A study on the effectiveness of the application of information technology in the teaching and learning of the grade 10 english listenning skill at hermann gmeiner school vinh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TÔN ANH ĐÀO A STUDY ON THE EFFECTIVENESS OF THE APPLICATION OF I

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

TÔN ANH ĐÀO

A STUDY ON THE EFFECTIVENESS

OF THE APPLICATION OF INFORMATION

TECHNOLOGY IN THE TEACHING AND

LEARNING OF GRADE 10 ENGLISH LISTENING

SKILL AT HERMANN GMEINER SCHOOL-VINH

( Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong

việc dạy häc kỹ năng nghe tiếng Anh 10 tại trường phổ thông

Hermann Gmeiner -Vinh )

M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology Code: 60.14.10

HANOI – 2011

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

TÔN ANH ĐÀO

A STUDY ON THE EFFECTIVENESS

OF THE APPLICATION OF INFORMATION TECHNOLOGY IN THE TEACHING AND

LEARNING OF GRADE 10 ENGLISH LISTENING SKILL AT HERMANN GMEINER SCHOOL-VINH

( Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong việc dạy häc kỹ năng nghe tiếng Anh 10 tại trường phổ thông

Hermann Gmeiner -Vinh )

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60.14.10

Supervisor: Dr Đỗ Tuấn Minh

HANOI – 2011

TABLE OF CONTENTS

Pages

CHAPTER I: THEORETICAL BACKGROUND 5

1.1 How is technology intergrated into education? 5 1.1.1 What is educational technology? 5 1.1.2 How is computer intergrated into education? 5

1.2.2 The development of Call 7

1.4 Computer as an IT tool in language teaching and learning 9

CHAPTER II: THE APPLICATION OF THE SOFTWARES IN TEACHING

2.2 The application of the softwares in designing activities 16

CHAPTER III: METHODOLOGY 21

3.1 The context of teaching listening skill to 10 th form students at

3.4.1 Data collection procedure 23 3.4.2 Data analysis procedure 23

CHAPTER IV: FINDINGS AND IMPLICATIONS 24

4.1.1 Teachers and students’ background 24

4.1.1.1 Students’ listening habit relating to computers 24 4.1.1.2 Teachers’ background of using computers in teaching English 24

4.1.2.1 Students’ assessment on the effectiveness of using the softwares in

learning listening skill 25 4.1.2.2 Teachers’ assessment on the effectiveness of the softwares in teaching

4.1.3.1 Teachers’ opinions about using the softwares 33

4.1.3.2 Students’ opinions about using the softwares 34

4.1.4.1 As for administrators 35

1 Questionnaire for teachers I

2 Questionnaire for students V

3 Screenshots of main teaching listening activities in unit 9 – English 10 XII

ABSTRACT

The role of listening has undergone substantial changes in recent years From being

a neglected skill now it seems to be a core course in many language programs because good listening skill is not only valuable for its own sake but also for other aspects of language use such as speaking and reading Therefore, so far, there have been many studies about how to teach and learn listening skill effectively with the help of information technology This study is aimed at introducing and applying IT tools in teaching and learning listening skill in order to investigate their effectiveness

In this survey research, the author used two survey questionnaires for 5 teachers and for 50 students of grade 10 in Hermann Gmeiner School - Vinh after they had applied two authoring softwares: Hotpotatoes and Question Tools Editors in their teaching process during the school year 2009-2010 The questionnaire for teachers was in English and the questionnaire for students was in Vietnamese, both of them consist of four parts to investigate the participants’ background of using computers, the effectiveness of applying two authoring softwares in teaching and listening skill, the advantages and disadvantages

of using the softwares, finally, the solutions to raise that effectiveness The findings of the questionnaires lead to the conclusion that the two softwares helped both teachers and students in organizing activities of teaching and learning listening skill Teachers can save time in class for more activities and make their listening lessons more attractive and students seem to be more eager in listening classes The third part is the conclusion in which the author concluded some main points of the research, gave out some limitations and suggestions for further study

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