Đăng ký Đăng nhập
Trang chủ Giáo dục - Đào tạo Cao đẳng - Đại học Nghiên cứu hiệu quả của hoạt động giao tiếp cùng thời điểm qua trung gian máy tí...

Tài liệu Nghiên cứu hiệu quả của hoạt động giao tiếp cùng thời điểm qua trung gian máy tính đối với việc phát triển kỹ năng ngôn ngữ cho sinh viên đại học việt nam​

.PDF
262
122
87

Mô tả:

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES PHẠM ĐẶNG TRÂM ANH AN INVESTIGATION INTO THE EFFECTS OF SYNCHRONOUS COMPUTER MEDIATED COMMUNICATION ON LANGUAGE SKILLS DEVELOPMENT FOR EFL UNIVERSITY STUDENTS IN VIETNAM DOCTOR OF PHILOSOPHY THESIS THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2019 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES PHẠM ĐẶNG TRÂM ANH AN INVESTIGATION INTO THE EFFECTS OF SYNCHRONOUS COMPUTER MEDIATED COMMUNICATION ON LANGUAGE SKILLS DEVELOPMENT FOR EFL UNIVERSITY STUDENTS IN VIETNAM DOCTOR OF PHILOSOPHY THESIS THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 9 14 01 11 SUPERVISORS: Assoc. Professor TRAN VAN PHUOC Assoc. Professor NGUYEN VAN LONG HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ PHẠM ĐẶNG TRÂM ANH NGHIÊN CỨU HIỆU QUẢ CỦA GIAO TIẾP CÙNG THỜI ĐIỂM QUA TRUNG GIAN MÁY TÍNH ĐỐI VỚI VIỆC PHÁT TRIỂN KỸ NĂNG NGÔN NGỮ CHO SINH VIÊN VIỆT NAM LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH HUẾ, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ PHẠM ĐẶNG TRÂM ANH NGHIÊN CỨU HIỆU QUẢ CỦA GIAO TIẾP CÙNG THỜI ĐIỂM QUA TRUNG GIAN MÁY TÍNH ĐỐI VỚI VIỆC PHÁT TRIỂN KỸ NĂNG NGÔN NGỮ CHO SINH VIÊN VIỆT NAM LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 9 14 01 11 Người hướng dẫn khoa học: PGS. TS. TRẦN VĂN PHƯỚC PGS. TS. NGUYỄN VĂN LONG HUẾ, 2019 STATEMENT OF AUTHORSHIP I hereby declare that I am the sole author of this doctoral dissertation and that I have not used any sources other than those listed in the bibliography and identified as references. I further declare that I have not submitted this dissertation at any other institution in order to obtain a degree. Place: Hue, Vietnam Date: July 5th, 2019 Signature: i ABSTRACT The present study investigated the effects of synchronous computer-mediated communication on the language development for Vietnamese EFL university students. The research objectives aimed at examining the differences in oral and written proficiency levels between the two treatment groups over the course of one semester as well as exploring the students’ attitudes towards and perceptions of the use of synchronous computer-mediated communication in language skills classes. The research employed a pretest-posttest quasi-experimental design. Thirty students from Danang University of Medical Technology and Pharmacy participated in the research project. One class of English level 3 of CEFR – Vietnamese standard (B1) participated in oral role plays and one class engaged in synchronous online discussions. Data were collected from pre- and post- treatment tests at the beginning and at the end of the semester. The research participants also filled out the pre- and post- questionnaires to prevail their attitudes towards and perceptions of the use of synchronous computer-mediated communication in language skills classes. Additionally, semi-structured interviews were conducted with participants from the SCMC chat group to verify the effects that synchronous online discussions might have on language development for Vietnamese university students. Results showed no statistically significant differences in oral and written proficiency between the two treatment groups at the end of the semester. However, there were statistically significant differences in pre- and post- treatment scores of oral and written tests. Other analyses of the oral transcripts and the written papers evolved that the lexical richness had reasonably clear impacts on the oral and written test scores on the basis of the described marking criteria. Results of lexical richness analysis indicated a general increase in language although the difference in lexical richness based on the two treatments was not detected. Analysis of the questionnaires and semi-structured interviews exposed that the one-semester English course enhanced learners’ language development. The ii students engaging in online discussions perceived them as beneficial for both their oral and written language skills. The fact that students perceived the online discussions as beneficial for their oral speech, and the fact that there was no significant difference between the posttreatment oral and written proficiency of the two groups, corroborates the notion that online discussions support the development of the same processes that underlie oral speech. SCMC discussions are thus shown to be a valuable addition to the foreign language classrooms. Based on the findings, pedagogical implications on synchronous computermediated communication were put forward to English language skills classes. iii ACKNOWLEDGEMENTS I would like to express my very great appreciation to all who have helped and accompanied me along this arduous but worthwhile journey. All professors, lecturers and supporters I have met during my coursework studies and the process of writing this dissertation earn you my eternal gratitude. I would like to express my deep gratitude to Assoc. Professor Dr. Tran Van Phuoc, my research supervisor, for his patient guidance, enthusiastic encouragement and useful critiques of this research work. He has always been by my side to share his experience, professional development and challenges emerging from this long journey. I am particularly grateful for the assistance and professional guidance given by Assoc. Professor Dr. Nguyen Van Long, my co-supervisor, during my process of writing this dissertation. He has contributed significantly