washback refers to the influence that examinations exert on teaching and learning processes It encompasses how the structure and content of an aviation English test can shape regulators' and administrators' understanding of language proficiency and its implications This article explores the impact of test focus, type, delivery, and content on training and training administration.
Generally, washback can be analysed according to two major types: positive and negative, depending on whether it has a beneficial or harmful impact on educational practices (Hughes, 1989)
Teachers and students often adjust classroom activities to align with the demands of important tests, as pass rates significantly impact perceptions of teacher effectiveness This phenomenon, known as washback in language testing, plays a crucial role in education and can have both positive and negative effects on learning outcomes.
(p.10) Bachman and Palmer (1996) consider washback to be the subset of a test‟s impact on society, educational systems and individuals They believe that test impact operates at two levels:
- The micro level (i.e the effect of the test on individual students and teachers)
- The macro level or the impact the test may have on society and the educational system
Good tests can be utilized and designed as beneficial teaching-learning activities so as to encourage a positive teaching-learning process (Pearson, 1988, p.107)
According to the Language Testing and Training Centre (2008), Tests are encouraged to promote the idea of longlife learning and encourage people to learn English
Wall and Alderson (1993) and Cheng (2005) points out that decisional makers use the authority power of high-stakes testing to achieve the goals of teaching and learning
Cheng (2005) states that the tests may well fail to create a correspondence between the learning principles and/or the course objectives to which they should be related (p.8)
Smith (1991) highlights that testing programs significantly limit instructional time, constrain curriculum options, and may hinder teachers' ability to effectively deliver content using diverse methods and materials that do not align with standardized testing formats.
According to Shohamy (1996), decision makers overwhelmingly use tests to promote their political agendas and to seize influence and control of educational systems Tests are used as a “lever” for change (p.6)
Positive washback enhances educational methodologies by incorporating meaningful and innovative learning activities, leading educators to focus more on students' intentions, interests, and choices This approach encourages students to be more motivated and put in greater effort Conversely, negative washback often results in teachers teaching to the test, narrowing the curriculum, and concentrating solely on tested material (Pan, 2009, p.261).
2.3.3 Studies of backwash effects in English language teaching
The backwash effects in English language teaching have garnered significant attention from researchers and educators, highlighting its importance for both EFL teachers and learners.
A number of research studies have been carried out by survey and interview methods collecting data on the effects of standardized testing (Frederiksen, 1984; Haladyna, Nolen & Haas, 1991)
Smith (1991) explores the impact of external testing on teachers and classrooms through qualitative studies The research reveals that testing programs significantly diminish instructional time, limit curricular diversity, and constrain teaching methods Consequently, these tests may hinder teachers' abilities to deliver content effectively and utilize diverse instructional materials that do not align with standardized testing formats.
Alderson and Wall (1993) explore the washback effect of a new examination through comprehensive classroom observation This article reviews empirical research in both general and language education to determine the existence of washback, its measurement, and the factors influencing its manifestation The authors conclude with recommendations for further research into this significant yet under-explored phenomenon.
A few researchers (Hughes, 1988; Khaniya, 1990) use language tests to measure the influence of tests on students‟ learning outcomes
Cheng (1997) investigated the washback effect of the revised Hong Kong Certificate of Education Examination in English (HKCEE) by the Hong Kong Examinations Authority (HKEA) on English teaching in secondary schools The research explores the potential changes in the teaching and learning of English resulting from alterations in Hong Kong's major public examination over time.
The Olympic English Contest
Contest, according to Skaperdas (1996), is a game in which the players compete for a prize by exerting effort so as to increase their probability of winning
According to Longman Dictionary of Contemporary English, a contest is a competition or a situation in which two or more people or groups are competing with each other
An English Contest is a kind of game or test in which the participants aim to compete in English to get the highest scores
Gavin and Nicky (2007) highlight the growing trend of computer-based testing in English language teaching, emphasizing that terms like "online testing" and "e-assessment" refer to the shift from traditional paper tests to digital formats This advancement allows EFL learners to access a variety of tests and examinations through computer platforms.
With computer-based testing, the mechanics of marking and feedback can be automated to a much greater extent, and results provided to candidates more quickly than with a paper-based exam
2.4.2 The Olympic English Contest through Internet in Vietnam
Since 2001, the Ministry of Education and Training (MOET) in Vietnam has implemented strategies to integrate Information and Communication Technology (ICT) into education, specifically focusing on English teaching The MOET's goal is to leverage ICT to foster innovative thinking, enhance communication skills, and develop independent problem-solving and information processing abilities among students.
