Ứng dụng công nghệ thông tin trong đề án học tập để dạy kĩ năng nói học sinh trường THPT lê hồng phong

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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI BINH APPLYING INFORMATION TECHNOLOGY IN TEACHING SPEAKING SKILLS FOR STUDENTS AT LE HONG PHONG HIGH SCHOOL via PBL (Ứng dụng công nghệ thông tin đề án học tập để dạy kĩ nói học sinh trường THPT Lê Hồng Phong) M.A THESIS Field: English Linguistics Code: 8220202 THAI NGUYEN – 2018 Acknowledgement In completion of my thesis, I have received generous advice and help from many lecturers whose lectures are very practical and useful Firstly, I would like to express my sincere thanks to my supervisors Dr Hoang Thi Ngoc Diem and Dr Nguyen Thi Minh Loan from School of Foreign Languages, Thai Nguyen University for her close guidance, criticism, and her generous help in the process of completing my thesis My special thanks also go to all lecturers and the staff of the Schools of Foreign Languages for their useful materials, guidance and enthusiasm during my course of study I really wish to thank all my colleagues and my students at Le Hong Phong High school for their kind cooperation in giving valuable information Finally, I owe my deep thanks to my dear family, specially my husband, my little children and my friends who always stand for me with their consideration and encouragement Abstract This research was conducted to the eleventh grade students and EFL teachers of Le Hong Phong high school, Pho Yen Town, Thai Nguyen province in academic year 2017-2018 The aim of this research was to find out how well the use of Project-based learning with the help of m-learning in improving students’ speaking skill, the trend in ICT use of the EFL teachers and attitude and motivation in learning foreign language In conducting this research, the writer designed an experimental study that pursues to boost the students’ speaking competences Before drawing the experiment, ten EFL teachers and both groups were carried out questionnaires to measure both the teachers’ trend in use of ICT and attitude and motivation towards learning English The findings of this research showed that there was an improvement on students’ speaking skill through project-based learning with Aurasma app particularly in accuracy and fluency The results of this study suggest that the EFL teachers seemed to be aware of the benefits of ICT to their classroom instruction of the English language They also indicated that their beliefs about ICT benefits had the biggest impact on their ICT use Moreover, the EFL students’ English language competence improved significantly in almost all area of their speaking competence after the implementation of the PBL lesson plan with the help of m-learning The control group only showed improvements in grammar and vocabulary because their curriculum focused mainly on those areas The experimental group showed positive changes in their attitudes and motivation towards learning English after the PBL lesson plan, while control group’s attitudes and motivation remained unchanged The importance of having competence in English is well-recognized However, high school students’ speaking level entails not only the speaking competence but competency in reading, writing and listening as well Therefore, future studies should explore effectiveness of PBL in developing students’ reading, writing and listening skills with the help of m-learning TABLE OF CONTENTS Chapter 1: INTRODUCTION .1 1.1 Rationale for the study .1 1.2 Aims of the study 1.3 Significance of the paper .4 1.4 Scope of the study .5 1.5 Organization CHAPTER 2: LITERATURE REVIEW 2.1 Research context 2.1.1 Influence of traditional pedagogy on language education 2.1.2 Role of teachers .6 2.1.3 Roles of examinations 2.1.4 Roles of textbooks 2.1.5 Students in classroom 2.2 Communicative Language Teaching (CLT) 2.2.1 Traditional language teaching methods 2.2.2 Communicative Language Teaching in the current school system 10 2.3 English speaking skill 14 2.3.1 Speaking skill 14 2.3.2 Speaking Competence 16 2.3.3 Speaking sub- competence 16 2.3.4 The importance of acquiring speaking skill 18 2.3.5 Ways of developing speaking skill 19 2.3.6 Characteristics of a successful English speaking classroom 20 2.4 Project Based Learning (PBL) 21 2.4.1 Definition of PBL 21 2.4.2 Benefits of PBL in English speaking classroom 23 2.5 Mobile technology to support speaking skill 26 2.5.1 Augmented Reality (AR) 26 2.5.2 Aurasma 27 2.5.3 Previous studies 28 CHAPTER 3: RESEARCH METHODOLOGY 31 3.1 Research design 32 3.2 Participants 32 3.3 Data collection instruments 33 3.3.1 Survey questionnaire 33 3.3.2 Pre-test and post-test 33 3.4 Data collection procedure 34 3.5.1 Survey analysis 37 3.5.2 Pre-test and post-test analysis 38 CHAPTER 4: RESULTS AND