to my completion of the PhD degree. My special thanks are extended to Assoc. Professor Dr. Pham Thi Hong Nhung, my lecturer and administrative supervisor, for her strong support from the very beginning to the end of my PhD course. Her bright personality and integrity impressed me profoundly. Constructive comments and recommendations given by the panel members of Hue University of Foreign Languages have been of great help to me in diving deeper into the issues of computer-assisted English teaching and learning and shaping the person I am today. My grateful thanks are also extended to Dr. Ton Nu Nhu Huong, Dr. Tran Quang Ngoc Thuy and Assoc. Professor Dr. Le Pham Hoai Huong for their advice and assistance in revising the research title, scope of the study and research questions. My gratitude also goes to the lecturers of Hue University of Foreign Languages: Dr. Bao Kham, Assoc. Prof. Dr. Truong Vien, and Dr. Pham Hoa Hiep who have given me interesting lectures in TESOL and guided me through the fulfillment of this thesis. iv I wish to acknowledge the help provided by Assoc. Professor Dr. Nguyen Khac Minh, Rector, for his granting me study leave and implementation of my research project at the Danang University of Technology and Pharmacy. I would also like to thank the librarians of my University for assisting me in teaching at the computer labs and collecting the research data as well as my colleagues for taking up my workload while I was doing my PhD degree. My big thanks go to Ms. Dang Thi Le Thu who never stopped believing that I could do this and who gave me her unwavering emotional and technical support. Ms. Tran Thi Hoai Vi was a great help with technical questions regarding SPSS software. Finally, I wish to thank my family for their support and encouragement throughout my study. Without them, I would not be able to reach the finishing line of this meaningful journey. v LIST OF ABBREVIATIONS ANOVA Analysis of variance ASCMC Asynchronous computer-mediated communication CALL Computer assisted language learning CEFR Common European Framework of Reference CMC Computer-mediated communication DUMTP Danang University of Medical Technology and Pharmacy EFL English as a foreign language ESL English as a second language ESP English for Specific Purposes FTF Face to face ICT Information and communication technology L1 First language L2 Second language MOET Ministry of Education and Training PET Preliminary English Test SCMC Synchronous computer-mediated communication SCT Socio-cultural theory SLA Second language acquisition VSTEP Vietnamese Standardized Test of English Proficiency ZPD Zone of Proximal Development vi LIST OF TABLES Table 1.1. Subjects of semester one ............................................................................ 3 Table 3.1. Selected background information ............................................................ 46 Table 3.2. Perceived English language proficiency between the two groups .......... 47 Table 3.3. Self-rating of computer experience: Descriptive statistics ...................... 49 Table 3.4. Students’ attitude towards computers ...................................................... 50 Table 3.5. Perceived benefits of internet-connected computers ............................... 51 Table 3.6. Mean scores of pre-treatment oral and written proficiency tests ............ 52 Table 3.7. Schedule for the fieldwork study (15 weeks) .......................................... 58 Table 3.8. Overview of the research procedures ...................................................... 61 Table 3.9. Data types and collection methods .......................................................... 66 Table 4.1. Mean and Standard deviation for oral and written proficiency tests ....... 74 Table 4.2. Mean and Standard deviation for pre- and post- oral and written tests ... 76 Table 4.3. ANOVA: T-test: Paired samples test....................................................... 77 Table 4.4. Quantity of language: Oral test ................................................................ 79 Table 4.5. Quantity of language: Written test........................................................... 82 Table 4.6. Lexical diversity: Oral test ...................................................................... 85 Table 4.7. Lexical diversity: Written test ................................................................. 88 Table 4.8. Lexical density: Oral test ......................................................................... 90 Table 4.9. Lexical density: Written test .................................................................... 92 Table 4.10. Mean and Standard deviation for post-treatment lexical features ......... 95 Table 4.11. Perceived effects of non-SCMC role play and SCMC chat on language development .............................................................................................................. 96 Table 4.12. Perceived effects of non-SCMC role play and SCMC chat on the four language skills........................................................................................................... 98 Table 4.13. Perceived effects of non-SCMC role play and SCMC chat on language areas ........................................................................................................................ 102 Table 4.14. Perceived effects of non-SCMC role play and SCMC chat on future impact...................................................................................................................... 104 Table 4.15. Students’ experience with oral role play and written chat .................. 106 vii Table 4.16. Perceptions of anxiety during non-SCMC role play and SCMC chat . 109 Table 4.17. Monitoring mistakes of non-SCMC role play and SCMC chat .......... 