ỨNG DỤNG KỂ CHUYỆN SỐ TRONG GIẢNG DẠY KỸ NĂNG NGHE TIẾNG ANH CHO HỌC SINH TIỂU HỌC: NHẬN THỨC CỦA GIÁO VIÊN VỀ LỢI ÍCH VÀ THÁCH THỨC
Nội dung chính của bài viết
Tóm tắt
Kể chuyện số được xem là một phương pháp cải tiến để dạy các kỹ năng ngôn ngữ cho những đối tượng người học khác nhau nhờ vào tính linh hoạt, các khía cạnh tăng tính gắn kết của sinh viên và đặc điểm ngôn ngữ. Mặc dù phương pháp này khá phổ biến nhưng mức độ ứng dụng của nó khác nhau ở các bối cảnh. Nghiên cứu này nhằm tìm hiểu nhận thức của giáo viên tiếng Anh về cơ hội và thách thức của phương pháp kể chuyện số để dạy kỹ năng nghe tiếng Anh cho học sinh tiểu học. Đối tượng khảo sát gồm có 30 giáo viên đang công tác tại một trường tiểu học quốc tế ở thành phố Biên Hòa, tỉnh Đồng Nai, Việt Nam. Tất cả các giáo viên này đã trả lời bảng khảo sát và 10 thầy/cô được mời tham gia các phiên phỏng vấn cá nhân sau đó. Dữ liệu định lượng được phân tích thông qua thống kê mô tả; dữ liệu định tính được phân tích dựa vào phương pháp phân tích nội dung. Kết quả chỉ ra tính khả quan của việc áp dụng kể chuyện số để dạy nghe tiếng Anh cho học sinh tiểu học tại bối cảnh này bởi vì nó cung cấp cho học sinh kiến thức về ngôn ngữ, kỹ năng nghe và môi trường học tích cực. Tuy nhiên, những giáo viên này cũng nêu lên những khó khăn liên quan đến nội dung của câu chuyện, đặc điểm về ngôn ngữ và những điểm ngữ pháp được dùng trong những câu chuyện đó.
Chi tiết bài viết
Từ khóa
kể chuyện số, kỹ năng nghe tiếng Anh, học sinh tiểu học
Tài liệu tham khảo
Baurain, B. (2011). Morality, relationality, and listening pedagogy in language education. International Journal of Listening, 25(3), 161-177. https://doi.org/10.1080/10904018.2011.604604
Beck, M. S., & Neil, J. A. (2021). Digital storytelling: A qualitative study exploring the benefits, challenges, and solutions. CIN: Computers, Informatics, Nursing, 39(3), 123-128.
Bromberg, N. R., Techatassanasoontorn, A. A., & Andrade, A. D. (2013). Engaging students: Digital storytelling in information systems learning. Pacific Asia Journal of the Association for Information Systems, 5(1), Article 2. https://doi.org/10.17705/1pais.05101
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education ESL.
Brownell, J. (2012). Listening: Attitudes, principles, and skills. Pearson.
Bui, K. N. (2015). Teachers’ concerns and solutions towards the implementation of digital storytelling in teaching English in ESL classroom in Asian countries. Journalism and Mass Communication, 5(9), 454-462.
Bui, Q. T. T., & Duong, T. M. (2018). Creating an active environment for students’ willing to communicate in English. Scientific Journal of Saigon University, 59, 54-61.
Chauhan, L., & Maniar, A. (2017). Development and effectiveness of digital stories in teaching. Lambert Academic Publishing.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
Duong, T. M., Tran, T. Q., & Nguyen, T. T. P. (2021). Non-English majored students’ use of English vocabulary learning strategies with technology-enhanced language learning tools. Asian Journal of University Education (AJUE), 17(4), 455-463. https://doi.org/10.24191/ajue.v17i4.16252
Duong, T. M., & Chau, T. N. (2019). English listening comprehension problems perceived by English majors at the Saigon International University. In T. T. Dang et al. (Eds.), The International Conference on Language Teaching and Learning Today 2019 (pp. 209-221). Vietnam National University – Ho Chi Minh City Press.
