Change in percentage of students’ retention after the application
Objectives and significance of the study
This study aims to investigate the impact of technology-assisted teaching on enhancing 10th-grade students' performance in English listening skills at Ngoc Hoi High School (NHHS) It seeks to transform students' attitudes towards listening and increase their engagement in English listening classes Additionally, the research explores the perceived benefits of technology-assisted teaching in improving listening comprehension Finally, it recommends effective strategies for teaching listening comprehension to further enhance students' skills in this area.
This study aims to improve the teaching and learning of English listening comprehension at NHHS, ultimately enhancing students' English language skills.
Research questions
To achieve the aims which are mentioned above, this study was designed to test the following hypothesis:
- Hypothesis: Technology-assisted teaching helps to improve students‟ listening comprehension
In order to draw the conclusion on how hypothesis would be accepted, the following research questions are raised:
1, To what extent does technology- assisted teaching help to improve students’ listening comprehension as measured by the difference between their pretest and posttest scores ?
2, How much do students perceive the benefits of technology- assisted teaching to their listening comprehension ?
The study aims to benefit NHHS teachers, particularly those focused on listening instruction, by highlighting the positive effects of technology-assisted teaching on students' listening comprehension It will also reveal the perceived advantages of such technology in enhancing listening skills Ultimately, the findings will deepen our understanding of technology's role in language teaching and learning overall.
Scope of the study
This study focuses on enhancing listening skills in English among 10th form students at NHHS, utilizing the regular English textbook 10 The selection of participants is based on convenience, as the researcher is currently teaching this group.
In this study, the term “technology” is used in a very narrow sense In fact,
In this study, "technology" specifically refers to the use of PowerPoint as a tool to enhance listening comprehension in the classroom The researcher acknowledges that technology encompasses more than just PowerPoint; however, she has chosen to use the term in this limited context, as it is the most relevant interpretation within her educational environment.
This study utilizes a quasi-experimental design to achieve its objectives, as outlined by Seliger and Shohamy (1989:136) The key components of this research include the population of 10th-grade students at NHHS, the treatment involving technology-assisted teaching, and the measurement of the treatment's effectiveness using a t-test Data for the study were collected through various instruments.
* Pre and post-tests which were designed by the researcher to find out the students‟ ability in listening comprehension
The questionnaires administered to students participating in the experiment served as a valuable tool to identify the perceived benefits of technology-assisted teaching, specifically focusing on the impact of PowerPoint presentations on listening comprehension.
The thesis consists of three main parts:
This study introduces the rationale behind the research, outlining its aims and key questions It defines the scope of the investigation, details the research methods employed, and provides an overview of the study's content.
Part B is the development, which includes three chapters as follows:
*Chapter 1 is the Literature review This chapter presents all the related theoretical background that precedes and necessitates the information of the research
*Chapter 2 describes the research methods used in the study with some necessary components
Chapter 3 provides an in-depth analysis of the data, presenting a comprehensive discussion of the study's findings This section includes detailed explanations and interpretations of the results, enhancing the understanding of the research outcomes.
Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study.
Organization of the study
The thesis consists of three main parts:
This study begins with an introduction that outlines the research's rationale, aims, and key questions It defines the scope of the investigation, details the research methodology employed, and provides a roadmap for the content that follows.
Part B is the development, which includes three chapters as follows:
*Chapter 1 is the Literature review This chapter presents all the related theoretical background that precedes and necessitates the information of the research
*Chapter 2 describes the research methods used in the study with some necessary components
Chapter 3 provides an in-depth analysis of the data and a comprehensive discussion of the study's findings, offering explanations and interpretations that enhance understanding of the results.
Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study.
LITERATURE REVIEW
Listening comprehension
English listening skills are increasingly acknowledged as essential for effective language learning and communication In the past twenty years, a renewed focus on developing communicative competence in language education has led to a greater emphasis on listening comprehension within classrooms Scholars hold varying perspectives on what constitutes listening comprehension, highlighting its complexity and significance in language acquisition.
