Sáng kiến kinh nghiệm ICT in English language teaching

Nội dung tóm tắt: Sáng kiến kinh nghiệm ICT in English language teaching

1. SỞ GIÁO DỤC VÀ ĐÀO TẠO VĨNH PHÚC TRƯỜNG THPT NGÔ GIA TỰ BÁO CÁO KẾT QUẢ r NGHIÊN CỨU, ỨNG DỤNG SÁNG KIẾN Tên sáng kiến: ICT IN ENGLISH LANGUAGE TEACHING Tác giả sáng kiến: Nguyễn Thị Nhung – Tổ Văn – Ngoại ngữ Mã sáng kiến: Năm học: 2019 – 2020 January 2017
2. TABLE OF CONTENTS LIST OF ABBREVIATIONS Introduction 1 1. Rationale 2 2. The study title 2 3. The author 2 4. The investor for the study 2 5. The field applied 2 6. Date of implementing the study 2 7. Conditions needed for the implementation of the study 2 8. Expected benefits for the study 2 9. List of participants 2 Development 3 I. Theoretical background 3 I.1. Information and Communication Technology 3 I.1.1 Definition of ICT 3 I.1.2. The importance of ICT in language teaching and learning 3 I.2. Some suggested ICT tools 5 I.2.1. Lumen5 5 I.2.2. Mentimenter 5 I.2.3. Kahoot! 6 I.2.4. Google Forms 6 I.2.5. The challenges for the students to learn with these ICT tools 7 II. The description of the design 7 III. A design brief 8 Conclusion 11 REFERENCES APPENDIXES
3. LIST OF ABBREVIATIONS ICT Information and Communication Technology Ss students T teacher
4. INTRODUCTION 1. Rationale Language learning and teaching is seen as a complicated process. To make such a complexity easier, it is necessary to have well-advanced teaching aids available. The recent and great development of the Internet led to a technological revolution in all aspects of our life, including language teaching and learning. Nowadays, ICT is attracting tremendous attention in foreign language teaching and learning as more educators are using it as a valuable teaching aids. ICT has its significant impact on the quality and quantity of teaching-learning process. ICT can enhance language teaching and learning through its dynamic, interactive, and engaging content; and it can offer real opportunities for individualized instruction. Thanks to technology, the current classroom environment has changed far more than the previous-traditional one. However, ICT has not been employed effectively in secondary schools in Vinh Phuc province in general and in Ngo Gia Tu High School in particular. The first reason is that ICT is quite new to both teachers and learners in our current teaching and learning context. Another reason is that most of secondary schools in Vinh Phuc province lack modern teaching and learning facilities such as computers, projectors, laptops, tablets, smartphones that are vital in an ICT classroom. Teachers’ and learners’ limited access to ICT is also a hindrance for ICT to be used widely in schools. The research was carried out with a view to analyzing the importance of ICT in language teaching and learning and introducing some ICT tools to the teachers and students at Ngo Gia Tu High School and secondary schools in Vinh Phuc province as well. It is hoped that the study can help educators acknowledge the importance of ICT in language teaching so that it can be used more frequently and effectively in language classes at schools. 1
5. 2. The study title: ICT in English Language Teaching 3. The author: - Nguyen Thi Nhung - Ngo Gia Tu High School - Mobile phone: 0987483683 - Email: hongnhung22281@gmail.com 4. The investor for the study: The author 5. The field applied: Using technology in teaching English at secondary schools 6. Date of implementing the study: 30 September 2019 7. Conditions needed for the implementation of the study: - Language classrooms - Modern language teaching and learning devices 8. Expected benefits from the study: - Promoting students’ participation and motivation in language learning - Improving the effectiveness of language lessons 9. List of participants: - Students from 3 classes 12A3, 12A4, 12A8 at Ngo Gia Tu High School 2
6. DEVELOPMENT I. Theoretical background I.1. Information and Communication Technology: I.1.1 Definition of ICT ICT stands for Information and Communication Technology. It is defined as a different set of technological instruments and resources that are used to communicate, create, spread and manage information. Information and Communication Technology (ICT) is considered to be one of the fundamental building blocks of modern society ( Daniels, 2002). I.1.2. The importance of ICT in language teaching and learning Having better understanding of ICT and mastering the basic skills and concepts of ICT are now considered to be the first priority in education in many countries . The introduction of ICT to education has created a new world in which teaching and learning can be developed. In the last two decades the use of ICT has changed the practices and procedures of nearly all forms of business and governance, including education. The use of ICT in education is suitable for more student- centered learning environment. The role of ICT in education is becoming increasingly important with the advent of 4.0 technology, which continues to develop in the 21st century. ICT includes all types of computer and communication equipment and software for producing, designing, processing, distributing, interpreting and manipulating information in its different formats. Devices such as personal computers, laptops, tablets, mobile phones, transport systems, televisions, and network technologies are just a few examples of the diverse range of ICT tools. These tools can be applied in various fields of education. ICT and language teaching have walked hand in 3
