the integration of technology into promotingautonomous language learning for 10th grade studentsmajoring in english

Project-based learning PBL and students’ engagement with their independent learning of English with the teacher’s facilitation and the effectiveness of technology 5 4.3.. Video-making wi

MÔN TIẾNG ANH – MÃ CHẤM: A10a

THE INTEGRATION OF TECHNOLOGY INTO PROMOTINGAUTONOMOUS LANGUAGE LEARNING

BY PHAM THI HUONG

DUONG THI PHUONG

ACKNOWLEDGMENTS

We would like to express our heartfelt gratitude to:

The Key Organizers of Hung Vuong Summer Camp in 2016 for giving us this golden opportunity to share our experience in using technology to promote our students’ self-study strategies

to improve their English language proficiency

Our school for giving us an inspiration, encouragement and invaluable guidelines during the process of completing this paper

The rest of our colleagues for help and support

Our students’ works in class 10D1 at Chu Van An Gifted High School and family for giving

us constant encouragement and confidence to fulfill our work

TABLE OF CONTENTS

Page

ABSTRACT

3 Suggestion for possible activities to integrate technology into facilitating autonomous

learning

2

4.1 Portfolios with the use of technology and students’ increased interest in their

autonomous learning of English

4

4.2 Project-based learning (PBL) and students’ engagement with their independent

learning of English with the teacher’s facilitation and the effectiveness of technology

5

4.3 Video-making with the aid of phones or camcorders to strengthen Class 10D1’

students to improve their English communicative skills through their independent learning

ABSTRACT

According to MOET (2007), at the end of upper secondary education, students will be able to reach a certain level of English proficiency in four skills and master the other aspects of language such as grammar, phonetics and vocabulary in addition to understanding English and American cultures to be well aware of cross-cultural differences When there is the question of how to meet the mentioned expectations, foreign language teaching and learning are discussed Both students and teachers of English at high schools in Vietnam are recognizing the limitations of only studying English for an hour or two every week in a classroom environment It is open to question “How can students improve their English outside their classroom?”.Enhancingstudents’ autonomy to learn English may be a promiseto increase their language acquisition With the development of science and technology such as the widespread application of computer science and Internet services, they open

up more horizons for high school students to promote their communicative skills and develop their English language proficiency through effective independent learning This paper examines emerging technologies that are applicable to autonomous learning in the areas of practising listening and speaking skills, project-based learning, portfolio and video making, and online interaction We summarize recent research and discuss possible uses of computer and internet services and mobile phonesfor students’ autonomous language learning We are going to introduce our implementation ofsome Websites to improve listening and speaking skills through the shadowing technique; to develop students’ language use and communicative competence; to promote online interaction via emails and Facebook to share materials for self-study and inspire the spirit of independent learning;Google search and Google imagesfor students’ project-based learning andportfolio making; and softwares for video making

Keywords: autonomous learning, technology

1 Introduction

MOET (2007) stated that at the end of upper secondary education students need to attain certain level of English proficiency and cross-cultural awareness To reach this goal, a number of measures have been taken Among those measures is the use of technology With the advent of technological development, computer-assisted language learning programs have been increasingly integrated into teaching and learning foreign language with a view to creating a more realistic learning environment for language learners at schools Efforts have been made to promote the use of technology in the classroom and some yield positive results However, due to the limited time allocation of the English curriculum, students are able to study English few hours a week, which might not satisfy students’ needs to gain their targeted language competence Therefore, it is important that students be guided to learn by themselves, outside the classroom environment Within the scope of this article, we aim to summarize some theoretical frameworks for using technology to facilitate students’ autonomous learning and provide sample lesson plans that have been worked out for English-majoring 10th grade students at Chu Van An High School for the gifted

2 Literature review and rationale for the study

2.1 Autonomous learning

Zou (2011) defined autonomous learning as follows:

“autonomous learning is not only an individual and gradual process of self-awareness which involves the sharing of control between teachers and learners, while offering learners extended opportunities to take responsibility for their own learning (Boud 1988), but also a gradual increase in relation to awareness of learning context (Hauck 2005)”

