Đề tài Using IT in teaching and learning Reading English for Biology for 2nd-Year students at HNUE

INTRODUCTION 1. Rationale Since computers were invented, they have increasingly been used for multi purposes to assist people all over the world. As a result, information technology (IT) has become an essential part in all aspects of our life. Thanks to IT, everything is now becoming faster, more convenient, more comfortable and more effective. Vietnam has recently integrated itself into the whole world in applying IT in all walks of life, including education. When Vietnam joined WTO in 2006, our opportunities to push the total development of education have been increasing with IT. IT has, in fact, contributed greatly to the renovation of teaching and learning in Vietnam. Teachers and students are now encouraged to update the information of their interests by searching on the Internet. Their knowledge, thus, is much broader. For the past years, schools and universities have launched the movement of renovating the methods of teaching and learning. IT, then, has proved its role. The teachers and students in the field of foreign languages also take part in the movement of renovating the methods of teaching and learning in Vietnam. The Faculty of English at Hanoi National University of Education (HNUE) have lately renovated the methods of teaching and learning by using IT. However, the effect remains limited. As a lecturer at the Faculty of English, the author has been studying an aspect in teaching English for Specific Purposes (ESP) for non-English-major students with the assistance of IT: Using IT in teaching and learning Reading English for Biology for 2nd-year students at HNUE. 2. Aims of the study The thesis focuses on studying the extent to which IT can facilitate teaching and learning reading English for Biology at HNUE. In details, it aims at: Discovering how IT influences foreign language teaching and learning (generally) and reading English for Biology teaching and learning (particularly) and the extent to which IT can assist reading English for Biology teaching and learning; Synthesizing the real situation of teaching and learning reading English for Biology using IT at HNUE by analyzing students’ questionnaire, teacher interview; and Investigating certain recommendations for administrators and teachers for applying IT to improve the quality of reading English for Biology teaching and learning at HNUE. 3. Scope of the study Due to the limited time, the researcher only focuses on using computers to promote 2nd-year students’ reading English for Biology at HNUE because of some reasons. Firstly, there are many means of IT in Vietnam now. Nevertheless, the computer is definitely by far the most popular IT means in Vietnam. Secondly, English for Biology, to some extent, is comparatively difficult to teach and learn because it is ESP. The trained teacher is the teacher of just English, not a teacher of Biology, so he/she is in lack of Biology knowledge. The students possess the knowledge of Biology, but they don’t know Biological terms in English. Computers are used to make the lessons easier to understand by showing the difficult structures and terms popularly used in Biology with the assistance of Projector and searching information on the Internet. Thirdly, the Faculty of English at HNUE have taught ESP for non-English-major students in order that they are able to read the professional materials in English and translate them into Vietnamese for study. 4. Research questions This thesis is accomplished for finding the answer to the question: How effectively is IT exploited to improve reading English for Biology teaching and learning at HNUE? More specifically, it deals with the following smaller questions: How has IT been used in teaching and learning foreign languages at HNUE? To what extent have lecturers of The Faculty of English and students of The Faculty of Agro-biology raised the quality of teaching and learning reading English for Biology with IT recently? 5. Methods of the study The author has used the following main methods to do the research: Consulting books, journals and newspapers on applying IT in teaching and learning foreign languages or ESP; Searching information on the Internet ; Doing a survey on 2nd-year students of the Faculty of Agro-biology; Interviewing lecturers of the Faculty of English who have taught English for Biology; and Analyzing the data collected quantitatively and qualitatively to find out the real situation of teaching and learning reading English for Biology at HNUE with IT. 6. Significance of the study As I have mentioned above, the movement of methods of teaching and learning renovation has been launched in HNUE, including the Faculty of English. The lecturers of English have often used IT to teach English-major students. However, they only sometimes teach non-English-major students with IT. Last year, they started to teach ESP for 2nd-year non-English-major students. Therefore, the idea of using IT to teach ESP is fairly fresh. The author, who has taught English for Biology at HNUE, have thought of how to apply IT to raise the quality of teaching and learning English for Biology and the idea has, in fact, worked well. Students were fascinated in learning reading English for Biology with IT in class. However, due to certain reasons, such lessons with IT cannot be done frequently. The researcher has acted her mind about the situation in order that IT will be applied more often and more efficiently for teaching and learning reading English for Biology promotion in the coming time. If that comes true, ESP in general and English for Biology in particular will definitely interest non-English-major students and lecturers of English. 7. Organization of the study This brief study is divided into three main parts: Introduction, Development and Conclusion. The first part, INTRODUCTION consists of seven subparts: Rationale, Aims of the study, Scope of the study, Research questions, Methods of the study, Significance of the study and Organization of the study. The second part, DEVELOPMENT has three chapters: Literature Review, The study and Recommendations. The second part is by far the most important of the whole thesis. It contains the real fact and data synthesis and analysis to answer the research questions with specific techniques, different types of exercises designed for drill as vivid illustrations. The final part, CONCLUSION summarizes all the ideas expressed throughout the research, analyzes limitation of the paper and suggests further research orientations. DEVELOPMENT CHAPTER ONE. LITERATURE REVIEW This chapter gives an overview of the literature on computers in English as a foreign language (EFL) teaching and learning and computers in ESP teaching and learning. I.1. Theoretical backgrounds of computers and EFL teaching and learning I.1.1. Introduction This section starts with the introduction about the educational technology in foreign language teaching and learning to create a portrait of the field. Next, we look into a specific branch of technology, computer technology. To provide a deeper view, history of computer-assisted language teaching and learning and computer uses in EFL teaching learning are investigated. I.1.2. Educational Technology and EFL teaching and learning Thanks to the achievements of international science and technology, the methods of teaching and learning have undeniably been changing year by year. Now it is time for us to make up the general scenery of technology in foreign language classroom or “educational technology” (Harmer 2001, p.134). The grammar-translation method has usually been the most popular method of teaching with chalk, blackboards, pens, paper and textbooks. These go with educational technologies. Warschauer, M & Carla Meskill (2000) said nearly every type of foreign language classroom teaching is supported by its own technologies. The blackboard can be considered a perfect tool for grammar-translation method. The teacher uses the board for a lot of purposes, such as