Underwood (1989) defines listening as the process of actively paying attention to sounds and deriving meaning from them She highlights the importance of listener awareness through the phrase "paying attention," emphasizing that effective listening focuses on understanding the overall meaning of utterances rather than just individual words.
Listening comprehension is an active and conscious process where listeners construct meaning by utilizing contextual cues and their existing knowledge This process involves employing various strategic resources to effectively meet the task requirements, as defined by O'Malley & Chamot (1989).
Buck (2001: 247) provide a broader definition of listening comprehension:
Listening is a multifaceted process where listeners decode acoustic signals and interpret them using a blend of linguistic and non-linguistic knowledge Linguistic knowledge encompasses aspects such as phonology, vocabulary, syntax, semantics, discourse structure, pragmatics, and sociolinguistics In contrast, non-linguistic knowledge involves understanding the topic, context, and general world knowledge, all of which contribute to effective listening comprehension.
Listening comprehension encompasses the processes that enhance how individuals interpret sounds and derive meaning It requires listeners to actively engage with auditory information, enabling them to process, understand, evaluate, and respond effectively to what they hear Active listening is essential for achieving these outcomes.
From the concept of listening comprehension above, in this study the students‟ listening comprehension is their performance on the listening tests
1.1.2 The importance of listening in second language learning
English listening is crucial for language acquisition, as it provides essential input for learners According to Rost, effective listening instruction enhances second language (L2) teaching by allowing learners to engage with authentic spoken language and interact meaningfully Additionally, teachers can use listening exercises to highlight new vocabulary, grammar, and interaction patterns, fostering greater language proficiency Ultimately, listening skills are foundational to successful language learning and development.
According to second language acquisition theory, language input is crucial for language development, with listening being a vital skill Krashen (1985) emphasizes that individuals acquire language by comprehending the linguistic information they hear, making listening ability essential for receiving understandable input Rost (1994) also highlights the significance of listening in the classroom, as it provides necessary input for students Without comprehensible input at an appropriate level, effective learning is hindered, especially since students spend a significant amount of time listening to their teachers' lectures.
According to Nichols and Stevens (as cited in Elkhafaifi, 2005), listening is the most utilized language skill in learning, accounting for 45% of communication, compared to 30% for speaking, 16% for reading, and just 9% for writing This highlights listening as a crucial skill in language acquisition (Nunan, 2002) Therefore, it is imperative that students are taught to listen effectively and critically, making it essential for language teachers to facilitate the development of effective listening skills in their students.
1.1.3 Some challenges of listening to the learners
Listening is usually a hard skill to master in one‟s own language as well as in second language acquisition.There have been different views about factors that affect listening comprehension:
Brown and Yule identify four key factors that contribute to challenges in listening comprehension: the speaker, the listener, the content, and the support provided.
Listening comprehension can be hindered by four key factors: the speaker, which encompasses the number of speakers, their speed, and accents; the listeners, which includes their roles, the level of response needed, and their interest in the topic; the content, involving vocabulary, grammar, information structure, and background knowledge; and support, referring to the presence of visual aids such as pictures and diagrams.
Mary Underwood (1989) identifies seven challenges learners face when developing listening skills, including fast speech, lack of repetition, limited vocabulary, difficulty recognizing signals, interpretation issues, concentration difficulties, and ingrained learning habits Additionally, unfamiliar topics can hinder concentration, posing a significant barrier to effective listening Underwood emphasizes that when students find a topic interesting, their ability to concentrate improves, making listening activities more enjoyable and engaging This engagement not only enhances classroom participation but also helps mitigate the negative impacts of the aforementioned challenges.
Vocabulary limitations pose a significant challenge for learners, particularly when encountering unfamiliar words in listening texts These new words can hinder comprehension, as noted by Underwood (1989:17), who stated that an unknown word can act as a barrier, distracting listeners and causing them to miss subsequent parts of the speech.
