UNIVERSITATEA TRANSILVANIA DIN BRAŞOV

FACULTATEA DE PSIHOLOGIE ŞI ŞTIINŢELE EDUCAŢIEI

DEPARTAMENTUL PENTRU PREGĂTIREA PERSONALULUI DIDACTIC

LUCRARE METODICO – ŞTIINŢIFICĂ

PENTRU OBŢINEREA GRADULUI DIDACTIC I

Coordonator:

Conf.univ.dr

Gabriela Cusen Candidat,

Prof. Rareş Alexandru Roşca

Şcoala Gimnazială Şinca Nouă,

Brașov

2017 – 2019

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 UNIVERSITATEA TRANSILVANIA DIN BRAŞOV

FACULTATEA DE PSIHOLOGIE ŞI ŞTIINŢELE EDUCAŢIEI

DEPARTAMENTUL PENTRU PREGĂTIREA PERSONALULUI DIDACTIC

COMPUTER BASED PROGRAMS IN THE TEACHING OF ENGLISH RECEPTIVE SKILLS

Coordonator:

Conf.univ.dr

Gabriela Cusen Candidat,

Prof. Rareş Alexandru Roşca

Şcoala Gimnazială Şinca Nouă, Brașov

2017 – 2019

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 Avizul conducătorului ştiinţific,

Conf.univ.dr. Gabriela Cusen

Domnule Director,

Subsemnatul ROŞCA RAREŞ ALEXANDRU

vă rog să-mi aprobaţi susţinerea lucrării metodico – ştiinţifice cu titlul

COMPUTER BASED PROGRAMS IN THE TEACHING OF ENGLISH RECEPTIVE

SKILLS

sub îndrumarea d-nei conf.univ.dr. Gabriela Cusen

Data, Semnătura,

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 CONTENTS
ABSTRACT …………………………………………………………………….………6
CHAPTER ONE: INTRODUCTION ……………………………………….………..7
1.0.Introduction …………………………………………………………….…………..7
1.1. Motivation for the study ………………………………………………….……….8
1.2. Research questions and assumptions …………………………………………….9
1.2.1. Formulation of research questions and assumptions ……………………..10
1.2.2. Subjects of the study and ethical issues ………………………………….12
1.3. Research methodology …………………………………………………………….13
1.4. Teaching methods and instruments used in the research ……………………….17
1.4.1. The teaching methods used in the research ……………………………....17
1.4.2. Data collection instruments ……………………………………………....20
1.5. Conclusion ……………………………………………………………………..….. 22

CHAPTER TWO: A THEORETICAL BACKGROUND TOWARDS COMPUTER

BASED PROGRAMS IN TEACHING ENGLISH RECEPTIVE SKILLS ………...23
2.0. Introduction ………………………………………………………………………...23
2.1. Definitions and characteristics of receptive skills ……………………………..…23
2.1.1. What is reading ………………………………………………………….....26
2.1.2. What is listening ………………………………………………………..….32
2.1.3. Limitations of traditional ways of teaching receptive skills ……………… .36
2.2. Conclusion …………………………………………………………………………….37

CHAPTER THREE: AN EXPERIMENTAL DIDACTIC STUDY IN TEACHING

RECEPTIVE SKILLS THROUGH COMPUTER ASSISTED LANGUAGE
LEARNING SOFTWARE ………………………………………………………………..38
3.0. Introduction ………………………………………………………………………...…38
3.1. The offline software suite ………………………………………………………..……38
3.1.1. The “Hot Potatoes” software package ……………………………………. 39

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 3.1.2. Using advanced eLearning lessons in teaching receptive skills (the AEL
software) ……………………………………………………………………………50
3.1.2.1. The games focused on Reading ……………………………………51
3.1.2.2. The games focused on Listening ………………………………….. 58
3.1.3. The “Learn to speak English” software in teaching Receptive skills ………. 65
3.1.4. Offline dictionaries …………………………………………………………..70
3.1.4.1. The English-Romanian dictionary (the “Everest” dictionary)……..71
3.1.4.2. Offline monolingual English dictionaries …………………………74
3.1.5. The “Encyclopedia Britannica” software in teaching Receptive skills …….. 84
3.2. The Online materials ………………………………………………………………… 96
3.2.1. Using Webquests in teaching Reading and Listening ……………………… 96
3.2.2. Using podcasts in teaching Listening ………………………………………. 106
3.3. Conclusion …………………………………………………………………………… 110

CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION OF FINDINGS

4.0. Introduction …………………………………………………………………………. 111
4.1. Analysis of the research results ……………………………………………………. 111
4.1.1. Administration and analysis of initial test data ……………………………. 112
4.1.2. Administration and analysis of post-test data ……………………………… 117
4.1.3. Comparing the data from the initial test, progress tests and post-test ……... 123
4.2. Conclusion …………………………………………………………………………… 126

CHAPTER FIVE: CONCLUSIONS …………………………………………………… 127

5.0. Introduction …………………………………………………………………………. 127
5.1. Summary of findings ……………………………………………………………….. 127
5.2. Limitations of the study ……………………………………………………………. 130
5.3. Implications of the study …………………………………………………………… 131
5.4. Conclusion …………………………………………………………………………… 132

REFERENCES …………………………………………………………………………. 134

APPENDICES ………………………………………………………………………….. 137

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 ABSTRACT

The paper’s aims are twofold: on the one hand it focuses on the idea that teaching through
specially designed computer software can improve students’ results in dealing with English
receptive skills and, on the other hand, brings into question whether their improved results can
trigger a more positive attitude towards learning English altogether. The subjects of the study
are 18 students in the 6th grade from a rural area in Brasov County. These students were tested
and compared with another control group from another school with similar background and
language competency.

In order to prove these claims I conducted a three stage study: the first and third stages deal
with the initial test and post-test together with an initial and post questionnaire while the
second stage focuses on the implementation of technology in the classroom.

In point of teaching methods I make use of the pedagogical experiment method, the
observation method, the exercise method and the assessment method. As instruments for
gathering the necessary data I use the initial/progress/post-tests, observation sheets and
questionnaires.

In terms of theoretical background I lay emphasis on the Communicative language teaching

approach together with Nunan’s (1996:16) teaching model which promotes the notion of
adapting and transforming the material at hand in order to facilitate and ease student learning.

The paper takes into consideration both the offline and the online software materials thus in
the case of the latter I talk about Webquests and Podcasts while in the case of self-installing
computer software I focus on the Hot Potatoes suite, the Advanced eLearning lessons from
Siveco, monolingual offline dictionaries and other specially created software for teaching
English receptive skills such as the “Learn to speak English” suite.

The conclusions show that there is a significant improvement in the students’ competency
level when it comes to English receptive skills and this improvement is the result of the
implementation of computer based programs in teaching. Moreover, this improvement in
learning is most likely to bring a higher degree of involvement and a more positive attitude
towards learning English with regard to both receptive and productive skills.

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 CHAPTER ONE
INTRODUCTION

1.0. Introduction

The chapter presents the motivation for this study devoted to the importance computers and
computer based software have in language learning. Computers have been used since the 80s
and their influence upon the world has been dramatic. This seems to be so because computers
have opened new windows to the world and students are highly motivated when it comes to
exploring them. A motivated individual means a more productive society and those who are in
the frontline of change are the teachers. While some are reluctant towards implementing
technology in the classroom, the reality is that nowadays students are completely immersed in
technology and their minds see the world and understand it through computers and their
derivatives (PC, tablets or smartphones).

Moreover, the Internet provides a plethora of materials suitable for language learning and it is
the teacher’s job to recommend to his/her students the most relevant. Apart from the World
Wide Web there are the offline language learning materials and in this sense the Romanian
government has taken some important steps at the beginning of the new millennium in
constructing the AEL lessons that stand for Advanced eLearning and which had an amazing
impact on education.

When it comes to teaching a secondary language, the new methodology places great emphasis
on communication and what better way to achieve this in the classroom then through
Information and Communication Technologies (or ICT). The implementation of new
technologies is always hard and sometimes risky but as long as the teachers are well
intentioned society will have only to benefit. As Larousse (see website 1) said it beautifully:
“The education of the whole world is above all”.

Next in this chapter, I deal with the methodology of my study in terms of first discussing the
research questions which have guided all my work. Then, I present the research coordinates
an. ethical issues related to the data collection and analysis stages of the study. More

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specifically, in my research methodology section I give details on online and offline software I
use in my study and teaching methods and instruments I used.

1.1. Motivation for the study

When we are in school, the teachers and parents always tell us that repetition is the mother of
all learning but in today’s world this is not always the case and this does not work for the
majority of students. The best students have a natural tendency towards studying and they tend
to do it effortlessly because of their internal desire to succeed or because of their high IQ
which sets them apart. However, as teachers we must take into consideration all the students in
a classroom and, as experience shows us, the majority is not so keen on learning unless we
make things interesting and stimulate their attention and motivation towards second language
learning.

In today’s society computers control almost every part of our life so this begs the questions as
to why not use them in the classroom? Since the 1980s, when the personal computer as we
know it came to existence, language teachers have been trying to implement computer-based
materials in their teaching. This became known as CALL or Computer Assisted Language
Learning according to Dudeney and Hockley (2007: 7).

Young learners grow up today with technology and it comes natural for them to integrate it in
their studying. Still, the use of technology in the classroom does not replace the traditional
materials like course books or blackboards but enhances it.

When teaching receptive skills the teacher must take into consideration the fact that the
student is not a passive recipient of the message but he/she actively interacts with the text and
contributes meaning to it. Moreover, receptive skills do not work alone but together with the
productive ones in an integrated way.

In point of teaching reading and listening, regardless whether this comes by using computers
or traditional ways, the teacher must bear in mind the fact that the classroom activities must
simulate real-world situations and must stir the students’ interest and curiosity and that the
students should be encouraged to understand the overall meaning not the individual
components (words). Moreover, in order not to discourage the students, the teacher should
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never set tasks which are beyond the learner’s ability because this would lead to
discouragement on the part of the student. According to Vizental (2008: 141), the teacher must
lead the students from controlled reception of the message (set tasks in which they are told
what to listen for, or what info to locate while reading), through guided activities (tasks that
provide some support, but also allow freedom of observation and analysis), to the final stage
of free reception (activities in which the students deal with the text independently). In this
respect, computer technology and software are extremely useful in class and at home because
they have different levels of difficulty which tend to students’ needs.

The teacher’s role in a computer learning environment should be that of a mediator between
the students and the reading or listening materials and for this the teacher must know his/her
students’ interests; moreover, the teacher should know the students’ linguistic proficiency so
as not to set aims which are too high or too low, both being a real threat in achieving
educational success

As we know in communicative teaching, the textbook is seen as more of a guide, thus the
teacher is encouraged to choose texts from other sources which are more suited for the classes
at hand so as to actively engage the students.

Jones & Mercer (1993:11-26), see the computer as a medium that does not replace the teacher
but becomes a partner in dialogue. This is a great metaphor for what Information Technology
should stand for, namely a bridge which takes students from one point to another in point of
knowledge but does this in an enjoyable fashion.

1.2 Research questions and assumptions

Motto: „As long as the pedagogue does not take into account the
child's impulses, desires, interests and aspirations and does not seek or
know how to influence and guide them in a constructive direction, his
professional activity will not only be embarrassed but can also become
dangerous.” (my translation from Roşca, 2016: see website 2)

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Roşca encompasses in his statement placed as a motto to my paper’s chapter what every
teacher must take into consideration when going to class. The teacher in this respect is both a
source of knowledge and a source of inspiration for the student.

1.2.1. Formulation of research questions and assumptions

According to Bocoş (2003:39), a hypothesis is basically a researcher’s anticipation of a
possible answer, a supposition with regards to two possible outcomes. The present work began
with the following general hypotheses: if I use interactive didactic strategies based on
computer-based technology will that contribute to the students’ overall performance and
involvement in the English language learning classroom? However, the hypothesis inevitably
involves further assumptions or possible outcomes, thus:

a. Will teaching through specially created software and applications improve the
students’ results when dealing with English receptive language skills?

b. Will they adopt a more positive attitude towards learning English and thus
become more motivated? If so, will this result in their overall grades and language
competency?

The idea for the study came after a conversation with my students. According to Johnstone
(2000:21) many so called conversational questions can turn into research questions and this is
seen as part of sociolinguistic research. This seems to be so since today’s classroom should be
technological in order to respond to the students’ needs and expectations so as to make the
teaching and learning processes more enjoyable and rewarding.

I shall start from the assumption that using English language software and computer-based
technology in teaching the receptive skills will significantly change the classroom dynamics
and the learning process. The laptop can replace in certain situations paper, pens and textbooks
thus transforming the class environment. For much of the lesson time, the object of the
students’ gaze and source of their knowledge will be the laptop, tablet or smartphone. The
teacher is still present but he/she is no longer the focus of attention or a fountain of knowledge
like they used to be. Often, the teacher is an intermediary between the student and his/her
computer.
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Technology is like everything else: the key to success is in how one uses it. Technology is
never going to replace a caring and experienced teacher because there has to be human
interaction since we are social beings, but it can be a very powerful tool. Such a way of
teaching and learning can increase the engagement in the classroom and improve feedback
since it comes much sooner and it is more personalized.

In an Internet video material, Krashen (see website 3) explains his theory according to which
in order to learn a second language it is absolutely necessary to understand the message and it
is the teacher’s duty to come up with input that is both lively and relevant. The input must
stimulate the students’ motivation, self-esteem and reduce his/her anxiety levels. The anxiety
level is linked by Krashen to the theory of affective filter (Krashen, 1982:30) and this may
explain why the students who learn English through software perceive the lessons and
indirectly the teacher as less of a threat and so the anxiety level goes down while the learning
process and accumulation goes up. Cucoş (2011:47) talks about the importance of e-learning
in today’s society. According to this author, e-learning can be understood as an innovative,
interactive, student centered approach. He also claims that a few basic principles of e-learning
are:

- Individualizing and personalizing the learning path, meaning that learning

experiences are differentiated according to the preferences, possibilities and interests of
learners, each taking or linking to those content that is compatible with its expectations
horizon;

- Multi-level building of content - in terms of amplitude and degree of difficulty, non-

linear and open structure, each content element being re-accessed whenever needed but also
amplified when the candidate considers it necessary;

- Respecting the individual pace of work, each being able to access information
baggage, when and how he or she can or wants to;

- Self-observation of the learning approach, self-construction of the device for

accessing the considered truths;

- Shortening feed-back time, reinforcing correct responses, and verifying operational

responses (Cucoş, 2011:51).
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In a nutshell it is a system which facilitates information and knowledge to come to the student
when, where and to what extent he/she needs it.

In order to validate the hypotheses I have formulated the following objectives:

- Identifying the didactic methods, the means of education and the forms of organization
of the activity that can be applied in the study of receptive skills in English;

- Determining the general training level of the students involved in the research meaning
that each student is unique in his/her motivation degree, intellectual aptitude and
openness towards learning a second language.

- Recording, monitoring, comparing and interpreting the results obtained by the students
in the initial tests, progress and final tests;

- Applying strategies for accessing the computer-based technology both in class and at
home, as well as reconsidering the role of the computer as a means of learning;

- Stimulating the students’ interest in studying English by using active teaching

strategies based on computer technology.

The anticipated result of the study is to attract as many students as possible in the learning of
English as a second language.

By organizing practical activities such as: online and offline didactic materials like
dictionaries, thesaurus, English language computer-based games and other language software
or computer-based projects I intend to stimulate in my students the English learning process.

1.2.2. Subjects of the study and ethical issues

As far as the research coordinates are concerned, the study took place at two rural secondary
schools in Brasov County. It will be transversal research since I compared two classes out of
which one will be taught by means of classical methods and procedures of teaching acting as a

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control class, and the other, the experimental class, will be taught by means of computer-based
technology. Because at the school where I am teaching there is only one class per level I will
use for control a similar class from another Secondary School in the same rural area of Brasov.

The research took place between September 2017 until June 2018 and the participants were
two classes each with 18 students who have a similar background both in the English language
and in the social life. Both sets of students were given the same initial test specially created in
order to assess receptive skills. The students’ level was not high as both classes got an average
of 5 (the class where I am teaching got an average of 5,02, whereas the other class got a 5,05)
in the initial test which dealt both with reading and listening skills, but they have potential in
the sense that they are interested in learning and have a high motivation level as the results
have shown from the initial questionnaire where 61,11% considered that using computers can
improve their reading and listening skills.

Moreover, the students have been given a questionnaire (seen in Appendix 1) regarding their
view on the use of technology in the classroom and the results have been favorable so there is
a real interest both on behalf of the teacher and of the students.

Because my paper lays emphasis on researching students’ language learning abilities it was
important, from the ethical point of view, to let them know about the process that they would
go through and get their consent. Moreover, I made every effort to get the parents’ consent to
use their children in the research process and the school’s manager’s approval for the study. It
is important to mention the fact that the paper does not contain students’ names nor any other
information that might affect their physical and/or psychological health.

1.3 Research Methodology

Nicola (2003:122) defines pedagogical research as a form of scientific research, which aims to
explain, optimize and innovate the training and education activity.