note pad, explanation aid, picture frame and so on. However, all the educational technologies above sometimes do not work well. In Vietnam and in the world, the traditional educational technologies are currently used by teachers or educators. To make the matter better, such modern media as radios, cassette players, recorders, movies, televisions, computers, projectors, etc have contributed to the renovation in teaching and learning. According to Nguyen Lan Trung (2002), they have changed classroom structures and have assisted learners’ acquisition of knowledge. Foreign language classroom activities have been much more fascinating and understandable to both teachers and learners, which is due to the usage of modern media. Learners learn foreign languages when they listen to CDs/tapes, watch films/programmes, or see images projected from computers’ screen. Of all the means of modern media, undeniably, computer is now quite a useful multi-purpose tool for foreign language education. A newly established branch called Information Technology (IT) started the actual revolution of innovating methods in foreign language education. Within this thesis, the researcher would like to discuss a central component of IT, computers. I.1.3. Computers and EFL teaching and learning I.1.3.1. Definition of CALL (Computer-assisted Language Instruction) To start this research, it is necessary to mention and explain the term CALL (Computer-assisted Language Instruction). CALL is a comparatively new way to acquire foreign languages. Hence, not many people have given adequate definitions of CALL. Having collected and consulted relevant materials, the author would like to discuss the definition of CALL on the website Wikipedia, the Free Encyclopedia ( Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used to aid to the presentation, reinforcement and assessment of material to be learned, usually including substantial interactive element. Computer is the key for successful CALL. Teachers and learners discover the language with the assistance of computer technology. The teachers use computers to show their lectures on the computer screen; the learners look at the lectures during their listening to the teachers and take note. Then, learners do not have to write too much. As well, they tend to be fond of the lectures. They can both study foreign language and improve their computer experience. I.1.3.2. History of CALL Up to now, CALL has already had a history of approximately fifty years. So many changes in CALL are due to the achievements of science and technology revolution. CALL began in the 1960s, but only on big mainframe computers. CALL became more widely available in 1976 with the appearance of a Prime 300 “minicomputer”. The microcomputer was invented in late 1970s. The seminal work “The mighty micro” published in 1979 clarified how to use a microcomputer. The 1980s marked the microcomputer boom. In 1980 schools in the UK embraced the BBC Micro. Then, BBC began to reach the masses. During the 1980s, the professional associations CALICO (1983) and EUROCALL (1986) were established. IALL (International Association for Learning Labs) goes back to 1965, initially focusing on language labs. IALL is now known as IALLT (International Association for Language Learning Technology) and focuses on language learning technology in general. The 1990s witnessed the advent of the Web which became available in 1993. EUROCALL became a recognised professional association (1993). The First World CALL conference took place in Melbourn, Australia in 1998. From 2000 to now, Broadband has become more widely available, opening up new possibilities for delivering audio and video materials via the Web. Blogs and podcasts have appeared. Since CALL was applied by learners or teachers, learning and teaching foreign languages have been much more fascinating, vivid and efficient. The writer has usually used CALL in her daily acquiring and teaching English, which has brought about surprisingly good results. I.1.3.3. Computer uses for language teaching and learning Over the past few years, people have exploited the uses of computers for teaching and learning (in general) and teaching and learning FL (in particular). As far as this study is concerned, certain applications of computers in teaching and learning FL are going to be listed. Firstly, computers are widely used for reference. Teachers and students can easily search for any information of language teaching and learning with the help of CD/DVD-ROMs and Internet. CDs/DVDs of FL have continuously been programmed and produced to meet the enormous needs of FL teaching and learning. The two most distinguishing programmes to count are Encyclopedia and FL Dictionaries. The Encyclopedia such as Encarta, Grollier, Hutchinson contains knowledge of all fields, including maps, photos and films. To those who teach and learn FL, FL Dictionaries can be used as a perfect tool for reference. They are available on CD-ROM or Internet. Undeniably, Internet is now the most convenient source of materials. “As a vast virtual library the Internet offers a seemingly endless range of topics to choose from, all in one handy location.” (Dede Teeler and Peta Gray, 2001, p.36). Google, Yahoo, Alta Vista, etc have been the most popular searching engines. Only with a key word, a teacher or student can find a vast amount of information related. The second use of computers is for Computer-mediated communication (CMC). People use computers to exchange information through Internet. E-mail, electronic bulletin boards or electronic newsgroups facilitate their online communication. The trend of applying IT in education encourages using CMC for FL teaching and learning. The researcher now would like to quote the two most common CMC forms used for FL teaching and learning, e-mail exchanging and instant messaging. E-mail exchanging is currently of great use. E-mail is more widely known as a method of sending messages from one computer to another. “The most obvious benefit of using e-mail is speed.” (Dede Teeler and Peta Gray, 2001) Additionally, e-mail is cheap, simple, efficient and versatile. Messages can be sent anywhere in an instant. Transmission can cost nothing or very little. It is easy to use after initial set-up. Sending to a group can be done in one action. Pictures or other files can be attached to the notes typed and sent. ( Thus, the teacher and students can share necessary materials for study. However, e-mail users are able to encounter some risks like Spam or Virus. Instant messaging (IM) is the most popular means of talking online with such websites as Yahoo Instant Messenger, Skype, etc. According to Wikipedia, the free encyclopedia ( _messaging), “IM is a form of real-time communication between two or more people based on typed text. The text is conveyed via computers connected over a network such as the Internet.” A screenshot of PowWow, one of the first instant messengers with a graphical user interface IM applications began to appear in the 1970s on multi-user operating system such as UNIX. Since then, IM has always been made use of by people from all walks of life. For FL teaching and learning, the teacher and students exchange information online at any time without meeting face to face. Web sites. People surf web sites every hour all over the world. “The Web has become both a widespread and legitimate source of information retrieved” (Paul Stapleton, ELT Journal, volume 59/2, April 2005). Importantly, FL students and FL teachers make great use of web sites in FL as authentic materials for research or reference. Each Web page is identified by a unique address called URL (Uniform Resource Locator). Lina Lee from University of New Hampshire ( wrote: “Most of Web pages contain both text and images. Some browsers also have access to sounds and videos.” A variety of web sites are designed specifically for FL students and FL teachers to search information, exchange emails, do exercises, play games, etc. Here is an example of this kind of web sites: Articles on ELT teaching and