DISCUSSION 40 4.1 Results 40 4.1.1 ICT applications 40 4.1.2 Pre-test result 42 4.1.3 Post-test result 44 4.1.4 Pre-test and post-test comparison 46 4.1.5 Results after using PBL with m-learning 46 4.1.6 Comparisons of attitudes and motivation levels 47 4.1.7.Attitudes and motivation in the experimental group after the treatment 47 4.2 Discussion 47 4.2.1 ICT applications 47 4.2.2 The same level speaking competence of the control and experimental groups 48 4.2.3 Improvement after implementing the PBL lesson plan 49 4.2.4 Progress on attitudes and motivation after the intervention 50 CHAPTER 5: IMPLICATIONS AND CONCLUSION 53 5.1 Implications 53 5.2 Limitation and suggestion for further research 54 5.3 Conclusion 54 References Appendixes List of tables Table Frequency of Use of ICT Page 40 List of Figures Figure The mean pre-test scores of overall speaking competences Page 41 and sub-competences of control group and experimental group Figure The mean post-test score of the control group and experimental group in overall speaking and sub-competences Page 43 List of abbreviations AR Augmented Reality EFL English as a Foreign Language CLT Communication Language Teaching ICT Information and Communication Technology IT Information Technology m-learning Mobile- learning MoET Ministry of Education and Training PBL Project- Based Learning Chapter 1: INTRODUCTION 1.1 Rationale for the study English is one of the most common languages in the world, and the most popular second language of study in Vietnam (Crystal, 2012) A chain of economic reforms in 1986 and 1993 have been creating a flow in the number of people learning English (Tri, 2001) Following Vietnam becoming a member of the Association of Southeast Asian Nations (ASEAN) in 1995 and the World Trade Organization (WTO) in 2006, many foreigners and investors launched business in Vietnam Vietnam has seen rapidly economic development and an explosion in commercial cooperation, technology advancement and culture exchanges with other part of the world This has given a rise to a pressing demand for English proficiency (Le, 2005) The recent development in the country, together with increased globalisation, has created more career opportunities for the Vietnamese people Needless to say the needs of Vietnamese people to use English in their work and daily lives have been dramatically increasing Therefore, teaching and learning English have a vital role in raising the English competence However, Vietnamese students especially in the schools in rural areas have difficulties in learning and practising speaking skill because of limited access to authentic materials, out of date teaching methods and over- sized classes with multi- level Consequently, the so- called “deaf and dumb English” users are ironically referred to many learner generations with in complete English competence (Hoang, 2015) Another reason for the inconsistencies between the numbers of the expected and actual fluent English speakers in the country might be due to the teacher- centred model of teaching and the ways that Vietnamese students study and are evaluated In this model, the focus is on the teacher only, while the students sit quietly and listen as the teacher instructs the whole class The teacher’s responsibility is observed as being the contents delivery, where as the students’ role is swallowing the content (Pratt et al.1999) Furthermore, Vietnamese students believe that learning is memorizing books or information provided by teachers in class (Kennedy, 2002) The teacher is usually the APPENDIX C: ATTITUDE AND MOTIVATION Answering the following questionnaire is to survey about your attitudes and motivation towards speaking English as a foreign language There are no wrong or correct answers, please answer accurately as possible Choose one number for 1I wi 2I n’ 3tI n’ 4It lo ok 5fo Le ar 6St ud yi 7ng M y 8I w 9I 1St 0ud 1I 1w ou ld 1M 2y 1I 3en jo y No idea N o Agree Disagree each response 76 1M 4y 1N 5ati 1It 6w or 1rie I 7lik e 1m M 8y pa 1Ire 9te nd 2to To 0be 2T 1he m 2or M 2y E 2Ing 3a m 2so I 4fe 2I 5w ou ld 2W 6he n 2E W 7he n I 2St 8ud y 2E W 9he n I 77 3St 0ud y E APPENDIX D: The percentages for each items in the attitudes and motivation test Control Group Experimental Group Int er Pa re nt M o t4 En gli sh En gli 6sh A t t7 At tit ud es to 8.I nt eg rat De sir e10 E ng lis 50 50 32 30 15 29 36 34 51 13 34 56 47 39 48 36 52 50 36 49 26 47 06 50 39 60 59 0 0 63 50 73 82 35 46 32 74 12 74 71 93 53 91 76 89 71 87 65 85 88 12 453 25 8 25 47 No idea 28 33 8 0 Agree Disagree 52 47 06 51 757 58 56 52 50 No idea 51 48 342 41 43 47 49 60 51 63 Agree Disagree 58 0 57 54 50 57 541 42 48 50 41 42 45 47 48 42 35 58 09 57 65 51 76 50 No idea Agree Disagree No idea Agree Disagree Ite PrePostPrePostms interventio interventio interventio interventio n n n (%) n 0 0 24 10 13 14 78 11 27 72 27 72 26 73 64 35 En 35 71 gli 12 51 48 63 36 50 50 82 17 En 76 post-test scores APPENDIX E: Students’ pre-test35 and Table E.1 Students’ pre-test scores N N o a ID ID ID ID ID ID ID ID ID ID 10 ID 11 ID 12 ID 13 ID 14 ID 15 ID 16 ID 17 ID 18 ID 19 ID 20 ID 21 ID 22 ID 23 ID 24 O G P G V D M P F V 2 4 2 3 3 2 4 4 4 2 4 2 2 2 2 2 3 3 2 3 3 2 2 3 2 3 3 2 3 3 3 2 3 2 1 2 1 2 3 2 1 1 1 1 1 1 2 2 2 2 1 4 2 4 2 2 2 2 3 2 3 3 79 ID 25 ID 26 ID 27 ID 28 ID 29 ID 30 ID 31 ID 32 ID 33 ID 34 3 2 3 2 2 1 3 4 3 2 2 1 2 2 1 1 1 1 2 2 2 2 2 2 3 2 3 4 2 2 Table E.2 Students’ post-test scores N N o a ID ID ID ID ID ID ID ID ID ID 10 ID 11 ID 12 ID 13 ID 14 ID 15 ID 16 ID 17 O G P G V D M P F V 3 5 3 4 4 2 3 5 5 5 4 4 3 5 3 2 2 2 3 3 3 3 2 3 2 3 3 3 3 2 4 3 3 3 3 3 3 3 2 3 2 1 2 1 3 4 3 3 2 3 2 80 ID 18 ID 19 ID 20 ID 21 ID 22 ID 23 ID 24 ID 25 ID 26 ID 27 ID 28 ID 29 ID 30 ID 31 ID 32 ID 33 ID 34 2 4 2 3 3 3 2 1 5 4 4 2 2 2 2 2 4 3 4 4 2 2 3 3 2 3 3 3 5 4 3 2 3 2 1 2 2 1 2 1 2 3 3 2 2 3 4 4 3 3 2 2 81 APPENDIX F: PBL LESSON PLAN TV NEWS PROJECT I Project Description: The class is divided in to four groups of students Each group write a TV news on their chosen field and practice broadcasting the news At the of the terms, they are expected to present the practiced news in VTV1 II Project Objectives: The project aims at: - Developing the four skills namely reading, writing, listening and especially speaking by practicing speaking regularly - Applying IT skills: recording and editing photographs and video Using Aurasma app on IOS and android properly - Developing some soft skills including team-work skill, time management, etc III Expected products: At the end of the term, a news broadcast is expected to be accomplished IV Assessment - Participation: 10% - Broad cast : 40 % - News report: 40 % - Group assessment: 10% 82 V Project Calendar: W ee k W or In tr o d uc ti o n E xp Pl an s by st ud en ts R G ro e u q p 1: u C i a W rFi W u ee n rit k di te 2, W n R nFi ee eh le W B Pe ee ro rf W L Cr ee ea ea k rn te 9W h D an U ee is si k pl ng ay A W E ee va VI Notices: - The news broadcast should last no longer than minutes - All group members have to be broadcasters - Each broadcaster have an equal amount of time to speak 83 - All group members have an account of Aurasma app and publish their product on Aurasma publicly A SAMPLE LESSON PLAN Topic: ENVIRONMENT Objectives: By the end of the lesson, Ss will gain a) Knowledge: - Understanding more about pollution including the causes, effects and solutions to the problems b) Skills: - Group working - 3D map designing - Video and brochure making - Presenting - Applying ICT (Aurasma app) c) Attitude: Raise awareness about responsibilities of individuals to control pollution Be willing to the project work within groups Preparations: a) Teacher’s: computer, project records, smart phone with 3G or 4G, wifi b) Students’: computers, cameras, paper, pens… Procedure 84 T CT i oe m na m in s m in s I n tr o d u c ti o n D e v e l o p m e n t o f s u b ST te ua W A R M U P g r e e t W a t c h t t h h e e - w or H k a in v g e r S o s u u p s s e “ m i n d t o S m ar t T V or a pr oj ec to r (a vi de o) B oa rd , su bb o a r d s , b c o o a 85 m in s w il l d i v i d Pelg nv se ta ts ok c : st a u r d y r m y o r o e u a b t o t u h t t e h p r o j e c t e t o p ic s a s lis te n S s a n s w e r p r o j e c t o r t h e q u e s t i o n 86 c o nt ro lli n g ur b a ni sa ti o n – gr o u p a s si gn t h e ta s k s f o di sc us s w h at s h o u l d b e d o n e l i s t e n , d i 87 ( T e a c h Step 2: Carry out Ithe- project - n o q f b t u o s a e r e k st m r e io a v n t e, s n i i t o n e r n st p e cr s ou ct l la A - - -q n o a bs n c a er al o l ve ys m , e p y i i u s t n n e i s f r s s t o o r r f u m i p c a n e t t f n a i o s n o r , d n m 88 c o m p I n tr P r e s e n t a ti o n - i li n s - a p s r k e g s r e o n u t p s t os a hs o -k w p t r he e s i e r n t pe r r os d c o c o m p ut er s pr oj e ct or S m a r t p h o n e s 89 F u r t h e r t a l C o m m e n t s a n d a - Aw s o kr : k Wi hn a g t d r - c li os mt me e n nt or ne grou f ps’l we 90 ... competence but competency in reading, writing and listening as well Therefore, future studies should explore effectiveness of PBL in developing students’ reading, writing and listening skills with the... new national education program, many teachers continue to apply the traditional grammar- translation method, which focuses on reading and writing The Ministry of Education and Training’s curriculum... technology in teaching and learning at Le Hong Phong high school To investigate the effect of a specific mobile application for PBL among students at Le Hong Phong High school To explore the attitudes
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