INTRODUCTION
Rationale
In Vietnam, English is a mandatory subject in secondary and high schools, with new textbooks designed to ensure students reach a standard proficiency level while addressing societal demands These materials emphasize the four essential skills: reading, speaking, listening, and writing, with listening being particularly challenging yet foundational for language acquisition Despite its importance, the teaching of English listening skills faces several obstacles, including students' lack of motivation, limited English proficiency, environmental noise, inadequate listening resources, and outdated teaching methodologies Many teachers struggle to adopt effective strategies that engage students in listening practice Recently, there has been a growing initiative to integrate information technology into English teaching, especially for listening skills, to enhance the effectiveness of lessons in Vietnamese schools.
In today's digital age, information technology (IT) has become integral to education, enabling quicker and easier access to information through computers and the Internet Numerous studies in Vietnam and globally have highlighted the positive impact of IT on educational success, particularly in English language teaching Researchers, including Lam & Lawrence (2002), emphasize that technology empowers learners to take charge of their learning journey while providing them with vast information resources beyond teachers' control The rise of effective IT tools is transforming traditional classrooms, allowing educators to break down barriers and create more dynamic learning environments.
However, there still exist many difficulties in the use of IT in teaching English in general and in teaching English listening skills in particular Although
Information Technology (IT) has been gradually integrated into schools and ESL classrooms, primarily due to the high costs of hardware and the necessity for teachers to possess adequate skills for effective use According to Young (2004), a significant barrier to successful technology integration in educational institutions is the lack of knowledge and proficiency among teachers Additionally, time constraints further hinder teachers from fully utilizing IT in their English instruction, often limiting their use to lesson planning or allowing students to access the Internet in libraries Consequently, these challenges lead to a diminished quality of English teaching, resulting in lessons that may not meet expected success levels.
In response to the Ministry of Education and Training's requirements and the growing demand for innovative teaching programs, high school teachers in Vietnam are increasingly integrating information technology (IT) into their teaching practices This shift includes the use of IT for both classroom and extracurricular learning, particularly in English language instruction, with a focus on enhancing listening skills To ensure effective implementation, it is essential to examine the current state of IT usage, the challenges faced, and the attitudes of both teachers and students towards teaching and learning listening skills in high schools.
The research titled “An Exploratory Study on the Use of Information Technology in Teaching English Listening Skills at Huong Son High School” was conducted to address key concerns regarding English listening instruction This study aims to assist English teachers at Huong Son High School in effectively integrating information technology into their listening skill lessons, ultimately enhancing student engagement and motivation in learning English.
Aims of the study
This study aims at studying the use of IT in teaching English listening skills at Huong Son high school Hence, it is expected to achieve the following objectives:
- First, to investigate the status quo of the use of IT in teaching English listening skills at Huong Son high school
- Second, to investigate the teachers’ and students’ perception towards the use of IT in teaching and learning English listening skills
- Third, to give some effective strategies in using IT to help students improve their listening skills
Research questions
In order to achieve the aims of the study, the following research questions were raised:
- What is the status quo of the use of IT in teaching English listening skills at Huong Son high school?
- What are the teachers’ and students’ perception towards the use of IT in teaching and learning English listening skills?
- What are the effective strategies in using IT to help students improve their English listening skills?
Method of the study
To achieve the study's objectives, a mixed-method approach was employed, utilizing both quantitative and qualitative data collection techniques The primary instrument for gathering information was a survey questionnaire directed at students and teachers, complemented by interviews with educators The collected data, sourced from 200 students in grades 10, 11, and 12, were systematically compared, contrasted, analyzed, and synthesized to provide comprehensive insights for the research.
10 teachers of English at Huong Son high school
All comments, remarks, recommendations, and conclusions provided in the study were based on the data analysis.
Scope of the study
This study focuses on the application of information technology in enhancing English listening skills among high school students in Ha Tinh It specifically examines how IT can be effectively utilized to improve the teaching and learning of English listening abilities in this educational setting.
Due to time constraints, the author was unable to conduct research with a larger participant pool; consequently, the study focused on 10 English teachers and 200 tenth-grade students.
11 and 12 at Huong Son high school.
Significance of the study
This study aims to enhance the understanding of integrating information technology (IT) in teaching English listening skills at the high school level By providing valuable insights, it will equip educators and stakeholders with effective strategies to improve IT utilization in the classroom Ultimately, this research seeks to empower teachers with practical recommendations to enhance their teaching methods and foster better learning outcomes for students.
This study holds significant value for English teachers at Huong Son High School, aiming to enhance their teaching of English listening skills through the integration of information technology The findings are intended to support educators interested in utilizing digital resources, such as materials, computer programs, and the Internet, to improve their instructional methods and achieve their specific teaching objectives more effectively.
This study aims to enhance awareness among teachers and administrators regarding the effective use of modern technologies to address student needs By implementing the instruction 29/2001/CT - BGD&ĐT on integrating IT in education, the recommendations provided will significantly improve the effectiveness of teaching English listening skills at Huong Son High School.
LITERATURE REVIEW
Foreign language teaching
Throughout the history of education, various teaching methodologies have emerged and faded away Traditional foreign language teaching methods, including the Grammar-Translation Method, Direct Method, Audio-Lingual Method, and Total Physical Response, are now viewed as ineffective due to their inherent limitations.