learning are available on the Web page. Information is various on the Web sites, so the problem is how to select suitable information to search. If we can do that, web sites are beneficial enough for us to learn and teach FL. Word-processor. Nowadays, computers have been exploited in a lot of ways; however word-processor is by far the most common computer software in FL teaching and learning. Without it, we are not able to have materials for learning and teaching FL. Alison Piper (1987, cited in Harmer, J., 200, p.150) said that “the most successful educational use of computer at that time was a word-processor”. Word-processor is typically useful for teachers to prepare materials for their lectures in advance in the current age of IT. It is possible that a lecture with IT cannot be done without word-processor. I.1.4. Summary The above section of this chapter is an overview of IT and computer, the common application of IT and the way it has been exploited in FL teaching and learning. The following section will focus on theoretical backgrounds of computers in ESP teaching and learning. I.2. Theoretical backgrounds of computers in ESP teaching and learning I.2.1. Introduction In FL teaching and learning, computers have been used efficiently for educators, teachers and students’ numerous purposes. Moreover, people can teach and learn ESP with computers in the world and in Vietnam. So far as this section is concerned, the writer would like to discuss such main ideas as (1) computers in academic setting, (2) computers and ESP. I.2.2. Computers in academic setting Computers with Internet and word processing programmes have been used for searching, selecting and preparing materials in teaching and learning reading ESP. Both teachers and students need to equip themselves with basic computer skills. In Vietnam, students are taught basic computer skills during their 1st-year studying at university, which facilitates them when they study ESP. As a result, they can use word processing or access the Internet for ESP course. However, because some students do not possess computers, they find it rather difficult to use computers. Thus, teachers should spend some periods instructing them how to use word processing and Internet to search and prepare materials for their coming ESP lessons. Nowadays, students easily get used to surfing the Internet for chatting, e-mail exchanging, seeing web pages, playing games or listening to music. They often use Internet as a means of entertainment, not for study. Some do not know how to search and select the information of a topic. Although they are taught basic computer skills such as using word processing, they do not frequently practice typing and dealing with documents. Consequently, their computer skills are relatively not good enough to type long and complicated documents. All in all, teachers and students have to improve their computer skills if reading ESP is taught with IT. I.2.3. Computers and reading ESP I.2.3.1. Possible applications and advantages of using computer in reading ESP teaching and learning Three ideas will be mentioned and discussed: (1) model of teaching ESP reading with computers, (2) programmes used in reading ESP teaching and learning and (3) advantages of using computers in reading ESP teaching and learning. I.2.3.1.1.Model of teaching ESP reading with computers Some models of using computers in teaching FL can be applied for the past few years. They are one-computer classroom, several-computer classroom and networked classroom. The author only mentions one of them for teaching ESP reading within this thesis, one-computer classroom model. For this model of classroom, only one computer is used while teaching. In Vietnam, most teachers use their laptop connected with a LCD Projector to show their lectures on a big white screen in front of all the students in the classroom. This model of teaching is quite common in Vietnam recently. LCD Projector For teaching ESP reading, teachers use the above model so that all their prepared materials and lectures can be seen by the students clearly and vividly on the big white screen. They read words and see pictures or films, then do reading ESP exercises without looking in the textbooks. Hereinafter is the photo of the combination of a computer and a LCD Projector in a classroom. A classroom with a computer and a LCD Projector I.2.3.1.2. Programmes used in reading ESP teaching and learning There have been a lot of computer programmes designed for FL education; For example, word-processing, email exchanging, Web pages, Microsoft Powerpoint, Microsoft Encarta. These programmes were designed for multi-purposes. FL teachers and learners have taken advantage of their good points in order to make the study and teaching more interesting and effective. Some useful programmes are going to be introduced below. * The Internet The Internet can be used in the forms of email exchanging or Web pages in teaching and learning reading ESP. First of all, we mention Web pages. The teachers and students are able to search web pages for specific information in English of an ESP topic. After that, they select the most appropriate pieces of information for designing reading exercises. The Internet provides information of all topics for them to search and select. Frequently, the information is the latest. Second, we talk about email exchanging. Teachers email their requirements for reading exercises beforehand for students to prepare and collect materials. For instant, the teacher requires groups of students to collect short texts of certain ESP topics and assigns the task for each group through email. The students, responding the teacher’s requirements, email her/ him the texts they have collected so that she/ he checks whether their texts are appropriate or not for the coming lesson. Email exchanging is, indeed, an effective tool of information exchanging between ESP teachers and students. * Microsoft Encarta Microsoft Encarta 2006 This software is updated yearly so that the information is the latest and varied. It is considered as an encyclopedia since it contains information (in some languages) of all fields. The information is in the form of articles, photos, maps, exercises and games. A teacher or student only needs to type some key words to search the information they want. The information is simplified for all readers to understand easily. Thus, ESP teachers and students can copy quite a vast amount of information from Microsoft Encarta if they know how to exploit it. Then, the information can be used as extra reading texts or designed with reading exercises. * Word processor The uses of word processor have been discussed by Scott (1996), Cunningham (2000), Harmer (2001), Jones, C and Sue Fortescue (1991), Keiser (1999), Morgan (1997), Johnson (2004), etc. This software helps us show our thoughts on the screen with words and documents. We can easily move around the document, edit, change and add as thoughts occur. These things seem impossible with pen and paper or even with a typewriter. For ESP teachers and students, they can use word processor to type texts, exercises and answers for required tasks. This software is especially useful to the teachers who teach ESP reading. To prepare for their lectures, they type reading texts and accompanied exercises on Microsoft Word or Microsoft Powerpoint documents. In class, they show the lectures on a big screen with a LCD projector. Importantly, they can edit the documents anytime they want. * Microsoft Powerpoint. This is the most common software used in teaching and studying nowadays in Vietnam. The teachers who are good at IT often use the software to prepare their lectures. Instead of writing on the blackboard, teachers type what they want the students read and note down on the screen of Microsoft Powerpoint, then show it with a LCD projector. If the teacher knows IT well, his/ her lecture on Microsoft Powerpoint is vivid, colourful, realistic and informative. He/ she can type words of all types and colours, insert pictures, add films