7. hand for a long time in education, particularly in language teaching and have contributed as teaching tools in the language and second language classroom. There are the benefits of the use of ICT in language learning: 1. Images can be easily used through ICT in teaching and improving student retentive memory. 2. Teachers can easily explain complex instructions through ICT, and ensure understanding for students. 3. Teachers can create engaging classrooms through ICT, and make the lessons more f un, which could increase student participation and concentration. 4. ICT can speed up the process of language learning by offering additional resources outside the classroom for practice. 5. Understanding real life, virtuality reality. There is little doubt that language teaches need to concentrate on language use, and ICT makes it easy for us to do so, especia lly after using the internet as an educational tool. Bringing a sense of reality also helps to make learners less dependent and helps promote their autonomy. Of course this has created an intense demand on the teacher to be selective (to tell the trees from the forest) and to adapt the wide variety of resources at hand to the variety of students. 6. Meaningful learning, through the use of ICT teachers can demonstrate that it provides the material in real life. Students get a clear visualization of the material being taught. 7. The teachers will certainly find teaching tips and strategies that may boost and improve their teaching. Although ICT is very helpful in increasing the learning process, the use of ICT in the field of language learning also has some drawbacks: 4
8. 1. Difficult to set up the devices. 2. Too expensive to afford. 3. Hard for teachers to use ICT resources with little experience. To conclude, the use of ICT into education seems to be a key issue for educators / educational administrators around the world. In general, because it can be assumed that we live with and by technology, it is time to look at ICT as an integral part of education with some limited implications in education. Thus, teachers need to use them as tools in education rather than variables of failure or success in language (or content) teaching (Felix, 2005). Of course, ICT can definitely complement textbooks, but it is so much more than supporting stuff (Oakes & Saunders, 2004) and, obviously, a lot less than the teacher who assumes a facilitating role that allows students to achieve new degrees and types of literacy (Molebash& Fisher, 2003). However, if teachers are unable to make good use of the ICT tools, the money and time spent on the ICT is going to be a waste. Also, if the educational budget is limited, the first priority may be to look for a cost-effective and high-performance ICT tool. Educational ICT tools are not meant to make educators master ICT skills themselves but to build a more effective learning environment through ICT. I.2. Some suggested ICT tools I.2.1. Lumen5 Lumen5 is a video creation platform designed for brands and businesses to produce social content for driving audience engagements online. I.2.2. Mentimenter Mentimenter is really useful in this activity. It allows for instant feedback because each reply is quickly easily displayed for the teacher to talk about. Also, the class 5
9. as a whole benefit from seeing the ideas on the board. All the students gets to learn about new bunch of ideas that the participants are typing. I.2.3. Kahoot! Kahoot! is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, "Kahoots", are multiple-choice quizzes that allow user generation and can be accessed via a web browser or the Kahoot app. For teachers - assign kahoots as homework to make it awesome - turn learners to leaders: encourage students to create kahoots - reinforce learning - save time on correcting assignments (students get instant feedback) - assess learning progress in real time For students - join classroom kahoots - play quizzes on your own to train your superpowers - challenge your friends for some competition - create your own games for fun or as school projects I.2.4. Google Forms Google Forms Google Forms is a free online tool from Google which allows users to create forms, surveys, and quizzes as well as to collaboratively edit and share the forms with other people. Educators can use Google forms to assess their students at the beginning of the class and gauge pre-existing knowledge. Furthermore, Google 6