111 Table 4.18. Requirements of oral role play and written chat ................................. 112 Table 4.19. Perceptions of online discussions by SCMC chat group ..................... 114 viii LIST OF PICTURES AND FIGURES Picture 3.1. Non-SCMC role play group in the computer lab .................................. 57 Picture 3.2. Instructor’s desktop during the chat discussion .................................... 58 Graph 4.1. Lexical diversity and transcript length in post-treatment: Oral test ....... 87 Graph 4.2. Lexical diversity and text length in pre-treatment: Written test ............. 89 Figure 4.1. Suggested model of language skills development using SCMC .......... 116 ix APPENDICES Appendix 1 Consent form .................................................................................... 151 Appendix 2 Pre-treatment questionnaire ............................................................. 152 Appendix 3 Cronbach’s alpha – Pre-treatment questionnaire ............................. 157 Appendix 4 Post-treatment questionnaire – Non-SCMC Role play group.......... 159 Appendix 5 Cronbach alpha – Post- questionnaire – Non-SCMC Role play group162 Appendix 6 Post-treatment questionnaire – SCMC chat group........................... 163 Appendix 7 Cronbach’s alpha – Post- questionnaire – SCMC chat group.......... 166 Appendix 8 Post-treatment interview – SCMC chat group ................................. 168 Appendix 9 Post-treatment interview transcript sample – SCMC chat group..... 169 Appendix 10 Pre- and Post-treatment oral test questions .................................... 171 Appendix 11 Transcript sample of a pre-oral proficiency test ............................. 174 Appendix 12 Transcript sample of a post-oral proficiency test ............................ 176 Appendix 13 Rating scale for the written test (Level 3-5 VSTEP) ..................... 178 Appendix 14 Pre- written proficiency test prompt .............................................. 183 Appendix 15 Sample of a pre- written proficiency test ......................................... 184 Appendix 16 Post- written proficiency test prompt ............................................... 185 Appendix 17 Sample of a post - written proficiency test .................................... 186 Appendix 18 Rating scale for the written test (Level 3-5 VSTEP) ...................... 187 Appendix 19 Pre- and post-treatment proficiency test result ............................... 190 Appendix 20 Pre- and post-treatment proficiency test result ................................ 191 Appendix 21 Lab tasks .......................................................................................... 192 Appendix 22 A chat sample downloaded from Hangout program of Gmail ........ 194 Appendix 23 Analysis of variance (ANOVA) and score difference between the two groups .......................................................................................................... 198 Appendix 24 Paired samples test ........................................................................... 200 Appendix 25 Lexical diversity: Oral test ............................................................... 205 Appendix 26 Lexical density: Oral test ................................................................. 207 Appendix 27 Lexical diversity: Written test .......................................................... 209 Appendix 28 Lexical density: Written test ............................................................ 211 x Appendix 29 Descriptive statistics: Self-rating of English language proficiency . 213 Appendix 30 Descriptive statistics: Attitude towards computer ........................... 218 Appendix 31 Descriptive statistics: Self-rating of computer experience .............. 220 Appendix 32 Descriptive statistics: Perceptions of internet-connected computers222 Appendix 33 Mean and Standard deviation: Post-treatment questionnaire .......... 224 Appendix 34 Lexical features: Descriptive statistics ........................................... 229 Appendix 35 Approval to conduct research at DUMTP ...................................... 231 Appendix 36 Syllabus for English intensive program .......................................... 232 Appendix 37 Syllabus for English for specific purposes ..................................... 239 xi TABLE OF CONTENTS Statement of authorship ............................................................................................... i Abstract ....................................................................................................................... ii Acknowledgements .................................................................................................... iv List of abbreviations .................................................................................................. vi List of tables.............................................................................................................. vii List of pictures and figures ........................................................................................ ix Table of contents ....................................................................................................... xii Chapter 1. Introduction ........................................................................................... 1 1.1. Introduction ...................................................................................................... 1 1.2. Research setting ................................................................................................ 2 1.2.1. Institution ................................................................................................... 