Early, M., & Marshall, S. (2008). Adolescent ESL students’ interpretation and appreciation of literary texts: A case study of multimodality. The Canadian Modern Language Review, 64(3), 377-397.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Harding, L., & Hill, A. (2011). Silence speaks digital storytelling: Guidelines for ethical practice. In J. Lambert (Ed.), Digital storytelling: Capturing lives, creating community (pp. 193-195). Routledge.
Kirkgöz, Y. (2019). Fostering young learners’ listening and speaking skills. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 171-187). Routledge.
Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Loniza, A. F., Saad, A., & Mustafa, M. C. (2018). The effectiveness of digital storytelling on language listening comprehension of kindergarten pupils. The International Journal of Multimedia & Its Applications, 10(6), 131-141.
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.
Oduolowu, E., & Oluwakemi, E. (2014). Effect of storytelling on listening skills of primary one pupil in Ibadan North local government area of Oyo State, Nigeria. International Journal of Humanities and Social Science, 4(9), 100-107.
Reynolds, G. (2014). Presentation Zen design: Simple design principles and techniques to enhance your presentations (voices that matter). New Riders Publishing.
Ribeiro, S. (2015). Digital storytelling: An integrated approach to language learning for the 21st century student. Teaching English with Technology, 15(2), 39-53.
Robin, B. (2006). The educational uses of digital storytelling. In C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Proceedings of SITE 2006 – Society for Information Technology and Teacher Education International Conference (pp. 709-716). Association for the Advancement of Computing in Education (AACE).
Towndrow, P., & Pereira, A. (2018). Reconsidering literacy in the 21st century: Exploring the role of digital stories in teaching English to speakers of other languages. RELC Journal, 49(2), 179-194.
Tran, T. Q., & Duong, H. (2021). Tertiary non-English majors’ attitudes towards autonomous technology-based language learning. Advances in Social Science, Education and Humanities Research, 533, 141-148, https://doi.org/10.2991/assehr.k.210226.018
Tran, T. Q., & Duong, T. M. (2020). Insights into listening comprehension problems: A case study in Vietnam. PASAA, 59(January-June), 77-100.
Tran, T. Q., & Duong, T. T. H. (2022). Insights into young learners’ attitudes towards gamified learning activities in English language learning. TNU Journal of Science and Technology, 227(13), 25-31. https://doi.org/10.34238/tnu-jst.6229
Tran, T. Q., & Ha. T. T. (2022). High school EFL students’ perceptions of scaffolding learning activities in learning listening skills. TNU Journal of Science and Technology, 227(13), 17-24. https://doi.org/10.34238/tnu-jst.6224
Tran, T. Q., & Hoang, L. N. (2022). Students’ perceptions of the effectiveness of technology-based games in English language learning. TNU Journal of Science and Technology, 228(04), 12-17. https://doi.org/10.34238/tnu-jst.6814
Tyagi, B. (2013). Listening: An important skill and its various aspects. The Criterion: An International Journal in English, (12).
Vu, H. Y., & Shah, M. (2016). Vietnamese students’ self-direction in learning English listening skills. Asian Englishes, 18(1), 53-66.
Walberg, H. J. (2004). International perspectives on families, schools, and communities: Educational implications for family–school–community partnerships. International Journal of Educational Research, 41(1), 1-2. https://doi.org/10.1016/j.ijer.2005.04.002
Yuksel, P., Robin, B., & McNeil, S. (2011). The educational uses of digital storytelling all around the world. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011 - Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Association for the Advancement of Computing in Education (AACE).
Beck, M. S., & Neil, J. A. (2021). Digital storytelling: A qualitative study exploring the benefits, challenges, and solutions. CIN: Computers, Informatics, Nursing, 39(3), 123-128.
Bromberg, N. R., Techatassanasoontorn, A. A., & Andrade, A. D. (2013). Engaging students: Digital storytelling in information systems learning. Pacific Asia Journal of the Association for Information Systems, 5(1), Article 2. https://doi.org/10.17705/1pais.05101
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education ESL.
Brownell, J. (2012). Listening: Attitudes, principles, and skills. Pearson.
Bui, K. N. (2015). Teachers’ concerns and solutions towards the implementation of digital storytelling in teaching English in ESL classroom in Asian countries. Journalism and Mass Communication, 5(9), 454-462.
Bui, Q. T. T., & Duong, T. M. (2018). Creating an active environment for students’ willing to communicate in English. Scientific Journal of Saigon University, 59, 54-61.
