Teacher’s perceptions and practices of using phonics software to teach english at a primary school in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ---**0**--- NGUYỄN QUỲNH HOA TEACHER’S PERCEPTIONS AND PRACTICE

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST – GRADUATE STUDIES

-**0** -

NGUYỄN QUỲNH HOA

TEACHER’S PERCEPTIONS AND PRACTICES OF USING PHONICS SOFTWARE TO TEACH ENGLISH AT A PRIMARY

SCHOOL IN HANOI

Nhận thức và thực tiễn của giáo viên về việc sử dụng phần mềm Phonics để

dạy tiếng Anh tại một trường tiểu học ở Hà Nội

M.A MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

Hanoi, 2018

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST – GRADUATE STUDIES

-**0** -

NGUYỄN QUỲNH HOA

TEACHER’S PERCEPTIONS AND PRACTICES OF USING PHONICS SOFTWARE TO TEACH ENGLISH AT A PRIMARY

SCHOOL IN HANOI

Nhận thức và thực tiễn của giáo viên về việc sử dụng phần mềm Phonics để

dạy tiếng Anh tại một trường tiểu học ở Hà Nội

M.A MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

Supervisor: Dr Vũ Thị Thanh Nhã

Hanoi, 2018

DECLARATION

I hereby certify that the thesis entitled

Teacher’s perceptions and practices of using Phonics software

to teach English at a primary school in Hanoi

is the result of my own research for the Degree of Master of Education at the University of Languages and International Studies, Vietnam National University, Hanoi I confirm that this thesis has not been submitted for any other degrees

Signature:

Nguyen Quynh Hoa

Date:………

ACKNOWLEDEMENTS

First of all, I would like to express my deepest gratitude to my thesis supervisor Dr

Vu Thi Thanh Nha for her encouragement, invaluable guidance, and support throughout the process of this research Without her assistance and contribution, this thesis would never have been completed

I am also indebted to three teachers who took part in the program, spent time completing my interviews and allowed my observations The information collected was a precious source of data to make the research fruitful

Lastly, I would like to express my gratitude to my family for their support and encouragement from the beginning to the end of the research

ABSTRACT The study examined teachers‟ perceptions of using of Phonics software and their practices in classroom at a primary school in Soc Son district Three teachers were invited to join this research The study was carried out with two data collection techniques: interview and observation.The findings indicated that teachers had both positive and negative perceptions towards the use of Phonics software All teachers indicated that the program could improve learners‟ overall language skills such as developing students‟ language skills (listening, speaking, reading, writing), developing learners‟ communication skills and vocabulary knowledge as well as creating a relaxing environment However, some teachers confirmed that Phonics software was successful in meeting young learners‟ needs and characteristics while other teachers pointed out some unsuitable features for the students The research revealed some major problems in the application of Phonics software such as teaching multi-level students, shortage of time, and teachers‟ implementations At the end of the research, I gave some recommendations to improve Phonics software and the quality of teaching and learning

TABLE OF CONTENTS

Page Declaration

iv viii viii

PART ONE: INTRODUCTION

1 Statement of the problem

2 Aims and objectives

3 Research questions

4 Scope of the study

5 Method of the study

6 Significance of the study

7 Organization of the study

PART TWO: DEVELOPMENT

CHAPTER ONE: LITERATURE REVIEW

1.1 Computer assisted language learning (CALL)

1.2 The criteria for selecting CALL software program for young learners

1.3 Perception

1.3.1 Definition of teachers’ perceptions

1.3.2 Relationship between teachers’ perceptions and practices

1.3.3 Some theoretical frameworks of teachers’ perceptions and

practices

1.3.4 Previous studies on teachers’ perceptions of CALL

CHAPTER TWO: THE DESIGN OF PHONICS AND AN OVERVIEW

OF THE USE OF PHONICS AT A PRIMARY SCHOOL

2.1 An overview of the use of Phonics at a primary school

2.2 The context of a primary school

2.3 The design of Phonics software

3.7 Ethics

CHAPTER FOUR: DISSCUSION OF THE FINDINGS

4.1 Finding from interviews

4.1.1 Teachers‟ perceptions of Phonics software

4.1.1.1 Meeting students’ needs and characteristics

4.1.1.2 Improving young learners’ overall language skills

4.1.2 The problems in the application of Phonics software

4.1.2.1 Teachers’ difficulties in implementing Phonics software

4.1.2.2 Teachers’ needing supports

4.1.2.3 Teachers’ recommendations to improve Phonics software

4.2 Finding from classroom observations

4.2.1 The reality of teachers' class teaching

4.2.2 Students’ engagement

4.3 Discussions of the findings

4.3.1 Relationship between teachers’ positive perceptions of Phonics

software and classroom observations

4.3.2 Relationship between teachers’ negative perceptions of Phonics

software and classroom observations

4.3.3 Problems in the application of Phonics software

PART III – CONCLUSION AND RECOMMENDATIONS

1 Summary of the study major points

1.1 Summary of the study

1.2 Conclusion

53

53

53

LIST OF ABBREVIATIONS

CALL: Computer-assisted Language Learning

EFL : English as a foreign language

LISTS OF TABLES AND FIGURES

The criteria for selecting computer software

Pronunciation teaching approaches

Participants' profile

Teachers cognition elements

Teacher-student perceptions and the quality of learning

outcomes

Taxonomy of research data collection techniques

The inductive logic of research in a qualitative study

PART I – INTRODUCTION

1 Statement of the problem and rationale of the study

Recently, the question of using technology at elementary schools are raised Because technological and software methods to teach English are very different from the more traditional methods used They are not only modern tools but also new forms and methods approaches of teaching In recent years, some of the countries such as Indonesia, India, Thailand, Singapore, China, Korea, Malaysia and Vietnam are using an English Language teaching software named Phonics In these countries this software is used in a way that it assists English language teaching process at schools