2 1.2.2. Students ...................................................................................................... 2 1.2.3. Use of technology ...................................................................................... 6 1.3. Research questions ........................................................................................... 7 1.4. Rationale of the study ....................................................................................... 8 1.5. Structure of the dissertation ............................................................................ 11 1.6. Chapter summary ........................................................................................... 12 Chapter 2. Literature Review ................................................................................ 13 2.1. Introduction .................................................................................................... 13 2.2. Definitions of key terms ................................................................................. 13 2.3. Theoretical framework of the study ............................................................... 15 2.3.1. Constructivism in socio-cultural theory ................................................... 15 2.3.2. Computer-mediated communication and socio-cultural theory............... 18 2.3.3. Computer-mediated communication and language development ............ 20 2.3.4. Computer-mediated communication and second language acquisition theories ............................................................................................................... 21 2.4. Research on computer-mediated communication .......................................... 25 2.4.1. Synchronous computer-mediated communication ................................... 25 2.4.2. Transfer from synchronous online discussions to oral abilities ............... 29 2.4.3. Quantity and complexity of language ...................................................... 32 2.5. English language education in Vietnam ......................................................... 34 2.5.1. Vietnamese EFL learners’ current language proficiency ........................ 34 2.5.2. Why can CMC help Vietnamese EFL learners? ...................................... 36 xii 2.6. Research gap ................................................................................................... 40 2.7. Chapter summary ........................................................................................... 41 Chapter 3. Methodology ......................................................................................... 42 3.1. Introduction .................................................................................................... 42 3.2. Research design .............................................................................................. 42 3.3. Research participants ...................................................................................... 45 3.4. Ethical considerations..................................................................................... 52 3.5. Research Procedures....................................................................................... 53 3.6. Data collection methods ................................................................................. 62 3.6.1. Oral proficiency tests ............................................................................... 62 3.6.2. Written proficiency tests.......................................................................... 63 3.6.3. Pre-treatment questionnaire ..................................................................... 63 3.6.4. Post-treatment questionnaire ................................................................... 64 3.6.5. Post-treatment interview .......................................................................... 65 3.7. Data analysis ................................................................................................... 67 3.7.1. Comparison of scores ............................................................................... 67 3.7.2. Analysis of lexical features ...................................................................... 67 3.7.3. Students’ perceptions of the treatment ..................................................... 70 3.8. Research reliability and validity ..................................................................... 70 3.8. Chapter summary ........................................................................................... 71 Chapter 4. Findings and discussion ...................................................................... 73 4.1. Introduction .................................................................................................... 73 4.2. Findings of the study ...................................................................................... 73 4.2.1. Comparison of pre- and post- treatment scores ....................................... 73 4.2.2. Analysis of lexical features ...................................................................... 78 4.2.2.1. Quantity of language ......................................................................... 78 4.2.2.2. Lexical richness ................................................................................. 84 4.2.2.3. Comparison of lexical features between the two treatment groups... 94 4.2.3. Students’ perceptions of and attitude towards the treatment ................... 95 4.2.3.1. Perceived effects of non-SCMC role play and SCMC chat .............. 96 4.2.3.2. Students’ evaluation of non-SCMC role play and SCMC chat ....... 106 4.2.3.3. SCMC chat group’s perceptions of the treatment ........................... 113 4.2.4. Suggested model of language skills development using SCMC ........... 