to make the lecture easily understood. Students, therefore, find the lecture extremely fascinating and understandable. ESP teachers can do the same as other teachers with Microsoft Powerpoint. If they take time to search pictures and films, their lectures naturally interest students. They have such a vast source of materials – ESP texts, photos, films from the Internet, Microsoft Encarta, etc. I.2.3.1.3. Advantages of using computers in reading ESP teaching and learning Using a computer with a LCD projector brings about a lot of advantages for those who teach and learn ESP reading. It has continually proved to be advantageous for the past few years. Teachers do not have to write a lot on the blackboard while teaching. Instead, they show their lectures for students to look and note down important points. Their main job is to explain about the points appearing on the screen. As a result, they have much more time to explain because they do not waste time writing a lot on the blackboard anymore. Apart from this, teachers’ computer skills are much better when they often use computers to prepare their lectures. The skills are word processing, searching information, pictures and films, displaying ideas in the documents (Microsoft Word or Microsoft Powerpoint). For example, they change the font face, font style, font colour, highlight key words, etc for the documents. Additionally, exercises for ESP reading are designed variedly and fascinatingly on the computer. A task is the combination of words, pictures, sounds or even films. The exercise, thus, looks more attracting and understandable. Last but not least, students tend to be especially interested in the lectures. Instead of looking at the blackboard, they look at the screen of a computer with colour, vivid pictures and films. They will become more hard-working and understand the lectures easily and positively. I.2.3.2. Variables that can affect computer-aided ESP reading In order that a lesson of computer-aided ESP reading is done effectively, some factors should be noticed. Pennington (1993) said there are three variables affecting the effectiveness of computer-aided writing. I have read and found that these factors also affect ESP reading. The factors are the students, the teacher and the setting. Firstly, it is the student. The students need to get used to the new method of teaching: Instead of looking at the board, they now look at the computer screen shown in front of them with a LCD projector. If they want to take note, they need to be very quick because the words on the screen can run very fast. Secondly, the teacher is the most important variable. The teacher can only have a computer-aided ESP reading lesson with a LCD when he/she owns good knowledge and skills of computers. He/she has to apply a new method of teaching, too. He/she not only shows their prepared lecture on the computer screen but also explains for the points to make students interested in the lesson and understand the lecture more quickly and easily. Thirdly, the setting contributes to the success of a computer-aided ESP reading lesson. The computer and LCD projector needs to work well during the lesson. All the softwares used for the lesson have to be checked in advance in case there are sudden mistakes. I.2.3.3. Considerations of computer-aided ESP reading teaching and learning There are some considerations to be borne in mind for teaching and learning ESP reading with a computer. For teaching, the teacher should be dynamic, flexible and knowledgeable of computer skills so that he/she can deal with all the unexpected incidents during the lesson. A common incident is the technical errors with the computer or the LCD projector. Moreover, the teacher should know how to interest students to cooperate with the teacher properly and effectively. The teacher can instruct them how to learn with IT in class in advance. For learning outside the class, the teacher should guide students about working with the Internet, searching information and assign them tasks to do. Then, students know what they have to do outside the class. The students should ask the teacher questions if they do not know how to do the tasks at home. They should also improve their computer skills to be able to accomplish at-home tasks with computers. CHAPTER TWO. THE STUDY II.1. The setting of the study II.1.1. Information technology in FL education at HNUE For the past few years, the Faculty of English and the Faculty of French have been established at Hanoi National University of Education. Even though these are such new faculties of HNUE, they have always taken part in all the movements and activities organized by the university. The Faculty of English has recently established for about 5 years now. However, the lecturers and students of this faculty have always kept up with other faculties on IT in education. Recently, HNUE has launched the movement of teaching with the assistance of IT or of innovating the methods of teaching. The managing board of HNUE has supplied each faculty with modern equipment including LCD projectors and computers to innovate the methods of teaching. The lecturers from the Faculty of English have taken advantage of the equipment so that students are able to have interesting lectures with IT. Two classrooms are equipped with LCD projectors. Thus, the two rooms are frequently occupied by lecturers and students from the Faculty of English. On the contrary, students from other faculties rarely have chances to study FL with IT for the absence of LCD projectors. There is a LCD projector available for HNUE activities; however, it cannot meet the needs of all faculties including FL faculties. Only for short-term time of some competitions, lecturers from the Faculty of English and the Faculty of French teach non-English-major students with IT. Naturally, the students feel extremely excited with such lectures. As a result, to lecturers from the Faculty of English, teaching non-English-major students with IT is not as frequent as teaching English major students. II.1.2. ESP teaching and learning at HNUE It is increasingly necessary to study ESP for individuals’ occupation. People need ESP to understand English documents so that they can update the latest information. For that need, HNUE started teaching ESP two years ago. Lecturers from ESP group, the Faculty of English have been responsible for teaching ESP for non-English-major students. They have collected and edited appropriate ESP materials to teach students. They do not have much experience in teaching ESP; they have little professional knowledge of other subjects – natural or social sciences. They, consequently, have had to study quite a lot about other subjects before they taught ESP. They sometimes ask their students about the students’ professional knowledge if they do not understand. It was really difficult at first for both lecturers and students. Students had to accept the fact that their lecturers do not know everything; the students sometimes became their lecturers’ teacher to explain their professional knowledge. Later, everything got easier. One advantage of teaching and studying ESP is that students have felt interested in the subject. They have a thirst for acquiring ESP to facilitate their future job. They have worked hard when learning ESP. They have chances to discuss their professional knowledge in English class. They love their professional knowledge, indeed. Noticeably, the lecturers have worked as guides to students when they teach ESP. ESP has been taught to supply students with basic ESP vocabulary; having mastered the ESP course, students then can read ESP materials for their own research. For the years to come, the lecturers need to reedit their ESP materials so that ESP is becoming an interesting subject at HNUE to all students. II.1.3. Using computers in ESP teaching and learning at HNUE As a lecturer of ESP group from the Faculty of English, the researcher has taught ESP for two years. Therefore, the author knows the real situation of teaching and learning ESP with IT