In the 19th century, the Grammar Translation Method emerged as a traditional approach to language teaching, deeply rooted in Western educational practices This method has a long-standing history, primarily focusing on the grammar, reading, and writing of languages, including classical ones like Latin and Greek, as well as foreign languages However, it largely neglects listening and speaking skills, leading to a scenario where learners aim to master the language rather than use it for communication Despite the advent of newer teaching methods, the Grammar Translation Method has remained prevalent in modern language pedagogy.
The Audio-lingual Method (ALM), originating from the U.S Army's post-World War II language program, emphasizes habit formation through repetition, imitation, and reinforcement, as defined by James Lee and Bill VanPatten In ALM, vocabulary is taught without translation, encouraging teachers to use realia, flashcards, gestures, and synonyms to convey meanings Students learn pronunciation and intonation through modeling by instructors and are urged to communicate solely in the target language While ALM revolutionized foreign language teaching in the 1960s, it presents challenges for learners, such as prohibiting translation and the use of their native language, which can hinder the creation of a meaningful learning environment.
Total Physical Response (TPR), developed by American psychologist James Asher, enhances memory retention through physical movement and is an effective approach for teaching second languages By linking listening activities with physical actions, TPR reinforces comprehension of essential vocabulary and phrases This method mirrors first language acquisition, allowing learners to internalize the language more naturally TPR offers numerous benefits for both teachers and students, including engaging activities that require minimal preparation and its adaptability to mixed-ability classrooms Additionally, it accelerates fluency by immersing learners in situational language use However, TPR is primarily beneficial for beginners, and challenges may arise for teachers in preparing lessons for advanced students, as well as limited opportunities for students to express their creativity.
In the 1960s and 1970s, the establishment of comprehensive schools significantly expanded foreign language learning, making it accessible to nearly all students This shift prompted a transformation in teaching methods and curricula to accommodate non-traditional learners, leading to a focus on using language as a practical communication tool The Communicative Language Teaching (CLT) approach emerged as a dominant method, emphasizing communicative competence over mere grammatical knowledge Unlike the Audio-lingual method, CLT prioritizes the semantic content of language, enabling learners to grasp grammatical concepts through meaningful context This approach is grounded in the belief that language serves primarily as a medium for interaction and communication.
The Communicative Language Teaching (CLT) approach, as highlighted by Mhundwa (1998), emphasizes classroom communication that mirrors real-life situations Richards and Rodgers (1995) provide examples of functional communicative activities, including giving directions, problem-solving, and engaging in dialogues and role plays, which should be learned through interaction rather than memorization This approach promotes learner-centered experiences, encouraging students to interact more with peers than with the teacher Additionally, CLT discourages excessive correction of language errors, as noted by Brumfit (1984), since such corrections can detract from effective communication For teachers, errors serve as indicators of a learner's progress, while for students, they represent valuable learning opportunities.
In Communicative Language Teaching (CLT), teachers assume multiple roles, including facilitator, guide, participant, resource organizer, and counselor When presenting activities, it is essential that students perceive the teacher not as an authoritative figure but as a communicator, fostering an environment that encourages engagement and interaction (Brumfit, 1984).
Classroom activities in Communicative Language Teaching (CLT) focus on the situational and contextual use of specific language According to Nunan (1995), the teaching materials utilized in CLT are task-based, serving a crucial role in fostering effective communicative language use.
The integration of active teaching methods and Communicative Language Teaching (CLT) enhances the use of information technology (IT) in English education, particularly in developing listening skills This approach enables English teachers to provide high-quality lessons that foster students' communicative competence and boost their motivation for independent English study, recognizing its significance as a vital foreign language.
The rapid advancement of information technology and multimedia applications in English teaching has established a strong foundation for reforming teaching methods Research shows that IT significantly enhances student engagement and improves teaching effectiveness in English classes Furthermore, technological innovations are transforming communication methods, aligning with the evolution of English teaching practices.
Information technology (IT)
The term "Information Technology" (IT), which emerged in the 1970s, encompasses all aspects of computing technology, including hardware, software, networking, and the Internet Technology itself is defined as the application of scientific, material, and human resources to fulfill human needs or objectives Information, on the other hand, is understood as data that can be communicated and comprehended Therefore, a fundamental definition of Information Technology can be articulated as the integration of these elements to facilitate effective communication and meet various human purposes.
Information Technology is the use of information in order to meet human need or purpose.
Information Technology (IT), as defined by the Information Technology Association of America (ITAA), encompasses the study, design, development, implementation, support, and management of computer-based information systems This field primarily focuses on software applications and computer hardware, utilizing electronic computers and software to securely convert, store, protect, process, transmit, and retrieve information.
IT consists of computers, networks, satellite communications, robotics, videotext, cable television, electronic mail (e-mail), electronic games, and automated office equipment.
2.2.2 Kinds of technology available to language learning and teaching
The landscape of teaching and learning is evolving from traditional classroom settings to a technology-driven environment that encourages active student participation To maximize their learning experience, students must engage with technology that they are already familiar with The rapid advancement of information technology, along with the rise of the Internet, multimedia, and mobile devices, has transformed how individuals interact and collaborate.
Information Technology (IT) has significantly enhanced second language learning by introducing interactive tools like live chat and discussion boards As technology continues to evolve, educators must carefully select hardware and software that align with both teachers' and students' needs This selection process is influenced by personal preferences, including familiarity with the technology and the ability to effectively implement these tools in teaching Importantly, teachers should prioritize pedagogical purposes when choosing software or hardware, ensuring that these tools support the specific learning goals they aim to achieve.