In Vietnam, Phonics was first applied in some primary schools in Hanoi and Ho Chi Minh city in 2008 and has recieved different opinions from the administrators, teachers and students At the beginning of 2009, many primary schools in Soc Son district started using Phonics-an English software-in English teaching and learning with the belief that Phonics would lay the foundation to improve English learning and create a supportive environment for children from the early age Teachers play

a significant role in learning style and teaching strategies

Teachers‟ perceptions towards the use of software technology in language teaching have been investigated by many researchers (Choy and Ling Ng, 2015;Thompson, 2015;Mollaei & Riasati, 2013;Almekhlafi & Almeqdadi, 2010) However, there is limited research into the application of these software programs in primary school contexts and the ways in which they give feedback to students (Neri, Cucchiarini & Strick ,2001;2002;2003) The research project reported in this thesis attempted to provide some data to bridge this gap It is the reason that I decided to conduct the

study “Teacher’s perceptions and practices of using Phonics software to teach English at a primary school in Hanoi”

2 Aims and objectives of the study:

The aims of the study are as follows :

To explore what English teachers perceive Phonics software

To discover how teachers utilize Phonics software to meet the students‟ needs and characteristics

3 Research questions

In order to achieve the aims of the study, the following research questions were

raised

(1)What do teachers perceive Phonics software ?

(2)How do teachers use the software in the classroom?

4 Scope of the study

The present study operates within the following scopes:

The research is delimited to three English teachers in the context of classroom Due to the limit of the study and constraint of time, my thesis will focus on the teachers‟ perception towards Phonics software and their practices to more fully understand

5 Method of the Study

Qualitative method was chosen as a research method applying for this study

In order to identify teachers‟ perceptions of Phonics software and their actual practices, two research instruments were used These were interviews and class observations

The interviews were conducted three English teacher participants I reported the teachers‟s perceptions of Phonics software and their problems in the application of Phonics software in teaching

Classroom observationswere used to reveal the behaviours, level of engagement, and interactions between the teachers with Phonics program and the students with this software

6 Significance of the study

The research, first of all, will provide further information of Phonics software for young learners, to see whether it satisfies students‟ needs and characteristics through the instructional design

The understanding of teacher‟s perspectives of Phonics will be one way to get feedback from teachers for this software Accordingly, they would use and be aware

of the strong and weak points of this product

The findings from this study can explore the teachers, the students and the admistrators‟ beliefs of using Phonics software in teaching and learning I hope that

it would bring them positive attitudes towards adopting technology for language learning

7 Organization of the Study

This study consists of three main parts: introduction, development and conclusion The introduction presents the rationable, the aims and objectives, research questions, scope, method, significance and design of the study

The development comprises four chapters

 Chapter 1 provides a review of the literature, including a theoretical framework focusing on learning and teaching theory, also provides research

of issues related to teachers‟ perceptions

 Chapter 2 details the setting of the study in which all the language items displayed in the software are speciffically defined and the context of the study are also described

 Chapter 3 describes the methodology through a description of the qualitative approach It includes the study participants, instruments, the procedure and

data analysis In addition, difficulties encountered and ethics are mentioned too

 Chapter 4 is where the data are presented, the findings and discussion come

up with the basis of the evaluation in the previous chapters

The conclusion offers a summary of the study, limitations and suggestions for further study

PART II – DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

This chapter reviews a number of relevant concepts and studies for the present study

The first begins with some issues regarding Computer- Assisted Language Learning (CALL) : definition of CALL, impacts of CALL on language learning and teaching, model of CALL Then, the characteristics of young learners are analysed to provide

a basic framework of language instructional designs Next, the concept of teachers‟ perceptions, some theoretical frameworks of teachers‟ perceptions and practices, the relationship between teachers‟ perceptions and practices, and the previous studies

on teachers‟ perceptions of CALL are presented

1.1 Computer-Assisted Language Learning (CALL)

1.1.1 What is CALL?

According to Maley (1989) CALL is the term most commonly used by teachers and students to describe the use of computers as part of a language course Hardisty and Windeatt (1989) give a more detailed definition Accordingly, CALL is traditionally considered as a method of “presenting, reinforcing and testing” (p.5) particular language items in which the learner is first presented with a rule and some examples, and then answers a series of questions which test her/his knowledge of the rule and the computer gives appropriate feedback and awards a mark which may

be stored for later inspection for the teachers and reference for the learners

1.1.2 Impact of CALL on language learning and teaching

Many previous studies indicated that technology has a positive influence in language learning (Afrin ,2014;Hani,2014;Jones and Fortescue ,1987;Beatty, 2003;Healey ,1999;Hanson-Smith, 2000;Pennington, 1989;Neri, Mich, Gerosa and

