STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN ANALYSIS OF TEACHERS’ AND SECONDARY STUDENTS’ PERCEPTIONS IN THE USE OF INTERACT
INTRODUCTION
Rationale of the study
In today's world, the significance of learning foreign languages is undeniable Innovative learning methods that incorporate technology are increasingly being adopted to improve traditional teaching approaches and boost language acquisition efficiency Recognizing the critical need for technological integration in education, the Vietnam Ministry of Education and Training (MOET) has approved a new project aimed at enhancing language learning outcomes.
The project aimed at enhancing the integration of information technology in management and support for teaching, learning, and scientific research significantly improves the quality of education and training from 2016 to 2020, with future goals set for 2025 This initiative encourages the use of technological devices in education to elevate the standards of Vietnam's educational system A key component of this project is the Interactive Smart Board (ISB), which serves as a primary digital tool in English classrooms, promoting a new, technology-driven learning approach.
In recent years, English classrooms are equipped with technological devices such as laptops, tablet computers and other digital devices that have become more popular
Despite previous studies confirming the benefits of Interactive Smart Boards (ISB), their implementation in classrooms remains limited To explore this issue, I focused on the Apax Leader – Nguyen Chi Thanh Branch (AL-NCT Branch), where ISB is installed in all classrooms, enhancing the effectiveness of contemporary English learning methods Additionally, the lack of research on teachers' and students' perspectives regarding the application of English skills classes in Vietnam underscores the significance of this study.
This study examines the perceptions of teachers and secondary students regarding the use of interactive smart boards in classrooms focused on English speaking and listening skills.
Aims of the study
This study aims to explore the perspectives of teachers and students at the AL-NCT Branch regarding the use of Interactive Smart Boards (ISB) in English Speaking and Listening classes Based on the findings, the research seeks to provide effective recommendations for implementing ISB to enhance the learning experience in these classes.
Scope of the study
This study, conducted at the Apax Leaders - Nguyen Chi Thanh Branch (AL-NCT Branch), involved two participant groups: teachers and secondary students It specifically examines their perceptions of using Interactive Speaking Boards (ISB) in enhancing English speaking and listening skills, while excluding the viewpoints and assessments of primary students Data collection occurred from February to May 2020.
Research questions
This study examines the effectiveness of ISB by analyzing the perceptions of both teachers and secondary students To achieve this goal, it addresses two key research questions.
Question 1 What are the perceptions of the teachers about the use of Interactive smart boards in the English skill class?
Question 2 What are the perceptions of the students about the use of Interactive smart boards in the English skill class?
Research methodology
This research utilized a survey methodology for data collection, employing questionnaires designed with both qualitative and quantitative approaches The questionnaires were made accessible through an online platform, specifically Google Forms.
The Microsoft Excel version 2016 was used to analyze data collected via the questionnaire
Structure of thesis
The main contents of this thesis consist of 5 chapters:
In the first chapter - Introduction, the rationale, aims, scopes, methodology and the structure of this study are pointed out
Chapter 2, the Literature Review, explores the definitions, functions, and advantages of technological devices in education This section highlights previous global research on the integration of Information Systems in English language learning.
In the third part, the study's methodology is described with the locale, the research design and the data collection process, etc
The following chapter presents the findings of data collection and the analysis of the perceptions of participants
Last but not least, the last chapter includes the summary part, the conclusion, some recommendations.
LITERATURE REVIEW
Literature review
2.1.1 Overview on technology a Definitions of technology
Technology can be defined as the application of scientific knowledge for practical purposes, as noted by Cambridge University Press Additionally, Collins (2020) describes technology as encompassing the methods, systems, and devices that emerge from this scientific application.
According to David (2019), technology is defined as the application of scientific knowledge for practical purposes, impacting both industry and daily life Essentially, it encompasses the ways in which scientific understanding is utilized to enhance various aspects of our existence.
Technology serves specific purposes through various applications, ranging from simple tools like the wheel to complex devices such as computers and MP3 players This broad spectrum of technology encompasses a wide range of equipment designed to enhance functionality and improve efficiency in various tasks.
