                 !"#$%&'()(''&*+,   ! Field: English Teaching Methodology Code: 601410                     !"#$%&'()(''&*+,  ! Field: English Teaching Methodology Code: 601410 Supervisor: "         I hereby certify that the thesis entitled                 is the result of my own research for the Degree of Master of Arts at College of Foreign Languages, Hanoi National University, and that this thesis has not been submitted for any degree at any other university or tertiary institution. Signature: Date:            I would like to acknowledge my debt to my supervisor, Mr. Do Tuan Minh, lecturer of College of Foreign Languages,, Vietnam National University, Hanoi for his invaluable support, guidance and suggestions when I was doing this research. I wish to express my deep gratitude to other teachers and lecturers of College of Foreign Languages whose lectures and suggestions have been most useful. I am grateful to the teachers of English and all the 10th form students at Hermann Gmeiner of Hanoi who helped me collect data for completing this study and who gave me a great deal of helpful and valuable support. I would also like to send my sincere thanks to my family and my friends whose constant inspiration and encouragement did keep me going on with this research. Last but not least, I wish to thank my readers for their interest and commend on this research.            The application of Information Technology to foreign language education is obviously a must in the Information age. In the last few years, there have been dramatic changes in the ways that languages are taught with the replacement of grammar translation by communicative approaches and the introduction of technological tools. The reason for such changes is that the goal of Vietnamese learners is no longer to pass examinations but to use language for daily communication and interactions. Hermann Gmeiner school of Hanoi is seeking further improvements and achievement in teaching English language skill. Apart from selecting qualified teaching staff, applying appropriate teaching methods, the school is experimenting with the use of multimedia in teaching English. This study aims to investigate the current use of multimedia in teaching English speaking skill at Hermann Gmeiner school of Hanoi. The subjects of the study were seventy-two 10 th form students and the teacher who was responsible to teach English to these students. The teacher and the students were invited to take part in the survey, answer the questionnaire, participate in the interview, and play the role of source for the author’s observation. The research reveals that using multimedia to teach speaking skill to 10 th form students is rather effective. However, several difficulties are realized during the first steps of applying this method of teaching; and thus, suggestions to overcome these obstacles as well as to increase the efficient of using multimedia in teaching this skill are in great demand. On this basis, the study provides a number of recommendations for the administrators, the teachers to utilize IT in improving the teaching quality of speaking skill among EFL students.             Page  !!!!!!!!!!!!!!!!!!!!!""""""""""""""""""""" ii #!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!  iii #!!!!!!!!!!!!!!!!!!!!!!!!""""""""""""""" iv !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!" v $#!!!!!!!!!!!!!!!!!!!!!!!"""  vii !" 1 1.1. Rationale……………………………………………………………………. 1 1.2. Purpose of the study……………………………………………………… 2 1.3. Scope of the study………………………………………………………… 2 1.4. Methods of the study………………………………………………………. 2 1.5. Significance of the study………………………………………………… 3 #!  4 2.1. The use of multimedia in a language classroom…………………………. 4 2.1.1. Definition of multimedia………………………………………… 4 2.1.2. The use of multimedia in a language classroom………………… 5 2.2. Speaking skill………………………………………………………………. 8 2.2.1. The importance of speaking………………………………………. 8 2.2.2. What is involved in speaking a foreign language? ……………… 9 2.2.3. Goals for teaching speaking………………………………………. 10 2.2.4. Teaching speaking in secondary schools………………………… 11 2.3. The new textbook “Tieng Anh 10”……………………………………… 11 2.3.1. General introduction……………………………………………… 11 2.3.2. The description of the “Tieng Anh 10”…………………………… 11 2.3.3. Speaking lessons in the new textbook “Tieng Anh 10”………… 12 2.4. Evaluation of a language lesson…………………………………………… 13 2.5. Summary…………………………………………………………………… 15 $!%. 16 3.1. Methodology……………………………………………………………… 16    3.1.1. Research questions……………………………………………… 16 3.1.2. The participants…………………………………………………… 16 3.1.3. The conditions of teaching and learning English with IT at Hermann Gmeiner school of Hanoi……………………………………… 17 3.1.4. The instruments…………………………………………………… 18 3.1.5. The rational for combining quantitative and qualitative approach 20 3.2. Data collection and analysis procedure………………………………… 21 &!' 22 4.1. Results and discussions from the questionnaire and interview for the students…………………………………………………………………………. 22 4.2. Results and discussions from the teacher interview…………………… 34 4.3. Results and discussions from the classroom observations 37 (!) )*. 