Giuliani ,2008;Lin, Winaitham, & Saitakham, 2008;Cunningham and Redmond, 2008;Blake, 1998;Beauvois, 1997 )

For example, Afrin (2014) suggests that technology use can help students take ownership of their learning, make them autonomous and confident in their learning and enable introverted students to interact more freely

In addition, CALL has a lot of effects on language learning in terms of methods This gives teachers much flexibility in their teaching practices In traditional teacher-centered classrooms the role of the students is simply to listen and follow the instructions of the teacher and the teachers‟ role is to give instruction, to ask questions, to initiate actions and interactions, and to set limits on activity times In addition, teachers are responsible for giving the facts and defining important ideas The activities held in the classrooms are also generally within the teachers‟ domain (Sandholtz et al., 1990) The use of computer software programs as supportive materials in classrooms provides new opportunities for applying an audio-visual approach, cognitive approach, and communicative approach For example, while applying an audio-visual approach, pronunciation is stressed, lessons with dialogues are utilized, and mimicry and memorization are used In a cognitive approach, the instruction is often individualized, so students are responsible for their own learning While using a communicative approach, the goal of language teaching is learner ability to communicate in the target language (Celce-Murcia, 2001) These approaches embedded in software programs support new learning skills more effectively than classical methods for language learning

Additionally, Hani (2014) also indicates some advantages of using technology in Teaching English as a Foreign Language (TEFL) They are: increasing students motivation, providing students with immediate feedback, providing more fun, requiring less time and effort in the classroom, developing language skills, fostering individualization, providing more opportunities to learn outside the classroom He

also illustrated that the implementation of technology leads to the integration of the four linguistic skills (listening, speaking, reading and writing)

Similar findings were also reported by Beatty (2003).The researcher states that the application of CALL might be helpful for learners in improving their reading, writing, listening and speaking skills, as well as encouraging autonomy in learning, and for teachers in improving their teaching skills since it can be integrated into research and practice

Jones and Fortescue (1987) note that computers may be useful in developing reading skills for language learners in three ways:

 Incidental reading in which the learners read the texts for the purpose of

completing the activity successfully

 Reading comprehension in which CALL software programs provide

traditional questions that learners answer and have an immediate response for reading comprehension as well as grammar and vocabulary development

 Text manipulation in which software programs offer various types of

continuous texts that learners can study both in terms of content and structure Healey (1999) also states that computers may be beneficial in developing reading skills such as skimming, scanning, recognizing details, main ideas, and topic sentences, predicting what will come next and reading quickly by offering authentic and communicative tasks with pictures, sound effects, listening options and animations that motivate students in reading

Software programs might also be helpful for learners in improving their writing skills For instance, word processing programs are useful and time saving since the students can add a paragraph or check grammar mistakes easily while writing their assignments In addition, word processing offeres users various types of options that enable them to add schemas and tables and save the changes in a text Students also have the chance to make revisions of their writing Moreover, word processing programs allow students to better organize their assignments by providing the

opportunity for checking the spelling, punctuation and sentence structure (Costanzo, 1989;Dunkel, 1991;Howie, 1989;Neu & Scarcella, 1991)

Computer programs can also develop listening and speaking skills Listening software programs provide voice tracks that allow students to hear a native speaker

In addition, such programs allow students to hear the parts that they do not understand over and over again While listening, students also have the opportunity

to develop their pronunciation, which plays a significant role in enhancing speaking skills (Hanson-Smith, 2000;Pennington, 1989)

The findings of Neri, Mich, Gerosa and Giuliani (2008) also indicated that computer software for pronunciation learning helped Italian children improve their pronunciation skills in learning the English language Lin, Winaitham and Saitakham (2008) also reported this finding They found that the use of technology increased students‟ level of achievement in pronunciation, speaking, reading and vocabulary in English as Foreign Language (EFL) education Other researchers (Cunningham and Redmond, 2008;Blake, 1998;Beauvois, 1997) also reported the effectiveness of employing technologies in developing overall language skills However, working with the computer, as any other teaching aids, needs to be linked with daily classroom work and CALL lessons, like other lessons, need to be planned carefully because Jones and Fortescue (1987) warn that the computer is a resource and not a programmed-learning machine

1.1.3.Models of CALL in language teaching and learning(CALL)

According to Taylor (1980), cited in Warschaure(1996), the first model of CALL is computer as a tutor, adopting the role of the teacher He explained that the computer serves as a vehicle for delivering instructional materials to the student Many of the early CALL exercises were drill and practice activities, often focusing on accuracy and fluency The rationale for drill and practice is as follows:

 Repeat exposure to the same material is beneficial or even essential to learning

 A computer is ideal for carrying out repeated drills,since the machine does not get bored with presenting the same materials and since it can provide immediate non-judgmental feedback

 A computer can present such materials on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities Based on these notions, a number of CALL tutoring systems were developed for the mainframe computers One of the most sophisticated of these was the PLATO system, which included vocabulary drills, brief grammar explanations and drills, translations tests at various intervals

In addition to computer as a tutor, according to Taylor and Perez (1989) “another CALL model used for communicative activities involves the computer as stimulus”(p.63) In this case, the purpose of the CALL activity is not so much as a tutorial itself but to generate analysis, critical thinking, discussion, and writing Software used for these purposes include various programs which may not have been specifically designed for language learners, programs such as Sim City, Sleuth, or Where in the World in San Diego?