In summary, technology encompasses the techniques, skills, methods, and processes essential for producing goods and services or achieving specific goals, including scientific research It can manifest as knowledge of these techniques or be integrated into machines that function without requiring in-depth understanding Systems that utilize technology transform inputs into desired outcomes and are known as technological systems Today, the proliferation of technology is evident in high-tech products like computers, smartphones, and digital devices The integration of technology in education is increasingly vital, enhancing learning experiences and outcomes.
Technology has become an essential component of education, with significant advancements over the past forty years, including increased computer processing power and the rise of the Internet and mobile devices Smartphones and tablets are now prevalent tools for communication and media consumption, fundamentally changing how knowledge is generated and shared As a result, platforms like Google and Wikimedia have become primary resources for information The integration of digital devices into daily life extends to education, where modern technologies such as communication labs, speech recognition software, and online learning tools are transforming the learning experience This profound shift underscores the critical role of technology in shaping contemporary educational practices.
(Technology Enhanced Language Learning), Pod casting, Quick Link Pen and Quicktionary
Numerous studies have highlighted the significant role of technology in education, demonstrating its effectiveness in enhancing teaching methods and enriching students' knowledge (Frigaard, 2002; Schofield & Davidson, 2003; Miner, 2004; Timucin, 2006) As technology-enhanced education becomes increasingly vital in higher and professional learning, it empowers learners to take charge of their educational journeys while granting them access to a wealth of information beyond the teacher's control (Lam & Lawrence, 2002).
According to Musawi (2011), technology serves as a vital resource, providing instant access to information for both instructors and students Digital advancements have transformed traditional audiovisual materials, including books, slides, and various media formats, into easily accessible resources that enhance the educational experience through the use of projectors and computers.
The transition from traditional libraries to digital formats is transforming education by creating a global resource system that offers e-books and online libraries accessible anytime and anywhere This shift allows both students and teachers to easily access course materials, enhancing the learning experience through fast retrieval of information The availability of online resources, such as digital libraries and dictionaries, facilitates knowledge acquisition and comprehension, making it simpler for students to study and expand their understanding of various subjects.
Technology has revolutionized various non-instructional functions on campuses, such as enrollment management, registration, billing, financial aid, parking services, library services, payroll, and employment resources (Musawi, 2011) By integrating technology into educational syllabi, schools, colleges, and universities have enhanced students' understanding of subjects and strengthened their foundational knowledge.
The implementation of online grading systems in educational centers has greatly benefited parents by allowing them to monitor their children's academic performance and attendance records As technology, including laptops, tablets, and mobile devices, becomes increasingly integral to education, it is essential for both students and parents to develop a strong understanding of these tools, not only as standalone subjects but also as part of the broader curriculum.
Technology has evolved to play a crucial role in education, facilitating knowledge delivery through e-learning, multimedia, virtual learning, and mobile learning via the Internet and mobile devices The implementation of diverse modern teaching methods has been essential in assessing the effectiveness of technology in the educational process Traditional teaching has seen a significant transformation with the successful integration of authentic materials such as films, radio, and television These advancements have not only made teaching more engaging but have also enhanced productivity and improvements in learning outcomes As society presents new challenges to the education system, the rapid global communication of knowledge fosters cooperation and teamwork on both national and international levels Furthermore, Kırbaş (2018) emphasizes that incorporating audiovisual equipment alongside technological advancements in classrooms can significantly boost student interest and positively impact academic achievement.
In today's digital age, technology has transformed teaching and learning methods, moving beyond the traditional roles of teachers, coursebooks, and writing boards As high-tech advancements reshape education, teachers are evolving into facilitators of interactive learning, while lessons have become more engaging than mere listening and writing The integration of digital devices in classrooms fosters a dynamic and modern educational environment, enhancing the overall learning experience.
Spence and Haughey (2005) emphasize that the integration of technology in education is essential, as educators are increasingly utilizing it while students are actively seeking it out This trend is particularly evident in the teaching of foreign languages, where technology applications play a crucial role in enhancing the learning experience.
Learning foreign languages is essential for students at all levels, as it meets the growing social demand in today's information-rich world driven by advancements in science and technology These languages serve as vital tools for effective communication globally The traditional methods of teaching foreign languages have evolved significantly due to the integration of technology, which enhances the learning experience by making it more engaging and productive With the use of audio and video resources, lessons can cater to diverse learning styles, encouraging greater participation and improving comprehension compared to conventional lecture-based approaches.