at HNUE. Although IT has been applied in teaching and learning at HNUE for certain time, ESP has not been taught with IT. It is because it takes time and money to prepare ESP lectures with IT. The cause is partly the shortage of LCD projectors. A lecture with IT cannot be done without a LCD projector. Lecturers can borrow laptops but it is hard to borrow LCD projectors. ESP should be taught with IT because lecturers can show students colorful photos or films related to their professional topics to make the lectures much more exciting and up-to-date. The writer, thus, has done this short research for the future. Nowadays, almost all students know how to surf the Internet. Internet has been used for various purposes including learning. Students can learn ESP by searching and collecting professional information on the Internet. Then, they read and translate the materials to update professional information. However, it is a little difficult for non-English-major students to collect and translate ESP materials because of their limited proficiency of English. At HNUE, the non-English-major students rarely search ESP information on the Internet for study; they often search their professional information in Vietnamese. Hopefully, the students at HNUE are becoming interested in searching ESP materials with their lecturers’ assistance and ESP lectures are being taught with IT. Then, ESP is likely to be an attracting subject. II.2. Procedure II.2.1. Research methodology II.2.1.1. A descriptive case study The writer has taught reading English for Biology with IT for 2nd-year students at the Faculty of Agro-biology as a case study. Two lessons were prepared on the computer and taught with a LCD projector in class. Forty-five students were present at the lessons. To prepare for the lectures, the writer collected photos and films and typed her lectures with Microsoft Powerpoint software. The materials sources were the Internet, newspapers, magazines and books. The students were assigned to search and collect information of the two topics (Animals and Human heart) in groups in advance. Then, they took the collected materials to class for discussion. After the two lessons, the students were asked to answer some survey questions so that the result and efficiency of the lessons are then evaluated. II.2.1.2. Methods of data collection The researcher has collected data by two ways: students’ questionnaires teachers’ interviews The students’ questionnaire has got 10 multiple choice questions. There are three parts in the questionnaire: personal information, teaching and learning. The questionnaire was designed to facilitate later data analysis. The students’ questionnaire is the more important because it is the main way to evaluate the efficiency of teaching and learning reading ESP with IT. The students themselves assess the efficiency of teaching and learning ESP truthfully. The teachers’ interviews contribute to the efficiency assessment of teaching and learning reading ESP with IT. The teachers or lecturers who have taught reading English for Biology were interviewed about the efficiency of teaching and learning reading ESP with IT. If the efficiency is very good, the teachers should teach reading ESP with IT; if the result is not very good, they should manage to make it better. The teacher is the first factor for the success of the lessons. She prepares the lesson and does the teaching in class with her own method of teaching. Both the students and teachers were asked so that the research is done objectively and the result is right for common situations. II.2.2. Data analysis II.2.2.1. Data analysis of the students’ questionnaire The students’ questionnaire was for collecting students’ opinions of teaching and learning reading English for Biology with IT. II.2.2.1.1. Students’ personal information The total number of students in this research was 45 and all of them were in the same class. Among them, only 6 were male; the other 39 were female. Their ages were from 20 to 23. They had from 2 to 11 years experience in learning English. The following are the tables with details of the students’ gender and learning experience. Of 45 students, only 6 students were male with 13%. 39 students (87%) were female. The rate of gender was not balanced. It is the common situation among the universities training teachers. Male Female 6 39 13% 87% Table 1. Respondents’ gender A bigger number of students (58%) had 6 to 11 years of learning English; 42% of the students had 2 to 5 years of learning English. Most of them had learnt English before they entered HNUE. That is a big advantage for teaching and learning ESP. 2-5 years 6-11 years 19 26 42% 58% Table 2. Respondents’ learning experience The researcher asked the students’ ages, gender and learning English experience in order to analyze the data collected basing on these categories. II.2.2.1.2. Teaching evaluation The second part of the questionnaire is Teaching. There are 6 questions designed for this part. Question 1. When studying ESP, which skill is the most important in your personal opinion? A. reading B. speaking C. listening D. writing Chart 1. The most important skill As it can be seen from the chart, the students have different opinions about the most important skill when they study ESP. It means that some of them do not know exactly what skill ESP develops most. Nearly half of the students (49%) thought reading is by far the most important skill. A smaller number (22%) believed it is writing. 16% thought it is listening; whereas 13% said it is speaking. However, it is lucky that nearly half of the students could recognize what they were taught in ESP. The Faculty of English designed the ESP course mainly for developing students’ reading skill. Question 2. Which form of the presentation of an ESP reading lesson applied by the teacher do you prefer to study? A. A lesson with a blackboard and pieces of chalk B. A lesson with a computer and a LCD projector If the answer is B, why? (More than 1 answer can be circled.) The screen is colourful. The lesson is illustrated with a lot of pictures. I don’t have to write a lot. The lecture is more understandable. Question 2 has only two answers, A or B. Surprisingly, a large number of students chose B. The proportion is 93%. That means that most of them would like to learn ESP with IT. Only 7% said they liked the traditional form of presentation, with a blackboard and pieces of chalk. Chart 2. Form of presentation The students liked to learn ESP with IT for some reasons. Here is the data of the reasons. B D A,B,D B,D A,B A,D A,B,C,D 6 4 11 12 3 3 1 15% 10% 27.5% 30% 7.5% 7.5% 2.5% Table 3. Reasons for learning ESP with IT The students liked learning ESP with IT mainly because the lesson is illustrated with a lot of pictures and the lecture is more understandable and the screen is colourful. The researcher is happy when the 77.5% of the respondents said that the lecture was more understandable when it is taught with IT. It is the researcher’s real aim of teaching ESP with IT. Question 3. What do you like most about an ESP reading lesson with a computer and a LCD projector? The screen is colourful. The lesson is illustrated with a lot of pictures. I don’t have to write a lot. The lecture is more understandable. Some students could not determine what the main reason that they liked learning ESP with IT, so they chose 2, 3 or 4 answers for this question. It is glad to see that 31.1% said it was because the lecture was more understandable. However, more than the above mentioned figure of students (33.4%) liked the lecture only because it was illustrated with a lot of photos. Thus, it can be inferred that sometimes students like learning only because they have a chance to look at photos or see films during the lecture. Those students thought understanding the lecture is not as important as satisfying their eyes and ears with photos or films. 