The third model of computers involves the computer as a tool (Taylor, 1980) or as workhorse (Taylor & Perez, 1989) In this role, the programs empower the learners

to use or understand language Wordstore, for example, allows users to record vocabulary in a categorized dictionary, giving users both the opportunity to organize vocabulary effectively and to retrieve words or phrases with greater ease when completing a translation or other similar text (Jones 1986, p.176, cited in Barr, 2004) Some more examples of a computer as a tool include word processors, spelling and grammar checkers, desk-top publishing programs, and concordancers Among the three models offered by Taylor (1980), Phonics software embraced all characteristics as of a tutor Howerver, it is used with teachers as facilitators According to Bordbar (2010) “one of the important aspects of language teacher education programs is language teacher technology education which equips teachers

with computers skills and strategies to help learners learn a foreign language better and easier” (p.180) Teachers have to learn alongside with the students, provide adequate guidance as well as to observe the learners to encourage and help whenever it is needed

1.2 The criteria for selecting CALL software program for young learners

Certain websites post criteria for choosing software, and these are based on the work of researchers such as Alessi and Trollip (1991), Bangert- Drowns and Kozma (1989), Reeve (1994), Olson and Wilson (1985), Lippert (1993), and Caffarella (1987) They include the criteria in four aspects shown in table below

Instructional Motivation, Interaction and Feedback, Goal orientation, Instructor's

role, Treatment of errors, Learner control

Curriculum Sequencing, Experiencing, Cognitive Load, Knowledge Space,

Understandability

Cosmetic Color, Text Layout, Use of Hypertext, Screen Layout, Graphics,

Animation/Video, Sound, Instructions, Menus and Icons, Interface design

Technical Individualization, Record Keeping, Security

Table 1: The criteria for selecting acomputer software

Among the criteria for selecting computer software provided by different researchers in language learning A CALL software program at a primary school must take into the needs and characteristics of young learners in order to be successful Teaching objectives and approaches should be geared to the learners‟cognitive level and interests Young learners at the transition level (ages 5-8) generally have the following characteristics They are:

 Keen and enthusiastic

 Curious and inquisitive

 Outspoke

 Imaginative and creative

 Active and like to move around

 Interested in exploration

 Learn by doing/ hands-on experience

 Holistic, natural learners searching for meaningful messages (Málfridur, 2007)

Although they are broad in context, these characteristics provide a basic framework around which the e-courses can help young learner to engage and continue in the courses

Young learner are sensitive to the sounds and the rhythm of new languages and they enjoy copying new sounds and patterns of intonation In addition, young learners are usually less anxious and less inhibited than older learners (Pinter, 2006, as cited

in Málfridur, 2007)

The above needs and characteristics of young learners have implications for language instruction The instructional designs should provide a wide range of opportunities for hearing and using the language and play should be and an active part of the learning Tasks should be meaningful and help children to make sense of new experiences by relating them to what they already know The use of routines and repetition should be emphasized along with opportunities for interaction and cooperation Moreover, encouragement is necessary to maintain children‟s possitive motivation, self-confidence and attitude

Phonics software achieved optimistic results from studetns The study carried out by Dinh Thi Hong Van (2010) at Thinh Quang Primary School in Vietnam revealed that this software could serve as an effective tool to help children learning English

at the elementarylevel and was effective in its instructional design to improve children‟s motivation in language learning Moreover, the perceptions of teachers who are using this software, are important to have the comprehensive views of Phonics program

1.3 Perception

1.3.1 Definition of teachers’ perceptions

Tracing back the literature history, teacher cognition research started to grow rapidly since the 1970s With the development of cognitive psychology during such period, perspectives about teaching changed from simply investigating teachers

“behaviours discretely to examining “individual teachers” works and cognitions in a more holistic and qualitative manner”(Borg, 2015, p.7)

Along with the blossom of teacher cognition research, a range of different labels such as personal pedagogical systems, pedagogic principles, theoretical beliefs, images and maxims has been put forward in order to illustrate the psychological context of teaching (Borg, 2003) This, on the one hand, has marked solid evidence

of an essential process of inquiry development on the field; on the other hand, has led to a “definitional confusion” due to such proliferation of terms (Eisenhart, Shrum, Harding & Cuthbert, 1988) As a result, it is not surprising that “identical terms have been defined in different ways and different terms have been used to describe similar concepts” (Borg, 2003, p.83) For instance, with regard to the definition of the term “perception”, Hornby (2000) put it in the form of a countable noun and defined it as “an idea, belief, or an image that you have as a result of how you see or understand something” (p.977)

Considering perception as a phenomenon that captures all intellectual resources including teachers‟ beliefs, Johnson (1994) maintains that there are three basic assumptions to teachers‟ beliefs: 1) Teachers‟ beliefs affect how they perceive things and how they judge things 2) Teachers‟ beliefs determine how they will use teaching information in the classroom environment And 3) Understanding of teachers‟ beliefs is critical for the improvement of teaching effectiveness and programs in teacher education It is supported by educational research that belief system determines teachers‟ instructional decisions and their classroom performances to a great extent The belief system which incorporates previous

experience, prior expectation and habits, serves as a screen, and acts upon all aspects of teachers‟ decision making, including adopting particular teaching approaches or activities and selecting certain instructional materials over others (Pajares, 1992;Richardson, 1996)