Insufficient background knowledge, often referred to as prior knowledge or schemata, can hinder student performance According to Underwood (1989: 19), students lacking familiarity with the context may struggle significantly to interpret spoken words, despite being able to grasp their basic surface meaning.
Students face numerous challenges in listening comprehension, which necessitates that teachers address these issues to help learners overcome their difficulties and achieve success Utilizing PowerPoint presentations can serve as an effective tool to enhance listening skills and support students in their comprehension journey.
According to Underwood (1989: 30-74), effective listening lessons are structured into three key stages: pre-listening, while-listening, and post-listening This three-stage model is widely adopted by educators due to its effectiveness in enhancing listening skills Each stage serves distinct purposes, incorporates specific activities, and requires careful time management to optimize learning outcomes.
Technology-assisted teaching
This section explores technology-assisted teaching, encompassing four key areas: the definition of technology-assisted teaching, the impact of technology on language instruction, a review of previous studies, and the use of PowerPoint in creating engaging activities for listening lessons.
1.2.1 Definition of technology- assisted teaching
Technology-assisted teaching encompasses various definitions, with some educators viewing it as the use of media images, audio, or digital devices in instruction Others define it as the application of computers and electronic equipment in the educational process (Muffoletto, 1994) For this thesis, technology-assisted teaching is defined as educational technology, which involves the ethical practice of enhancing learning and performance through the creation, use, and management of suitable technological resources and processes (AECT, 2004).
In this study, the term “technology” is used in a very narrow sense In fact,
In this study, "technology" is defined as the use of PowerPoint to enhance the teaching and learning of listening comprehension According to Kisito, PowerPoint presentations consist of individual pages known as "slides," which can include text, graphics, sound, videos, and other elements arranged freely Additionally, PowerPoint allows for a consistent presentation style through the use of templates or a "Slide Master" (Kisito, F 2007:1-2).
1.2.2 Role of technology in language teaching
Information Technology, especially computers, has significantly transformed English Language Teaching Hutchens (2004) asserts that integrating technology enables educators to create innovative teaching strategies that enhance student learning and comprehension, making it essential for classroom implementation He emphasizes that technology serves as an effective tool for disseminating information and fostering a dynamic learning environment.
In 2004, researchers highlighted the substantial potential of Computer Assisted Language Learning (CALL) in enhancing learners' conscious understanding of language CALL is effective in improving listening and reading comprehension skills, as well as aiding in pronunciation development.
Numerous researchers have supported the use of multimedial technology for EFL instruction ( Jonassen 2000; Kitao 1995; Kang 1999; Pino-Silva 2002,2004; Stepp-Greany
2002) (cited in Carlos A Mayora) Their researches show that using multimedial technology in the classroom:
+ helps teachers to deal more effectively with a large group of students
+ makes the introducion and presentation of content more dynamic and attractive for students
+ increases student motivation due to the interactive nature of the activities
+ introduces a variety of print, audio, and visual materials that match different student learning styles and preferences
A computer enables teachers to offer diverse learning experiences, enhancing language acquisition According to Garrett, it offers essential textual support for listening, such as transcripts, glossaries, and structural clues This support is especially beneficial for pre-intermediate language learners, where literacy and formal language knowledge significantly impact comprehension.
In Vietnam, many educators primarily associate information technology (IT) with the use of PowerPoint, a widely used software within Microsoft packages PowerPoint allows teachers to create dynamic presentations that enhance the explanation of various topics and provide diverse tasks for students Its main function is to facilitate the creation of engaging slide shows that incorporate text, graphics, and animations, which can be displayed on projection screens during educational sessions Additionally, these slides can be organized and printed as handouts for students' reference With PowerPoint, educators can develop charts, tables, and macros, as well as integrate images, audio, video, and other multimedia elements to enrich their teaching methods Although PowerPoint has existed for years, its adoption in schools and English Language Teaching (ELT) classrooms has surged as more educators gain access to the necessary technology, making it an increasingly popular tool for enhancing learning experiences in the classroom.