I consider this paper to be an instance of psycho-pedagogical research because:

- It follows the development of pupils’ personality according to the model of social

development and the exigencies of contemporary society
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 - It contributes to the efficiency of the educational approach through the didactic
strategies applied in order to implement the element of English language software in
teaching English as a foreign language

- It has an interdisciplinary and transdisciplinary character, since the didactic activities

have corroborated areas such as: music, history, literature and art.

- It applies the stages and methods of research specific to psycho-pedagogy

- It can be implemented by other teachers at any level of education

This research is in the form of practical-applied research because it addresses a small-scale

problem which is that of implementing optimal didactic strategies in addressing teaching
English through computer based technology and software. My paper is born out of the
students’ desire to bring computer-based technology into the English classroom and thus make
it more enjoyable and interesting without leaving aside the pedagogical implications and the
students’ intellectual development. The object of the research is the application of interactive
didactic strategies to implement modern didactic methods of teaching the receptive skills in
the English language. This in turn should stimulate the students’ interest towards studying
English as well as creative thinking and present them with communicative skills.

In conducting the research I used both qualitative and quantitative data. My research has 3
stages:

1. An initial questionnaire and its interpretation together with an initial test and its
interpretation
2. The implementation of computer assisted language learning software in teaching the
receptive skills which also consists of progress tests administered when dealing with
the implementation of more complex forms of teaching receptive skills through
specially created software (in the case of: Hot Potatoes, AEL lessons, Webquests and
Podcasts)
3. The post-test and its interpretation alongside the post-questionnaire and its
interpretation

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 Research stages

Implementation of
Initial questionnaire computer assisted Post test
+ language learning software +
Initial test in teaching the receptive Post questionnaire
skills

I started from a questionnaire administered to both the control class and the experimental one.
The questionnaire has two main sections: the first one deals with the students’ access and use
of computer technology while the second section focuses on how technology is used in
learning English. Thus, the first question (How often do you use the computer/tablet PC or
smartphone for fun or relaxation?) has three possible answers (very often, often, rarely) and it
is a straightforward way of seeing the relation between the students and computers in daily
life. The second question (How often do you use the computer/tablet PC or smartphone in
studying for English?) is meant to see if they use computers in learning for the English class
and to what extent. The third question on the list is concerned with the students’ interests
when surfing the Internet. Here, I thought of five main categories which take into
consideration the students’ overall interests for their age namely: Watching Online movies,
Listening to music on Youtube or various other sites, Playing online games, Using social
networks and chatting, Researching for homework tasks. Question four has a follow-up
question and it deals with items which will be looked into during the study like (online and
offline dictionaries, educational games or other software for the study of English). If the
students answer affirmatively then they are directed to a follow-up question where they are
asked to say how often they used it.

After the initial questionnaire, I have given both groups of students an initial test so as to see
their levels of competency in both reading and listening. The initial test was administered in a
traditional form because that is what they were used to. The test has two parts each dealing
with a different receptive skill. The first part deals with reading and consists of a text about
Richard the Lion-hearted. The reading section has two parts. The tasks focus on the students’
ability to understand the text and the difficulty increases as the student progresses. The first
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part of the reading test is relatively easy and consists of two tasks which are based on the
students’ ability to match words with their correct definitions and to find the suitable
opposites. The second part increases in difficulty because the students have to find the correct
answers in the text and either copy the answer or reformulate it. The listening part of the initial
test presents the students with a recording about King Arthur. The students have to answer ten
individual questions based on the audio material.

The second stage of my research implements the computer assisted language learning software
in teaching the receptive skills which has two sections, namely: the offline software suite and
the online materials.

The offline software consists of:

- Hot Potatoes software package, which is designed for reading tasks and activities.
- AEL lessons (it stands for Advanced eLearning and it comprises of tasks and activities
suited for both reading and listening)
- “Learn to speak English” software (containing activities that lay emphasis on listening
through drilling and simulation type of exercises)
- Offline dictionaries concerned with reading as a skill
- The “Encyclopedia Britannica” software in teaching both reading and listening skills

The online software deals with:

- Webquests, which is a greatly praised and appreciated form of teaching the receptive
skills
- Podcasts which are focused on listening comprehension and which bring real-world
listening materials into the classroom
This stage also consists of progress tests given to students at key parts of the study so as to test
their improvement over time as a result of implementing the computer generated activities and
strategies. The third stage consists in the interpretation of the post-test given to both the
control students and the experimental ones and a diachronic view of the results. This stage also
consists of a reissue of the initial questionnaire in order to see how the students have changed

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their attitude towards using the computer and, most importantly, towards using it in studying
for English.

1.4. Teaching methods and instruments used in the research

This section is twofold in the sense that it presents the teaching methods used in the study and
afterwards looks at the instruments. Among the teaching methods I talk about the pedagogical
experiment, the observation method, the exercise method and the testing method. In the
second part I bring into focus research instruments such as questionnaires, observation sheets,
initial, progress and post-tests.

1.4.1. The teaching methods used in the research

According to Richard and Rogers (1986: 85) a method is an overall plan for systematic
presentation of language. According to this, the teacher has to find the best approaches and
procedures in order to maximize the students’ language acquisition. The teaching methods that
are applied have been selected to meet the requirements of a scientific investigation in relation
to the aim at hand. To confirm or refute the hypothesis the following research methods are
applied: the pedagogical experiment method, the observation method, the exercise method, the
virtual simulations method and the testing and assessing method.

a. The pedagogical experiment method stands for a direct action of observation through
which teachers try to improve the students’ competency in various fields. There are
three stages: the initial stage (in which the teacher/researcher finds out the students’
level in order to see what can be improved; he/she sets out the aims of his research);
the second stage consists of the pedagogical experiment; the third stage is the control
where the teacher/researcher checks to see if the initial aims of the experiment have
been fulfilled or not and to what degree.

During the first stage I subjected the students to an initial test in order to see their
competency levels in the field of English receptive skills. The initial test is composed

17
 of two parts (reading and listening) and is given both to the students that undergo the
experiment and to the students that act as a control group.

The initial test together with the rating and scoring sheets can be seen in
Appendix 2 and it was conceived to pursue the following aspects:

o The students’ reading and listening comprehension levels

o Their involvement in the activities
o The students’ ability to understand a text and extract information from it
o The students’ ability to comprehend an audio material and extract information
from it
b. According to Bocoş Muşata (2003: 329), the observation method consists in the
intentional and systematic pursuit of the instructive-educational process before, during
and after the researcher’s experimental intervention. In order to be effective the
pedagogical observation has to meet the following requirements: preliminary
observation plans, tools needed, data should recorded immediately, facts recorded by
means of sheets of observation and tables, conclusion on the educational phenomena
investigated.

According to Nicola, for the observation to be accurate and relevant it has to be

discreet, systematic, real and quantifiable (2003:122). In my study, student activity was
carefully monitored during activities requiring computer use in English studying. The
way the student interacts with the task, his/her personal contribution to the task, the
level of motivation and his/her reaction to success or failure.

c. The Exercise method (drill and practice)

Exercise and Practical Work is a teaching method in which the actual practical /
operational action prevails. This method exploits the resources developed through
exercise, practice and algorithmization by integrating them at the level of training with
specific practical objectives. According to Palicica (2002: 91) the exercise-type
didactic method involves the automation of didactic action by strengthening and
refining the basic operations that ensure the achievement of the teaching task at
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 prescribed performance levels. Exercise supports the acquisition of knowledge and
skills specific to each stage.

The pedagogical value of the exercise reflects the degree of integration of the skills
gained in the structure of the design and realization of the activity of learning.

Exercise permanently intervenes in training sequences that require mastery - recovery -

application - matter analysis in terms of some concrete goals that aim not only at
enhancing skills, but also at developing students’ operational capabilities (see website
5, 2013:87).

d. Virtual simulations method (or games for training method)

According to Winsberg (see website 6) simulation is a teaching method by which the

reproduction or imitation of a real phenomenon or process is attempted. The students
interact with the training program in a way similar to how an operator interacts with a
real system, but of course real situations are simplified in simulations. The purpose of
the simulation is to help the student in creating a useful mental model of a real
language system or process, allowing him/her to test safely and efficiently real-life
situations.

According to Jacobs (see website 7) didactic play is an educational method in which

simulated teaching prevails. Games can increase student motivation and encourages
social interaction in some cases.

e. The testing and assessment method by which I constantly check the impact that the
computer-based teaching has on my students through initial, progress and post-tests.
This is done by keeping in mind the principles of validity and reliability.

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1.4.2. Data collection instruments

In my study I used the following instruments: questionnaires, observation sheets, initial /

progress and post-tests.