17.8% liked the lecture because of both its efficiency and illustration with photos or films. One common opinion can be drawn: “Students like to learn when the lecture is vivid and understandable”. The teachers who teach ESP should know this opinion to improve their methods of teaching with IT. A B C D A,B,D C,D B,D A,B,C,D 2 15 2 14 2 1 8 1 4.5% 33.4% 4.5% 31.1% 4.5% 2.2% 17.8% 2.2% Table 4. The main reason for learning ESP with IT Question 4. In your opinion, how effective is a reading-English-for-Biology lesson with IT? A. very effective B. not very effective C. effective D. not effective More than half (60%) of the respondents thought a reading-English-for-Biology lesson is effective; 29% believed the lesson is very effective. It means that 89% thought the lesson is effective. Only 11% said it is not very effective. The data has reflected the real efficiency of teaching ESP reading with IT. If all the lectures of teaching ESP reading are taught with IT, the efficiency will be much higher. Chart 3. Efficiency of a reading-English-for-Biology lesson with IT For the number of learning-English years, more students (18) with more learning experience (6-11 years) found a reading-English-for-Biology lecture effective; while only 9 with fewer learning-English years (2-5 years) thought the lecture is effective. The same number of students (7 with 2-5 years and 7 with 6-11 years) believed the lecture is very effective. Much fewer students thought the lecture is not very effective: 3 with 2-5 years and 2 with 6-11 years. It can be seen that students with more learning-English years found a reading-English-for-Biology lecture more effective. Chart 4. Efficiency of a reading-English-for-Biology lesson with IT (years’ learning English) Question 5. Do you find it more understandable when the ESP reading text is recorded and read loudly in class from the computer? A. Yes B. No One good point is that the teacher can make use of the computer to prepare an ESP lecture. The reading text can be read and recorded before the teaching performance, then be played in class for students to listen to and read at the same time. As a result, students are able to develop listening comprehension skill, as well. They can learn the pronunciation and intonation simultaneously. Most of the students (80%) thought the lecture will be more understandable when they listen to the recorded reading text from the computer. The others (20%) did not think so. Perhaps they believed that it is not important whether the reading text is recorded and played or not. Chart 5. Playing recorded ESP reading text Question 6. What skills does a teacher need to have if (s)he wants to teach ESP reading with IT? (More than 1 answer can be circled.) A. (S)he must know how to use ESP studying softwares B. (S)he must know how to operate a computer and a LCD projector C. (S)he must know how to search information on the Internet D. All A, B and C E.Other:…………………………………………………………………... …………………………………………………………………………… Most of the students (64%) chose D as the answer. They believed that a teacher needs to know how to use ESP studying softwares, how to operate a computer and a LCD projector and how to search information on the Internet. It means that the teacher should have comprehensive skills of computers and technique if (s)he wants to teach with IT. 11% thought, besides the above said skills, the teacher should have other skills such as: having good knowledge of ESP and professional vocabulary, having good communication skills, having a creative method of teaching or being good at instructing students to get used to the new method of teaching with IT. Obviously, the students expect their teacher to be good at all the necessarily demanded techniques, ESP and communication skills. In other words, the teacher should be good, creative and dynamic. Hence, the teacher needs to learn and improve his/ her knowledge and skills quite a lot before applying the new method of teaching ESP with IT. The good news is that almost all the teachers from the Faculty of English are literate at computer skills. They are always ready to acquire new technology and innovate their methods of teaching. Moreover, most of them are young, so it is easy for them to study new knowledge. B C D E A,B,D D,E A,B A,D A,C 1 2 29 1 2 5 2 1 2 2.2% 4.5% 64.4% 2.2% 4.5% 11% 4.5% 2.2% 4.5% Table 5. The teacher’s skills II.2.2.1.3. Studying evaluation The third part in the questionnaire is Studying. The researcher aims at finding out how ready the students are for the new method of teaching ESP with IT. The data collected shows surprising information of the students’ study. Question 7. Do you often search information on the Internet? A. Yes B. No Chart 5 shows that 38% of the students often search information on the Internet; whereas 62% said they don’t. 62% surf the Internet, but for other purposes such as chatting, checking e-mail, entertaining themselves by listening to music, watching movies, reading stories/ e-newspapers, etc. The Internet is an enormous source of information, so the students should make a full use of the information. Therefore, the teacher should assign them tasks of collecting ESP information for the lectures. Chart 6. Frequency of searching information on the Internet Question 8. Do you often search information from articles in English on the Internet? A. Yes B. No It is really bad news that only 13% of the respondents chose A as their answer. The students rarely look for information from articles in English. Maybe they are not good at English, so they find it difficult and uninteresting to search such kind of information. It is the common situation among non-English-major students. 87% said they don’t often search information from articles in English on the Internet. To the teachers of English, this is sad news. It means that the teachers have to make effort to instruct and encourage students to form steadily the habit of searching information in English on the Internet. Chart 7. Frequency of searching information in English on the Internet Question 9. How difficult is it to search information about an ESP topic on the Internet? A. Very difficult B. Difficult C. Not very difficult D. Easy To non-English-major students, it is shown that searching information about an ESP topic on the Internet is very difficult. More than half (56%) of the respondents confirmed the answer “very difficult”. However, 22% agreed it is not very difficult to do that kind of searching. From the data collected for the questions 8 and 9, the researcher can say that sometimes, the students are lazy at seeking for information in English. They do not have that habit partly because English is not their major. They are able to find information in English concerning their subjects, but they cannot translate the materials as there are so many new words. The writer is happy when 2% stated it is easy to look for information about an ESP topic on the Internet. Chart 8. Difficulty of searching information about an ESP topic on the Internet With the years’ learning English, the students with more years found searching information about an ESP topic on the Internet easier than those with fewer years of learning English. 