Technology-assisted instruction significantly enhances student performance, learning, and satisfaction in education (Hutchen, 2004) Research indicates that it fosters a rich and efficient learning environment (Garrett, 2009), with computer technology providing innovative methods for improving oral and listening skills (Liu, 2001) The benefits of Computer-Assisted Language Learning (CALL) are widely recognized among educators, who agree on its effectiveness as an instructional tool (Kern, 2006) Effective technology use can greatly influence student learning experiences, as highlighted by Byk (2008), who emphasizes the value of visual aids and interactive content Additionally, Scrivener (2005) notes that presentation programs like Microsoft PowerPoint can creatively display information, enhancing the overall learning experience.
The M.A thesis conducted by Huong, N.T (2010) mentioned the effectiveness of
IT in language classroom as follow:
Incorporating projectors in language classrooms enhances the teaching experience by enabling engaging slide presentations This approach has significantly increased student interest and participation in activities, leading to a more interactive and effective language learning environment Motivated students are the ideal outcome for educators, and utilizing information technology is one of the most effective strategies to achieve this goal.
According to Kisito (2007), many educators recognize Microsoft PowerPoint as an effective visual tool for enhancing instruction, as it enables the integration of both text and graphics, which aids in retention and learning When utilized thoughtfully, PowerPoint can significantly energize classroom activities and engage students' interest.
Research indicates that the use of PowerPoint presentations in language teaching, particularly for enhancing listening skills, is essential and beneficial.
1.2.4 The application of Powerpoint in designing the activities of a listening lesson
As a high school teacher, the author effectively utilizes PowerPoint presentations to enhance English instruction, particularly in developing listening skills The article outlines various activities implemented during the three key stages of a listening lesson: the pre-listening stage, while-listening stage, and post-listening stage, referencing lesson plans from Units 11, 12, and 14.
The goal of this stage is to familiarize students with the spoken text's topic, enhance their background knowledge, and spark their interest Teachers can achieve this by pre-teaching challenging vocabulary and grammar structures, as well as encouraging students to predict the text's content through engaging activities such as games, crosswords, or matching exercises.
Below are some activities used to pre-teach listening skill in unit 11 and unit 12 (English of 10 th form) with the aid of the Powerpoint presentations
In Unit 11 of the 10th-grade English curriculum, the listening lesson focuses on "National Parks." Educators can utilize PowerPoint to create engaging pre-listening activities, where students view photographs of Cuc Phuong National Park They will then listen to a segment of the song dedicated to Cuc Phuong National Park, prompting them to guess the location and share their insights based on their existing knowledge of the park.
Picture 1: Screen of pre-listening picture guessing designed with the use of Powerpoint – unit 11
Which place do you think of when you look at these images and listen to this part of the song
In Unit 12 of the 10th-grade English curriculum, centered around the theme of "Music," teachers can engage students with a crossword game about music using PowerPoint This interactive activity allows students to discover words related to music, enhancing their interest in the topic Following the game, students participate in a warm-up exercise to uncover the key word "Van Cao." The teacher can then introduce the new lesson by providing additional information about the renowned musician Van Cao, setting the stage for deeper exploration of his contributions to music.
Picture 2: Screent of the pre-listening crossword designed with Powerpoint – unit 12
METHODS OF THE STUDY
Background of the study
This section focuses on NHHS, the institution where the researcher conducts her studies It highlights key factors influencing her research, including the school's teaching and learning environment, as well as the English syllabus implemented for grade 10 students.
2.1.1 Ngoc Hoi school and its teaching and learning conditions
Ngoc Hoi High School, established in 1966 in Thanh Tri district, Hanoi, is renowned for its high teaching and learning quality, contributing significantly to national education The school employs over eighty teachers, including eight English instructors, and serves 1,584 students across 36 classes Despite a focus on Math, Physics, and Chemistry for university entrance exams, NHHS English teachers are dedicated to enhancing their teaching methods to engage and motivate students in learning the language.