114 4.3. Discussion of the key findings ..................................................................... 116 xiii 4.3.1. Comparison of pre- and post- treatment scores ..................................... 117 4.3.2. Lexical features ..................................................................................... 119 4.3.3. SCMC chat group’s perceptions of the treatment ................................. 122 4.4. Chapter summary ......................................................................................... 127 Chapter 5. Conclusion and Implications ............................................................ 128 5.1. Introduction .................................................................................................. 128 5.2. Summary of key findings ............................................................................. 128 5.3. Implications .................................................................................................. 132 5.3.1. Theoretical implications ......................................................................... 132 5.3.2. Methodological implications ................................................................. 132 5.3.3. Pedagogical implications ....................................................................... 133 5.4. Limitations of this study and Future research .............................................. 136 5.5. Conclusion .................................................................................................... 138 AUTHOR’S PUBLICATIONS ............................................................................ 139 REFERENCES...................................................................................................... 140 APPENDICES ....................................................................................................... 151 xiv Chapter 1 Introduction 1.1. Introduction Research on computer mediated communication (CMC) has shown an outstanding development on foreign/second language teaching and learning methodology using technology of which countless benefits have been proved through numerous world-wide research studies (Abdorreza, Jaleh, & Azadeh, 2015; Abrams, 2003; Bui, 2006; Chou, 2004; Dang, 2011). Gonzalez-Lloret (2011) assumed that CMC was one of the fastest growing communicative media in the world and produced large quantities of authentic materials for instructors and learners around the world. Generally, CMC which refers to discussions via computer as a medium of communication has two modes. The first, asynchronous computer-mediated communication (ASCMC), takes place in time and place independence. Typically, the instructor and students discuss, give and get information or deliver materials through course web pages, posting of forum messages or email messages. In contrast, synchronous computer-mediated communication (SCMC) represents realtime interactions. Usually, this means that the instructor and students meet in a chat room, simultaneously, at a particular location in cyberspace or from any location that has Internet access and interact through typed statements or questions (Lavooy & Newlin, 2003). The advantages of using SCMC have been so far touched on a variety of research publications, the aim of this study is to explore experimental insights into applicability of SCMC mode for Vietnamese EFL students’ language skills development. The present study investigates the effects of SCMC on the development of oral and written proficiency of EFL university students of Vietnam over the course of a fifteen-week semester. The research also explores students’ perceptions of and attitudes towards SCMC mode as well as their progress on language skills through SCMC activities. 1 1.2. Research setting This section describes an overview of the institution, the students, the use of technology in language teaching and learning of the present study. 1.2.1. Institution The research was implemented at the Danang University of Medical Technology and Pharmacy (DUMTP) under Vietnam Ministry of Health. The first campus is located at 99 Hung Vuong street in Hai Chau district and the second one at Nam Ky Khoi Nghia street in Ngu Hanh Son district of Danang city. The total area is 62,093 m2. The total number of students at the time of the research being done in the academic year 2017-2018 was 4,402 students. DUMTP is a public school belonging to the Vietnamese educational system. Its mission is to train health staff at undergraduate and post graduate levels in order to meet the requirements of health human resources and people’s health care and protection. Major training programs of DUMTP in the academic year of 2017-2018 were 6-year-curriculum General Practitioner, 5-year-curriculum Pharmacist and 4-yearcurriculum Bachelors of Public Health, Medical Imaging, Medical Laboratory, Rehabilitation, General Nursing, Dental Nursing and Anesthesia Resuscitation Nursing. While General Practitioner program was lately introduced in DUMTP in 2015, the other ones have been offered over a long history of establishment since 1963. They shared many common subjects, except for some specialized ones particular to the individual discipline. The participants involved in this research were General Practitioner students. The investigation was conducted in their first semester of the first academic year out of twelve semesters within six years they studied at DUMTP. 1.2.2. Students Enrolment in the academic year 2017-2018 of DUMTP where the research was done was about 750 new students from all over Vietnam. Based on the enrolment regulations by Ministry of Education and Training for the academic year 2017-2018, the candidates submitted their application forms online or directly at the 2
- Xem thêm -

Tài liệu liên quan