1. Questionnaires
According to McDonough (1997: 176) the questionnaire implemented in my paper is a small
scale, in house type of questionnaire since it is applied to only 18 respondents and it is tailored
to their specific needs. Moreover it is considered by the same authors as a scaled type of
questionnaire since it offers my students multiple choice answers thus restricting their answers
to a clearly quantifiable data set.

2. The observation sheet

According to McDonough (1997: 87), when conducting the research and collecting the data,
the observation sheet implies that the researcher spends time making systematic efforts to
understand the inner workings of a group or individual. The first observation sheet presented
in my paper comprises two main categories: how the students behave in a traditional type of
task and in a computer software related task. Each category is further subdivided into four
sections which lay emphasis on: how quickly the students start to work on the task which they
are given; who needs help in accomplishing the task; whether or not they give up on the task
before solving it; the successful finishing of the task. The reason for this observation sheet is
to see if there is a difference between the traditional way of teaching/learning and the
implementation of modern technology.

Observation sheet 1:
Stude In traditional pen and paper In computer software related
nts’ tasks tasks
initial Starts Needs Gi Succ Starts Needs Gi Succ
s to help in ves eeds to help in ves eeds
work accompl up in work accompl up in
immed ishing eas finish immedi ishing eas finish
iately the task ily ing ately the task ily ing
the the
task task
S.A * * * * * *
20
 F.B.G * * * * * *
D.A.P * * * * *
I.A.M * * * * *
G.A * * * *
P. S * * * *
O. M * * * *
O.C.I * * * * *
V. R. * * * * *
M.V.I * * * * *
B. P. * * * *
I. C. * * * * *
I. Cl. * * * * *
Ş.I.P. * * * *
F.B.I. * * * * *
D.V. * * * * *
M
F.M. * * * * *
L.C. * * * *

As shown in the graphical part most students started working on the tasks immediately but
only 6 out of 18 (33,3%) managed to succeed in finishing the tasks whereas in computer
software related tasks all of them managed to complete the task. Due to the way the tasks have
been conceived (namely through “try and error” method) the students were able to continue
solving the tasks even if their initial answer was wrong. There is a higher degree of incentive
and motivation since the computer is seen as a comfortable and impersonal way of learning.
Most of the students needed help in accomplishing the tasks both when it came to the
traditional way of learning and through computer language software. In the latter case asking
for help meant indications on what the game or computer generated exercise consisted of.
The second observation sheet is focused on observing how students behave while
implementing AEL lessons in class.

Observation sheet 2:
Activity Using AEL lessons in teaching the
Receptive skills

Observations regarding discipline The students have shown interest and a

good conduct.

21
Observations regarding the students’ The students have used the software and
attitude towards using computers in the hardware as intended by the teacher for the
English class and the tasks received instructive process.

Observations regarding the students Students have been actively involved

involvement in the activities showing enthusiasm and curiosity,
assuming individual and collective
responsibility for carrying out their tasks.

The observation activities range from how the students behave in point of discipline up to the
students’ attitude towards learning English by means of computers. Observation sheet 2 is a
continuation and a conclusion to observation sheet 1.

3. The initial test, the progress tests and the post-test

These three types of tests work together to present a quantifiable type of data in order to see
whether teaching receptive skills through computer generated software has any positive
influence on the students’ grades. The initial test at the beginning of my research to both the
experimental class and the control class is meant to see the students’ class average before the
implementation of the experiment. The progress tests are throughout the experiment in order
to see if there is any improvement and also to act as an indicator to the extent to which the
students’ grades improve or not. The post test is the final stage in which the students are a
more complex type of test resembling in difficulty to the initial test in order to see whether the
grades differ and to what extent thus validating or not the initial hypothesis.

1.5. Conclusion
In conclusion, my paper aims at finding out whether specially created computer software can
improve students’ acquisition of reading and listening skills. Because today’s methodology is
student centered, my paper takes into consideration the students’ needs and interests.

22
 CHAPTER TWO

A THEORETICAL BACKGROUND TOWARDS COMPUTER BASED

PROGRAMS IN TEACHING ENGLISH RECEPTIVE SKILLS

2.0. Introduction

My research paper aims at bringing technology to the classroom in order for students to better
acquire receptive skills in English. This is not a simple endeavor since for so many years
teachers have been looking to refresh teaching and the classroom environment. However, there
is a consensus in society that something must change in order to bring joy and pleasure in
learning. The solution could be computers and the specially created software.

Firstly, I present the general definitions and characteristics of receptive skills and their relation
to Communicative Language Teaching (CLT). Secondly, I discuss what reading and listening
are in point of traditional methodology taught in schools while also presenting a
reinterpretation or adaptation of some lessons using computer generated language learning
software. Thirdly, I draw a few conclusions on the limitations of traditional ways of teaching
the receptive skills while also presenting an outlook on the tools that I use in teaching through
technology.

2.1. Definitions and characteristics of receptive skills

In this subchapter I discuss the relationship between teaching receptive skills and the
Communicative Language Teaching approach. I lay emphasis on Nunan’s (1996) model which
promotes the notion of adapting and transforming the material at hand so as to facilitate
student learning. Moreover, I present some features of teaching receptive skills according to
authors such as Brown (1994) or Vizental (2008) who talk about developing student autonomy
and adapting to students’ needs and interests. Finally, I present Shermila’s (2011) view on
technology in the classroom which sees the computer as a tool in the learning process.

In teaching English the teacher must take into consideration four skills, divided in two
categories: receptive and productive. My paper focuses on developing the receptive skills

23
namely reading and listening. However, skills cannot be completely isolated from one another
due to the fact that any living language is a means of communication so there may be an
overlap with the productive ones as well. Today’s entire language teaching methodology is
based on the Communicative Language Teaching (CLT) approach which states that one
cannot isolate skills completely but be aware that they can interact at some point in the
teaching process. One of the key aspects of this approach is the focus on real world contexts
and this can be put into practice through the use of technology which is an integral part of our
lives.

According to Brown (1994: 28) key aspects of CLT are:

 The focus on autonomy and strategic involvement, namely the teacher must encourage
students to be independent learners, to be autonomous, to continue on their own and
this can be easily done by subjecting students to games that have an algorithmic
process meant to guide them towards completing the task(s).
 The teacher should be a facilitator, thus he should guide the students on the path of
language so that they can learn it in a more independent way.
 The class is student centered in the sense that students are seen as active participants
because they are the ones trying to use and learn the language
Moreover, Nunan (1996: 12) sees language as a dynamic resource for the creation of meaning.
He goes on to suggest that Communicative Language Teaching should be the goal of the
curriculum. Nunan (1996: 16) interesting view on teaching through CLT is nicely outlined in
the chart below:

24
According to this model, content and tasks are developed together in such a way that content
can suggest tasks and vice versa. In point of feedback, the results of the evaluation can be fed
back into the curriculum planning process (1996: 16). This model is indicative of how the
modern teacher can adapt his/her material(s) to better suit the students. Many traditional pen
and paper tasks can be transformed by using specially created software in order to facilitate
learning. The model above places the students at the center of the English classroom and the
teacher must design the activities which best tailors to their needs, interests and desires in
order to make receptive skills acquisition more productive.

Whether using computers or not, when teaching receptive skills the teacher must take into
consideration the fact that the student is not a passive recipient of the message but he/she
actively interacts with the text and the listening material and contributes meaning to it.
According to Shermila (see website 8) who cites Kitao (2003), the computer becomes the most
important tool in the teaching process because it can be looked as a triad: a teaching tool, a
teacher resource and a managing tool.

In point of teaching reading and listening the teacher must take into consideration the fact that:

 The classroom activities must simulate real-world situations and must stir the students’
interest and curiosity; according to Nunan (1996:41) real-world tasks are seen as a
“rehearsal”, necessary prerequisites for communicating in the target language.
 The students should be encouraged to understand the overall meaning not the
individual components (words).
 Paralinguistic clues, such as gestures or the tone of voice, are the ones which help the
student make predictions about the meaning of the text.
 In order not to discourage the students, the teacher should never set tasks which are
beyond the learner’s ability because this would lead to discouragement on the part of
the student.
 According to Vizental (2008:141) the teacher must lead the students from controlled
reception of the message (set tasks in which they are told what to listen for, or what
info to locate while reading), through guided activities (tasks that provide some
support, but also allow freedom of observation and analysis), to the final stage of free
reception (activities in which the students deal with the text independently)

25
  The teacher should be a mediator between the students and the reading or listening
materials and for this the teacher must know his/her students’ interests; moreover, the
teacher should know the students’ linguistic proficiency so as not to set aims which are
too high or too low, both being a real threat in achieving educational success.
In point of testing, the objective testing techniques must go hand in hand with the
communicative ones; as we know, in communicative teaching, the textbook is seen as more of
a guide, thus the teacher is encouraged to choose texts from other sources which are more
suited for the classes at hand so as to actively engage the students. This is very useful
especially when dealing with computers and their access to the World Wide Web and its
plethora of written and audio materials.

