BACKGROUND
Vietnam's economic open-door policy has significantly boosted the demand for English speakers, who are now essential for effective verbal communication with the global community and for accessing advanced technologies.
English has become essential for regional and global engagement, particularly in Quang Ngai, where its teaching is increasingly integrated into national development efforts As a result, there is a growing focus on English education in high schools, recognized as a foundational skill for further studies and employment in industrial sectors However, progress in enhancing English speaking skills remains limited.
Foreign language education has become a mandatory subject in schools and is one of the six national exams required for obtaining the High School Education Certificate, which is essential for pursuing higher education According to Holliday (1994), effective English language teaching methodologies must be tailored to the unique cultural contexts of individual classrooms Similarly, Canale and Swain (1980) emphasize that a communicative approach should address the specific communicative needs of learners Given that learners' needs differ based on their exposure to the target language and personal motivation, it is crucial to assess the communication requirements of Vietnamese learners before determining the appropriate teaching methodologies.
The rapid advancement of technology, particularly in computers and media, significantly influences various facets of society, especially in education Instructional technology continues to evolve at an unprecedented pace, making the internet an invaluable tool for creating dynamic learning environments This is particularly advantageous for English language learners, as it offers insights into diverse cultural perspectives on education, teacher interactions, and collaborative behaviors Additionally, the authenticity of online resources enhances the learning experience, further emphasizing the internet's role in modern education.
The internet provides students with access to authentic information and real-life experiences, moving beyond the confines of traditional textbooks With a vast array of resources available on numerous topics, learners can enhance their knowledge and understanding through diverse online content.
The internet enhances practical learning by empowering students to study independently, providing them with 24/7 access to information This autonomy allows them to actively participate in their education, as they can explore and absorb knowledge at their own pace without waiting for a teacher's instruction As noted by Benedict (2008), this self-directed approach fosters a deeper understanding and mastery of skills.
The internet significantly enhances interaction in education by connecting students and teachers globally, facilitating communication between peers from different countries This digital tool not only fosters engagement among students but also promotes collaboration within the classroom, leading to increased participation and positive mental stimulation.
In Quang Ngai Province, Vietnam, high school English training faces significant challenges, leading to a situation where students, despite seven years of study, struggle to speak the language The focus on grammar primarily aims to help students pass exams, leaving speaking and listening skills underdeveloped This raises critical questions for English teachers about how to effectively motivate students in these areas Moreover, the potential role of technology in enhancing speaking and listening skills remains largely unexplored, particularly at Le Khiet Aptitude High School, where tenth-grade students are adapting to new educational materials introduced by the Ministry of Training and Education.
These aspects of the setting produced the ideas from which this research begins.
RESEARCH PURPOSES
This research aims to explore the technology support tools available for teachers and students, assess how technology can enhance speaking and listening skills, determine its effectiveness in stimulating and maintaining student interest in these skills, and examine learners' attitudes towards instructional technology, including computers and other media.
The investigation focused on two teaching methods: one utilizing instructional technology (experimental) and the other conducted as a regular class It involved administering questionnaires to assess students' attitudes and motivation towards using technology in enhancing their speaking and listening skills Additionally, observations were made during the experimental classes, and the effectiveness of the teaching methods was evaluated through pre-tests and post-tests conducted before and after the experimental phase.
RESEARCH QUESTIONS
One major research question guides this study:
How do the factors of instructional technology influence learning English, especially in listening and speaking skills?
Two sub-questions are also addressed:
A What are the attitudes and motivation among Le Khiet High school’s students toward learning speaking and listening skills?
B What is the impact of instructional technology in learning speaking and listening skills?
This study aims to investigate the potential evolution of teaching and learning English speaking and listening skills through the integration of instructional technology It will examine how students' attitudes may influence their engagement and choice in utilizing these technological tools for enhanced learning experiences.
This descriptive study employs a mixed-methods approach, integrating both qualitative and quantitative techniques, including document reviews, classroom observations during experimental courses, and attitudinal questionnaires Utilizing diverse data collection methods facilitates triangulation in data analysis, enhancing the reliability and depth of the findings.
The relationship among learning, teaching and instructional technology
Achievement tests and attitude questionnaires to students were conducted to evaluate their perceptions towards the experimental course
Direct observation is also carried out along with the experimental teaching
Learning is a multifaceted process influenced by the dynamic relationships among learners, teachers, instruction, and the overall learning environment, as illustrated by Newby, Stepish, Lehman, and Russel (2000) This interaction can be visualized as a triangle, highlighting the interconnectedness of these elements Additionally, various external factors also impact learning, although this study focuses specifically on the context of Le Khiet High School The research methodology was tailored to explore these relationships and their effects on the learning process.
FIGURE 1.1 Relationship among learner, teacher, instruction and learning
Instructional technology significantly impacts various aspects of our lives, particularly in education; however, recent research on its application in English teaching—especially regarding speaking and listening skills—has been limited Key questions arise about how technology can enhance these skills and whether it can effectively engage students and improve their attitudes toward learning English through tools like computers and multimedia.