Chauhan, L., & Maniar, A. (2017). Development and effectiveness of digital stories in teaching. Lambert Academic Publishing.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
Duong, T. M., Tran, T. Q., & Nguyen, T. T. P. (2021). Non-English majored students’ use of English vocabulary learning strategies with technology-enhanced language learning tools. Asian Journal of University Education (AJUE), 17(4), 455-463. https://doi.org/10.24191/ajue.v17i4.16252
Duong, T. M., & Chau, T. N. (2019). English listening comprehension problems perceived by English majors at the Saigon International University. In T. T. Dang et al. (Eds.), The International Conference on Language Teaching and Learning Today 2019 (pp. 209-221). Vietnam National University – Ho Chi Minh City Press.
Early, M., & Marshall, S. (2008). Adolescent ESL students’ interpretation and appreciation of literary texts: A case study of multimodality. The Canadian Modern Language Review, 64(3), 377-397.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Harding, L., & Hill, A. (2011). Silence speaks digital storytelling: Guidelines for ethical practice. In J. Lambert (Ed.), Digital storytelling: Capturing lives, creating community (pp. 193-195). Routledge.
Kirkgöz, Y. (2019). Fostering young learners’ listening and speaking skills. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 171-187). Routledge.
Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Loniza, A. F., Saad, A., & Mustafa, M. C. (2018). The effectiveness of digital storytelling on language listening comprehension of kindergarten pupils. The International Journal of Multimedia & Its Applications, 10(6), 131-141.
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.
Oduolowu, E., & Oluwakemi, E. (2014). Effect of storytelling on listening skills of primary one pupil in Ibadan North local government area of Oyo State, Nigeria. International Journal of Humanities and Social Science, 4(9), 100-107.
Reynolds, G. (2014). Presentation Zen design: Simple design principles and techniques to enhance your presentations (voices that matter). New Riders Publishing.
Ribeiro, S. (2015). Digital storytelling: An integrated approach to language learning for the 21st century student. Teaching English with Technology, 15(2), 39-53.
Robin, B. (2006). The educational uses of digital storytelling. In C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Proceedings of SITE 2006 – Society for Information Technology and Teacher Education International Conference (pp. 709-716). Association for the Advancement of Computing in Education (AACE).
Towndrow, P., & Pereira, A. (2018). Reconsidering literacy in the 21st century: Exploring the role of digital stories in teaching English to speakers of other languages. RELC Journal, 49(2), 179-194.
Tran, T. Q., & Duong, H. (2021). Tertiary non-English majors’ attitudes towards autonomous technology-based language learning. Advances in Social Science, Education and Humanities Research, 533, 141-148, https://doi.org/10.2991/assehr.k.210226.018
Tran, T. Q., & Duong, T. M. (2020). Insights into listening comprehension problems: A case study in Vietnam. PASAA, 59(January-June), 77-100.
Tran, T. Q., & Duong, T. T. H. (2022). Insights into young learners’ attitudes towards gamified learning activities in English language learning. TNU Journal of Science and Technology, 227(13), 25-31. https://doi.org/10.34238/tnu-jst.6229
Tran, T. Q., & Ha. T. T. (2022). High school EFL students’ perceptions of scaffolding learning activities in learning listening skills. TNU Journal of Science and Technology, 227(13), 17-24. https://doi.org/10.34238/tnu-jst.6224
Tran, T. Q., & Hoang, L. N. (2022). Students’ perceptions of the effectiveness of technology-based games in English language learning. TNU Journal of Science and Technology, 228(04), 12-17. https://doi.org/10.34238/tnu-jst.6814
Tyagi, B. (2013). Listening: An important skill and its various aspects. The Criterion: An International Journal in English, (12).
Vu, H. Y., & Shah, M. (2016). Vietnamese students’ self-direction in learning English listening skills. Asian Englishes, 18(1), 53-66.
Walberg, H. J. (2004). International perspectives on families, schools, and communities: Educational implications for family–school–community partnerships. International Journal of Educational Research, 41(1), 1-2. https://doi.org/10.1016/j.ijer.2005.04.002
Yuksel, P., Robin, B., & McNeil, S. (2011). The educational uses of digital storytelling all around the world. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011 - Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Association for the Advancement of Computing in Education (AACE).