2.1.1. What is reading

In this subchapter I begin by presenting the traditional way of viewing reading and then move
to the transformations brought by the Communicative Language Teaching approach. One of
the new implications of CLT is the introduction of sub-skills which Balan (2003:172) sees as
being the student’s ability to differentiate between different contexts and adapt to them by
using previous knowledge and intuition. Moreover I bring into discussion Lampariello’s (see
website 9) dichotomy between intensive and extensive reading when teaching reading in class
and Harmer’s (2001: 221) four steps in preparing tasks and activities. At the end of the
subchapter I present a model of computer implemented activity to show a model of how these
theories can be practiced in class.

In the most traditional sense, reading means reading aloud a text. When it came to teaching
reading, traditional classrooms focused on: recognizing words or phrases, understanding
grammar, predicting the text that followed, guessing the meaning of words from the context
and logically ordering the paragraphs. What Communicative Language Teaching and modern
views brought into the methodology is that reading should reproduce as closely as possible
real-life situations and students should find an interest in what they read because in day-to-day
activities we read for pleasure, study or to find information. These types of reading can be
seen as sub-skills which the teacher must develop in his/her students. Thus, according to Balan
(2003:172) one sub-skill is predicting the context where the student has to differentiate

26
whether the text comes from a magazine, a book, a newspaper by using his/her prior
knowledge. Another sub-skill is understanding and decoding the text (e.g. the student is asked
whether the text is part of a paragraph or a subtitle), identifying the topic (e.g. the student is
asked to extract the main idea), recognizing discourse functions (e.g. the student is asked
whether the text is defining, comparing or contrasting), inferring the meaning implicit in the
text and understanding conventions related to written texts (e.g. footnotes, parenthesis,
numbers in academic texts). Another very important sub-skill for students is working from the
text. Thus he/she must develop the ability to take notes, relate and transfer information from
the text into his/her life.

In real life situations there are three important modes for reading a text: scanning, skimming
and detailed reading. The first two fall in the category of extensive reading while the latter in
the category of intensive reading (Balan, 2003:173). For Lampariello (see website 9) intensive
reading is energy consuming while lacking the notion of pleasure that is why a normal person
does it for short periods of time and with a kind of reward in sight be it school related or
material. Perfect materials for teaching intensive reading are seen by the same author as being:
news articles, blog posts or Wikipedia articles. Extensive reading on the other hand is done for
large periods of time and in a relaxed manner. However, in order to achieve this the texts must
be interesting, level-appropriate and have a moderate length. Ideal materials in his view for
teaching extensive reading are magazines or comic books.

According to Harmer (2001:221), every teacher should follow these steps when teaching
reading:

a) A lead-in where the teacher is supposed to arouse students’ interest in the topic
b) The comprehension task in which the teacher makes sure that the students have
understood what they have to do
c) The students read for the task
d) The teacher’s feedback and follow-up task

However, when it comes to the students’ point of view, there are only two distinct stages in
Pavelescu’s (2003:55) view: there is an initial stage where the students decode the printed
letters and organize them into words and sentences followed by the second stage which is
comprehension namely recognizing the significance of the message and the implied meanings.

27
In my paper, I implement technology in teaching reading thus the students no longer have to
face the sheet of paper with the traditional layout both of the text and of the tasks. In my
design I try to transform the while reading tasks into more fun and stimulating activities in
which the student has the control through the computer. Both the reading and the listening
activities presented in my research mainly focus on while and post reading.

An example of how a reading activity can be presented to the students using computers is in
the case of teaching vocabulary about clothes. Thus, the students are given a text in Microsoft
Word format which they have to read in order to answer the follow-up questions. However,
the questions are presented through an educational software named Hot Potatoes in which the
teacher has previously worked on and adapted the layout so as to resemble a game with a step
by step process.

The students have to open a Word document as in the picture below.

The second step of the activity is opening a page in an Internet browser which has previously
been created by the teacher in Hot Potatoes software. This can be accessed offline since it is
saved on the hard drive. Here the student will find the follow up questions of the reading
material.

28
Unlike in the traditional pen-and-paper layout, here the student is brought into the 21st century
feeling more at ease and in control of his learning. In order to move from question to question
he/she has to answer correctly much as in a game with different levels to accomplish.
Moreover, the students are no longer dependent upon the teacher for the correct answer since
the answers are generated automatically. Due to this process, students’ anxiety levels go down
since they no longer have to face the teacher nor their student counterparts when giving a
wrong answer. Another positive aspect resides in the fact that such activities can be assigned
as homework since it liberates the learner from the teacher’s correction ability. The computer
acts as an intermediary between the teacher and the students. In the picture below one can see
how the program reacts to a correct and an incorrect answer:

Here the answer is correct and the student can go Here the answer is incorrect and the student has
on to the next question. to choose another variant after consulting the text
(the Word document) again.

29
Another way of presenting a reading activity is by taking a traditional pen-and-paper fill in
type of text (as in Picture 1 below) and transforming it using Hot Potatoes software into a
multiple-choice exercise with auto-correction (as in Picture 2 below).

Traditional pen-and-paper Computer generated software

30
If the aforementioned activities can be placed in the category of while-reading activities, the
example below can be placed in the category of both pre-reading or post-reading depending on
whether the teacher wants to stir the students’ interest in the lesson or wants to see if his/her
students have acquired the new vocabulary and are able to use it in context. Thus, the students
are presented with a Hot Potatoes activity consisting of four multiple choice type of sentences
(as seen in Picture 3).

The students have to choose the correct set of clothes suitable for each of the four seasons. On
one hand, if it is seen as a pre-reading activity, the teacher will have a chance to see the
students’ level of knowledge in relation to vocabulary on clothes while at the same time raise
interest in and awareness about the topic. On the other hand, if the teacher sees it as a post-
reading activity he/she can check the students’ level of acquisition. Either way the activity is
meant to engage the pupils and offer an alternative to traditional pen-and-paper tasks.

By applying Balan’s (2003:173) sub-skills view one can say that in the examples above the
students make reference to their vocabulary knowledge about clothes and how to dress
appropriately. In point of Lampariello’s (see website 9) dichotomy, the texts and activities are
31
suitable for extensive reading since they are taken from magazines and have real-world
application since fashion is part of today’s student population. When it comes to Harmer’s
(2001:221) steps on designing a task, feedback has more to gain than in traditional situations
since the students receive immediate positive or negative answers without losing face in class.

In conclusion, teaching reading as a receptive skill can be achieved in today’s school in a more
friendly and productive manner by merging old materials with new tools. The teacher has to
be aware of his/her students’ interests and adapt the activities and tasks to suit them. Because
we live in a technological era, the computer is an essential tool in gaining students’ interests
and improving their learning.

2.1.2. What is listening

In this subchapter I discuss the importance given to real-life situations when it comes to
teaching listening. Here too, the students relate to their previous knowledge about the world
and the English language by deducing meaning from the context. I present Littlewood’s
(1981:65) view upon listening, which regards it as the most important skill when
teaching/learning a second language since it makes use of human’s most basic level of
acquiring information. Moreover, I discuss Ellis’s (2007:38) dichotomy between gist listening
and detailed listening. In the end I present some of the impediments of teaching/learning
listening and also a model of how computers can be used in facilitating learning.

In today’s society where communication is everything, listening is crucial in learning a second

language and becoming a competent speaker in English. According to Vizental (2008:135),
because receptive skills are taught in an integrated way listening cannot be completely
separated from speaking. Just as in the case of reading, listening tasks must be as close to real-
life situations as possible so as to engage students’ attention and motivation in completing
what is asked from them. As in the case of reading, the teacher has to address certain listening
sub-skills like: developing students’ predictive ability, extracting specific information,
listening for gist, recognizing function and discourse patterns, deducing meaning from context
(see website 10).

According to Littlewood (1981: 65) most learners will spend considerably more time in
listening to the foreign language than producing it themselves since in order to produce
32
content one must first listen to the context and understand it. The author presents three types
of tasks which involve listening (1981: 68): performing physical tasks (for example selecting
pictures), transferring information (for example using tables which the students have to fill in)
or reformulating information. When it comes to reformulating information, the author talks
about how the teacher should give his/her students tasks oriented towards the theme as a
whole where the students will be asked to present a group project (1981: 74).

According to Rod Ellis (2007: 38) there are two types of listening: listening to comprehend
and listening to notice. In the case of the first one, the students place emphasis on the general
idea while in the case of the latter they look for specific information (for example what time
the train leaves the station or how much a cinema ticket costs). In most cases the context itself
can determine the purpose for listening (2007:40).