2.2.3 Technology in language teaching and learning
Incorporating technology into English teaching offers educators a diverse array of tools, including audio cassettes, radio, TV, computers, and the Internet The rapid advancement of information technology has transformed traditional teaching methods, making technology an essential component in schools Utilizing IT to create engaging contexts for English language instruction provides unique advantages that enhance the learning experience.
Technology and foreign language education is no stranger to one another.
Information Technology (IT) involves the use of electronic computers and software to manage information through processes such as conversion, storage, protection, processing, transmission, and retrieval In recent years, IT has significantly transformed educational practices, enhancing pedagogical methodologies and contributing to innovative teaching approaches.
In Vietnam, the integration of information technology in classrooms significantly enhances the teaching and learning experience By utilizing various technologies, teachers can diversify their lessons, present more information, and improve student engagement This technological advancement not only saves educators time and energy but also enables them to focus more on the course content Additionally, a wide array of learning materials is available to assist teachers in their instructional efforts.
Recent studies have highlighted the significant role of technology in enhancing foreign language teaching and learning Research has focused on how integrating information technology into the curriculum can improve educational outcomes (Wong, 2004; Miner, 2004; Eugene, 2006; Hixon, 2008).
Numerous studies have explored the integration of Information Technology (IT) in English language teaching, particularly in Jordan where research on Computer-Assisted Language Learning (CALL) remains limited Douglas Hogg (2000) found that teachers are keen to adopt computer technology, which significantly influences their teaching styles Hoopingarner (2009) emphasized that effective IT usage in language education hinges on teachers’ ability to integrate technology with sound pedagogical practices Al-Qumoul's study demonstrated that tenth graders who engaged with English language functions through Computer-Assisted Instruction (CAI) outperformed their peers taught via traditional methods Additionally, Mike (1996) noted that Internet usage fosters higher-order thinking skills among students Díaz, Jansson & Martínez (2011) further asserted that IT enhances student learning and motivation, providing opportunities for personalized interaction and enabling effective communication in the target language.
The significance of information technology in education cannot be overlooked, especially the impact of multimedia, which holds tremendous potential for enhancing both general education and the teaching and learning of foreign languages.
Many campuses are witnessing a transformation in foreign language instruction through the establishment of multimedia learning centers and electronic laboratories This shift has encouraged educators to reassess and adapt their teaching styles and techniques, as the integration of IT resources becomes increasingly prevalent in foreign language programs.
IT is used properly it could be a powerful tool that would have positive effects on the process of learning language skills (Gill, 2011).
2.2.4 The role of using IT in teaching and learning English listening skill
The integration of information technology in high school English listening instruction has significantly enhanced the learning experience Traditional methods, primarily relying on tape recorders and teacher-led sessions, have limitations, such as a lack of variety and convenience Recognizing the critical role of listening skills in language acquisition is essential for English teachers to effectively guide their students Adopting a communicative approach, which includes modeling listening strategies and offering practice in real-life contexts, is vital By incorporating IT into language lessons, teachers can provide engaging listening activities that not only improve students' listening skills but also make the learning process more accessible and relevant.
Modern technology enhances listening skills by offering diverse opportunities for exposure to spoken language, making it essential for English teachers to leverage these advancements With the convenience of IT, educators can utilize various tools to enrich their lessons, incorporating multisensory elements such as text, sound, images, video, and animations to create meaningful contexts that aid comprehension This technology caters to individual learning needs, allowing students to replay audio until they grasp the content fully Furthermore, it fosters increased interaction among teachers and students, empowering learners to develop self-instruction strategies and boost their confidence Ultimately, these factors significantly enhance motivation for second language acquisition.
CALL
The technological advancements of the 1990s have significantly increased expectations for computers as effective learning tools With the rise of multimedia technology, computer-assisted language learning (CALL) has become a viable alternative to traditional methods like language laboratories and audio-tape self-study, enhancing the learning experience by offering innovative ways to supplement or replace direct student-teacher interactions.
CALL, or Computer Assisted Language Learning, represents an innovative trend in foreign language education, significantly transforming high school English teaching The integration of information technology in the learning process has led to remarkable improvements in various aspects of English language skills, including listening, speaking, reading, and writing.
Computer-assisted language learning (CALL) is defined as the exploration and application of computer technology in language education (Levy, 1997) This approach incorporates computers as tools for presenting, reinforcing, and assessing language material, often featuring significant interactive elements Many language educators regard CALL as a vital component in effective language teaching.
From the 1960s, computers have been used for language teaching. Through more 30-year history, CALL can be divided into three main stages:
The evolution of computer-assisted language learning (CALL) can be divided into three distinct phases: behavioristic CALL, communicative CALL, and integrative CALL Each phase is characterized by a specific technological framework and pedagogical approach, highlighting the progression in language learning methodologies.
The initial phase of Computer-Assisted Language Learning (CALL), known as behavioristic CALL, emerged in the 1950s and was actively utilized in the 1960s and 1970s This approach was grounded in the prevalent behaviorist theories of learning and can be viewed as a subset of computer-assisted instruction Behavioristic CALL primarily focused on repetitive language drills, often termed drill-and-practice, which aimed to reinforce language skills through systematic repetition.
The "drill-and-kill" approach, exemplified by "drill and practice" courseware, positions the computer as a tireless tutor, allowing students to learn at their own pace (Taylor, 1980) In the United States, this model gained traction, with PLATO emerging as a prominent tutorial system that utilized specialized hardware, including a central computer and terminals PLATO offered extensive drills, grammatical explanations, and translation tests, enhancing the learning experience through structured practice (Ahmad, Corbett, Rogers).
