Faculty of Arts,
Education & Human Development
Assignment Cover Sheet
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Family Name: Phan
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First Name: Đình Tuấn
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Student ID Number:
3902491
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Unit Code: AED5100
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Unit Title: EDUCATION RESEARCH
DESIGN AND METHODS
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Assignment Title: THE TEACHER USE OF
EDUCATIONAL TECHNOLOGY
FOR MOTIVATING ENGLISH MAJORS TO SPEAK ENGLISH
IN THE
CLASSROOM AT
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Name of Lecturer: Dr.
Mark Vicars
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Tutorial Group (Day
& Time):
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Date Submitted: 26.
9. 2011
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Student Contact
Telephone No./Student Email Address:
Telephone No. +84908.999.466 Email address: tuanphandinh@yahoo.com
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Plagiarism and
Collusion
Plagiarism is a practice that involves the using of another person’s intellectual
output and presenting it as one’s own’. This includes the presentation of
work that has been copied, in whole or part, from other sources (including
other students’ work, published books or periodicals, or unpublished works or
unauthorized collaboration with other persons), without due acknowledgement.
Student Declaration
I declare that this assignment is original and
has not been submitted for assessment elsewhere.
Signed: Dated: 26. 9. 2011
Consequences of Plagiarism and Collusion
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Student Declaration
I declare that this assignment is original and
has not been submitted for assessment elsewhere.
I declare that this assignment is my own work
and does not involve plagiarism or collusion.
I give my consent for the electronic version to
be examined by relevant plagiarism software programs.
I have made a photocopy or electronic copy of
my assignment, which I can produce if the original is lost for any reason.
Signed: Dated: 26. 9. 2011
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A student found guilty of plagiarism will be
subject to some or all of the following:
Referral to Course Coordinator for: counseling; submission
of further work; use of the services of Student Learning Unit; the placing of a
record of the alleged infringement on the student’s file.
Referral of the matter to the Head of
School for: issuing of written warning; re-submission of work for assessment
or the undertaking of another form of assessment such as an oral or unseen
examination; allocation of a fail grade to part or all of the assessment;
allocation a fail grade to the subject.
Referral of the matter to the Dean for: suspension from the
course; official disciplinary action by the University Disciplinary Committee
TABLE OF
CONTENTS
INTRODUCTION ……………….……………………..……….. 1
METHODOLOGY REVIEW………….….………………...….. 3
What
is a case study?..……………………………….…….....
3
Literature
Review ……………………………………………..5
Surveys …..…….………………………….………...…..…......7
Questionnaires ..…………………..…………..……..……...8
Interviews..………………………………..…….….……..
12
Summary…………….…………………..…………….….
14
CONCLUSION …………….…………………………….…….. 15
REFERENCE …………………………………………….…….. 17
THE TEACHER USE OF
EDUCATIONAL TECHNOLOGY FOR MOTIVATING
ENGLISH MAJORS TO SPEAK
ENGLISH
IN THE CLASSROOM AT BENTRE COLLEGE
IN VIETNAM
INTRODUCTION
Education is the motivation and goal
for development. Most countries in the
world would like to boost their social and economic developments through
education reforms. Like other countries, Vietnam Vietnam
Education reforms make positive
changes. In parallel with the recent changes in coursebooks, teacher training,
testing systems and evaluations, great changes in teaching methods by using
educational technology (ET) are considered as key strategies to carry out
education reforms successfully. Among those changes in the methods is a clearly
seen change in the methods of teaching and learning English as a foreign
language (EFL) by means of ET tools. ET has shed light on these positive
changes which improves EFL students learning outcomes (Dix, 2005, p. 15).
ET, however, is thought to hinder EFL
teaching and learning on account of students’ stress and the lack of technological
tools such as computers, relevant hardware and software, overhead projectors (Abbas,
Z. & Abbas, S., 2010, p. 14).… To obtain an in – depth understanding of ET
advantages and disadvantages, I have decided to do a research on ET impacts on
EFL teaching and leaning. This research aims to
answer the two questions:
a.
How does the teacher use of ET motivate English majors to speak English in the
EFL classrooms at Bentre
College
b.
What do the results of this study imply for teachers of EFL, English majors,
and administrators at Bentre
College
This paper is a qualitative case
study carried out at Bentre College in Bentre Province
- one of the poorest provinces in Vietnam Bentre College Bentre College
REVIEW OF RESEARCH METHODOLOGY
In order to deal with the two
research questions above, I would like to get a full understanding of a case
study. Besides that, to explore the use of a case study, I also review useful
methods which are often employed in a case study such as literature review and surveys.
