APPLYING INFORMATION TECHNOLOGY TOOLS TO ENHANCE ENGLISH LISTENING SKILLS: LEARNERS’ ATTITUDES AND PREFERENCES

APPLYING INFORMATION TECHNOLOGY TOOLS TO ENHANCE ENGLISH LISTENING SKILLS: LEARNERS’ ATTITUDES AND PREFERENCES

Trinh Quoc Lap tqlap@ctu.edu.vn Can Tho University 3/2, Xuan Khanh ward, Ninh Kieu district, Can Tho City, Vietnam
Vo Diem Trinh vdtrinh@ctu.edu.vn Can Tho University 3/2, Xuan Khanh ward, Ninh Kieu district, Can Tho City, Vietnam
Le Cong Tuan* lctuan@ctu.edu.vn Can Tho University 3/2, Xuan Khanh ward, Ninh Kieu district, Can Tho City, Vietnam
Ngo Huynh Hong Nga nhhnga@ctu.edu.vn Can Tho University 3/2, Xuan Khanh ward, Ninh Kieu district, Can Tho City, Vietnam
Summary: 
Information technology is increasingly applied in education due to its effectiveness in providing learners with abundant learning resources and enabling teachers to employ diverse teaching methods. In the field of foreign language education, information technology proves exceptionally beneficial by facilitating learners’ exposure to authentic language, which is essential in language acquisition. While numerous studies have examined attitudes and perceptions regarding the role of technology in learning English, this study specifically explores the issue from the learners’ perspective. The study involved 52 learners from an English center in the Mekong Delta, with data collected through questionnaires and interviews. The findings are analyzed and discussed across three dimensions: 1) Technology tools preferred by learners, 2) Learners’ attitudes, and 3) Factors influencing learners’ perceptions of applying information technology to English listening skills. The results offer suggestions for fostering positive attitudes and enhancing learners’ acceptance of information technology in English teaching and learning activities.
Keywords: 
Information technology
attitude
listening skill
English learner.
Refers: 

[1] Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7-10.

[2] Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(2006), 373–398.

[3] Anderson, J. (2010). ICT transforming education: A regional guide. Bangkok: UNESCO.

[4] Berce, J., Lanfranco, S., & Vehovar, V. (2008). E-governance: Information and communication technology, knowledge management, and learning organization culture. Informatica, 32(2).

[5] Collis, B., & Moonen, J. (2001). Flexible learning in a digital world. Experiences and expectations. London: Kogan Page.

[6] Darasawang, P., & Reinders, H. (2010). Encouraging autonomy with an online language support system. Computer-Assisted Language Learning - Electronic Journal, 11(2).

[7] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-339.

[8] Davies, G., & Hewer, S. (2009). Introduction to new technologies and how they can contribute to language learning and teaching. In G. Davies (Ed.), Information and Communications Technology for Language Teachers. Thames Valley University.

[9] Devi, M. R. (2022). The importance of speaking and listening abilities for EFL students. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 5(7), 1-5.

[10] Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators from Using ICT innovatively? Computers & Education, 51(1), 187 199.

[11] Duong, T. M., Tran, T. T. H., & Tran, T. Q. (2019). Eleventh graders’ actual use of English listening learning strategies at Duong Van Duong high school. VNU Journal of Foreign Studies, 35(1), 114 130.

[12] Duressa, B. T., Woldemariam, G. S., & Wakjira, A. T. (2022). The effects of listening strategies instruction on EFL students’ listening achievements and motivation. East African Journal of Social Sciences and Humanities, 7(2), 63-82.

[13] Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT: Making IT Happen. Frenchs Forest, N. S. W: Pearson Education Australia.

[14] Gardner, R. C. (1885). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

[15] Gillespie, H. (2006). Unlocking learning and teaching with ICT: Identifying and overcoming barriers. London: David Fulton.

[16] Hale, G. A., & Lewis, M. (Eds.). (1979). Attention and Cognitive Development. New York: Plenum Press.

[17] Ipiña, L. N. (2012). The Use of Wikis in a CLIL-POL Context as Tools for Collaborative Writing. Impact of Attitudes. (Unpublished doctoral thesis). Eskoriatza: Mondragon University.

[18] Jung, S. H. (2006). The use of ICT in learning English as an international language. (Unpublished doctoral thesis). University of Maryland, College Park, the USA.

[19] Kleiman, G. M. (2004). Myths and realities about technology in K-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4(2), 248-253.

[20] Klimova, B. F., & Poulova, P. (2014). ICT as a motivational tool in the learning of foreign languages.