& Sussex, 1985) In other words, the computer serves as a vehicle for delivering instructional materials to the student According to Taylor (1980), behavioristic CALL has several following features:
- Repeated 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 material and since it can provide immediate non-judgmental feedback.
- A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.
In the late 1970s and early 1980s, behavioristic Computer-Assisted Language Learning (CALL) faced significant rejection in both theoretical and pedagogical contexts However, the advent of microcomputers opened up a new realm of possibilities for language learning, transforming the educational landscape.
The second stage of Computer-Assisted Language Learning (CALL), known as communicative CALL, emerged in the late 1970s and early 1980s, coinciding with the decline of behavioristic language teaching methods This shift in approach was influenced by the rise of personal computers, which enhanced opportunities for individualized learning.
Advocates of communicative CALL emphasize that computer-based activities should prioritize the use of language forms over the forms themselves, promote implicit grammar instruction, encourage students to create original utterances rather than merely manipulating pre-existing language, and predominantly utilize the target language This approach highlights learning as a journey of discovery, expression, and personal development.
During the communicative CALL phase, various types of programs were developed, with three primary categories identified: the computer as a tutor, the computer as a stimulus, and the computer as a tool or workhorse (Taylor & Perez, 1989).
In the late 1980s and early 1990s, communicative CALL faced criticism for its limited integration in language learning, as it was seen to contribute more to peripheral elements than to core aspects of the process (Kening, M.M & Kening, M.J, 1990) This criticism led to the emergence of integrative CALL, a framework proposed by Warschauer (1996b) that aims to blend various language skills—listening, speaking, reading, and writing—while also fully incorporating technology into language education The challenge for CALL advocates was to create effective models that could unify these components of language learning, a task made more feasible by advancements in computer technology.
The final phase of integrative Computer-Assisted Language Learning (CALL) leverages significant advancements in multimedia computers and the Internet over the past decade This approach encourages students to engage with a diverse range of technological tools continuously throughout their language learning journey, moving away from the traditional model of weekly computer lab sessions focused on isolated exercises, whether behavioristic or communicative.
The multimedia networked computer represents the evolution of integrative Computer-Assisted Language Learning (CALL), offering enhanced technological integration for educational purposes In today's developed world, mastering reading, writing, and communication through computers is not just beneficial but essential for modern living.
Computer-mediated communication enables users to exchange not just short messages but also extensive documents, graphics, sounds, and videos Through the World Wide Web, students can quickly search millions of files globally to find authentic content tailored to their interests Additionally, they can utilize the Web to publish their texts and multimedia materials, sharing them with partner classes or the public.
Language data across various media offers learners essential resources to reconstruct language independently, utilizing their unique organizational methods Engaging activities that promote exploration and creativity in language use position students as active participants in their learning journey, rather than mere passive recipients (Brown, 1991).
2.3.4 Uses of CALL to teach listening skills
Listening Skill
This article highlights the crucial distinctions between listening and hearing, defining listening and its associated skills while outlining the listening process It aims to offer a comprehensive overview of key concepts related to listening, including various types of listening, effective strategies for enhancing listening skills, and the stages involved in listening tasks.
Hearing and listening, though often used interchangeably, have distinct differences that are crucial to understand Hearing is a physical ability that involves the reception of sound waves, serving as a precursor to the more complex process of listening In contrast, listening is an intentional skill that requires active engagement and psychological processing, allowing us to comprehend and make sense of what others are saying This intentionality involves recognizing a source and being open to its influence, highlighting the importance of intention in effective communication Understanding these differences enhances our ability to connect and engage meaningfully with others.
Listening is a vital component of daily communication, with research indicating that individuals spend approximately 42% of their time listening compared to 30% speaking (Cooper, 1988) In the language classroom, effective listening is crucial as it provides essential input for learners; without comprehensible input, the learning process cannot initiate Therefore, listening serves as a foundational skill that supports the development of speaking abilities (Roost).
Listening has various distinct definitions, reflecting different perspectives and approaches to the concept Due to this diversity, there is little consensus on which definition is the most accurate or effective.
Listening is a fundamental language skill, as defined by Bulletin (1952), serving as a crucial medium for individuals of all ages to acquire education, information, and a deeper understanding of the world and human interactions It plays a significant role in shaping ideals, values, and appreciation.
In this day of mass communication (much of it oral), it is of vital importance that our pupils be taught to listen effectively and critically, he says.
Listening, as defined by Howatt and Dakin (1974), is the skill of recognizing and comprehending the spoken words of others This process includes interpreting a speaker's accent, pronunciation, grammar, and vocabulary, as well as grasping the overall meaning of their message This straightforward definition highlights the essential components of effective listening.
Listening is a complex skill that engages both bottom-up and top-down processes, necessitating attention, thought, interpretation, and imagination Consequently, it can be more challenging than other language skills such as speaking, reading, and writing.
Listening is a crucial component of daily communication, accounting for 40-50% of interactions, as highlighted by Vandergrift's research (1999) This essential language skill often works in tandem with speaking, reading, and writing By honing listening skills, students not only hear diverse voices beyond their teachers but also develop better speaking habits and enhance their pronunciation through the absorption of spoken English.
Listening skill, as defined by Vandergrift (1999), is an active process rather than a passive one Recent studies have suggested prioritizing listening over speaking in language learning, challenging traditional views Vandergrift and Tafaghodtari (2010) further emphasize that listening is a complex skill that encompasses multiple simultaneous processes across various levels, integrating both linguistic and non-linguistic knowledge.