7 students (6-11 years’ learning English) thought it is not very difficult and 1 (6-11 years’ learning English) said it is easy. On the contrary, only 3 (2-5 years’ learning English) determined it is not very difficult and no students with 2-5 years’ learning English believed it is easy. A B C D 2 – 5 years 4 12 3 0 6 – 11 years 5 14 7 1 Table 6. Difficulty of searching information about an ESP topic on the Internet Question 10. How should students be prepared for an ESP reading lesson with IT? (More than 1 answer can be circled.) A. Students should learn how to use the computer. B. Students should be taught how to search information on the Internet. C. Students need to be assigned with tasks of collecting information about a topic prior to the ESP reading lesson. D. Students should be told how the ESP reading lesson with IT will proceed in advance so that they can be fully prepared psychologically. E. All A, B, C and D The table illustrates that 55.6% of the students chose E as their answer to the question 10. They thought that students should learn how to use the computer, be taught how to search information on the Internet, be assigned with tasks of collecting information about a topic before the ESP reading lesson and be told how the ESP reading lesson with IT will proceed beforehand so that they can be fully prepared psychologically. In other words, the students should both improve their computer skills and ask for the teacher’s assistance when they find it difficult to do the tasks assigned by her. In general, the students need to be hard-working and willing to get the teacher’s help. The teacher needs to be responsible for instructing students any time they need her help. A B C E C,D B,C,D A,B,C B,C A,B 3 3 4 25 1 1 4 2 2 6.7% 6.7% 8.8% 55.6% 2.2% 2.2% 8.8% 4.5% 4.5% Table 6. Students’ preparation for an ESP reading lesson with IT II.2.2.2. Data analysis of the teacher interview II.2.2.2.1. Teachers’ personal information Two lecturers from the Faculty of English were interviewed. They both have taught reading English for Biology. One lecturer is 32 years old; the other is 25 years old. Both of them are good at using computers and have used computers in teaching. However, they have not used computers in teaching reading English for Biology yet. They were asked 4 questions. Each of them had differently individual opinions. II.2.2.2.2. Teachers’ evaluation of the effectiveness of teaching reading English for Biology with IT For the same questions, the two lecturers had their own ways of evaluation. The research is centered on the analysis of their answers. Question 1. What difficulties did you encounter when you taught reading English for Biology? Both of the teachers agreed that the main difficulty was that there were so many biological terms. They sometimes could not work out equivalent words in Vietnamese for the terms to explain to the students. The older teacher added the reading texts had a lot of complex structures, so both the lecturer and the students found it difficult to translate the texts into Vietnamese. The younger teacher said another problem was the students’ limited stock of vocabulary. As a result, the teacher had to explain the new words to the students for such a long time. The writer herself taught reading English for Biology, as well. She agreed with the two lecturers. She would like to add one more difficulty. That is, the teachers did not have intensive knowledge of biology. Thus, we had troubles in finding equivalent words for biological terms. We often had to explain new terms to the students to find appropriate meanings in Vietnamese. Both the lecturers and students had to make effort when reading English for Biology was taught. Question 2. How did the students feel interested in learning reading English for Biology? Both of the teachers said that almost all the students were interested in learning. It was because they could review, learn and discuss their professional knowledge in English. This was a big advantage for the lecturers to teach such students. However, the younger lecturer additionally stated some students could not express themselves wholeheartedly because of the languages barrier. The researcher is for the teachers’ ideas. The students felt like learning reading English for Biology a lot; they became extremely hard-working because they could express themselves well with their professional knowledge. Only some who were not good at English were lazy because they said there were so many new terms. Question 3. In your opinion, if you teach reading English for Biology with IT, will students be more interested in learning? The younger lecturer thought the answer is yes. She said the students would definitely be more interested in learning reading English for Biology because they could learn with modern technology. On the contrary, the older teacher believed students would like because of their curiosity but it would not work well since the class was crowded. The two lecturers agreed the students would be more interested in learning. One worried that it would not be very efficient for so many students learnt in a class. Crowded classes are the factual situation at HNUE. On average, each non-English class has about 40 – 50 students. It is slightly difficult for the teacher of English to teach efficiently. Not all the students have chances to speak and their mistakes to be corrected. The teacher can only call some of them to speak or correct exercises communally in class. The researcher herself believes it is likely that all the students will be much fonder of learning reading ESP when it is taught with IT. She has taught them two lessons of reading English for Biology with IT. All of them liked the lessons a great deal. They were much more excited in learning new terms and doing exercises. They could see colourful screen, a lot of photos, etc. Question 4. In your opinion, how effective the lecture will be when a computer and a LCD projector are used? The younger teacher confirmed it would be much more effective to teach in that way. The older said the lesson would not be very effective if the teacher used a computer and a LCD projector frequently because it took much time. She thought that the teacher should teach reading English for Biology with IT for review lessons only once a month. The writer had the same idea with the first teacher. It was definite that the students understood the lectures much more when she taught them with a computer and a LCD projector. II.2.3. Findings This section is to answer the research question and sub-questions proposed at the beginning of the thesis. Research sub-question 1. How has IT been used in teaching and learning foreign languages at HNUE? The research determined that IT has been used in teaching and learning foreign languages at HNUE, but it is not very often. The teachers at times do for the short-term movement or competition of renovating methods of teaching. Almost all the teachers at the Faculty of English know how to use computers. It means most of them are able to teach with IT. However, for the shortage of LCD projectors, they can only sometimes teach foreign languages with IT. Hopefully, in the future, the Faculty of English and the Faculty of French are going to be equipped with enough LCD projectors so that the teachers are able to apply new approach of teaching foreign languages with IT. Research sub-question 2. To what extent have lecturers of the Faculty of English and students of the Faculty of Agro-biology raised the quality of teaching and learning reading English for Biology with IT recently? In fact, the students of the Faculty of Agro-biology have not frequently been taught reading English for Biology with IT. The researcher has only done a case study. After two lectures of teaching with IT, the writer found that the quality was much higher as compared to the traditional approach of teaching and learning. The students were interested in learning; they understood the lectures much more than usual. The lecturer felt motivated and managed to instruct the students to perform well. Obviously, if reading English for Biology is often taught with IT, the quality of teaching and learning will be raised a great deal. Research question. How effectively is IT exploited to improve reading English for Biology teaching and learning at HNUE? The researcher would like to mention the case study of teaching and learning reading English for Biology with IT at HNUE. The lectures with IT worked extremely well. Lectures were prepared carefully in advance. The teacher typed her lecture with Microsoft Powerpoint. She collected information, photos and films about the topic of the reading text. She showed the students what she had prepared (with a LCD projector and a big white board) so that all of them could see and learn. The students were very excited about learning in that way. They were happy and felt relaxed while learning. They all readily raised their hands and spoke out their ideas or corrected the tasks assigned. That scene was not often seen with the traditional