56
Conclusion 57 5.2 Pedagogical Implications 58 5.2.1 Implications for Teachers 58
The study aimed to gather valuable insights into teachers' perspectives on using digital stories to enhance English listening skills Despite facing some challenges in implementation, the research highlighted the benefits that digital stories offer to students in their learning process.
The questionnaire results revealed that teachers had a positive outlook on the effectiveness of digital stories for teaching listening skills, particularly in terms of content, linguistic features, and collaborative components The study also found that the number of years spent teaching listening skills with digital stories did not significantly influence teachers' perspectives on the materials' application Additionally, teachers favored stories centered on daily life and relatable characters, as these engage students with more relevant and beneficial knowledge content.
The study highlights that digital stories significantly enhance students' listening skills by improving language knowledge, listening sub-skills, and the overall learning environment A key advantage of digital story-based classes is the creation of an efficient, communicative, and collaborative atmosphere that promotes active learning and provides suitable listening resources Teachers noted that the most effective aspects of digital stories for developing listening skills include fostering an interactive learning environment and enhancing sub-skills such as stress and linking sound clarification, along with meeting task requirements.
58 determination Whereas the linguistic features were less common regarding the vocabulary and the speaker tones
Teachers adapting to digital story-based classes face significant challenges, particularly regarding the potential negative impact of story content on students and the difficulty of explaining certain concepts While technical issues are a concern, they are often manageable with adequate preparation To address these challenges, educators frequently emphasize the importance of discussing effective teaching approaches and revising content as essential strategies for overcoming difficulties in their instruction.
From the findings, there are several implications for teachers that need to be considered
Teachers should actively consult with administrators to ensure that the content of digital stories is appropriate for primary students, focusing on their listening skill development By understanding the benefits of these stories, teachers can suggest revisions or expansions that enhance their positive aspects It is also essential for educators to collaborate on teaching strategies that incorporate digital stories, addressing challenges, particularly social ones, that may hinder learners' cognitive development Furthermore, when used effectively, digital stories can significantly contribute to students' listening skills and prepare them for academic assessments.
Teachers must prioritize the relevant aspects of digital story content and its impact on primary students' listening development Additionally, teacher feedback on potential challenges is crucial for selecting appropriate content To enhance student engagement with digital stories, timely and constructive feedback is essential to facilitate necessary modifications that align with teaching progress Furthermore, this feedback enables new generations of TPS teachers to refine teaching materials and adapt their methods, paving the way for the future use of digital stories in secondary and high school education.
Feedback shows that teachers appreciate digital stories and suggest their adoption for other student levels The study highlights the positive impact of digital stories on primary students' listening skills, indicating that with appropriate modifications, these stories could effectively enhance listening skills in secondary and high school students as well.
The findings highlight the importance of adapting digital stories for primary students, emphasizing the need for selective content and allowing teachers more freedom in choosing teaching materials that align with their practices It is crucial to enhance the listening features of these stories, focusing on linguistic and social aspects to support the listening skills and cognitive development of young learners Digital stories are recognized as valuable resources for preparing students for Cambridge examinations like Starters and Movers Therefore, administrators should consider integrating examination listening content with digital stories to familiarize students with the required skills.
To enhance speaking outcomes, it is essential to integrate authentic speech with effective input Combining speaking and listening lessons that share similar content can significantly maximize the effectiveness of digital stories in language learning.
Limitations 60 5.4 Recommendations for Future Research 60 5.5 Chapter Summary 60
The practice of teaching English listening skills in TPS has proven to be challenging, leading to varying feedback from teachers on the matter Furthermore, the study's scope was limited due to constraints in time and research conditions The reliability and validity of the findings would likely improve if conducted under normal circumstances.
Future researchers are encouraged to conduct quantitative studies involving students to explore their attitudes toward the adaptation of digital stories Additionally, expanding research in this area could enhance the effectiveness of digital stories in language learning and teaching strategies While the current findings on teacher feedback are limited, they can serve as a foundation for qualitative research Therefore, further investigation is necessary to provide greater clarity on these topics.
This chapter summarizes the findings and discussions derived from the story, highlighting key insights It addresses the pedagogical implications for both teachers and administrators, emphasizing the practical applications of the research Additionally, the study outlines its limitations to guide future research efforts and concludes with recommendations aimed at enhancing subsequent studies.
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This questionnaire seeks to explore the views of EFL teachers at Thai Binh Duong Primary School regarding the use of digital stories for teaching listening skills, as well as any challenges they may face Your responses will be invaluable for our research paper and will be used solely for this purpose Thank you for your assistance.
Please provide the information by ticking (✔) in the box
3 How long have you been teaching listening skills using digital stories?
◻Less than 2 months ◻2 months to 6 months ◻More than 6 months
4 Which of these types of digital stories do you think benefit students most in developing listening skills? You can choose more than one option
◻ The stories about figured characters
◻The stories about historical events
◻The stories about daily lives
Part 2: The implementation of digital stories in teaching listening skills
Please give your opinion about the statements below by ticking (✔) ONE answer for each
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
How do you think digital stories can benefit students’ listening skills development?