Listening skills are crucial among the four language skills, as they distinguish between those who understand a language and those who do not In social contexts, individuals who possess effective listening abilities are more likely to assume social roles, while those lacking this skill may struggle Therefore, it is essential to recognize that listening warrants equal, if not greater, emphasis compared to reading skills.
Listening is an interactive process that requires students to invest significant effort and practice, as highlighted by Pierce (1998) It involves actively perceiving and constructing meaning from sound, rather than being a passive activity To listen effectively, learners must possess a sufficient understanding of the language, enabling them to decode messages and employ various strategies.
Listening is a distinct set of skills that differs significantly from reading comprehension Research indicates that the abilities needed for effective listening do not automatically translate from reading, highlighting the importance of recognizing these differences in skill sets (Osada, 2004).
According to Poelmans (2003), listening skill, or listening comprehension, involves transforming auditory stimuli into mental interpretations of a speaker's intent This integrative skill plays a crucial role in language learning, enhancing the development of other language abilities Effective listening encourages students to make predictions about upcoming speech, aiding their comprehension Additionally, listeners must interpret and evaluate the speaker's objectives, while their background knowledge can significantly influence their reactions and understanding of the message conveyed.
In the book of the author DeVito (2000), he has divided the listening process into five stages: receiving, understanding, remembering, evaluating, and responding which are presented as below:
Receiving, as defined by DeVito (2000), involves intentionally concentrating on a speaker's message by filtering out distractions This process allows us to isolate the key message and minimize the confusion caused by competing stimuli.
At this stage, we are still only hearing the message
Effective communication hinges on the listener's ability to comprehend the speaker's message, as highlighted by Poelmans (2003) Understanding is a complex process where individuals strive to grasp the intended meaning, which can be challenging Although messages are transmitted and received, true communication is only achieved when the receiver fully understands the content Even when listeners comprehend the words spoken, differing backgrounds and experiences can lead to misinterpretations, causing them to assign their own meanings to the speaker's words.
METHODOLOGY
The setting of the study
A study was carried out at a high school in the mountainous Huong Son district of Ha Tinh province, which is overseen by the Ha Tinh Department of Education and Training The school serves approximately 1,771 students.
3.1.1 IT in FL education at Huong Son high school
Huong Son High School, situated in the mountainous Huong Son district of Ha Tinh province, has made significant strides in improving its facilities thanks to the community's support and the dedication of teachers and staff The school now boasts a multimedia classroom featuring 50 internet-connected computers, a language lab equipped with a computer, projector, and speakers, as well as essential resources like cassette players and video equipment for English courses With ten English teachers each provided with a cassette player and CDs for their lessons, the school has enhanced its educational offerings However, it is important to note that the IT equipment is somewhat outdated.
3.1.2 The teaching EFL at Huong Son high school
At Huong Son High School in Vietnam, English is a mandatory subject, with 36 classes and each teacher conducting 12 to 15 periods weekly Students are grouped by their proficiency levels, with those achieving higher entrance test scores placed in similar classes English instruction occurs both in the morning and afternoon, with 10 teachers responsible for teaching all students across various levels Each class receives three 45-minute periods of English instruction per week, and teachers are required to attend class at least once daily.
Research methods
This study investigated the integration of information technology (IT) in teaching English listening skills at Huong Son High School It aimed to assess the impact of IT on teaching and learning processes Data was gathered through interviews with participating teachers over a two-week period in March.
In 2017, data collection involved semi-structured, face-to-face interviews lasting around 30 minutes, where participants were informed about the study's purpose and could withdraw at any time The interviews aimed to gather insights on the current use of IT in teaching English listening skills, as well as teachers' and students' perceptions and effective strategies for improvement at Huong Son High School Preliminary data analysis began during transcription, with the researcher noting brief memos and anecdotes Participants had the chance to review their interview transcripts for accuracy, ensuring their responses were accurately represented Follow-up interviews, lasting about ten minutes each, were conducted in the last week of April 2017 to verify initial data and allow participants to modify or expand their responses, as well as to clarify issues that arose during transcription and analysis.
The subjects for this study were all 10 teachers who are teaching English, and the 200 students at grade 10, 11 and 12 at Huong Son high school.
To gather information for the study, two survey questionnaires were developed The first questionnaire targeted ten English teachers instructing students in grades 10, 11, and 12, selected to assess the current use of information technology (IT) in English language teaching The participants, consisting of two males and eight females aged between 24 and 48, primarily graduated from Vinh University.
A second questionnaire was conducted with 200 randomly selected students from Huong Son High School, comprising both male and female participants aged 16 to 18 from grades 10, 11, and 12 These students, who have been learning English for at least four years in secondary school, are taught by 10 English teachers and are required to take English as a compulsory subject The questionnaire was administered in a classroom setting, with students arranged in rows facing the front, to gather essential data for the research.
The study investigated the use of information technology (IT) in teaching English listening skills at Huong Son High School, focusing on the perceptions of both teachers and students It aimed to identify effective strategies for enhancing students' listening skills through IT integration To gather comprehensive data, the researcher employed various research methods, including surveys and interviews.
In a study conducted at Huong Son High School, two standardized questionnaires were utilized—one targeting teachers and the other students—to gather anonymous feedback on the use of computers in teaching English listening skills The teacher's questionnaire comprised 12 questions, while the student's included 10, both designed with multiple-choice and open-ended formats to facilitate responses Written in Vietnamese, the questions ensured clarity for participants The aim of the survey was to assess perceptions of IT in teaching and learning English listening skills and to identify effective strategies for enhancing students' listening abilities.
The implementation of interviews aimed to enhance the data collected from questionnaires and field notes, while also investigating the reasons behind the responses provided by students and teachers According to Macintyre, this approach allows for a deeper understanding of the motivations influencing their answers.
The interviewer aims to understand the reasons behind individuals' perspectives, enhancing the reliability of the information gathered To investigate the use of IT in teaching English listening skills, interviews were conducted with ten English teachers at Huong Son High School, alongside selected students This method aimed to collect relevant data that aligns with the themes of a questionnaire, ensuring the accuracy of the information Each participant was asked four questions (teachers) or five questions (students) to explore their attitudes toward English listening skill lessons.
The study explores the perceptions and opinions of educators regarding the use of IT tools in teaching English listening skills, alongside effective strategies for enhancing student listening abilities Interviews lasting approximately 30 minutes were conducted and audio recorded, as recommended by Gay (1996), to ensure accurate and comprehensive data collection This method also allows for future reference and recall of comments from both the researcher and participants To maintain confidentiality and encourage openness, the author employed pseudonyms for all teachers and students involved in the interviews, thereby preventing potential conflicts or misunderstandings between interviewees and readers.
The researcher invited participants to voluntarily complete questionnaires, providing a brief overview of the study's purpose Participants were informed in Vietnamese about the objectives, methods, and requirements for data collection.
A survey was conducted at Huong Son High School, involving two sets of questionnaires distributed to 10 English teachers and 200 students Teachers were given a two-week period to complete their surveys, while students were instructed to fill out their questionnaires seriously within thirty minutes in their classrooms Once completed, the respondents returned the questionnaires to the researcher for analysis.
The interview serves as a valuable supplement to survey questionnaires, enhancing the reliability of information regarding teachers' current use of IT in their teaching practices By combining insights from interviews with teachers and questionnaires completed by both teachers and students, a comprehensive overview of IT usage in education can be established.
IT in teaching at Huong Son high school.
FINDINGS AND DISCUSSION
Data collection and analysis
The 10 copies of the survey questionnaire delivered to the teachers and the 200 copies of the survey questionnaire delivered to the students have been responded The data are analyzed in this part of the study in the following tables and charts which show sequences of the responses for the questions available in the questionnaire.
4.1.1 Presentation of statistical result from teachers’ and students’ questionnaire
4.1.1.1 Personal information about teachers and students
This section presents an overview of the background information for both teachers and students involved in the study The research included 10 English teachers and 200 students from Huong Son High School in Huong Son District Key details gathered encompass participants' gender, age, years of experience in teaching or learning English, and their educational qualifications.
Gender N 0 of teachers % N 0 of students %
Table 1: Distribution of respondents by gender
Table 1 illustrates the gender distribution of respondents, revealing that 80% are female teachers (8) and 20% are male teachers (2) Additionally, the gender ratio among students shows that female students comprise 56.5% while male students account for 43.5% This disparity in representation highlights the predominance of female teachers in the study, emphasizing their significant role in the educational field.
Table 2: Distribution of respondents by age
The table 2 shows the number of teachers by age There are three teachers between ages 40 to 55 which account for 30% , 4 teachers between ages 31 to
39, making up 40% and 3 teachers between ages 22 to 30 that hold 30%.
Table 3: Distribution of respondents by teaching experiences
Table 3 presents the distribution of teachers based on their teaching experience, revealing a range from 2 to 32 years The findings align with the survey results regarding teachers' ages Notably, the three most experienced instructors have taught English at the high school level for twelve years, while four teachers have nine years of experience teaching English as a foreign language at the same level Additionally, three teachers have seven years of experience in teaching English at high school.
Table 4: The degree held by the participants
Table 4 indicates that 70% of teachers in this population possess a BA degree, aligning with the standard requirement for high school educators, while 30% hold an MA degree, with no participants having a PhD These teachers graduated from some of the top universities in Vietnam.
With regard to IT ownership, the results showed that most of the respondents were generally not well-equipped with advanced technologies
Options N 0 of teachers % N 0 of students %
A recent study revealed that all teachers had access to computers or smartphones with internet connectivity at home, while 10.5% of students lacked both technologies Notably, 43.5% of students owned computers, whereas smartphone ownership was significantly higher at 51% This disparity highlights the dominance of smartphones among students compared to traditional computers.
4.1.1.2 The status quo of the use of IT in teaching English listening skills at Huong Son high school
The initial eight questions in the teacher survey aimed to assess the current use of information technology in teaching English listening skills at Huong Son High School.
The teachers’ attitude towards using IT in teaching English
The initial inquiry aimed to gauge the attitudes of both teachers and students regarding the use of information technology (IT) in enhancing listening skills The research findings, analyzed using a Likert scale, indicate that responses from the participants can be categorized into two distinct groups, as illustrated in the accompanying table.
Options N 0 of teachers % N 0 of students %
Table 6: Teachers and students' attitude towards using IT in listening lessons
The table 6 was illustrated by the following chart:
Chart 1: Teachers and students' attitude towards using IT in listening lessons
The data from Table 6 and Chart 1 indicate a generally positive perception of IT tools among both teachers and students in English listening lessons Specifically, 70% of teachers and an impressive 92.5% of students expressed a preference for using IT in their learning However, it is noteworthy that 30% of teachers and 7.5% of students reported a dislike for IT integration in education This suggests that while the majority of students favor IT for enhancing their English listening skills, a significant portion of teachers remains resistant to its use, highlighting a potential area for further investigation Overall, the findings reveal a predominantly positive attitude towards IT in teaching English listening skills, despite the concerns raised by a minority of teachers regarding its implementation.
Teachers’ ability in using computers to teach English
Question 2 was designed to explore about the teachers’ and students’ Internet/computer skill The table 7 below presents the results of their answers:
Options N 0 of teachers % N 0 of students %
The table 7 was illustrated by the following chart:
Table 7 indicates that a majority of teachers (70%) and students (60.5%) rated their Internet skills as fair, reflecting only a basic level of computer literacy Additionally, 20% of teachers and 29% of students rated their skills as quite good, while only 10% of teachers and 10.5% of students considered their skills to be good Notably, no participants rated their Internet skills as very good The survey results suggest a similar trend among both teachers and students, indicating that their IT proficiency is lacking This deficiency may significantly impact the quality and effectiveness of teaching periods that utilize technology.
It can be summarized that most of teachers of English and students atHuong Son high school have quite good attitude towards using IT in teaching
English listening skill However, their ability in using computers to assist with their teaching English is not very good, especially internet skill.
Teachers' frequency in using IT in their teaching English listening skill
Question 3 in the survey questionnaire for the teachers and question 3 in the survey questionnaire for students were designed to explore about teachers’ frequency in using IT in their teaching English listening skill The table 8 below presents the results of the teachers’ answers and students’ reflection on the teachers’ frequency in using IT in their teaching English listening skill.
Table 8: Teachers' frequency in using IT in their teaching
Presented in chart, the teachers and students’ responses to this question can be illustrated as follows:
Never Always Usually Sometimes Rarely Never
Chart 3: Teachers' frequency in using IT in their teaching
According to the data presented in Table 8, 60% of teachers reported occasionally using computers to aid their English teaching, while only 30% stated they typically incorporate them, and a mere 10% always use computers for teaching English listening skills Student reflections indicate that 31% believe their English teachers at Huong Son High School regularly utilize IT tools, whereas 11.5% noted that their teachers never employ computers in their instruction Additionally, 57.5% of students assessed that their teachers sometimes use IT tools for English teaching The responses from both teachers and students align closely, highlighting a consensus that English teachers at Huong Son High School predominantly apply IT in their teaching of English listening skills on an occasional basis.
Administrators’ frequency in encouraging teachers to use IT in teaching English listening skills
The table below presents the teachers’ responses to question 4 that asked administrators’ frequency in encouraging teachers to use IT in teaching English listening skills.
Table 9: Administrators’ frequency in encouraging teachers to use IT
The survey results revealed that 60% of participants reported sometimes utilizing IT tools in teaching English listening skills, while 40% indicated seldom use, and none reported frequent or no use This suggests that the administration at Huong Son High School is not prioritizing the integration of IT applications in English listening instruction, with only occasional encouragement for teachers to incorporate these tools.
Colleagues’ frequency in appreciating the value of using information technology in your teaching English listening skills
Table 10: Colleagues’ frequency in appreciating the value of using IT
The data reveals that at Huong Son High School, a significant 80% of teachers rarely recognize the importance of integrating IT into their English listening instruction, while only 20% express appreciation for their colleagues' use of technology in this area.
Teachers use computers to design the stages of English listening lesson
Table 11: Teachers’ frequency in using computers to design English listening lessons
A survey of 11 English teachers at Huong Son High School revealed that all participants (100%) primarily utilize technology tools during the while-listening stage of lessons In contrast, only 50% reported using these tools for the pre-listening stage, while a mere 30% employed IT for the post-listening stage These findings indicate a general lack of emphasis on integrating technology into the design of listening lessons.
The most preferable type of IT tools technologies in teaching
In order to successfully deliver the course content, the teachers draw upon the use of some technological tools in their English listening lessons The findings are depicted as follows.
CD/DVD player/ cassette player 100 Microsoft Office 100
Language teaching/learning soft wares
Table 12: The most preferable type of IT tools technologies in teaching
Discuss of the findings
4.2.1 The status quo of the use of IT in teaching English listening skills at Huong Son high school
The survey results indicated that participants generally favored listening lessons that incorporated information technology (IT) over those that did not A significant number of teachers and students expressed a preference for using IT in English listening lessons However, many participants exhibited a negative attitude towards the use of computers in teaching, primarily due to a lack of understanding or low IT skills This deficiency is a key factor that diminishes the quality and effectiveness of teachers' instructional periods utilizing IT tools.
A recent survey at Huong Son High School revealed that both teachers and students recognized the occasional use of IT in teaching English listening skills; however, the application of technology was limited mainly to basic tools like Microsoft PowerPoint and radio The administration seldom encourages the integration of IT in lessons, indicating a lack of emphasis on its importance in English language instruction While some teachers appreciate the potential benefits of IT, the overall consensus shows that its value in teaching listening skills is not widely acknowledged Teachers primarily utilize IT tools for while-listening activities, with minimal application in pre-listening tasks The preferred IT resources among educators include CD/DVD players, cassette players, Microsoft Office, internet access, and language labs, yet few have experience with specialized language teaching software.
The survey indicated that the effectiveness of teaching listening skills using IT tools fell short of expectations While both teachers and students found computer-assisted English listening lessons to be somewhat effective, this perception may stem from their limited computer skills and technological errors during lessons Additionally, their reliance on traditional teaching methods made adapting to IT-based learning challenging The findings suggest that teachers at Huong Son High School infrequently utilize computers in their instruction of English listening skills.
