THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––––––––– HA THI PHUONG DUNG AN APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN AN ENGLISH CLASS M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2020 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ –––––––––––––––––––––––––– HÀ THỊ PHƯƠNG DUNG ỨNG DỤNG CÔNG NGHỆ THÔNG TIN TRONG LỚP HỌC TIẾNG ANH LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ Anh Mã số: 8220201 THAI NGUYEN - 2020 ABSTRACTS This research aims at investigating the effects of the application information technology on improving students‟ speaking competence in English classes Applying technology focuses not only on using technology skills but also on developing students' communicative skills In this research, there are 32 students of grade 10A at the Ethnic boarding high school of Cao Bang province selected Teachers will instruct students the soft wares are applied to improve speaking skills Before the instruction, a pre-test is used to ensure that which level students are in speaking skills Then students will be under the treatment for 12 weeks During the treatment, students will get and submit their tasks in Edmodo software and there will have whole class discussion by using zoom software to give more understandings in performance process, the classroom interaction and the performance of the participants After the treatment, students will be required to a post-test to make sure their English speaking competence is improved after 12 experimental weeks Students will also be given a five-scale Likert questionnaire after the treatment to understand their attitudes towards applying information technology in English classes The findings of this action research will provide greater understandings of the effects of the application information technology on improving students' speaking skills Its effectiveness will then be implemented in the classroom to yield higher results and positive outcome in the application of information technology to improve speaking skills in English classes i DECLARATION I hereby declare that this thesis and the work presented in it are my own and have been generated by me as the result of my own original research I confirm that: This work was done wholly while I am in candidature for a Master degree at The School of Foreign Language -Thai Nguyen University This thesis has never been submitted partially or wholly for a degree or any other qualification at this University or any other institution Where I have quoted from the work of others, the source is always given With the exception of such quotations, this thesis is entirely my own work I am fully aware that should this declaration be found to be false, disciplinary action could be taken and penalties imposed in accordance with University policy and rules Thai Nguyen, 12-2020 Approved by Supervisor Writer Ph.D Nguyen Thi Hong Minh Ha Thi Phuong Dung ii ACKNOWLEDGEMENTS During the course of this thesis, I received tremendous help from the school, teachers, family and friends I would like to send my sincere thanks to those who support me First and foremost, I would like to express my sincere gratitude to my supervisor, Dr Nguyen Thi Hong Minh for giving me huge motivation, providing me meaningful lessons, and instructing me enthusiastically His enthusiastic supervision and valuable advice help me complete this research in the best way possible I will never forget the very useful knowledge that this teacher brought me Furthermore, there are no words to show my appreciation to linguists whose books and pieces of research Without this support, I would not have been able to enrich my knowledge and conduct this research smoothly I, finally, would never forget the kindness of my friends, supporters and my family who have given me strength all time to encourage me complete this thesis Thank you from the bottom of my whole heart for everything! Thai Nguyen, 12-2020 Writer Ha Thi Phuong Dung iii TABLE OF CONTENTS ABSTRACTS i DECLARATION ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF CHARTS viii CHAPTER INTRODUCTION 1.1 Rationales 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization of the study .4 CHAPTER LITERATURE REVIEW 2.1 ICT in language teaching .5 2.2.The utilization of ICT in English language teaching 2.2.1 The uses of multimedia in class 2.2.2 The uses of internet in class 2.3 E-learning 11 2.3.1 Edmodo 11 2.3.2 Zoom .13 2.4 The utilization ICT on oral communication performance 14 2.4.1 Definitions of oral communication 14 2.5 The utilization of ICT on oral communication performance .15 2.6 Previous Studies 17 CHAPTER METHODOLOGY 23 3.1 Reseach questions 23 3.2 Context of the study 23 iv 3.3 The participants 23 3.4 Research methods .24 3.4.1 Research approach 24 3.4.2 Research methods 25 3.5 Research instruments 26 3.5.1 Questionnaires 