Technology has revolutionized education by providing students with innovative learning opportunities that were previously unavailable, as noted by Crystal (2001) The rise of the internet not only introduces new vocabulary but also influences language evolution, driven by its users Recognizing the benefits of technology integration, many countries are adopting internet and information technology in their educational systems to cultivate a skilled workforce capable of addressing global challenges (Miner, 2004; Almekhlafi, 2006; Lavin & Wadmany, 2006).
Overview of Interactive Smart Board in teaching English
2.2.1 Definitions of Interactive Smart Board a Definitions of Interactive Smart Board
The Interactive Smart Board, as defined by Cambridge University Press, is a large electronic display connected to a computer, designed for classroom use It allows users to present information and interact with the content by touching the screen with a finger or a special pen.
According to Collins (2020), an Interactive Whiteboard (ISB) is a large touch-sensitive board that connects to a computer and a digital projector, serving as an effective teaching tool in classrooms.
This article discusses the interchangeable use of terms such as Smart Board, Interactive Whiteboard, and Interactive Smart Board (ISBs) to refer to the same device It also provides an overview of the features of Interactive Smart Boards, highlighting their innovative capabilities and educational benefits.
The ISB offers versatile features that enable users to create and utilize custom course materials in various file formats Educators can develop engaging lectures using PowerPoint and Flash animations, while students can craft presentations on their personal computers and leverage the ISB as a state-of-the-art projector Its user-friendly interface allows for seamless interaction, as users can control all Windows applications simply by touching the board with a finger or stylus This touch-sensitive board transforms the user's finger into a mouse, facilitating easy navigation for opening files, browsing the internet, and operating software with just a tap.
Higgings, Wall & Miller, 2005); students can write on the board, using fingers, hands, and markers to demonstrate their understanding (Solvie, P & Kloek, M (2007)
Users can engage with course content directly from the board on their computers by utilizing features such as highlighting, annotating, drag-and-drop activities, screen shading, zooming, screen sharing online, and connecting to web-based applications (Türel & Demirli, 2010).
Commented [A2]: Definitions Commented [A3]: Smart Board
The ISB allows users to take notes just like a traditional smartboard, but with the added benefit of being able to print or save these notes as documents.
2.2.2 The advantages of Interactive smart board in teaching English
The use of Interactive Smart Boards (ISB) in modern education is rapidly increasing, as they play a crucial role in fostering dynamic individuals equipped to navigate digital science and innovative technology Many schools are adopting ISB technology to enhance teaching methods, as these tools significantly enrich the learning experience for both students and educators Interactive whiteboards are particularly effective for whole-class instruction, integrating communication and technology to facilitate the creation of drawings, tables, graphs, written text, and multimedia presentations.
Firstly, ISB supports the presentation of audiovisual materials and online documents
Audiovisual equipment plays a crucial role in facilitating effective learning, as engaging multiple senses enhances retention Research indicates that learners retain only 10% of what they read, 20% of what they hear, and up to 90% of what they both do and say Therefore, organizing the classroom to promote experiential learning is essential for memory retention Teachers who utilize diverse technological presentations can better support students, particularly those struggling to visualize complex concepts, by appealing to their senses of sight, hearing, and touch.
ISBs facilitate meaningful interaction and dialogue between teachers and students, significantly enhancing the educational experience Underwood et al (2010) highlight that one of the key benefits of this technology is its ability to create more opportunities for engagement, fostering a collaborative learning environment.
In whole-class instruction, reinforcing familiar patterns of teacher-learner interaction is essential for effective language learning Foreign language teachers often struggle to engage students in relaxed conversations in the target language However, an Interactive Smart Board (ISB) can facilitate these conversations by allowing all students to focus on the same topic simultaneously, promoting meaningful dialogue The ISB enhances conversation by enabling the teacher to navigate content while actively engaging with the class, allowing for a greater focus on students' language production rather than technical distractions.
ISB technology significantly enhances teacher organization by enabling both educators and students to monitor individual learning progress According to ĩnal (2015), the integration of smart boards and computers in classrooms allows students to learn at their own pace, fostering deeper understanding and retention of knowledge As a cutting-edge educational tool, ISB not only boosts student engagement but also streamlines teaching processes for instructors.