In many ways teaching listening is more difficult than teaching reading. One aspect is related
to the language used in the audio material, namely accents or contractions, speed of speech
and background noise which make it difficult for some students to understand the message.
Other impediments are related to students’ lack of knowledge in point of vocabulary and their
lack of listening practice. In this sense, there are ways in which teachers can help their
students to listen successfully: by encouraging students to guess the meaning from the context,
introducing and talking about the topic before listening and asking them to predict what they
will hear and, most importantly, giving students a reason to listen.

When teaching listening through computer generated software the teacher can use the
computer to his/her advantage and make the audio material more accessible and easy to use
for the student. Thus, in a listening activity about clothes the teacher can design a while-
listening activity using Hot Potatoes software where the students have individual access to an
audio material provided by the teacher and, through the use of headphones, every student can
solve the task in his/her own time. This can be done because the software provides the
necessary feedback, the student being in full control. Here the teacher can act as a guide and a
supervisor and not as the only source of information and feedback.

In the traditional way, the students would receive a picture (as below in Picture 4) and would
listen to an audio material, afterwards being asked to answer a couple of true/false sentences.
In the modern way they would have complete control over the audio since the teacher provides

33
it through USB stick to each computer and also provides the working materials prepared in
advance (as seen in Picture 5 below).

Picture 4

Audio material (see Annexes) provided by the teacher through classroom speakers.
Traditional pen on paper worksheet:

Is Paul’s sister wearing a cap? T/F

Is Paul’s sister wearing a yellow sweater? T/F
Did Paul's sister write "She'll be wearing jeans, a white shirt and a red jacket."? T/F
Is Paul’s sister named Christine? T/F
Is Paul’s aunt wearing a pink blouse? T/F
Is Paul’s uncle wearing Wellington boots? T/F

34
 Picture 5

Picture 5 presents the way in which the teacher can transform the True/False activity into one
that implies more listener involvement as in the last three questions. Here the students must
specify more detailed information such as names or degrees of kinship.

In conclusion, teaching listening is crucial in the student’s acquisition of a second language

since in most cases it is the first contact with a new language code. That is why the teacher
must facilitate as much as possible this process by using tools, such as computers, which
adhere to students’ interests. In this way the instructive process becomes more personal and
the feedback is more productive.

35
2.1.3. Limitations of traditional ways of teaching receptive skills

In today’s fast changing society, students are more and more oriented towards new and
exciting things so teaching has to change as well. The traditional ways of teaching receptive
skills are good but have certain limitations when it comes to capturing and maintaining
students’ attention and involvement in the task no matter how hard the teacher tries. A cassette
or CD played out in front of the class is outdated and is not in touch with real-world
experiences. Today’s students are active on the internet through their computers or
smartphones and they perceive the world through this new technology so we, as teachers, need
to adapt and bring these technologies to the classroom.

One way of doing this is by using podcasts which are episodic series of digital audio or video
files which a user can download and listen to (see website 11). Another way of attracting their
attention is through webquests which are inquiry-oriented lessons in which most or all the
information that learners work with comes from the web. These can be created by using
various programs, including a simple word document that includes links to websites (see
website 12). Another useful tool combines the offline and online and it is the Hot Potatoes
software which addresses teachers and students in creating and solving exercises which are
fun, easy to develop and assess, and more importantly have an algorithmic bases which goes
very well with the notion of self-learning.

The gaming industry can also be of help in teaching English as a second language. The AEL
lessons created by Siveco and implemented by the Romanian government starting with the
year 2000 have transformed the way students interact with language in the classroom.
Moreover, there are plenty of online and offline language games which address students of all
ages and which make an important impact upon education.

The traditional way of teaching the receptive skills is a framework on which we as teachers in
a postmodern era have to improve and lead into the 21st century.

36
2.2. Conclusion

As a conclusion to this chapter it can be said that when dealing with computer programs
specially created for learning English, the Communicative Language Teaching approach is
best in promoting the material’s adaptation and transformation so as to match the students’
needs. Nunan’s model (1996:16) lays emphasis on CLT and together with Brown (1994:28)
helps in developing students’ autonomy and self-assessment.

37
 CHAPTER THREE

AN EXPERIMENTAL DIDACTIC STUDY IN TEACHING RECEPTIVE SKILLS

THROUGH COMPUTER ASSISTED LANGUAGE LEARNING SOFTWARE

3.0. Introduction
In this chapter I present the ways in which English receptive skills can be taught in class
through computer generated software and the impact that it has on students. The chapter is
divided into two main parts namely the offline suite of software and the online materials. Each
software is individually explained and put in practice in the classroom environment so as to
test its effectiveness. Moreover, each computer material is followed by the advantages and
disadvantages that come with implementation in class and a comparative analysis through
progress testing so that the reader can have a clear view on the impact technology can have in
teaching reading and listening.

3.1. The Offline Software Suite

The Offline software Suite consists of four main sections: The Hot Potatoes Software, the
AEL lessons package from Siveco, the Learn to Speak English package and the Offline
Dictionaries which encompass games and other language learning activities. The last section
containing the Offline dictionaries will be divided into two subsections one dealing with
Everest English/Romanian Dictionary and the second dealing with English monolingual
dictionaries like Wordweb, Longman Dictionary of Contemporary English and Cambridge
Advanced Learners’ Dictionary.

Each section and subsection will present activities, games and other applications in order to
make teaching and learning English more interesting, appealing and joyful for students so as
to make them acquire the second language easily and more productively.

38
3.1.1. The “Hot potatoes” software package

This software is entitled Hot Potatoes and it is a very useful tool in designing all sorts of
activities which imply reading and solving objective type tasks. The software helps to create
objective type tests such as discrete-point items [Multiple choice testing (JQuiz), Dual choice
testing (JQuiz), Arranging elements (JMix), Joining elements (JMix), Blank completion
(JCloze), Blank and clue (JCloze) and Transformation (JMix) and Matching elements
(JMatch)].
For example we have the JCloze sub-menu which lets the teacher create gap fill exercises
which can then be used on Windows or Android operating machines.

39
In the main window the teacher can copy paste or write his/her own text which can afterwards
be gapped in several ways depending on the preferences. One way is to choose the auto-gap
mode which lets the teacher decide on the nth word that will be deleted. It’s very useful when
the teacher wants to test vocabulary regardless its type.

For exemplification I will decide on deleting every 5th word and the result should look like
this:

40
There is, however, a disadvantage to this auto-gapping namely the text might end up with gaps
when it comes to names and dates which the student most likely wouldn’t have the knowledge
to complete and which is pointless in establishing the student’s language proficiency. One can
conclude that this kind of gapping is rather dangerous and should not be done. It might have
the advantage that it is easy to do but it isn’t easy to assess and it fails when it comes to
validity (content and/or face validity).

However, there is the possibility to introduce the gaps ourselves and thus come up with texts
that assess certain grammatical categories or certain vocabulary items. In the following
example I took the same text and applied gapping in order to test the regular and irregular verb
forms.

41
As a final product the exercise should look like this on the students’ computers:

It is much more intuitive and best of all it promotes self-learning because the students can see
their results as soon as they finish and they can return to the items which were incorrect.
Because it is so independent of the teacher, this type of exercise can be done both in class and
at home.

Another great tool is JQuiz. This can serve very well in testing for text comprehension. It is
developed for designing multiple-choice questions, short-answer questions or hybrid

42
questions. As my first example I will choose a multiple-choice questions reading activity. First
the students are given a handout that contains a summary of the beginning of Roald Dahl’s
book entitled “Matilda”. Afterwards, they turn on their PCs and receive a multiple-choice type
quiz in the form of:

As shown above there is the possibility to choose from one to several correct answers and to
give feedback to the students. When solving the test the results could be either positive or
negative. Moreover the system shows the percentage of correct answers given.

43
 Possitive Negative

The JCross part of the software deals with crossword puzzles making it very easy for the
teacher to bring some creativity and fun into the classroom. Such an example is the crossword
for colors as shown below.

44
While teaching vocabulary it also teaches spelling because thus the skills are taught in an
integrative way.

The JMix section has to do with teaching students the correct word order. Thus after they
listen to a short material they have to summarize the action using prompt sentences but to
45
make it more difficult the teacher can use the programe to jumble/mix the words so that the
pupils don’t just have to put the sentences in order in order to demonstrate that they
understood the listening material but they must also solve the word order task. The following
material is taken from the students’ text book (World Class by Longman) and it consists of a
short story about King Midas.