What Is a Case Study?
According to Wikipedia (2011), a free
encyclopedia, a case study is
defined as
an intensive
analysis of an individual unit (e.g., a person, group, or event) stressing
developmental factors in relation to context. The case study is common in social
sciences and life sciences. Case studies may be descriptive or
explanatory. The latter type is used to explore causation in order to find
underlying principles. (retrieved from http://en.wikipedia.org/wiki/Case_study
on 5th September
2011)
In other words, a case study is briefly
a thorough study of a specific circumstance. A case study research can be a
single case (Wikipedia, 2011) such as the case of Midsize Middle Eastern
University by Ahmed, Alginahi, Tayan, Siddiqi, Sharif, Alharby, and Nour (2009).
A case study research can also be multiple ones (Wikipeadia, 2011) such as the cases
of South Africa , the Mauritius , Warren County
Another important point of a case study
to remember is that it “can be based on any mix of qualitative and quantitative
evidence” (Wikipedia, 2011). This allows researchers to have various
methodological approaches which help them achieve the different research aims
successfully. Eng (2005), for example, uses quantitative methods in the case of
the American studies and a combinatrion of quantitative and qualitative methods
in the case of British studies. In each case, he has separate findings and
implications which serve the purposes of the case.
From what I have known about a case
study, it is valid for me to use this methodology to explore the impacts of ET
on EFL teaching and learning in the context of Bentre
Province in Vietnam
Literature Review
Literature reviews are a good way to
get background information on an intended research question. They are a summary
and evaluation of information found in related research. To collect data, Pinar
(2010), AbuSeileek (2007), Bahrani (2011), Abbas, Z. and Abbas, S. (2010) and
Yang (2007) consider a review of literature as an important search for secondary
source. They do this to broaden their knowledge, to know what has been done
previously, to identify the gaps in knowledge, to discover the connections or
other relations between different research results and to appreciate the strong
and weak points of the research methods. In other words, this method is the
essential one to get basic knowledge on the research question. And thus, when researchers
identify the eligible sources of information to serve the research questions, they decrease the threats to the validity and improve
the reliability of the research.
I confirm that conducting the
literature review of my two research questions provides general secondary knowledge
on ET impacts on EFL teaching and learning and the contexts involved. The more
knowledge I have, the better I understand the research problem. Using this
method, I also focus on critical points of the use of a case study methodology.
From that, I explore the use of specifiec methods for a case in order to adopt
and adapt in my future one. In conclusion, the literature review helps me with
the summary and analysis of literature so that I can draw conclusions that
provide a more comprehensive understanding of the teacher use of ET in EFL
teaching and learning in the context of Bentre
Province in Vietnam
However, it should be remembered that
there are problems when researchers collect data through research reviews. They
are problems of data overload and irrelevant data which decrease creativity and
increase the threats to validity. In order to avoid these, I think I had better
make a list of impartant points that I have to make sure that they are focused
and concise during the information search.
Surveys
Researchers conduct surveys to
collect primary data. Surveys are a useful and effective way of collecting data
from a large number of participants. Researchers can save much time and money not
only because surveys are cheap but also because only questions of the study
area are made and analysed (Wikipedia, 2011). Abbas, Z. and Abbas, S. (2010),
Gracía (2009), Yang (2007), Ahmed,
Alginahi, Tayan, Siddiqi, Sharif, Alharby, and Nour (2009), Dorherty (2011), and
Pinar (2010) carry out surveys in the form of
questionnaires and interviews. Their questionnaire and interview methods are summarised,
analysed, and discussed in their contexts of the research and then considered
in my case as follows:
Questionaires
Questionnaires are
a series of questions used for gathering information. Wikipedia (2011) adds
that
A distinction is made between open-ended and closed-ended questions. An
open-ended question asks the respondent to formulate his own answer, whereas a
closed-ended question has the respondent pick an answer from a given number of
options. The response options for a closed-ended question should be exhaustive
and mutually exclusive. Four types of response scales for closed-ended
questions are distinguished:
§ Dichotomous, where the respondent has two
options
§ Nominal-polytomous, where the respondent has
more than two unordered options
§ Ordinal-polytomous, where the respondent has
more than two ordered options
§ (Bounded)
Continuous, where the respondent is presented with a continuous scale. (retrieved
from http://en.wikipedia.org/wiki/Questionnaire
on 5th September 2011)
Moreover, questionnaires have advantages over other types of
surveys due to low cost, less effort from the questioner, and their
standardized answers which facilitate the compilation of data (Wikipedia,
2011). However, questionnaires may not be practical in some other cases in that
respondants’ reading ability is not good enough to reply to questions
(Wikipedia, 2011).