Fabienne.G and Jamey.W (n.d) emphasize that interactive whiteboards are innovative tools that significantly enhance language acquisition They facilitate seamless communication while utilizing computer features and promote new learning processes, such as multitasking with multiple windows Additionally, interactive whiteboards effectively integrate Internet resources into English classes, providing access to authentic documents, which is a major advancement in foreign language education This technology allows for interactive learning experiences in the classroom without the need for individual computers for each student.
ISB significantly enhances student motivation and engagement, as students enjoy working with its user-friendly touch-operated board They often request quizzes purely for the enjoyment of writing on the board, fostering a lively and interactive learning environment.
Creating excitement in the classroom is crucial for fostering a positive attitude towards learning, as studies show that such enthusiasm significantly enhances the learning process Implementing Interactive Smart Boards (ISB) contributes to this positive mindset among students Research by Kırbaş (2018) demonstrates that computer-aided materials improve students' attitudes towards their courses, while the use of smart boards boosts motivation, attention span, focus, and overall engagement in learning activities.
Previous research has examined the awareness and attitudes of both students and teachers regarding the use of Interactive Smart Boards (ISB) in classrooms Notable studies in this area include the works of Guerrero & Velasteguie (2017) and Soroor, Omid & Afsaneh (2014), which contribute to the understanding of ISB integration in educational settings.
Swan, Kratcoski, Schenker & Hooft; 2010; Toscu, 2013) have investigated the impact of the use of smart boards on different skills
RESEARCH METHODOLOGY
3.1 The locale of the study
3.1.1 Introduction of Apax Leaders – Nguyen Chi Thanh Branch
Apax Leaders - Nguyen Chi Thanh Branch (AL-NCT Branch) was established in
2015, also known as Apax English - the first center of the Apax English language system AL-NCT Branch operates in the field of language education and teaching
English for children from preschool to high school
Address: 2th Floor, 71 Nguyen Chi Thanh Building, Dong Da District, Ha Noi
Findings and discussion Summary and Conclusion recommendation
Commented [A10]: Phần 1.1 và 1.2 của em giống báo cáo tốt nghiệp vì thế không đúng Nếu nhất định đưa vào bài thì tóm lược ngắn gọn
3.1.2 Scale of Apax Leaders – Nguyen Chi Thanh Branch
By March 2020, AL-NCT Branch currently has 621 students at different levels from
The AL-NCT Branch offers educational programs for students aged 4 to 18, focusing on two main courses: Apax Explorers and Apax Challengers Currently, there are 97 kindergarten students enrolled, along with 524 students in primary and secondary levels For detailed information on the demographics of Apax Challengers students, including their quantity, age, and grade, please refer to Table 1.
Table 3.1 The quantity, age and grade of Apax challengers students
Grade Primary level Secondary level
The facilities at the AL- NCT Branch are simultaneously equipped with the modern educational technology standards of the Apax Leaders English Language system
Classrooms are equipped with Smart class standard with: 12 classrooms (Miniature studio) with Smart boards, keyboards connected to the Internet and computer system to support online learning (i-learning)
This study utilized both quantitative and qualitative research methods to collect data Quantitative data were gathered through two sets of Likert-scale questionnaires, while qualitative data consisted of the responses provided in these questionnaires By integrating both approaches, the study effectively addressed the research objectives, with each questionnaire tailored to the specific interviewee group.
Commented [A12]: Were taken from 2 sets of Likert-scale questionnaire
The questionnaire utilized in this study was adapted from Abdulkadir Kırbaş's (2018) research on student perspectives regarding Smart boards in English education It targeted two distinct groups: 14 teachers and 189 secondary students Each questionnaire included two multiple-choice questions and two Likert scale questions, ranging from "strongly agree" to "strongly disagree." These instruments were developed based on prior studies and aimed to gather insights on the benefits and drawbacks of Interactive Smart Boards (ISB) in English classrooms To accommodate the English proficiency of the 189 students, their questionnaire was translated into Vietnamese.
The questionnaire is divided into two sections: the first part includes multiple-choice questions regarding the participants' age and their experience using ISB in the classroom, while the second part utilizes a Likert scale to assess their perceptions of ISB usage in educational settings.
Questionnaires were sent to participants and the collected data was be presented, analyzed, discussed and interpreted The collected data were transformed into numbers and tables to transform interpretation
3.4 Population, Sample and Sampling technique
The study focused on secondary school students enrolled in schools and English centers across Vietnam during the 2019-2020 academic year, as well as all English teachers in the country.