Secondary school students are often well-acquainted with online tools such as blogs, wikis, and chat platforms As a result, they are likely to adopt technology in the classroom more enthusiastically than adults.
The Internet plays a crucial role in the language learning journey of EFL students With the emergence of various online contests, such as the Violympic Contest of Mathematics and the Internet Olympic English Contest, students are increasingly recognizing the significance of these platforms and engaging enthusiastically in these competitions.
The Internet Olympic English (IOE) has become a popular contest for students in grades three to twelve, drawing significant participation in recent years Each self-practice round consists of four assignments, including a listening test worth 30 points, which features 10 sentences Among various listening activities, the "listening to pictures" technique is particularly prevalent As noted by McComish (1982), this method effectively enhances input quantity and supports fluency by utilizing visual aids and allowing for repeated exposure to the same images.
The IOE Contest proves to have much influence on the students, especially helping the students in developing the Listening Skill with many interesting exercises and beautiful interface.
Teaching Listening skill
Listening is one of the four fundamental skills in any language
Listening accounts for over 50% of the time students engage with a foreign language (Nunan, 1998) and is the most prevalent communicative activity in daily life Morley (1991) supports this notion, stating that we listen twice as much as we speak, four times more than we read, and five times more than we write Consequently, while listening presents challenges, it remains an essential skill in all communicative contexts.
Listening is a complex process, and everyone has his or her own ways of listening Therefore, there are many different definitions of listening:
Listening, as defined by Rost (1994), is a term we frequently use without much consideration However, it is an essential cognitive skill that plays a crucial role in how we comprehend and engage with our surroundings.
River and Temperley (1978) suggest that “Listening is a complex operation integrating the distinct components of perception and linguistic knowledge in ways which are at present poorly understood”( p.63)
Listening is an important skill and probably the most difficult one One of the major reasons for getting students to listen to spoken English, according to Harmer
Exposing students to diverse English accents beyond their teacher's voice is essential for enhancing their real-world listening skills Utilizing taped materials that cover various topics, including telephone conversations, speeches, broadcast news, announcements, and advertisements, effectively prepares learners for authentic spoken English encounters.
Teaching listening skills enables students to subconsciously acquire a new language without focusing on specific features Exposure to the target language is essential for learners, as highlighted by Harmer (2000), who suggests that using suitable audio materials helps students gain not only vocabulary and grammar but also crucial elements like pronunciation, rhythm, intonation, pitch, and stress In summary, listening is vital for obtaining comprehensible input, which is necessary for effective language development.
For Vietnamese secondary students, mastering listening skills is essential to meet basic communication goals The importance of listening in effective communication is significant, as highlighted by Matthews, Spratt, and Dangerfield.
To effectively teach oral communication to our students, it is essential to prioritize the development of listening skills Successful communication relies on the understanding of what is spoken.
Indeed, students‟ poor listening ability can be a barrier in communication Listening skill, therefore, is an indispensable part in EFL learning environment in Vietnam nowadays
Listening skills are crucial for learning a foreign language, as they provide essential aural input for language acquisition and facilitate spoken communication However, English learners often find listening to be a challenging task due to the complexity of understanding foreign speech, which requires various skills and abilities (Ur, 1990, p.33) Additionally, several factors impact the listening process, including learners' motivation, listening strategies, speakers' accents and speed, teaching materials, methods, classroom facilities, and overall learning conditions.
Teaching listening, then, might become problematic in EFL learning environment in general and at junior secondary school in Vietnam in particular
For Vietnamese learners of English, secondary school assessments primarily focus on written formats, neglecting speaking and listening skills Students often complete multiple-choice questions on pronunciation, grammar, and vocabulary, along with comprehension and writing exercises Consequently, the emphasis on vocabulary, grammar, reading, and writing overshadows the importance of spoken English, leading to a demotivation in developing listening skills This traditional assessment approach results in students prioritizing grammar and writing, as these areas significantly impact their overall exam scores, ultimately affecting their motivation to improve listening competence.
The teaching method significantly influences listening learning outcomes According to Yayang (1993:194), “It is a pleasure and a positive experience to try various exercises, tasks, and classroom activities, for successful lessons depend on the teacher’s knowing and using a variety of teaching methods.” By implementing diverse and effective listening strategies, teachers can enhance students' listening skills and achieve better learning results.
2.5.1 Issues of teaching Listening in previous studies
Research has shown that teaching and learning listening skills in English language education poses significant challenges for both EFL teachers and learners, making it a focal point of concern among educators and researchers alike.
Yagang (1993) identified four key factors that hinder effective listening: the message, the speaker, the listener, and the physical setting To address these challenges, he proposed solutions for EFL teachers, emphasizing the importance of providing appropriate listening materials, relevant background and linguistic knowledge, enabling skills, a conducive classroom environment, and practical exercises These elements are essential for helping students develop effective listening strategies.
Olaofe (1994) demonstrated effective methods for teaching listening comprehension in large classes, emphasizing that an interactive and questioning learning environment can be established even in impersonal settings He identified grouping as the key solution to managing large class sizes and addressed strategies to mitigate rowdiness during group reports and presentations This article is particularly relevant to the Vietnamese context, making it a valuable resource for educators facing similar challenges.
Jim (2005) highlighted the challenges of traditional listening instruction in a communicative classroom, emphasizing the limitations of teachers acting merely as "tape-recorders." She proposed various communicative strategies for teaching listening, drawing from her personal experiences to enhance student engagement and learning outcomes.
„passive listeners‟ However, in the communicative classes, all the tasks, listening materials and listening strategies of real communicative environment will help students to be more competent and skillful listeners
In Vietnam, the issues of teaching and learning listening have also been of researchers‟ great concern
Hoàng Ngọc Anh (2008) conducted a study on the challenges of teaching listening at Dao Duy Tu High School in Quang Binh, highlighting issues faced by EFL teachers, including learner engagement, teaching materials, classroom conditions, and assessment methods The research indicated that while teachers explored some solutions to these challenges, significant improvements in listening classes were limited Consequently, the study provided suggestions and implications aimed at enhancing the effectiveness of listening instruction.
Vũ Thị Phượng Uyên (2011) conducted a study on the design and implementation of supplementary listening activities aimed at enhancing listening skills for CADAFOL students The research identified the challenges faced by learners in listening comprehension, revealing that most students consider listening to be the most difficult skill and the least practiced among the four language skills To address these challenges, the study developed effective listening activities that not only improved students' listening abilities but also provided teachers with engaging and effective strategies for instruction.
IOE contest and its backwash effects on listening skill
The IOE contest features multiple rounds that engage students with assignments designed to be both entertaining and challenging Participants will enjoy a captivating experience as they tackle tests and games with visually appealing interfaces, making it an exciting opportunity for students to enhance their listening skills.
In recent years, much attention has been paid to English language learning in Phu
At my Junior High School, the head of the institution has encouraged teachers to implement effective methods for teaching English Despite these efforts, both teachers and students struggle with listening skills, resulting in low marks for many students The challenge is compounded by the rural setting, which limits students' opportunities to practice listening However, the introduction of the Internet Olympic English Contest has provided a positive change, offering new avenues for improvement in this essential skill.
Since the appearance of the Internet Olympic English (IOE) Contest in November
Since its inception in 2010, the IOE contest has seen a remarkable increase in student participation, growing from just over thirty participants in its first year to more than five hundred in the 2012-2013 school year This surge in interest highlights the contest's ability to engage students and enhance their listening skills significantly Many participants have achieved awards at various levels, including District, Provincial, and even National competitions, showcasing their improvement and enthusiasm for the contest Overall, the IOE contest has proven to be a valuable platform for students to develop their skills and gain recognition.
The IOE contest significantly contributes to the enhancement of students' language skills, demonstrating a clear backwash effect This research aims to provide insights that will enable both teachers and students to maximize the benefits derived from participating in this contest.
Chapter conclusion
This chapter highlights the significance of technology, particularly the Internet, in enhancing English language teaching and learning It emphasizes the positive backwash effects of the Internet Olympic English contest on students' listening skills The contest provides innovative opportunities for language practice and access to a wealth of information, demonstrating its substantial impact on language proficiency The thesis aims to inform teachers about the contest's benefits, which extend beyond mere relaxation or assessment, offering an alternative yet effective method for improving students' English skills Additionally, it encourages students to recognize the contest's role in not only providing enjoyment but also fostering their listening abilities.
RESEARCH METHODOLOGY
Overview
This chapter outlines the research methodologies employed, detailing the research approach and participant characteristics It also clearly describes the data collection instruments and the procedures for data analysis.
Research approach
This research project utilizes both quantitative and qualitative approaches, recognizing the significant value of combining these methods Qualitative research, defined as "naturalistic inquiry" (McMillan & Schumacher, 1993: 372), employs noninterfering data collection strategies to explore the natural flow of events and participants' interpretations Through qualitative studies, researchers gain insights into participants' perspectives, including their feelings, thoughts, beliefs, ideas, and actions in real-world contexts The data from qualitative research is primarily presented in words rather than numbers, allowing for diverse techniques in data collection.
Quantitative methods focus on analyzing statistical data regarding participants and student improvements According to McMillan and Schumacher (1993), "Quantitative research presents statistical results represented with numbers" (p.14) Consequently, statistics, graphs, and tables are essential outputs derived from various methods, including questionnaires, interviews, and observations.
The two methods are used to supplement each other to collect the most reliable data.
Participants
The study involved 80 students aged 11 to 15 from Phu My Junior High School, who participated in the Internet Olympic English Contest, focusing on their listening skills Although many students took part in the contest, only 80 were selected based on the project's needs These students completed a questionnaire and participated in interviews to provide reliable data Additionally, six experienced English language teachers, each with over five years of teaching at the school, contributed their insights through questionnaires and interviews, despite not being the main focus of the project Their involvement ensured a comprehensive understanding of the students' listening skills across all four grades.
6 to grade 9 Therefore, they would have a thorough view about the whole IOE xlviii contest and give the good opinion about the contest and students‟ listening skill development.
Data collection methods
Questionnaires and interviews were used for this study
A questionnaire is a vital tool for gathering information and data from participants, as noted by McMillan and Schumacher (1993), who describe it as the most commonly used method for obtaining subject information Additionally, McDonough and McDonough (1997) emphasize that the anonymity provided by questionnaires can lead to more honest responses This powerful research instrument allows participants to self-report answers, effectively measuring both qualitative and quantitative data.
Closed-ended questionnaires offer several advantages, as they are quicker and easier for both respondents and researchers, according to Newman (2000) These types of questions are particularly effective for data collection, allowing for straightforward categorization (McMillan & Schumacher, 1993).
For this project, two sets of questionnaires were utilized as the primary method for data collection: one for students and another for teachers (see appendices 1A and 1B) The student questionnaire comprised 27 questions, while the teacher questionnaire included 12 questions (see appendix 1B) Participants had the option to select answers or provide their thoughts through open-ended questions, some of which were also used for interviews To facilitate understanding, both sets of questionnaires were available in English and Vietnamese, ensuring participants could respond with ease.
While questionnaires are a useful tool for gathering information, they have notable drawbacks, including lower response rates compared to interviews Additionally, they do not allow for follow-up on ambiguous or incomplete responses As a result, this research incorporates interviews as an alternative method for collecting data.
McMillan and Schumacher (1993) describe interviews as "vocal questionnaires" that facilitate direct interaction between individuals Burn (1997) highlights the advantages of interviews, including their flexibility, higher response rates, the ability to establish rapport, and increased motivation among respondents Consequently, interviews can effectively complement questionnaires in data collection.
Interviews serve to validate and elaborate on the information gathered from questionnaires, providing a platform to collect nonverbal data and clarify any misunderstandings participants may have regarding the questions Consequently, face-to-face interviews can be particularly advantageous in certain situations Additionally, utilizing a mix of structured and unstructured questions during interviews can enhance the quality of the data collected.
This research involved two sets of interview questions: one for students, comprising six questions (see appendix 2A), and another for teachers, consisting of five questions (see appendix 2B) The purpose of these interviews was to gather insights and emotions from both students and teachers regarding the IOE contest, which could not be fully captured through questionnaires The student interviews specifically targeted those who had progressed through various levels of the IOE contest, aiming to enhance data collection alongside the questionnaires To facilitate open expression, all interview questions were conducted in Vietnamese, allowing participants to share their thoughts and feelings comfortably.
Procedures of the research
The steps of the study were as follows:
1 Delivering and gathering the questionnaires for students and teachers l
2 Conducting interviews with the selected teachers and students
3 Analyzing the collected data and classifying the data into intended groups
6 Generalizing, giving comments and evaluation for chapter 5.
Data analysis
The data gathered from the questionnaires were primarily analyzed using quantitative methods, while qualitative analysis was also employed through the interviews to provide a deeper understanding of the issue.
The collected data were synthesized and classified into groups in order to answer the research questions The data were classified into:
- The backwash effect of the IOE contest
- The improvement of student‟s listening skill
- What should be suggested to enhance student‟s listening competence
The research analyzed the percentage of each item, integrating participants' ideas To illustrate the findings, charts and tables will be utilized Ultimately, conclusions regarding the backwash effects of the IOE contest on students' listening skills will be presented.
Conclusion
This chapter employs both quantitative and qualitative research methods, utilizing questionnaires and interviews to gather valid data for the thesis The findings of this study will be detailed in the subsequent chapter.