Another important thing is that researchers should get a full
understanding of questionnaire construction, question sequence, and
questionnaire administration modes. The threads to the reliability and validity
of the chosen methods increase if basic rules of questionnaire construction,
question sequence, and questionnaire administration modes are broken.
Therefore, questions should be clear, simple, and easily understandable. They
have to be logical in a given order such as the order of importance, the order
of time or place… (Wikipedia, 2011)
Ahmed, Alginahi, Tayan, Siddiqi, Sharif, Alharby, and Nour
(2009), Abbas, Z. and Abbas, S. (2010), Gracía (2009), and Yang (2007) conduct
questionanaires to collect the data. All of them are successful. Their questionanaires
share remarkable points of similarity and difference as follows:
First, some researchers
describe the types of quetions (Abbas, Z. and Abbas, S., 2010; Ahmed, Alginahi,
Tayan, Siddiqi, Sharif, Alharby, and Nour, 2009). These questions are of both
open – ended and close – ended ones such as True/False, multiple choice,
Wh-questions or short answer questions. Some others do not mention any types of
questions (Yang, 2007; Gracía, 2009). Types of
questions show whether the questionnaire is part of surveys or part of tests. The
former kind refers to questions on preference, behaviors, and facts whereas the
latter refers to latent traits, attitudes and an index. Thus, this distinction
is necessary. I hold the view that the types of questions should be cared and
focused in the paper and that it is also better
to include the questionnaires in the paper for reliability (Bahrani, 2011, pp.
167-168).
Second, some researchers
evaluate the importance of the participants’ motivation and honesty unequally.
While Yang (2007) and Abbas, Z. and Abbas, S. (2010) do not notice it in their
study, Gracía (2009) highlights it. He claims that it is necessary to include
these lines in a questionnaire:
In this questionnaire there are not correct or
incorrect questions. It is completely anonymous. Please answer with honesty.
(p. 86)
In my opinion, this statement, which helps the participants
feel free, is considered ethical. I will follow this valuable example in my
research. It is completely comfortable when interviewees know they are safe,
free and unviolated.
Last but not
least, another good point in common is that different instruments in their
studies are used effectively. Yang (2007) uses the 5-value scale (Likert Scale)
to analyse the data (p. 4). Bahrani (2011) applies “a set of sample IELTS
speaking fluency test” as “a pre-test and post-test” and a checklist developed by
Askari to verify the questionnaire validity (p. 164). And AbuSeileek (2007) employs
“a four – point Likert – type response format” and instructional softwares to
measure “content validity and clarity of instructions” (p. 503). When these
instruments work, they improve the reliability and validity of the chosen
methods.
In the context of Bentre
College
Interviews
Interviews are conversations between an interviewer and an interviewee.
There are a lot of types of interviews such as cognitive interview, computer-assisted personal
interview, telephone interview, investigative interview, ladder
interview, mock interview, multiple mini interview, structured interview, semi-structured interview, and unstructured interview… (Wikipedia, 2011).
Dorherty (2011), Yang (2007), Ahmed, Alginahi, Tayan,
Siddiqi, Sharif, Alharby, and Nour (2009) and Pinar
(2010) carry out interviews. Here are noticeable characteristics of their
interviews:
In the first place,
their interviews belong to the type of semi – structured ones. Wikipedia (2011)
points out that semi – structured interviews are used in the social science and
they are flexible. The questioner can, for instance, ask new questions during
the interview because of what the interviewee answers. That is why the
characteristics of semi – structured interviews satisfy the research aims.
In the second
place, all the researches that I review describe how the interviews are
conducted. The researchers explain the kind of interviewee, the time and place
for their interviews clearly. These contribute greatly to the validity and
reliability. Especially, Pinar (2010) is interested in participants’ feeling
when the interview is being conducted. The interviewer takes good care of how
the individual interviewee feels from the beginning to the end of the
interview, which he calls it a “conversation with friends”.
When I felt that they were relaxed, comfortable and
ready to answer, I started to ask my interview questions. I believe that with
this way they answered my questions honestly and fully (p. 233).