This research involved a sample of 189 students from grades 6 to 9 at the Apax Leaders-Nguyen Chi Thanh Branch, along with 14 teachers, comprising 12 foreign teachers and 2 Vietnamese teachers, who are employed at the AP-LH Branch.
All participants have been working in English classes with ISB
The survey conducted at AL-NCT Branch focused on secondary school students, drawing from a total of 621 students enrolled from kindergarten to grade 9 To achieve this, a sample of 189 secondary school students was selected for the study, ensuring a targeted approach to gather relevant data.
Besides, the teachers participating in the survey were 14 teachers at AL-NCT Branch by May 2020
The sampling criteria for this study included secondary school students from grades 6 to 9 who had been enrolled at the AL-NCT Branch for over three months and had completed 100% of their lessons using the ISB curriculum Additionally, the criteria for teachers required that they be English instructors at the AL-NCT Branch for more than three months, also utilizing ISB for all of their English lessons.
The participants of the study are 14 English teachers and 189 students in their different-level classes at AL-NCT Branch selected to participate in the survey Of the
189 students who responded to the survey, 150 responses were accepted for a 79,3% response rate
Among 14 teachers, twelve (76,8%) of them are from 20 to 30 years old and three teacher (21,4%) is from 30 to 40 years old In terms of the working experience with ISB, it varies from above 3 months to more than 1 year of teaching The following pie chart demonstrates the working experience with ISB of the teachers:
Figure 3.1 The teaching experience with ISB in English Speaking and Listening skills classrooms of participant teachers
A study of 189 secondary students reveals that 84 are in 6th grade, 56 in 7th grade, 33 in 8th grade, and the remaining students are in 9th grade Notably, 150 of these students have experienced studying with ISB in English classrooms at the AL-NCT branch The accompanying pie chart illustrates the distribution of students' working experience with ISB.
TEACHERS' TEACHING EXPERIENCE WITH ISB
Figure 3.2 The teaching experience with ISB in English Speaking and Listening skills classrooms of participant teachers
For the purpose of observing research ethics, the individual information of the participants were kept anonymous in the study
The study utilized two sets of evaluation questionnaires to gather data on participants' perceptions of smart boards and their potential applications in enhancing English speaking and listening skills.
The questionnaires were divided into two parts
In students' questionnaire: Part 1 consisted of 2 questions that investigate the information of the participants such as the grade and the time of ISB experience Part
2 included 11 questions that were designed in Likert-type questions In part 2, from question 1 to question 7 deal with the positive aspects students encounter when using
ISB in English Classrooms and the rest are the negative aspects
The teachers' questionnaire was divided into two parts: Part 1 included two questions aimed at gathering demographic information about the participants, specifically their age and duration of experience with ISB Part 2 comprised ten Likert-type questions designed to evaluate various aspects of their experiences and perceptions.
STUDENTS' LEARNING EXPERIENCE WITH ISB
Bài viết này mô tả chi tiết công cụ khảo sát dành cho học viên sử dụng thang đo Likert từ 1 đến 5, bao gồm số lượng câu hỏi và mục đích của từng câu Tương tự, chúng tôi cũng sẽ trình bày bảng hỏi dành cho giáo viên Thời gian phát bảng hỏi và thời gian thu thập dữ liệu cũng sẽ được đề cập rõ ràng.
26 question 1 to question 6 deal with the teachers' positive opinions when using ISB in English Classrooms and the rest are the drawbacks
The Likert-type questions extending from 5 scales: Strongly agree, Agree, Uncertain to Disagree and Strongly disagree
The questionnaires were distributed to respondents on April 14th and collected by May 7th The student questionnaire was translated into Vietnamese, resulting in a total of three distinct survey questionnaires for this study.
A total of 150 out of 189 students and all 14 teachers participated in the data collection process Students who had been in the ISB classroom for less than three months were excluded from part two of the survey.
The collected data in the questionnaires were analyzed by the descriptive statistical method through Microsoft Excel version 2016.
FINDINGS AND DISCUSSION
This study's findings are organized around two key research questions, with each table corresponding to a specific questionnaire utilized for data collection The responses displayed in the tables are derived from Likert-type questions, utilizing a scale that includes options such as "Strongly Agree," "Agree," "Uncertain," and "Disagree."