Zou (2011) also emphasized the role of teachers in supporting students in learning and reflecting on their autonomous learning experience In this study, we also use the term “self-study” to refer to the type of autonomous learning when students can be responsible for their own learning process

2.2 The integration of technology into language teaching and learning

A number of studies have discussed the use of technology in language teaching and learning through different perspectivesboth in the classroom and out-of-classroom contexts (Shyamlee & Phil, 2012; Lai, 2013; Zou, 2011) Different types of technological gadgets have been mentioned in studies

2.3 Rationale for the study

Technology has been playing an important role in promoting language learning not only inside the classroom but also outside the classroom context Moreover, technological supportive learning environment has been proved to be effective in enhancing students’ motivation and achievement Technological advances allow people to record videos, spread information and tele-communicate easily and quickly Moreover, the limited hours of teaching and learning English at schools give rise to the increasing demand for language learning outside the school context Therefore, on one hand, using technology for language education outside schools is worth an in-depth discussion On the other hand, there should be a framework that will facilitate and support students’ learning process beyond classroom time For those purposes, we aim to summarize the practical framework for using technology to facilitate students’ autonomous learning The study also provides the lesson plans for English-majoring ten graders They are chosen as the subjects of the study because they first enter an intensive language learning environment and may be badly in need of support to fit in the new learning environment

3 Suggestion for possible activities to integrate technology into facilitating autonomous learning

Students’ self-study is a crucial skill which increases students’ motivation to acquire knowledge on their own and develop their lifelong learning habits Technology is of great help to engage students with their autonomous learning and ongoing self-study Some other possible ways in which technology can support students’ independent language learning are presented as follows:

3.1 Portfolios with the use of technology and students’ increasing interest in their autonomous learning of English

What is a portfolio?

Paulson and Meyer (1991:60) defined portfolio “A purposeful collection of student work that exhibits the students’ efforts, progress, and achievements in one or more areas The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging

merit, and evidence of student self-reflection”

What goes into a portfolio?

 Topic areas students are interested in

 Group projects

 Individual projects

 Work from presentations

 Essays written by students

 Photographs

 Videos

Essential elements of a portfolio

 Cover letter which briefing students’ profile including their personal information like name, age, hobbies; their rationale for making their portfolio; and their learning and learning progress

 Table of content

 Entries

 Dates to all entries

 Drafts and revised versions

 Reflections

Portfolio development process

Danielson and Abrutyn (1997)’s stages are shown as follows:

 Collection: save students’ work showing the day-to-day results of learning

 Selection: review and evaluate their work

 Reflection: reflect on the choosing artifacts for the portfolio relating to the learning goals

 Projection: compare the reflections to the criteria and set goals for the future

 Presentation: Share the portfolio with peers or the whole class and receive feedback

3.2 Project-based learning (PBL) and students’ engagement with their independent learning of English with the teacher’s facilitation and the effectiveness of technology

What is PBL?

Project Based Learning is a teaching method in which students gain knowledge and skills by

working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge

Elements in Designing Project

In Gold Standard PBL, Essential Project Design Elements include:

 Key Knowledge, Understanding, and Success Skills - The project is focused on student

learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management

 Challenging Problem or Question - The project is framed by a meaningful problem to solve

or a question to answer, at the appropriate level of challenge

 Sustained Inquiry - Students engage in a rigorous, extended process of asking questions,

finding resources, and applying information

 Authenticity - The project features real-world context, tasks and tools, quality standards, or

impact – or speaks to students’ personal concerns, interests, and issues in their lives

 Student Voice & Choice - Students make some decisions about the project, including how

they work and what they create

 Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and

project activities, the quality of student work, obstacles and how to overcome them