26 3.5.2 Tests 27 3.6 Research design 28 3.7 Data analysis method 30 CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Findings 31 4.1.1 The situation of applying ICT in English teaching and learning in Cao Bang Ethnic Boarding School (CBEBS) 31 4.1.2 The effects of ICT application in English teaching and learning on CBEBS students‟ oral communication performance .37 4.2.Discussion 41 4.2.1 The current situation of using ICT in English teaching and learning at CBEBS .41 4.2.2 The improvement of students‟ oral communication performance with the support of ICT application .44 CHAPTER CONCLUSIONS AND RECOMMENDATIONS .46 5.1 Conclusions 46 5.2 Recommendations 47 5.3 Suggestions for further research .48 5.4 Limitations 49 REFERENCES 50 APPENDIXES I v LIST OF ABBREVIATIONS Abbreviate ICT Meaning Information communication technology CBEBS Cao Bang ethnic boarding high school CALL Computer Assisted Language Learning vi LIST OF TABLES Table 1: Teachers‟ feedback on the current situation of ICT application in English teaching 32 Table 2: Students‟ feedback on the current situation of ICT application in English teaching 34 Table Statistics of pre-test and post-test scores .37 Table 4: Paired differences between pre-test and post-test 38 Table Effectiveness of ICT in enhancing oral communication performance .39 vii LIST OF CHARTS Chart 1: Teachers‟ opinions on the use of ICT in English teaching and learning 31 Chart Students‟ opinions on the use of ICT in English teaching and learning 33 Chart ICT use for English language learning purposes 36 Chart Learners‟ perceptions of ICT use in English language learning 38 viii From 30th Demo sound - Report the result of the survey of March and video on Zoom to 5th of recordings - Record the survey process on April - Follow the plan Students Zoom to submit on Edmodo - Editing and perfecting sound Students From 6th to Official and video recordings 12th of sound and - Check again before submitting April video video clips recordings - Submitting video clips on Edmodo IX TOPIC 3: MOVIES I Objectives: - Help students to have chances to use English in movie or drama situations - Students have chances to show their creativity in Art performances - Students improve their speaking skills (Stress, intonation, vocabulary, grammar) II REQUEST - Work in group of or - Carry out the duty in weeks - Execute speaking activities as teacher‟s requirement - Meeting on Zoom during practice progress - Applying ICTs - Submit the works on Edmodo - Complete the duty on 3rd of May III TIME, PLACE, PARRTICIPANTS 1.Time: From the 13rd of April to 3rd of May 2.Place: School range, English class, ICT room Participants: 33 grade 10A students No Activities Performer(s) Time -Guide students to perform the Teacher From 13rd task of April to + Video record drama based 3rdof May Product on a film plot and submit on Edmodo + Zoom meeting for supervision of drama reviser -Work in groups -Delivery tasks to group Students members on Edmodo - Discuss on Zoom - Write the screenplay for a movie excepts or drama X Script - Practise according to film or Students From 4th to Demo video 10th of May clips drama scrips - Share rehearsals process on Zoom - Adjust practice progress and learn from experience - Record videos From 11th Official video clips to 17th of clips - Check again before May - Editing and perfecting video Students submitting video clips - Submitting video clips on Edmodo XI TOPIC 4: HISTORICAL PLACES IN CAO BANG I Objectives: - Help students to have chances to use English for presentation - Students have chances to show their confidence in using English to present - Students develop their English competence (Stress, intonation, vocabulary, grammar) and ability to respond others‟ questions for their group‟s work II REQUEST - Work in group of or - Work in weeks - Preparing suitable content, images for topic - Exchange on Zoom during practice progress - Prepare content on Power point - Submit the works on Edmodo - Complete the duty on 24rd of May III TIME, PLACE, PARRTICIPANTS 1.Time: From the 04th of May to 24th of May 2.Place: English class, ICT room Participants: 33 grade 10A students No Activities Performer(s) Time -Guide students to perform the Teacher From 4th to task 10th of May + Make a power point or Prezi week Product presentation on historical places in Cao Bang (assignment on Edmodo) + Zoom meeting for presenting -Work in groups Students -Delivery task to group Presentation content members on Edmodo XII - Discuss on Zoom - Collect images, information about the historical places - Write the cript for the presentation - Follow the plan Students - Practise presentating on From 11th to Recorded 17th of May presentation Zoom content - Practise making question according to group‟ presentation content - Keep exchanging ideas on Zoom to be ready for the