“Strongly Disagree” The table presents collected responses, percentage value or frequency of the responses
4.1.1 The findings of students’ perception
Table 4.1 Students’ perceptions on the use of ISB in English Speaking and Listening skills classrooms
1 I understand English lessons better when my teacher uses ISB to show videos, audios and images to illustrate the lesson n 80 57 13 0 0 f 53,3% 38% 9% 0% 0%
2 Using ISB in learning process helps improve my speaking and listening skills n 87 54 9 0 0 f 58% 36% 6% 0% 0%
3 Using ISB increases collaboration and communication with my friends in class n 62 69 19 0 0 f 41% 46% 13% 0% 0%
4 I advocate the use of an
ISB in my English class n 63 61 19 4 3 f 42% 41% 13% 3% 2%
5 My teacher does not make lessons effective with the use of ISB n 5 15 10 89 31 f 3% 10% 7% 59% 21%
6 My teacher uses ISB in teaching activities, so I cannot make eye contact with the teacher n 1 24 17 85 23 f 1% 16% 11% 57% 15%
7 Leaning with ISB provides me a more interactive environment in the classroom n 39 96 13 2 0 f 26% 64% 9% 1% 0%
8 My teacher is lecturing too fast with ISB , so I cannot keep up n 4 26 21 84 15 f 3% 17% 14% 56% 10%
9 The contents which are displayed on ISB are not sufficient n 1 18 20 87 24 f 1% 12% 13% 58% 16%
10 Lessons become more enjoyable and fun when
ISB is used in the teaching- learning process n 100 13 2 0 100 f 23% 67% 9% 1% 0%
11 My eyes are tired when
I work with ISB in class n 4 58 47 32 9 f 3% 39% 31% 21% 6%
According to Table 3, over 90% of students strongly agreed that using Interactive Smart Boards (ISB) for videos, audios, and images enhances their understanding of lessons Only a small percentage disagreed, while 9% remained uncertain This high level of agreement indicates that ISB effectively supports the learning of English speaking and listening skills through multimedia, leading to improved lesson comprehension.
A significant 94% of students expressed that integrating Interactive Smart Boards (ISB) into the learning process enhances their speaking and listening skills This indicates a strong consensus among students that the use of ISB in the classroom effectively improves essential English language abilities.
A significant majority of students believe that the use of Interactive Smart Boards (ISB) in English classrooms enhances collaboration and communication, with 41% strongly agreeing and 46% agreeing with this statement While the overall sentiment towards ISB is positive, it is noteworthy that 5% of participants expressed opposition to its use in English Speaking and Listening skills lessons.
A significant majority, four-fifths of students, expressed disagreement regarding the effectiveness of Integrated Smart Boards (ISB) in enhancing their lessons, suggesting that Apax Leaders' English teachers are effectively utilizing this technology Conversely, around 20% of students felt that ISB did not contribute to more effective lessons, which may reflect their interest in the English course or their general attitude towards technology use.
Approximately 18% of students reported difficulty making eye contact with teachers due to focusing on the ISB screen, while over 57% disagreed with this claim, and 15% strongly disagreed Additionally, 66% of students (99 out of 150) felt that their teachers were not lecturing too quickly with ISB, allowing them to keep up with the lessons.
A significant majority of students, approximately 90%, expressed that learning with ISB fosters a more interactive classroom environment, with only about 1% disagreeing In contrast, opinions on the content displayed on ISB were mixed, as only 1% of students strongly agreed it was sufficient, while around 12% agreed.
A significant majority of learners expressed a favorable view towards the benefits of using Interactive Smart Boards (ISB) in the classroom, with nearly 99% strongly agreeing and 67% agreeing that ISB fosters an interactive environment and enhances the enjoyment and fun of the learning experience.
In a recent study, around 42% of students reported experiencing eye fatigue while using Information Systems and Business (ISB) during class Additionally, 31% of participants remained undecided on this issue, while the remaining respondents disagreed or strongly disagreed with the statement.