[21] Kopinska, M. (2013). New technologies in foreign language classroom: The role of attitudes. The 6th edition of the ICT for Language Learning Conference.

[22] Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow: Longman

[23] Kubiatko, M. (2010). Czech university learner’s attitudes towards ICT used in science education. Journal of Technology and Information Education, 2(3), 20-25.

[24] Kullberg, T. (2011). Swedish teachers’ and learners’ views on the use of ICT in the English classroom. [Unpublished BA thesis]. Linnaeus University, Spain.

[25] Kuo, L. L. (2009). The effects of YouTube listening/viewing activities on Taiwanese EFL learners’ listening comprehension. (Unpublished doctoral thesis). La Sierra University, the USA.

[26] Landers, R. N. (2015). Developing a theory of gamified learning: Linking serious games and gamification of learning. Stimulation & Gaming, 45(6), 752-768.

[27] Liu, J. H. (2009). A survey of EFL learners’ attitudes towards information and communication technologies. English Language Teaching Journal, 2(4), 101-106

[28] Loveless, A., DeVoogd, G. L., & Bohlin, R. M. (2013). Something old, something new… Is pedagogy affected by ICT? In V. Ellis & A. Loveless (Eds.), ICT, pedagogy and the curriculum: Subject to change (pp. 63-83). New York, NY: Routledge.

[29] Meleisea, E. (2007). The UNESCO ICT in education programme. Bangkok, Thailand: United Nations Educational, Scientific and Cultural Organization.

[30] Morley, J. (1991). Listening comprehension in second/ foreign language instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed.) (pp. 81-106). Boston: Heinle and Heinle.

[31] Nevisi, R. B, & Modarresi, M. H. (2023). The effect of audiovisual input on EFL learners’ receptive and productive vocabulary knowledge of concrete and abstract words. Teaching English Language, 17(2), 325-360.

[32] Nguyen, H. C. (2007). Teaching and learning of foreign languages in Vietnam: The current situation and some solutions. Social Sciences Information Review, 1(1), 43–53.

[33] Nguyen, N. H. T., & Tri, D. H. (2014). An exploratory study of ICT use in English language learning among EFL university learners. Teaching English with Technology, (4), 32-46.

[34] Nguyen, N., Williams, J., & Nguyen, T. (2012). The use of ICT in teaching physics: Technology and pedagogy. Asia-Pacific Forum on Science Teaching and Learning, 13(2), 1-19.

[35] Nguyen, Q. N., & Thai, D. C. (2018). Listening comprehension: First-year English-major students’ perceptions and problems. Can Tho University Journal of Science, 54(2), 75- 83.

[36] Nugroho, A., Zamzami, M. R. A., & Ukhrowiyah, N. F. (2020). Language input, learning environment, and motivation of a successful EFL learner. Journal on English as a Foreign Language (JEFL), 10(1), 46-69

[37] Olatoye, R. (2011). Levels of participation in ICT training programs, computer anxiety, and ICT utilization among selected professionals. International Journal of Education and Development using ICT, 7(2), 15-26

[38] Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. Shifting the instructional focus to the learner, 35, 55.

[39] Pusack, J. P., & Otto, S. (1997). Taking control of multimedia. In M. D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning (pp. 1-46). Lincolnwood, IL: National Textbook Company.

[40] Rost, M. (1994). Online summaries as representations of lecture understanding. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 93-128). Cambridge University Press.

[41] Saunders, G., & Pincas, A. (2004). Learner Attitudes towards Information Technologies in Teaching and Learning in the UK.

[42] Secules, T., Herron, C., & Tomasello, M. (1992). The effect of video context on foreign language learning. The Modern Language Journal, 76(4), 480–490. https://doi.org/10.1111/j.1540-4781.1992. tb05396.x

[43] Siegel, J. (2014). Problematising L2 listening pedagogy: The potential of process-based listening strategy instruction in the L2 classroom (Unpublished doctoral thesis). Birmingham: Aston University

[44] Siragusa, L., & Dixon, K. (2009). Theory of planned behavior: Higher education students’ attitudes towards ICT-based learning interactions. In Same places, different spaces. Proceedings ascilite Auckland 2009. http://www.ascilite.org.au/conferences/ auckland09/procs/siragusa.pdf

[45] Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, Internet-mediated expression, and language education. CALICO Journal, 22(3), 371 397.

[46] Vannestål, M. E. (2009). Lära engelska på internet. Lund: Studentlitteratur.

[47] Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27.

Articles in Issue