approach of teaching with a blackboard and pieces of chalk. After the lectures, the teacher checked the students’ understanding of what they had just learnt. She found out that most of the students remembered the new terms and pronounced them correctly. The reason was that the students looked at photos and listened to the reading text recorded from the computer. The researcher has just described the lectures she taught with IT and the effectiveness was obviously seen. It was proved the quality was raised surprisingly. If all the teachers who teach English for Biology exploit IT in such way in teaching reading English for Biology, the teaching and learning will be much improved. II.2.4. Suggestions for possibly maximal exploitation of computers in reading ESP teaching and learning II.2.4.1. Careful preparation for the lecture It can be inferred from the study that with a computer and a LCD projector, the teachers are able to act themselves well provided that they prepare carefully for the lectures. The most popular software for the teacher to type her lecture is Microsolf Powerpoint. She should learn to use the software effectively as a tool for preparing lectures before class. To make the lessons more fascinating, the teacher ought to insert photos or films and turn the words typed into different colours. As a result, the students will feel more interested in learning. The teacher should also assign students at-home tasks of searching information about an ESP topic. The students should work in groups. What they have found at home will be shown and discussed in class. In this way, the students get involved in preparing for the lecture in class. They will feel motivated and willing to express themselves. II.2.4.2. Design of types of computer-assisted tasks In order to make a lecture of reading ESP successful, the tasks need to be designed appropriately. Any teacher of English knows what the common types of tasks are. They are matching, multiple choice, gap filling, etc. When the tasks are typed on the computer, the teacher can have a variety of ways to make them eye-catching. The teacher should change the effects of the words in order that the students feel interested when they look at the tasks on the computer. The teacher should make use of photos and films to create computer-assisted tasks. For example, the task is matching each photo with a term or watching the following piece of film and answer the questions. II.2.4.3. How to teach and learn new terms For teaching new terms with IT, the teacher should show colourful photos for each one. Learning with photos makes the students bear new terms in their minds. In addition, the teacher should play the recorded tape scripts (from the computer) for the students to listen to and repeat. The students then can grasp the meanings and pronunciation of the terms more easily. To assist the students to learn terms, the teacher should give them hand-outs of the lectures and the photos for the terms they have learnt in class. At home, they look at the hand-outs to learn given terms. CHAPTER THREE. RECOMMENDATIONS III.1. For the administrators From the study, there remain a great number of problems for administrators to solve. If all of them are solved, the new approach of teaching ESP with IT is likely to be applied effectively in training all the students at HNUE. The main problem that the administrators should deal with is to equip the Faculty of English and the Faculty of French with enough LCD projectors so that teachers can do their lectures with IT. As well, the teachers should be instructed how to use LCD projectors skillfully. There should also be a technical assistant to deal with technical errors in case the teachers cannot work out the problems by themselves. The assistant should also be present at the lectures for proper technical assistance. An ESP lecture will be more successful when the teachers have professional knowledge of the subject they teach. Therefore, there should be the cooperation between the teachers of English and the faculties they teach for. The teachers from the non-English faculties should supply them with the essential information of the ESP topics they will teach. Then, they will find equivalent meanings of ESP terms in Vietnamese more easily. III.2. For the teachers The teacher has the most vital role in teaching ESP with IT. She prepares the lectures, instructs the students and teaches in class. If the teachers act well, the effectiveness of the lecture is much higher than it has been. Thus, they must be fully aware of their role and be responsible for what they teach. Firstly, the teachers should improve their computer skills. They should be good at using some softwares that are useful for their teaching with IT such as Microsoft Powerpoint, Microsoft Word. Moreover, they need to know how to search and copy information, photos and movies on the Internet or from other sources including Encarta Secondly, they should prepare the lectures carefully before class. During the class time, they only show what they have prepared in advance; they have no time to prepare or type documents. Apart from it, they have to manage the class with many students. Thirdly, the teachers should learn how to operate LCD projectors in case of the technical assistant’s absence during the lecture. Sometimes, because of technical errors, the lecture with IT can not be done well or might even be cancelled. If that happens, it is so pitily spoilt. Fourthly, the teacher should instruct the students before the lectures with IT begin. If not, the students do not know what to do and how to learn. Consequently, the lecture will not be as successful as expected. CONCLUSIONS AND FUTURE DIRECTIONS A. Conclusion and Limitation of the thesis In the study, the researcher has discussed the issue - teaching and learning reading English for Biology with IT at HNUE - theoretically and practically. Having analyzed the data collected from the students’ survey questionnaire and teachers’ interviews, some recommendations were proposed with the hope that the situation will be reinforced in the future when this paper is read and studied by the administrators and teachers. If that happens, the quality of teaching and learning reading ESP will be raised. Although the writer has made effort, there are still some shortcomings: The thesis is only a case study for a group of second-year students at the Faculty of Agro-biology. Teaching and learning reading English for Biology has not been done for all the second-year students at this faculty. Thus, the effectiveness of teaching and learning, to some extent, is not reliable. The researcher as a teacher only taught some lectures as a sample example. She said it was effective to teach and learn reading ESP with IT; however, that has not been done for a long time. The reliable success of teaching performance with the assistance of IT requires time experience to be proved of its persuadable validity. The scope of the study is comparatively limited. Only the teaching and learning reading English for Biology with IT is under consideration, which has not reflected the common picture of teaching and learning ESP at HNUE. B. Future directions To lessen the limitations of the study, some things should be done in the future: The approach of teaching and learning reading English for Biology with IT should be applied widely for all second-year students from the Faculty of Agro-biology at HNUE. After a semester’s teaching and learning, the results will be expected to bear out the effectiveness. After the study has been done for the students at the Faculty of Agro-biology, it should be done with students from other faculties, as well. Then, if the quality of teaching and learning reading ESP at HNUE is raised, the administrators should consider and encourage the teachers to apply the new method of teaching. Hopefully, this study is going to wake up the awareness of teaching and learning ESP with IT among administrators, teachers and students at HNUE. 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