IT tools was not as much effective.
4.2.2 Teachers’ and students’ perception towards the use of IT in teaching and learning English listening skills
A recent survey conducted among teachers at Huong Son High School indicated that the majority possess a clear understanding and positive attitude towards integrating information technology (IT) in English listening lessons Most educators recognize the significance of IT in enhancing language skills, particularly listening, and are aware of both its advantages and disadvantages The findings suggest that teachers who grasp the importance of IT are more likely to effectively incorporate various teaching methods and technological advancements to foster student engagement and learning However, a minority of teachers remain resistant to using IT, preferring traditional teaching methods due to a lack of technological proficiency or understanding of language software.
Students generally perceive the importance of using information technology (IT) in teaching and learning as low, with many expressing negative attitudes toward its application This negativity stems from three main factors: limited IT skills, a lack of personal access to computers or IT tools, and unfamiliarity with new teaching methods Many students struggle with using computers for learning English, particularly when it comes to internet skills Additionally, the majority do not own personal IT devices, which hinders their engagement Furthermore, students with low English proficiency often find IT tools challenging and prefer traditional learning methods Understanding these causes of negative attitudes is crucial for enhancing the effectiveness of IT tools in education.
This research highlights the challenges teachers face when integrating IT tools into English listening lessons, while also emphasizing the numerous benefits that enhance lesson quality Utilizing IT in English instruction fosters a more engaging and dynamic learning environment, boosts student motivation, and encourages active participation Teachers at Huong Son High School noted that these tools make lessons more interesting and facilitate better classroom management Additionally, technology aids in integrating various language activities and promotes collaboration among students Students reported that IT tools enhance communication with teachers and peers, allowing them greater control over their learning activities and enabling them to receive prompt feedback from educators.
The interviews with students revealed that the integration of information technology (IT) in English listening skill lessons significantly enhances motivation and facilitates the achievement of lesson objectives Students echoed teachers' sentiments, noting that IT aids in better comprehension of lesson content and sparks interest in learning English Additionally, students highlighted two further advantages of using IT: it fosters a more engaging language learning environment and positively influences their attitudes towards lessons They expressed that these IT-enhanced lessons make learning more enjoyable and encourage active participation.
Teachers encounter significant challenges when integrating IT into their English teaching, primarily due to their limited computer skills and inadequate technical resources Many educators report spending excessive time preparing lessons, which can lead to a noisy classroom environment A notable issue is the lack of proficiency in using IT tools, with most teachers describing their Internet skills as average Students also express difficulties in concentrating during lessons, often distracted by dynamic IT presentations They struggle to capture essential information from rapidly changing slides, highlighting the need for improved training and support from school administration.
The integration of IT in teaching is hindered by teachers' limited computer and internet skills, leading to errors in lesson presentations, such as inappropriate font choices and ineffective slide designs These challenges are exacerbated by insufficient school budgets, which prevent the regular updating of technical facilities and the availability of essential teaching materials like computers and projectors Consequently, teachers struggle to prepare lessons that effectively incorporate technology.
Incorporating IT tools into English listening lessons can be challenging for teachers, primarily due to time constraints and inadequate resources These obstacles hinder the effective use of technology in enhancing listening skills among students at Huong Son High School To improve the situation, it is essential to address these challenges and invest in better facilities and supportive teaching materials, which can significantly enhance the integration of IT in teaching.
These difficulties should be recognized by teachers and administrators so that they can enhance the effectiveness of using computers in teaching English.
It is obvious that teachers need to be provided with IT training to help them become competent IT users and they are equipped enough supportive teaching materials as well.
4.2.3 Several effective strategies in using IT to help students improve their English listening skills
To enhance the effectiveness of computer-assisted English listening skills at Huong Son High School, both teachers and students have made several recommendations to the administration Key suggestions include improving facility quality, equipping more IT tools, and constructing additional labs and projector rooms Furthermore, teachers advocate for increased use of computers in the classroom Emphasizing the integration of IT in English listening instruction is essential for elevating learning outcomes and aligning with contemporary educational trends in Vietnam and globally.
At Huong Son High School, the limited IT skills of teachers pose a significant challenge in effectively teaching English listening skills To address this issue, it is crucial to provide targeted training courses that enhance teachers' technical knowledge and methodological approaches By organizing these courses promptly, the school can improve the effectiveness of IT integration in English listening instruction, ultimately benefiting student learning outcomes.
Teachers have emphasized the need for English instructors to integrate computers more frequently into their lessons, prioritizing lesson content over mere slide presentations They advocate for allowing students additional time to copy essential information and incorporating IT into daily teaching practices to engage students effectively Moreover, teachers should utilize appropriate teaching aids and software applications, taking on the role of organizers in their English classes Students echo this sentiment, urging educators to enhance their confidence in using computers, projectors, and relevant IT tools to develop effective lesson plans, particularly in listening exercises The advancement of Internet technology offers an increasing array of resources and visual aids for teachers to utilize in their instruction.
Teachers advise students to focus on lesson content, adequately prepare for upcoming classes, and utilize the Internet to enhance their skills They emphasize the importance of noting key information from slides and encourage viewing computers as tools for learning rather than sources of entertainment.
To effectively address the challenges in utilizing IT for English teaching, it is essential to foster the commitment and enthusiasm of both teachers and students, while also seeking support and encouragement from administrators.