Borg (2003) posits that teaching decisions are the result of complex and conflicting perceptions related to language, learning in general and second language learning in particular, and students Teachers‟ perceptions and beliefs are significant issues since they implicitly or explicitly impact teaching practices (Borg, 2005;2015) Therefore, in this study, the construct “teachers‟perceptions” is understood as a type

of teachers “beliefs or to a larger extent”, it is considered as under the umbrella term

of teacher cognition that is defined as “what teachers think, know and believe” (Borg, 2003, p.81) Moreover, teachers‟ classroom practices are influenced by their perceptions Actually, discovering what are teachers‟ perceptions and how they are developed are very important in teaching a foreign language

1.3.2 Relationship between teachers’ perceptions and practices

According to Borg ( 2003, 2009) language teacher cognition is closely related to their instructional behaviors in classrooms However, research of teacher cognition shows different results on such relationship While some studies report about the consistency between teachers‟ beliefs and their teaching practices (Thompson, 1992;Woods, 1996; Aguirre & Speer, 2000;Kuzborska, 2011), others demonstrate divergence (Dobson & Dobson, 1983;Pearson, 1985;Phipps & Borg, 2009;Melketo, 2012)

With regard to the congruence between teachers‟ stated beliefs and their actual instruction in classrooms, by conducting a longitudinal study with eight experienced ESL teachers from four universities in Canada, Woods (1996) found that teachers‟ behaviours, strategies and decisions were vastly influenced by teachers‟ coherent beliefs and assumptions In China, Wang (2006) investigated beliefs of two teachers about English language teaching and learning and their classroom practice The data

collected from two semi-structured interviews and fourteen classroom observations showed that there was a high degree of agreement between those two teachers‟ beliefs and their practices, particularly in teaching activities and teaching methods Likewise, in a study examining the links between teachers‟ beliefs and practices and research on reading, Kuzborska (2011) used lesson observations, video stimulated recalls along with the follow up semi-structured interviews with eight teachers of English in a Lithuanian university After analyzing the data, the author saw that the ways those teachers teach were in accordance with their theoretical beliefs

Although it is widely acknowledged that teachers‟ instruction and behaviours in classrooms are the reflection of their underlying thoughts and beliefs, many researchers have raised the question about the conflicts between teachers‟ beliefs and the reality of their classroom practices For example, Melketo (2012) reported

on the tensions between English teachers‟ beliefs and practices in teaching writing

at Wolaita Sodo University, Ethiopia In his study, the researcher tried to explore the divergence between what teachers “say” and “do” in teaching writing by conducting successive scheduled pre-study interviews and non-participatory observation over a period of four months The data collected revealed that the beliefs of the three teachers participated in the study were not always aligned with their teaching practices The mismatch was found in most important steps of teaching writing such as pre-writing activities, writing activities, revision and error correction Similar cases of such discrepancy are also found in the literature (Karavas-Doukas, 1996;Richards et al.,2001;Farrell & Kun, 2008)

Besides the conflicts and tensions identified above, another issue related to the complicated relationship between teachers‟ beliefs and practices is that such relationship is not unidirectional (Canh, 2011) In other words, “the question is still open as to whether beliefs guide action, actions− and particularly the results of action− guide beliefs, or that they interact such that beliefs or action may be dominant and affect the other depending on many factors” (Richardson, 2003, p.5) Such interaction between teachers‟ cognition and their practices are depicted as

“symbiotic relationships” (Foss & Kleinsasser, 1996, p 441) By reviewing a number of studies within the mainstream literature, Borg (2003) saw that although teachers‟ cognition has powerful influence on their practices, teachers ‟classroom experience, in turn, incluences cognitions unconsciously and / or through conscious reflection” (p 82)

It can be seen a great attention being paid to the relationship between teachers‟ cognition and their instructional practices This study will fullfill to add with previous investigation of “what teachers think, know and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom” (Borg, 2003, p 81)

1.3.3 Some theoretical frameworks of teachers’ perceptions and practices

To illustrate the relationship between teachers‟cognition and practices, different frameworks have been established in the literature such as Borg‟s (2006) teacher cognition elements, Trigwell, Prosser and Waterhouse‟(1999) teacher-student perceptions and the quality of learning outcomes

In Borg‟s (2006) framework, there are five main elements to be considered They consist of the concept of teacher cognition lying in the centre of the diagram, and the others namely schooling, professional coursework, contextual factors, and classroom practice locating around the central point of teacher cognition It can be inferred from the framework that teacher cognition is rooted from very early days at schools where teachers study and build up their own cognitions about teaching theories and practices Later on, their existing cognitions may change and be largely affected by professional coursework In other words, the programs in which they are equipped with training courses, teaching apprentices and new trends in teaching Also, when they are put in the actual practice of teaching, their teaching experience may have certain impacts on the ways teachers believe and think At the same time, teacher cognition is transferred to classroom practice

Figure 1: Teachers cognition elements (Borg 2006, p.283)

Trigwell, Prosser and Waterhouse (1999) found that teachers' perceptions are closely related to their practices They are shown in figure below