46
JMatch is a software tool which can be used in matching exercises. Thus in the World Class
textbook there is an exercise where the students must listen to a dialogue on the cassette and
then correct the information found in the text at hand. In order to make it more interesting this
software can create a multiple choice type of matching as demonstrated below.

The traditional way:

Exercise C from the 6th grade students’ book (1997:16)

Read the dialogue below. Listen to the cassette and correct the information in italics.

Boy: Can I ask you some questions about golden eagles, please?
Zookeeper: yes, sure.
Boy: How big are they?
Zookeeper: Oh, they grow to about 195 cm.
Boy: And what do they eat?
Zookeeper: 2Large animals like mice and rabbits, and also other 3animals.
Boy: Where do they make a nest?
Zookeeper: On the 4top of a cliff or in a 5small tree.
Boy: And how many eggs do they lay?
Zookeeper: They usually lay 6ten.
Boy: Thank you very much.

The modern way is illustrated below:

47
A comparative approach through testing
In order to test the effectiveness of Hot Potatoes software in real world teaching I will present
a comparative set of test papers, one consisting of traditional pen and paper method and the
other in the use of computer software. The test papers can be seen in detail in Appendix 6. The
Hot Potatoes test paper consisted of JMix, JCloze and JQuiz exercises so as to test as much as
possible in order to make it valid. The results were in favour of Hot Poatoes and consistent

48
with what I had observed throughtout the teaching process. In the table bellow I will present
the students’ grades both at the traditional pen on paper and Hot Potatoes examination:

Table 3.1.: A comparative study of students’ grades in traditional and computer

generated software testing
Students’ names Traditional pen and Hot Potatoes software Overall
paper test results test results improvement
F. M. 4,50 5,25 0,75 ↑
B. P 5,75 6,25 0,50 ↑
V. R 5,50 6,25 0,75 ↑
D.A.P. 4,50 5,50 1,00 ↑
M. A. N. 3,50 5,00 1,50 ↑
S. A. E. 5,00 6,00 1,00 ↑
D. V. M. 6,00 7,25 1,25 ↑
O. M. 7,25 8,75 1,50 ↑
I. C. 6,75 7,50 0,75 ↑
O. C. I. 7,50 9,00 1,50 ↑
P. S. C. 6,75 7,75 1,00 ↑
Ş. I. P 5,75 7,00 1,25 ↑
F. B. G. 6,00 7,25 1,25 ↑
F. B. I. 5,00 6,50 1,50 ↑
I. C. 8,50 9,25 0,75 ↑
L. C. 8,50 9,50 1,00 ↑
P. V. 5,50 7,00 1,50 ↑
Ş. A. 6,50 8,00 1,50 ↑
6,04 7,16 1,12 ↑
Class average – 1,12 points 15,64 % improvement

By looking at the table it can be seen that it is a 15,64 % improvement in the class’ average
when applying teaching and assessment through Hot Potatoes. Teaching through specially
created language software is not only fun but it is also productive and it produces better
overall results.

The Hot Potatoes software is one of the best free alternatives to traditional pen on paper
teaching. It does come with certain drawbacks but the advantages greatly outway the
disadvantages. In the table below I will try to summarize the pros and cons of this inovative
teaching method:

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Table 3.2. Advantages and disadvantages in using the Hot Potatoes software
Hot Potatoes Software
Advantages Disadvantages
It is extremely interactive making it one of The teacher must invest time and effort
the best ways students can interact with into presenting it to the students in such a
computers in learning English as a second way that they can benefit from it.
language. The teacher must conduct the class in such
a way that it is first of all productive, and
only afterwards fun.

Due to the numerous tools (like JClose, It need effort on behalf of the teacher, who
JCross, JMatch, JMix, JQuiz) paked into must familiarize himself/herself with how
the software the teacher and the students the software works and prepare in advance
are faced with an extremely flexible the lessons/exercises. However, once this is
software capable of adaptation to various done, the students will appreciate the
types of exercises. results.

The teacher, thanks to the features inside The exercises/activities chosen by the
the software, can develop in his/her teacher must captivate the students’
students self-assessment which is a very attention and motivate them in order to
important skill in today’s learning society. complete the tasks and obtain linguistic
results.
It closes the gap between students and However, logistics can be a problem at
technology in a very productive manner. times due to the lack of hardware or
support from the local Internet connection.

3.1.2. Using advanced eLearning lessons in teaching receptive skills (the AEL
Software)

The Advanced eLearning software was created by Siveco in collaboration with Macmillan
Publishing House and it’s a great step forward when it comes to teaching through Computer
50
based technology. Among its advantages are efficiency and practicality since everybody has a
laptop or access to one nowadays and the platform can be accessed both online and offline.
The software lays emphasis on collaboration, self-learning and ease of functionality. It
encourages creativity as well as competition since many of the activities are games which have
difficulty levels just as any other game on the market. Moreover, the software promotes both
synchronic (learning with the help or guidance of a specialized person or a teacher) and
asynchronic learning (which is ideal for long distance learning or self-learning) as well as self-
assessment. The software is based on Flash and its compatible with almost all the Windows
based software on the market thus making it one of the best learning tools when it comes to
proper education. The collaboration with Macmillan assures quality and experience in
educating students of all ages.

In my paper I will lay emphasis on the games section in this software, more specifically those
games which promote primarily reading and listening skills. Due to the nature of Flash based
technology, the software can be easily implemented in class either through an USB stick or a
CD. The installation process is straightforward and it doesn’t interfere with the teaching
process.

There are numerous games in the AEL package but I have selected a few to illustrate how
learning is influenced and how students can benefit from them. The first group of games will
focus on reading while the second group will focus on listening.

3.1.2.1. The games focused on Reading

This first section deals with games which focus on reading as a learning skill. In the AEL
software package there are numerous games and activities but these are just a few which I
considered to be more relevant to this paper.

1. The first game is entitled “Help Agent 700” which is a reinterpretation of Agent 007.
Here the students have to help him escape from the dangerous criminals that are on his
trail. He needs to cross the river and join his partner on the boat but in order to do that
he must walk on several stones sticking out of the water. His partner says an irregular
verb in the infinitive form (here listening plays a great role) and the Agent has to step

51
 on the stone which has the correct Past Tense irregular form. In solving the exercise
the pupil has to read the three forms presented and choose which one is correct. The
game lays pressure on the player since the whole activity is subjected to a limited time
before the criminals reach the agent.

2. The second game is entitled “The Ambassadors” and it features a secret agent, Ben
Yam, who infiltrates the British Ambassador’s entourage under the false name of Mr.
Jones. He is at a cocktail party trying to reach the room with the top secret documents
but, unfortunately, the guests insist on talking to him. His English must be impeccable
or he will be found out. The language item is Formal vs. Informal English. Because the
exercise focuses on the reading skill, the students have to read what the guests say and
respond with the appropriate answer by clicking on it. Each correct answer brings them
closer to the top secret documents.

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3. In the third game, entitled “Balloons”, the students are faced with a couple of hot-air
balloons. One balloon contains what they need to complete the sentence listed on the
screen. Here, the language focus is on Conditionals and it is an extremely entertaining
way to teach and learn about the 3 forms.

53
4. The fourth game presents the students with 2 burglars which brake into a house while
the owner is asleep. Here, one burglar stays outside and tells the other what to steal.
The language focus is on vocabulary. In the example, the focus was on musical
instruments. The element of danger is presented by the rat which, if it drops something,
the man could wake up and call the police so everything has to be done quickly.

5. The following game also focuses on vocabulary but this time it is in context. The
students have to decide which word cannot be used to complete each sentence. After
that they have to click and hold the mouse button down on Smokey, move him around
until the word they want becomes green and then release the mouse button. However,
if Smokey the elephant gets hit by an egg he loses one of his sweets. The category is
“Describing people” and the skill used is reading.

54
 6. The next game is great for Halloween. Here the students have to enter the castle but the
only way to do it is through the haunted graveyard. The language focus is vocabulary
(in the example’s case: travelling collocations) and the skill used is reading. A similar
game, only more difficult since the objects attack the player and move very fast, so the
students have to quickly read the sentence and find the correct variant. In the second
game the collocations focus on sports and the skill used is reading.

“Haunted castle” game “Magic forest” game

7. Other two games which focus on vocabulary are “Noisy neighbors” and “Revealing
Cards”. Here, the students have to use their visual memory in order to match the cards
and the apartments. Thus, the cards and the apartments each contain a word, a phrase
or a picture and these come jumbled. By clicking on a card or apartment they reveal for
a second what they stand for. By using visual memory and knowledge about the
language, the pupils have to match them correctly. The skill exercised is reading.