How to increase subjects’ honesty, motivation, and the
ability to answer is decisive for the reason that the quality of data depends
on them. This also means that those variables can affect the content validity
and reliability. Thus, I appreciate the questioner’s soft attitude toward his
interviewees. Both sides obtain the aims of the interviews with pleasure and
honest. This is a valuable guide to my future student interviews in the context
of an agricultural province like Bentre. In the context of Bentre Province
Finally, the
researchers make sure that they do not place too much reliance on interviewees
to keep off generalizing from exceptional events or nonrepresentative
informants.
Summary
To sum up, the surveys are an essential tool to collect primary
data in the available time and money. Yang (2007) and Ahmed, Alginahi, Tayan,
Siddiqi, Sharif, Alharby, and Nour (2009) use both quetionnaires and interviews
while Dohurty (2009), Abuseileek (2007), Gracía (2009), Pinar (2010), Abbas, Z.
and Abbas, S. (2010) conduct only one of the two methods. In order to determine
the validity and reliability, some researchers use statistical techniques and
are careful with selecting appropriate participants for different purposes of
the survey. They make measurement more precise by enforcing uniform definitions
on paticipants and show some numerical data
(AbuSeileek, 2009; Gracía, 2009). This is a strong point that researchers
should pay special attention to when they conduct surveys.
In my case of study, conducting questionnaires and interviews
as types of surveys is vital. Through the questionnaires, teacher and student
interviews, I gather irreplaceable sources of data. It is also practical in the
context of Bentre
Province
CONCLUSION
The
researchers, who I review in this paper, conduct such research methods as
literature review, surveys in the form of questionnaires and interviews
successfully. With these methods, they have sufficient primay and secondary
data and instruments of analizing data to unpack research questions. From that,
they give their study results, discuss them, and then offer recommendations,
indications or suggestions in order to improve the problematic situations.
Thanks to
these suitable methods, I find their papers interesting and easy to understand.
Their writing styles which are mainly narrative, explanatory and descriptive
facilitate my reading. No errors in grammar and spelling have been seen yet.
Doherty (2011)
states that “There are many approaches to educational research” and that researchers
use various methodological approaches to serve different aims of the study (p.381).
Among educational research methodologies is a case study proven to be effective
for the research purposes. I have found this truth in my research on ET impacts
on EFL teaching and learning in the context of Bentre Province
(2,737
words)
REFERENCE
Abbas, Z. & Abbas, S., 2010. Comparative Study of ICT in
English Teaching-Learning Processes. Turkish Online Journal of Distance
Education, vol. 11, no. 2, pp.13-22.
AbuSeileek, A.F., 2007. Cooperative vs. Individual Learning
of Oral Skills in a CALL Environment. Computer Assisted Language Teaching,
vol. 20, no. 5, pp. 493-514.
Ahmed, M., Alginahi, Y. M., Tayan, O., Siddiqi, A.A., Sharif,
L., Alharby, A., & Nour, R., 2009. ICT Students, Stress and Coping
Strategies: English Perspective – A Case Study of Midsize Middle Eastern
University. Trends in Informatiom Management (TRIM), 5(2), pp. 111-127.
Bahrani, T., 2011. Speaking Fluency: Technology in EFL
Context or Social Interaction in ESL Context? Studies in Literature and
Language, vol. 2, no. 2, pp.162-168.
Dix, K., 2005. Are Learning Technologies Making a Difference?
A Longitudinal Perspective of Attitudes. International Education Journal, 5(5),
pp. 15-28.
Doherty, I. , 2011.
Evaluating the Impact of Educational Technology Professional Development upon
Adoption of Web 2.0 Tools in Teaching. Australasian Journal of Educational
Technology, 27(3), pp. 381-396.
Eng, T.S., 2005. The Impact of ICT on Learning: A Review of
Research. International Education Journal, 6(5), pp. 635-650.
García, C. I. L., 2009. The New Technology in the ESL
Classroom: Some Evidence from Spain Florida , USA
Jhurree, V., 2005. Technology Integration in Education in
Developing Countries: Guidelines to Policy Makers. International Education
Journal, 6(4), pp. 467-483.
Pinar, K., 2010. Using Educational Technology Tools to
Improvre Language and Communication Skills of ESL Students. Research on
Youth and Language, 4(2), pp. 225-241.
Wikipedia, 2011. Case study, retrieved on 5th September
2011 from http://en.wikipedia.org/wiki/Case_study.
Wikipedia, 2011. Questionnaire, retrieved on 5th September
2011 from http://en.wikipedia.org/wiki/Questionnaire.
Yang, S., 2007. Artificial Intelligence for Integrating
English Oral Practice and Writing Skills. Sino-US English Teaching, vol.
4, no. 4, pp. 1-6.
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