10. forms can be used to give feedback to and receive feedback from students and parents. Similarly, students can use Google forms to assess their own learning and set the learning goals as well as to collect data for their research projects. I.2.5. The challenges for the students to learn with these ICT tools. When initiating these tools in teaching English in my classes, both my students and I face some challenges. First, it is not easy to set up the devices; some faults from the Internet connection is an example. Secondly, the lack of the devices such as a smartphone or a computer is also a hindrance. Some of my students don’t have a mobile phone; sometimes, the computer system is out of order. Finally, because both my students and I are lack of experience using ICT tools, it is hard for us to launch the teaching and learning activities with these tools. II. The description of the design English 12: Unit 2: URBANISATION - Listening 1. Objectives: The objective of the lesson is that at the end of the lesson: - Ss can practise listening skills such as listening for gist and for specific information. - Ss will be able use ICT tools effectively in study. 2. Skills focused: - Listening skills for gist and for specific information. - Speaking skills 3. Students’ current language proficiency level: Intermediate. 4. ICT tools used in the unit: 4.1. Lumen 5 7
11. Lumen5 is used in Warm-up activity. The teacher aims to get Ss to know the topic of the lesson. Ss can get the idea authentically. The video also stimulates Ss to get ready fro the lesson. 4.2. Mentimenter The teacher uses this tool in Pre-listening activities. 4.3. Kahoot! Kahoot is used in while – listening activity. Ss listen to the recording and then give their answer by taking part in Kahoot quiz. I appreciate having Kahoot! As investor in the education sector. My role is far more complex than just teaching English to my students. I need to encourage interest, build trust and build future leadership. I am thrilled to have a tool that helps me with all of that and more. It is exciting to see these students speeding up their learning and closing their academic gaps. I appreciate opportunities for global and authentic learning, because we are not just here to close gaps in academic skills. 4.4. Google Forms The teacher uses this tool in while-listening activity. Ss listen to the recording and then do a multiple choice exercise. Forms is a convenient technology in the classroom tool for bringing together information from a large set of individuals and displaying that information in a way that makes it easy to use. By using Google Forms, Ss can give their answers in a creative way quickly. III. A design brief ENGLISH 12 (THE NEW TEXTBOOKS) UNIT 2: URBANISATION LESSON 5: LISTENING I. Objectives: 8
12. At the end of the lesson, students will be able to 1. practice listening skills on the topic the advantages and disadvantages of urbanization. 2. use some ICT tools in study effectively. II. Skills: 1. Listening skills 2. Speaking skills III. Students’ current language proficiency level: Intermediate IV. Procedure: Stage/Time Activities Interaction Note WARM-UP Ss watch two videos T Ss ICT tool: Lumen 5 related to the topic - Pair work (3mins) - Ss guess the topic of the lesson - T leads Ss to the lesson: The pros and cons of urbanization. PRE- - - Group work LISTENING - Ss discuss the question: Activity 1 What do you think the ICTtool:Mentimeter (5 mins) effects of urbanization are? - Individually Activity 2 - T asks Ss to match the (5mins) words with their meaning. 9
13. WHILE- - LISTENING - T asks Ss to listen to - a T Ss Activity 3 talk about urbanization and choose the best title (10mins) - Group work for it - T plays the CD two ICTtool: Kahoot times - T Ss - T gets feedback from SS by asking Ss to take Activity 4 part in a Kahoot quiz. - Ss are allowed to use a (13mins) - Pair work smartphone to give their answer. - T asks Ss to read the- Individually ICT tool:Google instruction and the forms POST– questions in activity 4 - Group work LISTENING - T asks Ss to guess the answers (8 mins) - T plays the CD 2 times - T asks Ss to give their answers by submitting them on the Google classroom. COMMENTS - T asks Ss to read the – statements in Activity 4 HOMEWORK 10
14. (2 mins) again and discuss the question: Do you agree or disagree with them? Give examples to support your voice of view. - T asks Ss to summarize the listening text. 11
15. CONCLUSION With the assistance of ICT tools which are freely available on the Internet, can make the second language teaching a productive one. It becomes advantageous for teaching a foreign language in the hands of creative and knowledgeable language teachers. ELT has now entered the evaluation period in which new inventions enter our day- to-day activities.The elements mentioned above have an impact on the learning path, especially in English language teaching. Thus, it is shown that due to the influx of technologies, ELT has evolved to a greater extent. 12
16. REFERENCES Daniels J.S. (2002).“Foreword” in Information and Communication Technology in Education–A Curriculum for Schools and Programme for Teacher Development.Paris:UNESCO. Pdf Laborda, J. G., &Royo, T. M. (2007). Book review: How to teach English with Technology (Gavin Dudeney& Nicky Hockly). Educational Technology & Society, 10 (3), 320-324. ish_Language_Teaching_and_Learning_A_Literature_Review teaching/ tricks/ i
17. APPENDIXES ii
18. Ow/viewform iv
19. Lập Thạch,ngày tháng năm Lập Thạch,ngày tháng năm Lập Thạch, ngày.10 tháng Thủ trưởng đơn vị/ CHỦ TỊCH HỘI ĐỒNG 02 năm 2020 Chính quyền địa phương SÁNG KIẾN CẤP CƠ SỞ Tác giả sáng kiến (Ký tên, đóng dấu) (Ký tên, đóng dấu) (Ký, ghi rõ họ tên) Nguyễn Thị Nhung v