Students‟

approaches to learning

Quality of students‟ learning outcomes Teachers‟

According to these researchers, teachers who perceive learning as the accumulation

of information tend to view learning as the transfer of information Such teachers are more likely to use a teacher-centred approach where the teacher plays the central role and imparts information to students In contrast, teachers who view learning as conceptual change view teaching as facilitating conceptual change In other words, those regard learning as changing a learner's original ideas favour a student centred teaching approach where independence in learning is encouraged through discussion, debate and questioning among students (Prosser &Trigwell, 1999) Teachers are facilitators and advisers in learners' studies

The figure also points out the close relation between teachers' perceptions of learning and teaching and their approaches They are important elements in deciding the quality of students' learning outcomes Therefore,it is said that teachers with different approaches produce different students

In comparison with Trigwell, Prosser and Waterhouse (1999) and Borg (2006) , it showed that each framework has its own focus Borg‟s (2006) pointed out that language teacher cognitions influence their instructional behaviours in classrooms Trigwell, Prosser and Waterhouse (1999) emphasize the impact of teachers‟ perceptions and their implementation indeciding the quality of students' learning outcomes Based on purpose of this study is that teachers play role as facilitators and advisers in learners' studies, I adopt Trigwell, Prosser and Waterhouse (1999) model

1.3.4 Previous studies on teachers’ perceptions of CALL

A considerable amount of research has been conducted to find out how teachers feel about CALL use in classrooms and all these researches got optimistic results

Tuzcuoglu„s study (2000) revealed that the teachers at Osmangazi University Department of Foreign Languages, Eskisehir, Turkey had positive attitudes towards using CALL and were willing to teach in the computer lab for a few hours a week The results of a study was conducted by Özerol (2009) in Turkey, indicated that

teachers favoured the use of CALL in terms of its suitability for developing language skills and for its role in language learning practice As for the data collected through a semi-structured interview, the interviewees affirmed that CALL was an effective technique to grab students‟ attention and made language learning process smooth

Having 320 in-service teachers, Başaran (2013) found that the teachers perceived computers as a beneficial instructional technology Similarly, another study into instructor‟s perceptions which were conducted by Baskaran and Shafeeq (2015) examined the attitudes of teachers and demonstrated that implementing CALL into language classrooms was perceived as motivational and easy

Indeed, CALL did not have the advantages in itself, the advantages would be achieved only when teachers implememted it in the learning and teaching process According to Gilakjani and Leong (2012) showed that understanding teacher‟ attitudes about teaching, learning, and using computers, could aid in the design and implementation of EFL instruction

Although the importance and benefits of integrating CALL programs into education systems were recognized by many educators, there were external and internal factors that played an important role in shaping the perceptions of teachers, such as lack of training and access to computers and software, inadequate curricula and lack

of technical support The internal or social cognitive factors, which shaped attitudes included: teachers‟ prejudiced beliefs about technology and computer competency, their unwillingness to change their methods since they were unfamiliar with computer technology resources, and their self-efficacy In addition, external factors, like lack of training and support from the administration, resources and teachers‟ backgrounds with computer use might make them feel less confident with this technology in education (Bebell, O‟ Conner, O‟ Dwyer, & Russell, 2003;Dupagne

& Krendl, 1992;Dusick, 1998;Ertmer, Addison, Lane, Ross & Woods, 1999)

A survey conducted by Guardart (as cited in Pilus, 1995) provided useful insights into the prejudicial beliefs of teachers concerning the use of computers in language instruction Pilus argued that this prejudicial belief could be overcome if the teachers received appropriate training and were made aware of what the computers could bring to their teaching

Teachers were also concerned about integrating computers into instruction because

of their unwillingness to change their classical methods (Dupagne & Krendl, 1992) Dupagne and Krendl suggested that this might be based upon a lack of knowledge and understanding about computers They suggested it should be focused on teacher training

Furthermore, Marcinkiewicz (1994) stated that just focusing on external factors mightnot be effective in promoting teachers‟ use of computers for instruction Similarly, Ertmer et al (1999) supported the idea that the external factors that affected teachers‟ use of computers might be the causes of internal factors The results suggested that the internal beliefs of teachers interacted with external factors

to facilitate or limit their perception in using this technology Marcinkiewicz (1994) argued that having the necessary environment for adopting CALL mightnot be enough to persuade teachers to use it Starting from this point, Marcinkiewicz conducted a study that explored the use of computers for instruction by a number of teachers and what caused others not to use them The results of the study showed that the preferences in using this technology arose from teachers‟ self-confidence and their willingness to change

Baylor and Ritchie (2002) explored the aspect of teachers' willingness to change They investigated the willingness to try new instructional technologies, the beliefs

of teachers in taking risks while integrating computers into their instruction and their beliefs about the importance of CALL in instruction for learners‟ content acquisition They concluded that the effective use of this technology depended on

teachers‟ openness to change and willingness to take risks, and on their experiences and practices in using it

Moreover, teachers had many problems when using CALL in classrooms, the results of various studies indicated that a considerable number of teachers had difficulties in integrating technology into their classrooms Başaran (2013) stated that the lack of technological aids in language classrooms was one of the primary problems in applying CALL Besides, Hedayati and Marandi (2014) indicated that the main obstacle in integrating CALL was related to teachers Since during their university education teachers were generally not well prepared for using computers

in their classes, they suffered from lack of knowledge in how and why to use technology in the classroom