In conjunction with Vietnam's recent economic reforms known as doi moi, the country has also made significant strides in educational renovation According to the educational guidelines of the Socialist Republic of Vietnam, the focus is on fostering a positive and active learning environment that encourages creativity and enhances students' enthusiasm for learning and personal development.
English teaching in Quang Ngai currently falls short of meeting the demand for proficient English speakers Despite the introduction of new teacher training programs aimed at fostering communicative teaching skills, there has been limited progress in enhancing teaching methods in English classes utilizing the communicative approach.
The role of technology in education remains inconsistent and inadequate, particularly in teaching English listening and speaking skills Frequent shifts in teaching methodologies have resulted in both advantages and social challenges that require significant time to address As societal changes impact students' mindsets, they are increasingly motivated to enhance their own learning and engage with peers globally Gathering diverse perspectives, especially from students, is essential to understand the factors that affect their education and life This study aims to explore the enhancement of listening and speaking skills, alongside students' attitudes and motivation, within the current English teaching framework that emphasizes grammar and vocabulary By fostering independent learning and creativity, this research seeks to improve overall teaching quality and enhance students' English communication skills, ultimately saving time and resources in language education.
This study serves as a comprehensive report addressing methodological issues and offers targeted recommendations for future improvements Additionally, it provides valuable insights for educators interested in incorporating technology into their English teaching practices, facilitating the development of innovative applications and actionable plans for effective future instruction.
This study explores the technology support tools available for enhancing speaking and listening skills among teachers and students, focusing on how these tools can stimulate interest in learning and improve engagement It specifically examines the attitudes of both teachers and learners towards instructional technology, including computers and various media Conducted at Le Khiet High School, a key educational institution in Quang Ngai province, the research emphasizes the experiences of tenth-grade students utilizing a newly designed English curriculum aimed at developing all four language skills Data was collected through a questionnaire administered to students at the school.
Due to the nature of this study and the research methods of data collection, generalizations and recommendations will be limited to the tenth-formed students in
Le Khiet High School, Quang Ngai province
The use of instructional technology in education is primarily restricted to computers, PowerPoint presentations, and internet resources for studying both in and out of the classroom Additionally, the specific characteristics of the student sample in this study may restrict the ability to generalize findings to other contexts Nonetheless, the recommendations derived from this research will assist English teachers at Le Khiet High School and could also be advantageous for educators in comparable situations.
Generally, instructional technology is defined as:
1 Scientific study and use of mechanical arts and applied sciences;
2 “Application of technical tasks” (Hornby, 1992: 29)
Instructional technology encompasses more than just modern devices like computers and multimedia tools; it represents a broader concept that extends beyond mere machines Understanding this distinction is crucial for effectively integrating technology into educational practices.
First, technologies are not only computers but blackboards, pens, pencil sharpeners’, rulers and even chalks as well
Second, technology does not merely imply the uses of machines, but refer to as any applications of scientific or other organized knowledge to practical tasks
Technology other than computers is utilized in any innovative way of teaching and is divided into two categories: product and process technology
According to Hooper and Rieber (1995), there have been two main types of technology labeled as “product technologies” and “idea technologies.”
Product or hard technologies encompass both hardware and software components Hardware includes machine-oriented items like film strips, movies, audiocassette players, videocassette players, laserdiscs, computers, and CD-ROMs On the other hand, software technologies consist of print-based materials such as books, worksheets, and overhead transparencies, alongside computer software like computer-assisted instruction programs.
Unlike tangible product technologies, idea or process technologies lack physical forms They are often embodied within product technologies and represent techniques or methodologies applied to address problems and practical tasks As noted by Hooper and Rieber (1995: 34), idea technologies focus on innovative thinking approaches.
“The benefit of technology so not simply it’s potential to replicate
Existing educational practice, but its ability to combine idea and product technologies encourages students to enlarge in deeper cognitive activity”
Generally, to be used effectively, idea and product technologies must be united
Throughout the history of education, technology has been introduced at various stages with the expectation of improving teaching and learning As both technology and education have evolved, numerous concepts related to instructional and educational technologies have emerged.
Generalizing from the previous definitions, instructional technology (IT) has been defined as:
“Applying scientific knowledge about human learning to the practical tasks of teaching and learning” (Heinnich, Molenda, &
Newby, Stepich, Lehamn and Russel (2000) identified that IT acts as a match between linguists and teachers According to them,
“Instructional technology is the bridge between who conduct research on human learning and those who are teaching and learning” (p10)
Instructional technology encompasses more than just media used for teaching; it goes beyond mere information transfer and includes various tools like computers, projectors, and cassette players It represents a comprehensive approach to education that integrates technology to enhance learning experiences.
“It is a complex field that is equally concerned with the processes of learning as it is with the products that support learning”
IT, therefore, affects especially instructional problems Meanwhile, educational technology affects all educational endeavors including scheduling, registering, budgeting, etc