Download miễn phí Luận văn Using IT in teaching and learning Reading English for Biology for 2nd-Year students at HNUE



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
 


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sk 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 ...

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