Through this chapter I provide the overview of some issues related to Phonics software as well as teacher‟s perceptions and practices of using educational software The next chapter, I will present Phonics software in detail

CHAPTER 2: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE

USE OF PHONICS AT A PRIMARY SCHOOL

This chapter provides the overview of using Phonics software at a primary school including the origin of software and the research site It then describes the general components of Phonics software and the guided teaching techniques

2.1 An overview of the use of Phonics at a primary school

Phonics is an English program applying Standard English (Received Pronunciation)

to teach children from different countries in the world It was studied and designed

by a first-leading company providing online learning methods in Education (United Kingdom) The father of the Phonics is Prof.Dr.Gerry Knowles who is a linguist, a phonetician and also the author of many English book like Patterns of Spoken English (Longman, 1987) and A Cultural History of the English Language (Edward Arnold, 1997)

The learning of English pronunciation has been the subject of investigation for a long time Celce-Murcia (1996) illustrated several pronunciation-teaching approaches since the teaching of language started, and these are presented in table below (based on Celce-Murcia, M., Brinton, D.M., & Goodwin, J M.,1996)

(1940s –

1950s)

Audio lingual method in USA, oral approach in Britain

Pronunciation was taught explicitly from the start Learners imitated or repeated after their teacher or a recording model Teachers used a visual transcription system or articulation chart

Technique: minimal pair drill

(1960s) Cognitive approach

This de-emphasized pronunciation in favor of grammar and vocabulary because (a) it was assumed that native like pronunciation was an unrealistic objective and could not be achieved and (b) time would be better spent on teaching more learnable items, such as grammatical structures and words

(1970s)

Silent way

The learners focused on the sound system without having to learn a phonetic alphabet or explicit linguistic information Attention was on the accuracy of sounds and structure of the target language from the very beginning Tools: sound-color chart, the Fidel charts, word charts, and color rods

Community language learning

The pronunciation syllabus was primarily student initiated and designed Students decided what they wanted to practise and used the teacher as a resource The approach was intuitive and imitative Mid-late

1970s

(1980s-today)

Communicative approach

The ultimate goal was communication Teaching pronunciation was urgent and intelligible pronunciation was seen as necessary in oral communication The techniques used to teach pronunciation were: listening and imitating, phonetic training, minimal pair drills,

contextualized minimal pairs, visual aids, tongue twister, developmental

approximation drills, practice of vowel shifts and stress shifts related by affixation, reading aloud / recitation, recordings of learners‟ production

Naturalistic methods

Total physical response

Students would begin to speak when they were ready They were expected to make errors in the initial stage and teachers were tolerant of them

Natural approach

The initial focus on listening without pressure to speak gave the learners the opportunity to internalize the target sound system

Today New directions

New thoughts from other fields, such as drama, psychology, and speech pathology Techniques: the use of fluency-building activities, accuracy-oriented exercises, appeals to multisensory modes of learning, adaptation of authentic materials, and use instructional technology in the teaching of pronunciation

Table 2: Pronunciation teaching approaches

Phonics software is part of the communicative approach This program uses the phonetic alphabet, visual aids and activities such as practice of vowel shifts and

stress shifts related by affixation, listen and repeat as well as focuses production tasks (contextualized sentence practice, reading words or sentences, speaking aloud)

In addition, Phonics is the multimedia program Boyd and Murphy (2002) stated that “computer-based multimedia provides instructional designers the tools of animation, video, and sound to provide learners with working models that convey complex concepts Specifically, multimedia simulations provide stimuli to auditory, visual, and kinesthetic learners It is known that animation can increase learner interest and motivation, provide metacognitive scaffolding and mental models, and promote visual stimuli to establish connections between the abstract and the concrete (Dooley, Stuessy & Magill, cited in Boyd & Murphy, 2002, p.37) Software includes segments for fun question-and answer sesions, general knowledge, singing, colouring, writing… It makes the invisible sound become visible and concrete graphics appear in front of the foreign language learners The learners learn to pronounce the sound by listening, imitating and repeating

Moreover, Boyd (2002) has argued that “one of the most powerful uses of multimedia is to immerse the user in a learning environment” (p.35) Most students

in a primary do not speak English outside of the English classroom As a result, learners find it difficult to speak English in their daily lives By using the software, learners can experience a simulated environment of English Similarly, Liou (2000) indicated “nowadays, technology has new potentials in multimedia or hypermedia-type courseware where students have considerable freedom to navigate in the environment” (p.75)

The requirement to teach younger learners led to a re-appraisal of methods, and so phonics became the most popular way of teaching children and the beginning learner of language (Lin & Kuo, 2001) Phonics software was designed with the aim

of providing a native English environment for young learners in which they can shape their habit of using English in natural ways

2.2 The context of a primary school

Ministry of Education and Training has required to study English at the primary level(in which learners are 8-10 years of age) since 2007, and some primary schools have an even lower starting grade, such as grade one All of students from grade 3

to grade 5 will learn Tieng Anh book from Vietnam Education Publishing House Besides that, learners can learn the extensive English program which advocated from Ministry of Education and Training There are some kind of programs such as Phonics, I-learn Smart Start, Next top in Soc Son district These program which are voluntary, registered by students‟ parents