4.1.2 The findings of teachers’ perception
Table 4.2 Teachers’ perceptions on the use of ISB in English Speaking and Listening skills classrooms
Strongly Agree Agree Uncertain Disagree Strongly
1 My teaching is more effective when I use ISB during the lesson n 13 1 0 0 0 f 93% 7% 0% 0% 0%
2 When I teach my students with ISB, they speak more in the lesson n 5 9 1 0 0 f 33% 60% 7% 0% 0%
3 When I let students study with ISB they participate in the lesson more interactively n 4 10 0 0 0 f 29% 71% 0% 0% 0%
4 I can implement interactive activities for students because ISB supports sounds and images to make them more interesting n 5 9 0 0 0 f 36% 64% 0% 0% 0%
5 My students learn better when they're given clear and faster instructions by videos with sounds and images from Interactive smart boards n 5 9 0 0 0 f 36% 64% 0% 0% 0%
6 When we use ISB, we can adapt to most updated teaching technological methods better n 1 9 4 0 0 f 7% 64% 29% 0% 0%
31 interactive learning materials, so I haven't been able to exploit all features of ISB f 79% 7% 14% 7% 0%
8 My students are distracted by audiovisual features of ISB n 5 0 8 1 0 f 36% 0% 57% 7% 0%
9 I often have to spend too much time dealing with the technical problems while using ISB in teaching as the Internet connection is bad or the lack of keyboard, ) n 12 0 0 12 0 f 0% 21% 21% 50% 7%
10 I got difficulties to manage ISB because I lack of sufficient training on how to use ISBs in teaching n 1 9 1 3 0 f 7% 64% 7% 21% 0%
The collected responses indicate the effectiveness of the ISB device in enhancing English language skills A significant majority of teachers either agreed or strongly agreed on the advantages of using ISB in English speaking and listening classes Key positive effects highlighted include increased lesson efficiency, heightened student participation, and clearer instruction through audiovisual materials, with nearly 100% of participants endorsing these benefits.
A significant 71% of teachers either strongly agreed or agreed that the integration of ISB in English classrooms enhances their ability to adapt to the latest teaching technologies, while 21% expressed uncertainty and 7% disagreed.
One significant drawback of using the ISB application in English teaching is the lack of interactive teaching software and resources, which 86% of teachers found to be the most challenging issue.
32 was the lack of training on how to manage the ISB in a class with 71% of participants agreed or strongly agreed
A significant 57% of teachers expressed strong disagreement or disagreement regarding the excessive time spent on technical issues while using ISB in their teaching, while only 21% agreed with the statement This concern stems from two main factors: firstly, teachers found ISB to be a complex device requiring extensive training for effective use, leading to additional time spent on tuning and lesson plan design Secondly, participants encountered various technological problems that further complicated their teaching experience with ISB.
Over half of the teachers expressed uncertainty about whether their students were distracted by the online features of the ISB platform In contrast, 36% of teachers indicated that audiovisual materials had a significant effect on student concentration.
The study highlighted teachers' perspectives on the implementation of Integrated Skills-Based (ISB) instruction in English classrooms, focusing on its productivity and efficiency, as well as its drawbacks Fourteen teachers acknowledged the advantages of incorporating ISB, frequently utilizing various communicative activities to enhance learning Additionally, all participants recognized the challenges associated with ISB and noted significant differences in its application.
4.2.1 Students’ perceptions a Discussion regarding the positive aspects of using ISB in English Speaking and Listening skills Classrooms
SUMMARY, CONCLUSION AND RECOMMENDATION
This study at Apax Leaders - Nguyen Chi Thanh Branch involved 14 English teachers and 189 secondary students, focusing on their perceptions of using Interactive Smart Boards in classrooms dedicated to English Speaking and Listening skills.
A combination of quantitative and qualitative approaches was used with the method of survey
The study successfully met its objectives by exploring two key research questions: first, it examined teachers' perceptions regarding the use of interactive smart boards in classrooms focused on English speaking and listening skills; second, it investigated students' perceptions of the same technology in enhancing their learning experience in these areas.
The research revealed that nearly all participating teachers and students expressed positive opinions regarding the use of Interactive Storytelling-Based (ISB) methods in English Speaking and Listening classrooms They noted that ISB enhances lesson engagement and significantly boosts student participation and motivation in skill-focused English classes This aligns with the findings of İstifõi et al.
In 2018, research indicated that both teachers and students generally expressed positive feedback regarding the use of Integrated Skill-Based (ISB) approaches in English classrooms However, the study also highlighted some drawbacks, including a lack of regular pedagogical support and technical resources.
The use of Interactive Smart Boards (ISB) in English classes presents 39 notable challenges, highlighting various negative aspects Research by İstifổi et al (2018) indicates that technical issues significantly hinder the effectiveness of ISB in Turkey Despite these challenges, participants express clear and constructive feedback regarding the limitations of ISB in English Speaking and Listening classrooms.
Despite being grounded in previous research with a clear design and methodology, the study faced certain limitations Conducted on a small scale due to time and practical constraints, it focused on the Apax Leaders Nguyen Chi Thanh Branch, which comprises 189 secondary students and 14 teachers Additionally, the research concentrated solely on the perceptions of secondary students and teachers, omitting the perspectives of primary and kindergarten students regarding the application of ISB.
The findings from teachers and students at the AL-NCT branch highlight that the primary challenges of using Interactive Smart Boards (ISB) in English Speaking and Listening classes stem from teaching methods and technical difficulties Based on previous studies and current observations, several recommendations have been proposed to address these issues effectively.
5.3.1 Recommendations for teaching and learning method with Interactive smart boards
To enhance learning methods, ISB technology should be more widely implemented in both English centers and secondary schools By providing teachers and students with greater exposure to ISB, they can develop effective learning strategies tailored to this digital tool Regular maintenance of ISB is essential to minimize technical issues, ensuring smoother usage for educators and learners alike Additionally, fostering collaboration among teachers will facilitate the exchange of ideas and teaching strategies, optimizing the integration of ISB in English instruction.
40 classrooms The teachers are encouraged to share 'best practices' of using and integrating ISB to obtain "best lessons"
To enhance lesson effectiveness, it is essential to develop comprehensive pedagogical support and material packs that align with ISB's features This approach will enable teachers to deliver their lessons more efficiently, reducing the time spent on lesson planning While teachers can access a variety of online resources through ISB, the lack of careful curation may lead to inconsistencies between teaching materials and official documentation Therefore, creating lessons tailored to ISB's specifications will allow educators to optimize their teaching time and improve overall lesson management.
Erduran and Tataroğlu (2009) highlighted that insufficient technical training discourages teachers from utilizing Interactive Smart Boards (ISB), leading them to revert to traditional teaching methods To address this issue, comprehensive training programs should be implemented to support teachers with technical challenges associated with ISB It is essential to acknowledge that teachers require time to effectively integrate technology into their teaching practices, and factors such as age can influence their adaptation to new high-tech tools (Willis, 2015).
Preservice teachers with greater self-confidence in technology tend to have stronger beliefs in their ability to use and teach it effectively Additionally, increased training enhances their competence in integrating technology into education It is essential to engage in technical discussions to identify effective and efficient strategies that support teachers in implementing the ISB application.
The primary drawbacks of using Interactive Smart Boards (ISB) include technical issues such as internet disconnections, lack of keyboards, and power outages, which require teachers to spend time troubleshooting To address these challenges, schools must enhance their physical infrastructure and organize classes to align with ISB capabilities Additionally, to maximize the effectiveness of ISB, it is essential to assess students' computer literacy and provide them with foundational knowledge of technology and ISB operations.
41 should be shared between schools’ administration and teachers themselves to integrate the ISB into teaching and learning English language and minimize the drawbacks
The implementation of Interactive Smart Boards (ISB) in educational technology warrants significant attention, particularly in English Speaking and Listening classes Future research should expand to include a larger participant pool and explore various educational levels, such as primary, upper-secondary, and higher education Additionally, incorporating diverse research methods, such as classroom observations and interviews, will enhance the investigation This study primarily focuses on the perceptions of teachers and students regarding ISB, prompting further exploration into the advantages and disadvantages of ISB compared to other teaching tools across different pedagogical approaches.
Recent research has focused on the perceptions of teachers and students regarding learning methods This study specifically examined their views on the use of Interactive Smart Boards in English Speaking and Listening classes Findings revealed that a majority of students expressed positive feedback, while teachers noted an increase in lesson effectiveness.
In summary, participants recognized the effectiveness of Interactive Speaking Boards (ISB) in enhancing English Speaking and Listening skills Therefore, it is advisable to incorporate ISB into English skill-focused classes to maximize learning outcomes.
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