official prestation - Editing and perfecting Students presentation and Powerpoint - Check again content, spelling on Powerpoint - Present about a historical place in Cao Bang XIII From 18th to Official 24th of May presentation APPENDIX PRE-QUESTIONNAIRE FOR TEACHERS Dear students, The purpose of this survey is to get you to share your opinion in using ICT in your teaching Your feedback will help to uncover the whole context of ICT integration of teachers in teaching To preserve confidentiality, your name is not requested Thank you for your participation Part This part/ session seeks to receive your perceptions of ICT use in English teaching For each statement, you will tick the corresponding level of agreement (strongly disagree, disagree, neutral, agree, strongly agree) Scales No Statements Strongly disagree ICT can spread knowledge and information fast I can successfully manage my lesson in class with ICT integration within allottedtime It is very time consuming to use ICT in teaching The internet connection motivate teachers using ICT from ICTs can be used as advanced instructional tools in teaching English to my students I have used ICTs teaching twice a week Teachers should learn how to self manage with the ICT facilities available in their hand for XIV Disagree Neutral Agree Strongly Agree I receive strong support fro m the school and other relevant authorities in usingICT in my teaching In my view ICTs can be used as curriculum materials at school 10 Integration of ICT in English class can benefit students to have better understanding of the context and content Part This part/ session seeks to receive your scales of ICT use in English teaching For each statement, you will tick the corresponding level of agreement (very often, often , sometimes, hardly, never) Scales No Statements Very Often often I can successfully manage my lesson in class with ICT integration within allottedtime I have used ICTs for teaching English skills I receive strong support from the school and other relevant authorities in usingICT in my teaching I can control ICT application effectively in my English teaching lessons XV Sometimes Hardly Never I can perform my lessons according to lesson plans easily thanks to the help of ICT I can inspire students to take part in the lessons with the help of ICT in English teaching XVI APPENDIX PRE-QUESTIONNAIRE FOR STUDENTS Dear Respondents, The purpose of this survey is to get you to share your opinion in using ICT in your learning Your feedback will help to uncover the whole context of ICT application of students in learning To preserve confidentiality, your name is not requested Thank you for your participation Part This part/ session seeks to receive your perceptions of ICT use in English learning For each statement, you will tick the corresponding level of agreement (strongly disagree, disagree, neutral, agree, strongly agree) I Scales Learners’ perceptions of ICT use in English language learning Strongly Strongly Disagree Neutral Agree Items Disagree agree The use of ICT helps me study English more The use of ICT helps me improve my listening skills The use of ICT helps me improve my writing skills The use of ICT helps me improve my reading skills The use of ICT helps me improve my speaking skills The use of ICT helps me master my grammar competence The use of ICT enables me to acquire vocabulary better English learning can be more fun with ICT applications The use of ICT (e.g the Internet) lets me gain access to more updated English materials 10 The use of ICT is a good way for instructors and students to communicate XVII Part This part/ session seeks to receive your opinion of ICT use in English learning For each statement, you will tick the corresponding level of agreement or opinion on technological devices application Statements Opinion use □Yes technology for learning □ No English language? □ Sometimes Do/Did you What kind □ Cellphone of technological device the □ Computer/Laptop followings you use for □ Tab/tablet/Ipad learning English? □ Television/Radio □ Others:… How you scale for lowest your usage ICT for learning English? highest Do you think social □ Yes media □ No networks Facebook, like Instagram, □ I not use them Youtube etc help to learn English? If yes, which skills of □ Writing the □ Speaking following you □ Listening improved? □ Reading □ Others:……… What are the □ I not have device, it is very expensive challenges for you to □ My school haven‟t enough technology or they are old use ICT? □ I not know how to use it □ My teacher does not use it properly □ There is no internet XVIII Are you interested in □ Yes online learning? □ No If yes, chose the □ It saves time, effort, money reasons the □ I get more information can □ I not fell teacher‟s pressure and I fell from followings, you chose more than one comfortable □ I fell focused