39 5.1. Findings:…………………………………………………………………… 39 5.1.1. Findings…………………………………………………………… 39 5.1.2. Implications of the findings………………………………………. 41 5.2. Recommendations…………………………………………………………. 42 5.2.1. For the administrators…………………………………………… 42 5.2.2. For the teachers:………………………………………………… 43 5.3. Limitation of the study…………………………………………………… 44 5.4. Suggestions for further research………………………………………… 45 5.5. Conclusion………………………………………………………………… 45 %!!!!!!!!!!!!!!!!!!!!!""""""""""""""""""""""""""""  47           &'Student questionnaire &('Student interview &'Teacher interview &'Classroom observation   [...]... learning English with IT at Hermann Gmeiner school of Hanoi As other high schools nationwide, the “Tieng Anh 10 is used for teaching English to 10th form students at Hermann Gmeiner school of Hanoi Applying IT in education in general and in English teaching in particular was encouraged at Hermann Gmeiner school of Hanoi A multimedia classroom has been equipped at Hermann Gmeiner school of Hanoi for about... teaching English speaking skill to 10th form students at Hermann Gmeiner school of Hanoi? (2) What are the obstacles in using multimedia to teach English speaking skill to 10th form students at Hermann Gmeiner school of Hanoi? (3) What should be done to advance the effectiveness of using multimedia in teaching English speaking skill to 10th form students at Hermann Gmeiner school of Hanoi? 3.1.2 The subjects... we are using the new textbook "Tieng Anh 10" , which is impressed in 2006 by Education Publishing House It is a continue of "Tieng Anh 6", "Tieng Anh 7", "Tieng Anh 8" and "Tieng Anh 9" The purpose of the new "Tieng Anh 10" is to narrow the gap between classroom English and real English That means school leavers can use English in real-life situations "Tieng Anh 10" was compiled following the theme-based... subjects for this study were all seventy-two students at grade 10 at Hermann Gmeiner school of Hanoi, which were placed in 2 groups 10A1 and 10A2 and the teacher who was teaching English to these groups of students 3.1.2.1 The students The students were both male and female and aged from 15 to 16 All of them had learnt English at junior high schools for 4 years Their knowledge of English and their English... teacher of English at Hermann Gmeiner school of Hanoi to explore this "potential but still left open field" into a particular aspect: IT and teaching English speaking skill to upper secondary school students # + Due to the limitation of time, the thesis was conducted primarily to examine the extent to which IT can enhance and promote English speaking teaching at Hermann Gmeiner school of Hanoi More specifically,... teaching These facilities were available in the multimedia classroom at Hermann Gmeiner school of Hanoi: - A cassette player and tapes required for English courses - A video player and VCDs for references - A slide projector and a large screen - A computer connecting internet with useful softwares and programs: Presentation software (PowerPoint ), Video editing software, Audio editing software, Draw program,... paradigms are not competing, but complementary, and the choice between the two is unnecessary They also assert that a combination of research paradigms yields more in-depth data for analysis 3.1.1 Research questions The study concentrated on answering the research question: "Does the use of multimedia enhance and promote English speaking teaching to 10th form students at Hermann Gmeiner school of Hanoi” More... to boost the qualitative and quantitative results (5) Presenting the collected data, analyzing and discussing the findings (6) Proposing feasible recommendations in order to better the application of IT to teach English speaking skill for 10th form students ' The comments and perceptions made by the students at grade 10 at Hermann Gmeiner school of Hanoi in response to the questionnaire were consolidated... skill to 10th form students at Hermann Gmeiner school of Hanoi & This was intended to be a descriptive case study Data were collected through the analysis of the student questionnaire, student interview, teacher interview and classroom observation They were then compared, contrasted, analyzed and synthesized both qualitatively and quantitatively The subjects for this study were seventy-two 10th form... schools, Kirkpatrick discusses the “role of fluency exercises and the grammar-based syllabus” and he comes to conclusion: “Grammar–based syllabus and Communicative Language Teaching need not be enemies but can work together happily” (Bikram, K, DAS, 1984: 182) #$ 2.3.1 General introduction / / English course for 10th form students in Vietnam in general and for those students at Hermann Gmeiner school . the teachers of English and all the 10th form students at Hermann Gmeiner of Hanoi who helped me collect data for completing this study and who gave me. interactions. Hermann Gmeiner school of Hanoi is seeking further improvements and achievement in teaching English language skill. Apart from selecting qualified