IT to their teaching to motivate their students to learn English
In recent years, NHHS has embraced technology in education, notably with the establishment of a multi-functional room featuring a computer and projector in 2004, facilitating the integration of information technology into language teaching By 2007, the school significantly enhanced its teaching resources, equipping five classrooms with Wi-Fi, computers, loudspeakers, headphones, microphones, overhead projectors, PowerPoint screens, and video players This technological advancement has transformed English language teaching, allowing teachers to create engaging electronic lesson plans with visual and audio aids, making lessons more interesting and accessible for students As a result, students show increased enthusiasm for these electronic lessons, and during listening exercises, they benefit from exposure to tape recordings or CDs, helping them become familiar with native accents.
At NHHS, the new English textbooks, adopted four years ago, utilize a theme-based approach for language instruction and are now mandatory for teaching English across all grades and schools Each textbook features sixteen units, each comprising five sections: reading, speaking, listening, writing, and language focus.
10, there are twenty listening periods with different topics They are arranged as follows:
Unit 1:A day in the life of ………( A cyclo‟s morning activities)
Test yourself A: Martin Luther King‟s background
Unit 4: Special Education (Vang Trang Khuyet Club)
Unit 5: Technology and you ( An old company director‟s experience of learning how to use a computer)
Unit 6: An excursion ( The weekend picnic)
Unit 7: The mass media ( Some radio news)
Unit 8: The story of my village ( Popffero town)
Test yourself C: Sheila Brooks‟s village
Unit 14: The world cup ( Pele- a famous footbal player)
Unit 15: Cities ( The Statue of Liberty)
Unit 16:Historical Places ( Hoi An – an ancient town)
This is the background where I has done my research The next section will deal with the methods of the study.
Methods of the study
This section focuses on the quasi-experimental method utilized in this study, aiming to define and enhance understanding of this research approach.
2.2.1.1 Definitionof the quasi-experimental method
The quasi-experimental method, as defined by Campbell and Stanley (1963), is based on existing real-world situations and is characterized by the challenge of controlling many variables, making it difficult to assign subjects to specific groups Unlike traditional experiments, quasi-experimental studies do not randomly assign participants to treatment and control groups; instead, they compare outcomes between individuals who receive program activities and those who do not, as noted by Herbert W Seliger and Elana Shohamy (1989).
2.2.1.2 Rational of using a quasi-experimental method
There are some reasons why a quasi- experimental method is used
Quasi-experimental research is more representative of real educational conditions, as laboratory settings are often impractical (Campbell & Stanley, 1963) According to Seliger and Shohamy (1989), this approach has greater external validity due to its alignment with typical educational environments Consequently, quasi-experimental designs tend to face less resistance from language teachers, the primary consumers of research Additionally, these designs facilitate easier access to subject populations, making them suitable for teacher-led research focused on exploring specific educational concepts (Seliger & Shohamy, 1998).
Second, quasi-experimental method is carried out to test a hypothesis about a
“cause-and-effect relationship” Specifically, classroom researchers use control and experimental groups to test their hypotheses about the effects of implementing a particular methodological treatment in language teaching (Allwright, 1991:41)
This study aims to investigate the causal relationship between technology-assisted teaching and students' listening competence, utilizing a quasi-experimental design to effectively achieve its objectives The following section will detail the research subjects and the instruments used for data collection.
The study involved 160 grade 10 students from Ngoc Hoi High School, specifically from classes 10A3, 10A5, 10A8, and 10A10, where the researcher taught English Although these students were expected to have a pre-intermediate level in English, most of them struggled to meet this benchmark, as evidenced by their consistently low performance in English compared to other core subjects Consequently, it can be concluded that the majority of these students exhibit low English competence To investigate the impact of different teaching methods, the students were divided into two groups: the experimental group, which received technology-assisted instruction during listening lessons, and the control group, which engaged in traditional, non-technology-assisted teaching for the same skill.
The study utilized two data collection instruments: pre and post-tests, along with a questionnaire This dual approach enhances the accuracy and reliability of the gathered data, as insights from one method can inform and improve the other.