The study took place in a primary school choosing Phonics software of Vietnam Education Development Joint Stock Company (VPBox) are the voluntary English program.This school is devided into two zones and Phonics program is applied from grade 1 to grade 2 There are 12 classes including grade 1 and 2 at a school but only 9 classes with the average of 35 students each (5 classes in grade 1 and 4 classes in grade 2) joined in this program Other students do not take part in any English course at school

VPBox-Each class is equipped with a large screen connected to a CPU ( computer ) that will present the content of the lessons The children in U shape-seated will follow the guiding from teacher and from the screen went through lesson by lesson The teacher just works as a guide to instruct students through activities and doesnot intervene the content of the lessons on screen

The introduction of the English software is considered as an innovation in the ways

of teaching and learning English The next part, I will introduce Phonics‟ structure

to have deeper understanding

2.3 The design of Phonics software

Phonics consists of 6 levels, including Starter, Level 1, Level 2, Level 3, Level 4 and Level 5 At this primary school , only students of 6 and 7 are involved in the course Thus, the researcher would like to focus on the detailed description of the first level for those: Starter level Starter level consists of 26 lessons based on themes with characters (Thomas, Sarah) Each lesson is delivered in 5 periods (35 minutes for each) The children meet twice a week

Each lesson made up of ten activities: Learn to Sound, Learn to Listen, Learn to Answer, Learn New Words, Learn to Talk About, Learn More, Learn to Read, Learn to Speak, Learn to Write, Learn to Remember These activities are as stated below with their respective details of purposes and guided teaching techniques

Learn to Sound

This comprises 3 subcomponents: Letter, Sound and Song Children will be introduced to the basic sounds of the letters in the alphabet A sing- along section is

introduced to reinforce the sounds and pronunciation Teacher will use Listen and

Repeat technique Learners listen to model and repeat in chorus, groups and

individuals Learners can improve their pronunciation by listening carefully to native English speakers and trying to match the intonation

Learn to Listen

Children will be introduced to the speech patterns and story in this simple conversation between the characters in the scene The object introduced in the earlier segment is also discussed in this part Teacher can use Listen for wanted information technique Students listen to find key-words and then related circle words or pictures

Learn to Answer

A simple comprehension segment makes for interesting question and answer session between children and the teacher, or among children themselves Questions and answers technique is used in this section When the software asks something and guide how to answer the question Learners practise listening and answering the questions in chorus, groups and individuals

Learn New Words

New words together with the object introduced in Learn to Sound segment are introduced to enhance and expose children to a wider scope of vocabulary An Action song is introduced here to encourage children to participate and enjoy themselves while learning as well as reinforcing what is learnt Turn off the sound technique is often used to check students‟ remembering Teacher switch off the mute button on the screen of the computer Students have to look at the image and say what is word, letter

Learn to Talk About

A simple dialogue between the characters in the scene on the object introduced earlier In this segment, children will be exposed to the way of conservation as well

as methods and words used in describing things Creativity and thinking skills are also nurtured here with a simple introduction of some general knowledge elements Teacher will use description technique It is applied to activate the students‟ knowledge The teacher asks the students to imagine that they are one of the characters in the dialogue and then do the typical actions of that character in the lesson

Learn More

Skills like counting, observation and differentiation are introduced to children in this segment Children are taught the specific adjectives for descriptions of different object, the progression of numbers,colours, etc In this section, teacher can use some techniques such as : Turn off the sound, Listen and Repeat

Learn to Read

This is a simple and fun reader for children to indulge in for fun reading Simple descriptions of the object introduced makes for a better understanding towards the object Back chaining technique is used by teacher It intended to help learners pronounce difficult words or phrases The teacher begins with the last word, which the learners repeat, and then gradually builds up the word or phrase by going “back”

to the beginning

Learn to Speak

Having listened and learned the ways of conversation in the earlier segments, students are encouraged to speak in this segment Beginning with short sentences, children progress from just speaking and answering to asking simple questions as well, to ensure an effective two way communication Two techniques can be used in this section :Questions and Answers and Role-play

Teacher applies Questions and Answers technique when the software asks something and guides how to answer the question Learners practise listening and answering the questions in chorus, groups and individuals Then teacher uses role-

play technique that allows students to explore realistic situations by interacting with other ones in a managed way in order to develop experience and trial different strategies in a supported environment Students play the role of the character and sound like the character, act out the scene of the story as well as play the opposite part of the conversation or interaction

Learn to Write

Students will be taught the correct way of writing each letter of alphabet Guide strokes are provided to ensure the correct sequence and proper way of writing Children will also have fun colouring the objects for each letter Write and draw technique help students write by remembering the symbols of the letters and draw them Many students confuse Vietnamese alphabet with English alphabet This activity helps students learn how to write the English letters correctly

Sing to learn technique can be used in teaching song Students learn new words with songs and action together Students follow along with gestures and dances as they gradually learn the language in the song.It help students retain the vocabulary, learn the correct pronunciation as well as improve the rhythm and the intonation

In short, Phonics software contains thematic lessons with rich and lively characters (Thomas, Sarah) for a more powerful delivery and effective learning It is made up activities which enable students to learn, understand, and apply what is learnt effectively As the result, the Phonics program has welcomed and applied in many schools around the country so far The following chapter describes and justifies the research design which guided the study