and independent □ It is cheaper What are the bad sides of □ Distracts me to other things like games or using poisonous clips □ Wastes students‟ time technology? □ reduces my ability to learn □ encourage cheating and copying 10 Does Government □ Yes or □ No School administration encourage using technology? XIX Part This part/ session seeks to receive your ideas of ICT use in English learning For each statement, you will tick the activities that you use ICT for your English learning More than one answer is accepted Activities Using online dictionaries „ Listening practice „ „ Searching for online English materials Using Google translation „ Speaking practice „ Writing practice Reading practice „ „ Using web-based flashcards to learn vocabulary „ Discussing assignments with friends via emails „ Sharing English learning in a forum „ XX APPENDIX Effectiveness of ICT in enhancing oral communication performance Please rate each item as how you fell when ICT are used as a material in enhancing your oral communication performance Please put a tick (√) mark on the appropriate column Using the following scale: Not Effective Much effective Less Effective Very much effective Effective No Statements Not Less Effective Effective I find it an interesting way to develop oral communication It is easier for me to imitate the intonation of native provided many speakers ICT has opportunities for me to listen to natural conversation and also spoken language ICT has provided me with an opportunity for extensive speaking Provide an opportunity of being exposed to different native speakers voices, slang, reduced speeches, stress, accents and dialects Provide rules and pattern of word used to communicate XXI Effective Much effective Very much effective I have developed my speaking skills and helped others by exchanging speaking strategies I have approached to a wide range of vocabulary and explored different cultural context I have been motivated to make use of authentic English speaking materials on my own 10 I have saved a lot of time working with my groupmates 11 I haven‟t had the uncomfortable feeling when I work with my teacher online XXII APPENDIX RUBRIC FOR ORAL COMMUNICATION SPEAKING Score Excellent (9-10) Good (7-8.9) Pronunciation -Sound pronounced and word stress are clear and accurate -Using appropriate intonation -Sound pronounced and word stress are rather clear and accurate -Using rather appropriate intonation Fair -Sound pronounced (5-6.9) and word stress are not really clear and accurate -Using intonation is not really appropriate Poor -Sound pronounced (4.9 and is too difficult to below) understand -There is no intonation in speech Vocabulary - Using more than 90 % of the word in the topic accurately and words in used are diverse to discuss in the topic Grammar -Using diverse and accurate grammar and structures in the curriculum Using complicated sentence and structures in quite good level - Using 75 % of the -Using relatively accurate word in the topic but and abundant (over 3/4 of words in used is not grammatical structures in diverse high school English program) Fluency Time -Fluently -Students use the speaking, with allotted time effectively little hesitation Organization -Students follow logical sequence and provides explanations/ elaboration -Speaking Students finish in time slowly but but has to through last quite fluently points to finish on time with little hesitation -Students followed a logical order and suitable explanation level -Using 50% of the Using sentence structure -Speaking -Students seems almost word in the topic and grammar inaccurately slowly and not be able to use and inadequately (about hesitantly grammar structures, they 50 percent of structures couldn't use complete and grammar in high sentences, they only school English program) answer with simple words and phrases -Using only below Students seems almost not Do not - Students could finish 50% of the word in be able to use grammar respond to below 50 percent of topic structures, they couldn't teacher‟s tasks before allotted -Using only some use complete sentences, questions time simple words or they only answer with -To speak with phrases simple words and phrases a catch and the answer is incoherent, -Students followed a logical order but limited explanation XXIII -Students limited in logical consequence (Jump around in presentation) ... teaching and learning of English Language in a large class It provides a lot of opportunities for teaching and learning The teacher for instance can combine offline and online teachings in order... sound and video to be combined in one device and the integration of the four basic skills of listening, speaking, reading and writing The application of multimedia computers in the teaching of language... use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning