Faculty of Arts,
Education & Human Development
Assignment Cover Sheet
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: 28.
8. 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other students’ work, published books or periodicals, or unpublished works or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.
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: 28. 8. 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: 28. 8. 2011
|
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 ……………………….……………………..……….. 3
LITERATURE REVIEW.………………….….…………………….….. 5
What
is ET? ………………………………………………….……..... 5
How
does ET affect EFL teaching and learning? ………...…..…… 6
1.
Positive Et impacts on EFL
learner learning ………….……..…… 7
2.
Positive Et impacts on EFL
learner speaking skill …….….……… 9
3.
Challenges to EFL teachers
and students …………………….…. 14
CONCLUSION …………….………………………………………….. 16
REFERENCE …………………………………………….……………. 17
The Teacher Use of
Educational Technology for Motivating English Majors to Speak English in the Classroom
at Bentre
College in Vietnam
INTRODUCTION
Much has been said about the educational technology (ET). Jhurree
(2005, p. 468) points out that both developed and developing countries are
aiming their efforts at education reforms by applying technology in education and
training in order to gain greater economic, social, educational achievements. Vietnam Vietnam Vietnam Bentre College Bentre
College Bentre Province ,
one of the poorest provinces in Vietnam
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
LITERATURE
REVIEW
In order to unpack the two research
questions above, I would like to review the two following aspects of literature:
(1) What is ET? and (2) How does ET affect EFL teaching and learning?
What is ET?
There are various definitions of ET. According to Wikipedia
(2011), a free encyclopedia, ET is
“… most simply and
comfortably defined as an array of tools that might prove helpful in advancing
student learning and may be measured in how and why individuals behave.
Educational Technology relies on a broad definition of the word "technology."
Technology can refer to material objects of use to humanity, such as machines
or hardware, but it can also encompass broader themes, including systems,
methods of organization, and techniques.” (retrieved from http://en.wikipedia.org/wiki/Educational_technology
on 5th
August, 2011)
Besides, Abbas, Z. and Abbas, S. (2010, p. 14) consider it as a set of
educational tools used in the classroom. They go into details that ET
relatively represents new electronic media such as computers, overhead
projectors, internet, hardware and software.
In
different study areas of technology in education, other researchers use other
words such as new technology (García, 2009), ICT (Eng, 2005), computer –
assisted language learning (CALL) (AbuSeileek, 2007), information technology
(IT) (Anderson, 2005), multimedia (Liu, 2010), artificial intelligence (Yang,
2007), or learning technology (Dix, 2005) to refer to the integration of technology
inside and outside the classrooms at different levels.
In
brief, ET is a set of tools of technologies used in classrooms. Some of them
are computers, hardware, software, websites, wikis, wireless classroom
microphones, mobile devices, interactive whiteboards, LCD or overhead
projectors, online media, digital games, and podcasts.
How does ET Affect EFL Teaching and
Learning?
1. Positive ET impacts
on EFL learner learning
Most researchers conclude that ET has positive impacts on EFL
learner learning. They have points of similarity and difference in the level of
the impacts of ET on EFL learner learning, in study areas and in study scales.
The levels of ET
impacts on EFL learner learning are reported differently. Some previous works
show that the use of ET is “something vital” in the English classroom (García,
2009, p. 84), main educational investment in improving student learning
outcomes (Dix, 2005) and “a need for a change” in language teaching - leaning
methods (García, 2009, p.90; Anderson, 2005, p. 3). They all explain that ET is
a key educational tool of innovation which makes great progress in learner
learning. However, some others downgrade the effects. Eng (2005, pp. 646-648) has
found that ET has “a positive although small effect on the learning of
students” because, in the conclusion, he emphasizes the fact that
“There will be a time of adjustment and adaptation
by the principals, teachers and students as each seeks to find its place in the
new learning environment and interacts with the new technology.” (p. 649)
And Vitthal (2006) also maintains that individual
proficiency and fluency in language are not affected by the use of ET
“No
classroom training, e – learning, audiovisuals, and language laboratories can
make an individual proficient and fluent in any language. Ultimately, it is up
to the learner to put into action and follow the self – directed, self – study
method.” (p. 16)
The focuses on
study areas of ET are various. Dix (2005) has a more particular look at changes
in learning attitudes that ET brings to learners. These learning attitudes are
towards school and school learning, motivation, gender differences, computers… Whereas,
Anderson
Researchers do their
studies on different scales. Bahrani (2011) compares ET roles in ESL context
with ET roles in EFL one. AbuSeileek (2007) notices the individual versus
cooperative learning in one ET setting. Moreover, Bahrani (2011), Yang (2007) and AbuSeileek
(2007) centre their studies on particular ET effects on student learning such
as good ET effects on speaking fluency, oral
skills whereas Eng (2005) centres his
study on a general one such as ICT impacts on learning. In spite of these
differences, all of them come to the same conclusion: ET benefits EFL learner
learning.
In brief, these differences
in choosing the study areas or scales and in evaluating the levels of ET
impacts on EFL learning result from researchers’ different methods and
educational settings of research including time, places, technical
infrastructures, the degree of ET integration, and the amount and frequency of
ET use in teaching and learning process.
2. Positive ET impacts on EFL learner
speaking skill
One of the biggest problems that EFL learners face is how to
improve speaking fluency in the EFL context where English is not spoken
dominantly and where the EFL students lack motivation and social interaction
(Bahrani, 2011, pp. 162-164). Researchers admit that speaking skill is
difficult to be acquired due to the lack of practice time, materials... With the
teacher use of technology, EFL leaner speaking skill is promoted. Findings prove
that ET helps motivate and develop EFL learner speaking skill.
First, the EFL
learning environment can be changed by the use of ET. Rogers
AbuSeileek (2007),
second, reports that students’ speaking ability are motivated and improved as a
result of the teacher use of ET in EFL classrooms. In his view, ET provides
learners with a plenty of chances to “use language interactively in authentic
situations such as watching movies, listening to and chatting to native
speakers”. In this case, EFL learner speaking skill is significantly motivated.
They are more involved in language practice than usual because most of their EFL
teachers are non – native speakers. In addition, learning EFL with native –
speakers through ET also renews their long – term motivation and helps EFL
learners keep and adjust it for a long time. Yang (2007) emphasizes the
importance of keeping the motivation going. He claims that it is easy to see
how to motivate learners, but it is a big problem for teachers to maintain the
motivation. In EFL teaching process, to motivate learners is an important element
and to keep motivating them is a decisive one. This is one of Yang’s strong
points (2007) which I do not find in other papers.
Third, ET offers
EFL learners psychological benefits. Hata notices some students are shy,
passive and afraid to speak in class (2003 cited in AbuSeileek, 2007, p.495).
Language learners of this kind need a friendlier environment which motivates
learners to express orally in English without the fear that their identities
are uncovered. In this case, a computer is an excellent tool which gives
immediate feedback and which is more patient and non – judgmental. This makes
EFL learners feel free from fear of teacher and peer judgment when they make
mistakes, and thus enhance their motivation and engagement. AbuSeileek (2007) stresses
that students can get help electronically and that they are “not worried in
face to face debate” (p. 495).
“Thus,
students would be less embarrassed to participate or ask because their
identities are not disclosed. Using this technique would provide the learners
the opportunity to interact in a non – threatening atmosphere.” (p.495)
This ethic impact is always highly appreciated. Not every
researcher cares for that matter. Furthermore, ET is not only important to shy learners’
speaking skill but also to all learners’ one. ET creates a new cooperative
environment enabling all learners to work in pairs and in groups of different
learners interactively. When other kinds of learners work interactively in an ET
environment, “the effectiveness of performing a language task” upgrades
(AbuSeileek, 2007, p.494). All learners equal in ET benefits in a particular
way.
ET, fourth,
contributes to teacher development leading to an innovative teaching
methodology. EFL teachers need to update their teaching methodology. And there is
evidence that EFL learners need their teachers to change teaching methods. Obviously,
the student need for new teaching methods is appropriate not only because
“The traditional methods are not very motivating for
present – students, since they have grown up surrounded by ICT” (García, 2009,
p. 84)
but
also because
“Present –
day teenagers are so stimulated by all kinds of means of communication that we
need to adapt our methods to this fact, if we, as teachers, want to motivate
them.” (García, 2009, p. 90)
The teacher use of ET which shifts pedagogical methods from
teacher – centredness to student – centredness (Anderson
Finally, Dix (2005,
p. 16) demonstrates that ET makes positive changes in student attitudes towards
school and school learning, motivation, gender differences, computers. These
changes make students arouse their interests, increase their motivation and
adjust their learning attitudes in a progressive way. In other words, the EFL
teacher and learner roles change resulting from ET integration. They shift from
teacher – centredness to learner centredness (Anderson
Learning Environment
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Teacher – centred
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Learner – centred
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Student role
§
Passive recipient of information
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Reproduces knowledge
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Learns as a solitary activity
Teacher role
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Knowledge transmitter, primary source of
information, content expert, and source of all answers
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Controls and directs of all aspects of
learning
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Student role
§
Active participant in the learning process
§
Produces knowledge, participates as at times
expert
§
Learns collaboratively with others
Teacher role
§
Learning facilitator, collaborator, coach,
mentor, knowledge navigator, and co – learner.
§
Gives students more options and
responsibilities for their own learning
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“The real
potential of ICT is the way it changes learners” (Anderson
3. Challenges to EFL teachers and students
Although ET does help EFL learners
facilitate their learning and gain much progress, ET challenges EFL teaching –
learning process. ET challenges to EFL teachers and students are visible and
sometimes negative effects have been found (Eng, 2007, p. 648).
The lack of teacher training is a real challenge.
Teachers do not have enough proper training of ICT, technical support, and
computer lab technicians (Abbas, Z. & Abbas, S., 2010, p. 14). This results
in the lack of ET skills and knowledge of ICT which may decrease the
effectiveness of teacher use of ET and hinder student learning. Besides, learning
how to use ET effectively takes a lot of time, especially, when ET is changing
rapidly. If the teacher is not well – trained in using ET, the teacher use of ET
will have negative effects such as wasting time, causing technical problems, decreasing
student learning outcomes… Lacking proper training of ET is serious because ET
training is essential.
“Similar to
learning a new task or trade, special training is vital to ensuring the
effective integration of classroom technology. Since technology is not the end
goal of education, but rather a means by which it can be accomplished,
educators must have a good grasp of the technology being used and its
advantages over more traditional methods.” (Wikipedia, 2011)
One difficulty of the use of ET is the
lack of a good infrastructure. Schools do not have enough software, hardware,
keyboarding, computer labs, and projectors… due to the high cost of technology
(Abbas, Z. & Abbas, S., 2010, p. 14 & Wikipeadia, 2011). This affects
the amount and frequency of teacher ET use, and thus limit student learning.
Another disadvantage is the cause of both
physical and mental health problems. Long hours of focusing on the screen with
pictures, graphics, video clips, sound and animation tire students’ eyes and
stress them (Liu, 2010, p. 193). These health problems also result from the overuse
of ET.
Finally, with the support of the
electronic resources from the internet, both teachers and learners seem to lose
their direction. They feel lost or do not know what to choose (Liu, 2010, p.
193). He explains that the teachers make lesson plans or compile the teaching
materials according to their interests and thus the learners turn out to be
rather passive in the so – called new learning environment.
These difficulties may hinder EFL learner
learning, but they also imply another thing: if ET is used properly, it will work.
CONCLUSION
ET is shown
to improve more educational goals. Some of the proven benefits are creating
student learning motivation (especially motivation for improving English speaking
skill) and a new learning environment and making positive changes in student learning
attitudes, in the teacher and student roles, and in an EFL learning context.
Although there are disadvantages of ET use, I agree to what Jhurree (2005)
confirms
Hence,
it is no longer a question of if technology should be integrated in the school
setting, but a question of when and how to integrate technology so that it
benefits all the parties concerned – students, teachers, administrators,
parents and the community. (p. 468)
All
the research is based on a given setting, amount of time, various subjects and
methods to answer different questions of research on ET impacts and its related
parts. That is why all the findings about ET impacts on EFL learning and
teaching are specific. They should be studied more under a certain condition and
applied with care. There will be plenty of room for further research on
ET impacts on EFL learning and teaching.
(3,000 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.
Anderson, J., 2005. IT, E-learning and Teacher Development. International Education Journal, 5(5), pp. 1-14.
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.
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.
Liu, J., 2010. An Experimental Study on the Effectiveness of
Multimedia in College English Teaching. English Language Teaching, vol.
3, no. 1, pp. 191-194.
Vitthal, G., 2010. Techniques for Developing Speaking Skills
and Fluency. The IUP Journal of Soft Skills, vol.
5, nos. 1-2, pp. 7-17.
Wikipedia, 2011. Educational technology, retrieved on 5th
August 2011 from http://en.wikipedia.org/wiki/Educational_technology
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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