Prior to the treatment, a pre-treatment test was developed to assess students' listening comprehension abilities Following the treatment, a post-treatment test was conducted to evaluate the changes in listening competence among experimental students, as well as to compare results with a control group Both tests were formatted identically and specifically tailored for pre-intermediate level students, ensuring high quality and consistency in assessment.
*The tasks in both pre and post test must be equal in terms of the difficulty
*The task types in the pre and post test are similar Each listening test has three tasks including gap-filling, true or false and question-answering
Both the pre-test and test listening tasks cover similar topics Task 1 focuses on individuals' backgrounds, Task 2 features discussions about various countries, and Task 3 centers on National Parks.
The two tests elaborated to trace learners‟ progress in their listening comprehension skills had the following characteristics:
A pre-test and a post-test were designed to check the learners‟ ability in listening comprehension Both pre-test and post-test consist three sections:
Part I: In this section, students had to listen to a talk about a personal background and fill in blanks with the information about him/her in 6 blanks
Part II: In this section, students had to listen to some talks about some countries in the world and decided whether the statements about these countries are true or false
Part III: In this section, students had to listen to some talks about some National Parks in the world and answered 4 questions (Appendix 1)
The researcher designed tests to evaluate students' sub listening skills, including listening for specific details, interpretation, and comprehension, which were practiced during eight listening lessons using PowerPoint presentations This approach allowed for a thorough analysis of test results to investigate the impact of PowerPoint presentations on students' listening comprehension.
Both tests were evaluated by the researcher using the following marks: 1:Correct and 0: Incorrect
The similarities between the two tests enhance the reliability and validity of the research conducted on listening comprehension A total of 160 students across four different classes participated in the study, where their results were analyzed using mean scores The comparison of pre-test and post-test scores revealed changes in students' listening comprehension abilities following technology-assisted instruction Detailed descriptions of the pre and post-treatment tests can be found in Appendix 1.
A questionnaire was utilized to assess experimental students' attitudes towards technology-assisted listening lessons As noted by Nunan (2000), questionnaires are a widely used method for data collection This particular questionnaire comprised eight questions aimed at exploring key aspects of the researcher's investigation (see Appendix 2).
+ Question 1 worked out students‟ self –assessment on the importance of the application of the Powerpoint presentations in teaching and learning listening
+ Questions 2 and 3 were intended to discover students‟ assessment about the effectiveness of the application of the Powerpoint presentations in teaching and learning listening skill
The study focused on assessing the improvement in students' listening skills through the use of PowerPoint presentations, specifically addressing questions 4, 5, 6, and 7 Additionally, question 8 aimed to explore the benefits of implementing PowerPoint presentations in the teaching and learning of listening skills at NHHS.
Questionnaire for students was in Vietnamese so that there was no misunderstanding of the questions, which helped ensure the reliability and validity of data collected
The study was conducted four months, beginning from 20 th January, 2011 and finishing by May 20th, 2011 at Ngoc Hoi high school.The procedures are as follows:
A pre-test was administered to two groups of students who had completed the first term, consisting of 60 English lessons, and acquired foundational knowledge and familiarity with the four skills of English In the first week of the second term, the teacher conducted a general revision of the material covered previously During a listening lesson, both groups completed listening tasks that served as the basis for the pre-test, which was essential for assessing their abilities before implementing different teaching methods The teacher-researcher evaluated the pre-test results according to specific scoring criteria outlined in Appendix 3.
The researcher compared the pretest scores of four classes and subsequently taught listening skills to both the control group (10 A3 & 10 A5) and the experimental group (10 A8 & 10 A10) according to the school's timetable, using different instructional methods The control group received traditional, non-technology-assisted listening lessons, while the experimental group benefited from technology-assisted teaching Throughout the instruction, the researcher focused on monitoring student participation, improvement, and engagement in classroom activities.
DATA ANALYSIS AND DICSUSSION
The findings of the study
3.1.1 The results of listening tests
3.1.1.1 The results of pre-tests scores of the two groups
The results from the pre-tests of both groups were analyzed as follow:
P(T