 Critique & Revision - Students give, receive, and use feedback to improve their process and

products

 Public Product - Students make their project work public by explaining, displaying and/or

presenting it to people beyond the classroom

3.3.Mobile learning

With the advance of technology, mobile phones are becoming popular with students at high schools in Vietnam Besides their common uses such as making and receiving phone calls, sending and receiving messages, mobile devices are changing the way people learn English When mobile devices are connected with the Internet, they provide students with freedom, infinite learning resources and the convenience to learn anywhere at any time

4 Implementation

In this paper, several autonomous learning activities have been applied to a grade 10 class of English-majoring students in the context of Chu Van An High School for the gifted in Langson Province are presented In order to ensure the effectiveness of using internet-connected computer applications and mobile devices for students’ autonomous English learning, the teacher acts as a guide to facilitate students’ independent learning by inspiring them by being a role model to improve listening and speaking skills, giving clear explanations about the concepts such as doing the shadowing, portfolios and projected-based learning and using mobile devices and scaffolding students’ autonomy with instructions

Besides the use of traditional assessment “tests” which is used to assess of students’ learning, the teacher of English in Class 10D1, an English majoring class at Chu Van An Gifted High School is strongly desired to implement authentic assessments to engage students’ passion for their English learning and to expose them to a real life communication, important skills such as teamwork, critical thinking and problem solving skills The use of portfolios, projected-based learning and video-making offer students opportunities to develop their creativity and explore their own potentials and aspirations with the aid of technology

4.1 Portfolios and students’ autonomous learning with the help of technology in Class 10D1

In the first semester of the school year 2015-2016, Class 10D1 made three types of portfolios

 Class portfolioswere made to collect individual students’ information including their names, hobbies, their passion for learning English and their future dreams This portfolio helped the teachers of English working with the class understand the students’ needs and aspirations for their language learning The individual pictures scanned out with the help of the computer and scanners were attached to students’ profiles

 Portfolios collecting pictures and informationwere created to illustrate the class’s trip to Langson museum The comprehensive criteria were set to assess these portfolios (see index A) The class was divided into 4 teams in which there was a team leader and other members acted as tourist guides and photographers and video recorders These teams could use the computer to design their portfolios of artifacts and their information and write their reflections

on the trip The portfolios indicated the students’ independent learning, their creativity and their further understanding of their culture and history

 The Competition “Whose individual portfolio was launched to increase students’ autonomy to learn English 39 students of Class 10D1 participated in the contest They had freedom to choose their own topic areas such as art, music, famous people to put in the portfolios The students made use of the internet to collect picture and important information related to their artifacts The teacher explained the concept of portfolio and guided them to design their portfolios based on the assessment criteria The students were required to reflect on their self-study process

4.2 Class 10D1’s Project-based Learning at Langson Museum with the support of technology to make portfolios and video clips

 The teacher exposed the students to an engaging topic that gets them thinking “learning Langson’s culture and history”

 Then the class was divided into 4 teams Each team had a leader to manage the team effectively

 The teacher assigned two class leaders to design a plan, the list of rules for the trip and the teacher made criteria (see index A) to assess the final product

 At the class meeting, the leaders announced the plan, schedule, procedure, suggested technologies such as cameras, recorders, camcorders or phones to take photos, record their acting as tourist guides

 The class had a schedule with deadline for the submission of the final products and show videos with the use of projector or put portfolios on displays up on the classroom wall

Idea for students’ self-study through project-based learning with the teacher’s playing the role of a facilitator and the help of technology:

Part 1: Context and Rationale

 General information: Identify your context

Title of project: Langson in my Eyes

Age of students: 16-17

Language level of students: Intermediate

Amount of time you meet per week: Two 45-minute meetings and a one-hour meeting within four weeks

 Project Description

Main purpose: Students will become familiar with language related to cultures, traditions, customs,

cuisines and landscapes They will increase their confidence and fluency when speaking English They will enhance their collaborative skills, teamwork skills, IT skills, problem-solving skills and critical thinking and Research and Inquiry skills The students will gain experience as tour guides They will deepen their understandings about outstanding features of Langson Province They will build their love for their hometown

Entry event: Divide the class into four groups and ask them to answer three questions:

a What have we already known about Langson province (cultures, traditions, customs, cuisines and landscapes)?

b What do we want to know about Langson Province?

c What do we need to know about Langson Province?

Engage students with the announcement that our class is going to discover Langson Province by joining a project-based learning Each group will choose one favorite aspect of Langson Province

Example (the group chose their aspect)

Group 1: Cuisines

Group 2: Landscapes

Group 3: festivals

Group 4: Ethnic minority groups

Product: This project will have four products: Four 5-6 minute video clips including

narration

Project-Based Learning elements:

Student Voice and choice; their role-playing as tour guides in turn; driving questions; collaborative skills; teamwork skills, communication skills, critical thinking; publicly presented Project; Research and Inquiry; Problem-solving skills and IT skills

The Benefits of the project:

Students will be able to use the target language appropriately in the context such as some of helpful expressions used by tour guides and vocabulary related to their topic area They will gain experience

as tour guides They will deepen their understandings about outstanding features of Langson Province They will gain soft skills such as collaborative skills; teamwork skills, communication skills, critical thinking; publicly presented Project; Research and Inquiry; Problem-solving skills and

IT skills They will build their love for their hometown

Part 2: Learning Objectives

Language Skills: speaking, listening, grammar, vocabulary, pronunciation

Core vocabulary to be learned:

invader /in'veidə/ (n)

drown /draun/ (v)

vindicate /'vindikeit/ (v)

merit /'merit/ (n)

worship /'wə:∫ip/ (v)

palanquin procession /pælə„ki:n prəˈseʃ(ə)n/

parasol /„pærəsƆl/ (n)

sacrifice /'sækrifais/ (n)

Main grammar points and/or sentence frames to be learned:

The present tense and the past tense

Be located in/ be situated in/ be famous for/ to originate from/ to date back/ to stem from…

Vocabulary related to culture, natural beauty, festivals, cuisines and ethnic minority groups; descriptive adjectives for use in describing their feelings and people and things

 Learning objectives:

- After gathering all the information about culture, natural beauty, festivals, cuisines and ethnic minority groups, the students will be able to create a 5-6 minute video clip about the aspect they chose

- Students will be able to introduce some key features of Langson province with 90% of fluency and 90 % of confidence

- Students will become familiar with language related to cultures, traditions, customs, cuisines and landscapes They will increase their confidence and fluency when speaking English They will enhance their collaborative skills, teamwork skills, IT skills, problem-solving skills and critical thinking and Research and Inquiry skills The students will gain experience as tour guides They will deepen their understandings about outstanding features of Langson Province They will build their love for their hometown

Part 3: Learning Activities & Assessmen

Lesson Plans Topic: Langson in my Eyes Lesson goals/objectives

 After gathering all the information about culture, natural beauty, festivals, cuisines and ethnic minority groups, the students will be able to create a 5-6 minute video clip about the aspect they chose

 Students will be able to introduce some key features of Langson Province with 90% of fluency and 90 % of confidence

 Students will become familiar with language related to cultures, traditions, customs, cuisines and landscapes They will increase their confidence and fluency when speaking English They

will enhance their collaborative skills, teamwork skills, IT skills, problem-solving skills and critical thinking and Research and Inquiry skills The students will gain experience as tour guides They will deepen their understandings about outstanding features of Langson Province They will build their love for their hometown

List of materials needed: Internet sites, camcorders, laptops, printers, speakers, headphones,

postcards, brochures, newspaper articles, pictures and real people and things

Steps/brief description of activities

Meeting 1 (45 minutes)

Goals: To introduce the project and outline plans and discuss possible criteria for

marking the clips

 Warm-up (6 minutes)

1 Divide the class into four groups of 6 students and give the groups handouts and ask them

to complete the table as follows:

What we know about

 Do you like discovering an interesting aspect of Langson Province?

 What aspect will your group choose to make a 5-6 minute amazing video clip?

Example (the group chose their aspect)