1 Digital stories provide useful vocabulary
2 Digital stories help to identify key structures
3 Digital stories help to identify words’ pronunciation
4 Digital stories help students with general information clarification
5 Digital stories help students to identify details in texts
6 Digital stories provide tips to identify speakers’ tones
7 Digital stories help to clarify stress and linking sounds
8 Digital stories help to determine listening tasks’ requirement
Digital stories provide the communicative environment helping students to practice listening authentically
10 Digital stories provide collaborative environment helping students to work with peers
11 Digital stories provide a non-threatening learning environment
12 Digital stories provide listening source for further study
13 Digital stories provide appropriate learning sources for the listening learning process
14 Digital stories provide an active learning environment
Thank you for your cooperation!
Bảng khảo sát này nhằm thu thập dữ liệu về nhận thức của giáo viên Tiếng Anh tại trường tiểu học Thái Bình Dương về việc áp dụng câu chuyện số trong giảng dạy kỹ năng nghe, cũng như những khó khăn gặp phải trong quá trình này Chúng tôi rất trân trọng nếu bạn có thể trả lời các câu hỏi dưới đây Dữ liệu thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu và không được sử dụng cho bất kỳ mục đích hay hình thức nào khác Cảm ơn sự hợp tác của bạn.
Phần 1: Thông tin cá nhân Đánh dấu (✓) vào ô lựa chọn
3 Bạn đã và đang ứng dụng câu chuyện số trong việc giảng dạy kĩ năng nghe trong bao lâu?
Ít hơn 2 tháng 2 tháng đến 6 tháng Hơn 6 tháng
Các thể loại digital stories hiệu quả trong việc phát triển kỹ năng nghe cho học sinh bao gồm truyện cổ tích, câu chuyện ngắn, và video giáo dục Những thể loại này không chỉ thu hút sự chú ý của học sinh mà còn giúp cải thiện khả năng lắng nghe và hiểu biết ngôn ngữ Việc sử dụng âm thanh và hình ảnh sinh động trong các digital stories cũng tạo ra trải nghiệm học tập thú vị và tương tác hơn cho người học.
Những câu chuyện về nhân vật biểu tượng
Những câu chuyện về sự kiện lịch sử
Những câu chuyện về cuộc sống đời thường
Những câu chuyện về quá trình khám phá
Phần 2: Việc áp dụng câu chuyện số trong việc giảng dạy kĩ năng nghe
Cho ý kiến của bạn về các câu dưới đây bằng cách đánh dấu (✓) vào các ô lựa chọn Chỉ được đánh dấu MỘT lựa chọn cho từng câu
1=Hoàn toàn không đồng ý 2=Không đồng ý
3=Trung lập 4=Đồng ý 5=Hoàn toàn đồng ý
Bạn nghĩ câu chuyện số có thể giúp ích trong việc phát triển kĩ năng nghe của học sinh như thế nào?
Kiến thức về ngôn ngữ
1 Câu chuyện số cung cấp từ vựng hữu ích
2 Câu chuyện số giúp ích trong việc nhận biết cấu trúc ngữ pháp quan trọng
3 Câu chuyện số giúp ích trong việc nhận biết phát âm của từ vựng
4 Câu chuyện số giúp cải thiện kĩ năng làm rõ các thông tin chung
5 Câu chuyện số giúp cải thiện kĩ năng xác định các thông tin chi tiết trong bài
6 Câu chuyện số giúp cải thiện kĩ năng xác định giọng đọc của người nói
7 Câu chuyện số giúp cải thiện kĩ năng xác định âm nhấn và âm nối
8 Câu chuyện số giúp cải thiện kĩ năng xác định yêu cầu của bài nghe
Câu chuyện số cung cấp một môi trường học tập mang tính giao tiếp giúp ích cho học sinh trong việc thực hành nghe thực tế
Câu chuyện số cung cấp một môi trường học tập mang tính hợp tác giúp ích cho học sinh trong việc đưa và tiếp thu ý kiến từ bạn mình
11 Câu chuyện số cung cấp một môi trường học tập thoải mái không áp lực
12 Câu chuyện số cung cấp tư liệu nghe cho quá trình học sau này
13 Câu chuyện số cung cấp tư liệu học tập phù hợp cho quá trình học nghe
14 Câu chuyện số cung cấp môi trường học tập năng động
Xin chân thành cám ơn sự hợp tác của bạn!
APPENDIX C INTERVIEW QUESTIONS (ENGLISH VERSION)
I The perception on the use of digital stories
1 What do you think about the implementation of the digital stories to teach listening skills?
2 Which factor of the digital stories (e.g., language knowledge, listening sub-skills,
& leanring environment) can be most beneficial to the students’ listening skill development? Why?
II The difficulties with the use of digital stories
3 What challenges have you faced when teaching listening skills with digital stories?
4 What is the most challenging factor when you teach listening skills using digital stories?
Thank you for your cooperation!