55
“Revealing Cards” game “Noisy neighbors” game

8. Other two interesting and fun language learning games are: “Save Molly from the
fire!” and “Usual suspects”. The first one focuses on vocabulary while the later focuses
on phrasal verbs. Molly is a sheep which has to be saved from a burning building but
in order for the students to do so they must bring her down each floor at a time. For the
example I chose “Clothes and accessories”. It is a relatively simple game where the
students choose the word corresponding to the clothes and accessories category and a
ladder appears bringing Molly one step closer to safety. However, there is a time limit
of 3 minutes and if the student makes a mistake the poor animal goes up a floor.

The “Usual suspects” game takes into consideration the students’ knowledge about
phrasal verbs pertaining to different walks of life. Each suspect has a verb or a
preposition which must by combined in order to result phrasal verbs. The pupils must
be quick because there is a time limit and the suspects could escape.

56
“Save Molly from the fire!” game “Usual suspects” game

9. The last two games presented in this paper also have to do with vocabulary practice but
in terms of skill they make the transition towards listening.

The first one, entitled “The evil doctor”, presents students with a mad scientist who
tries to make Frankenstein but he needs different body parts from his assistant. The
students have to click on the correct drawer at the bottom of the screen and select from
that drawer the asked body parts. If the student makes too many mistakes the generator
will run out of power and the doctor will have to start all over again. Here the students
cannot hear the doctor’s indications but can only read them and then act accordingly so
the skill used is reading.

The second game, entitled General Gyst, asks the students to pay attention to what the
general says and move the cursor on every soldier to see which one(s) present the same
form of pronunciation. This involves listening in the first instance and then reading.
The difficulty level is quite high since there are different spellings but the
pronunciation is the same.

57
“The evil doctor” game “General Gyst” game

3.1.2.2. The games focused on Listening

In this second category the focus is on the listening part but reading is still used extensively
since the students have to read the statements and the options and check the correct variant.
The listening material is authentic and it has the ability to catch the students’ attention since it
present facts that are part of their everyday lives. For example I have chosen materials related
to: fashion, listening for directions, meeting a celebrity and public transport. However, these
are just a few of the numerous games in the AEL suite for teaching English as a second
language. In the boxes below there are pictures of the aforementioned games.

Fashion Meeting a celebrity

58
 Listening for directions Public transport

The students have the option of listening to the recording as many times as they wish and for
the desired section by clicking and dragging the cursor on the audioscript. In the case of
“Fashion” they have to tick the correct answer whereas for “Public transport” they have to
click on the rooms they visit. Both multimedia exercises come with a submit button which
allows students to check and see if they were right.

In “Meeting a celebrity” students have to listen for Mark who talks to his teacher. The task is
to drag and drop the numbers next to the sentences to put them in order with the events.

In the last game (“Listening for directions”), the students have to listen to an audioscript and
then choose the correct answer from a drop-down menu. In both games the pupils have a
submit button which checks the answers and provides the necessary feedback.

In point of methodology the method used is the exercise method in which the students use
their knowledge of English to solve the tasks in the games at hand. It is based on algorithm
since the pupils can go back and try again until they get it right. In the following table I shall
present the positive and negative aspects of AEL teaching and learning software.

59
Table 3.3. Positive and negative aspects in using AEL lessons
Positive aspects Negative aspects
It is easy to use. However it does require access to
computers and specialized training on
behalf of the teacher and students in the
sense that they have to familiarize
themselves with the installation, start up
and use of the software.
It is fun and it stimulates motivation and However, the teacher has to be careful that
interest towards learning. It creates an the students do what they are supposed to
overall pleasant atmosphere in which do and that the class is productive. He/she
students learn new grammatical and must choose the games/activities carefully,
vocabulary items in a relaxing and rehears them before the class to see what
enjoying manner. problems might the pupils encounter and
present alternatives and feedback.

A comparative approach through testing

The use of AEL software has proven to have overall positive feedback from the students
creating a pleasant environment to learn and improving competency in point of reading and
listening skills. In order to test this I tested the students before and after using AEL learning
software in point of listening for directions. Before using the software the class average grade
was 6,11 and afterwards it was 6,88.

60
Table 3.4.: Students’ results in Listening before and after the AEL lessons
Listening for directions Listening for
test results before the directions test results
AEL lessons after the AEL lessons
6 students x mark 8 3 students x mark 9
5 students x mark 6 4 students x mark 8
4 students x mark 5 3 students x mark 7
3 students x mark 4 4 students x mark 6
4 students x mark 5

Total of 18 students Total of 18 students

6,11 6,88
61,1% 6,88
+7,7% better results

Chart Title
10

0
before the AEL test after the AEL test

mark 10 mark 9 mark 8 mark 7 mark 6 mark 5 mark 4

Chart 3.1.: Students’ results in Listening before and after the AEL lessons using Gauss
In the chart above one can see that before the AEL activities there was a predominance of low
grades while afterwards the results show a more stable pattern with grades that do not
fluctuate so much and are positioned in the medium spectrum of the board.
When it came to reading the results were just as good. A test on reading comprehension where
the students had to make sense of a person describing his house had similar good results as it
can be seen in the table and charts below.

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Table 3.5: Students’ results at Reading before and after the AEL lessons
Reading
comprehension before
the AEL lessons
4 students x mark 9
3 students x mark 8
3 students x mark 7
3 students x mark 6
3 students x mark 5
2 students x mark 4
Reading
comprehension after
the AEL lessons
2 students x mark 10
3 students x mark 9
3 students x mark 8
2 students x mark 7
4 students x mark 6
4 students x mark 5

Total of 18 students Total of 18 students

6,77 average grade 7,16

67,7% 71,6%
+3,9% better results

Chart 3.2.: Students’ results at Reading before and after the AEL lessons using Gauss

Chart Title
10

0
before the AEL test after the AEL test

mark 10 mark 9 mark 8 mark 7 mark 6 mark 5 mark 4

The 3.9% improvement in reading comprehension and 7.7% improvement in listening is also
backed up by the fact that after the AEL lessons the 9 and 10 marks started to appear and
increase in number of students who managed to obtain them. In the listening part, before the
AEL lessons nobody obtained a 9 or a 10 but afterwards there were 3 students who obtained a
9. In point of reading the improvement was just as significant where 2 students obtained a 10
whereas before the AEL there were none.

Moreover, I found improvement in the students grammatical and vocabulary levels. Teaching
Irregular verbs has always been difficult both for the teacher and especially for the students
since they had to learn the forms by heart and this was seen as boring. But, thanks to the Agent
700 game where they have to escape the criminals by choosing the correct form of the
62
irregular verbs, the pupils have demonstrated a greater improvement in their use of irregular
forms. At the tests the improvement was significant as seen below.

Table 3.6: Students’ results in grammar before and after the AEL lessons
Irregular verbs test Irregular verbs test
before the AEL lessons after the AEL lessons
2 students x mark 9 2 students x mark 10
3 students x mark 8 2 students x mark 9
4 students x mark 7 3 students x mark 8
4 students x mark 6 3 students x mark 7
2 students x mark 5 5 students x mark 6
3 students x mark 4 3 students x mark 5

Total of 18 students Total of 18 students

6,44 average grade 7,11
64,4% 71,1%
+6,7% better results

This also happened in the case of vocabulary and collocations. For example in the game “Mr.
Fletcher’s greengrocery” the students have to help the greengrocer label the fruit and
vegetables. Before the game the students were familiar with words like: lemon, orange, apple,
tomato, bananas and carrots but they had real difficulty in remembering other fruits and
vegetables no matter how hard I tried to repeat and use them in traditional exercises. The game
made the process of learning more straightforward and succeeded in teaching them useful
everyday words. The fact that they had to read the labels and then arrange them according to
the picture improved their reading skill too.

“Mr. Fletcher’s greengrocery” game “Calling all cars” game

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Moreover, in the game entitled “Calling all cars” the students have to read the directions
written on the screen in order to move the police car and guide it towards the robbers. This
game also greatly helped in teaching them about directions while at the same time improving
their reading skills since the idea behind the game was to read as quickly as possible so as to
capture the bandits.

All in all the lessons proved to be useful. Even though the difficulty level is quite low with
groups of words related to a certain topic, relatively short sentences pertaining to directions,
commands, asking or giving information, greetings, using basic formal/informal English, the
students greatly appreciated the games and made a significant difference in their attitude
towards learning a second language and relating to it. Students who looked at English with
distress now saw that they too can learn basic vocabulary and perform simple tasks by
following the instructions on the computer.

In point of teaching the reading skills I have encouraged my students to try and understand for
themselves what the game asked from them. Here are some examples of what certain games
asked from them:

64
Some understood from the start while others performed the task through the process of trial
and error, eventually succeeding. This proved to be positive because afterwards they were able
to use the information and pass it on in other related games and activities.

3.1.3. The “Learn to speak English” software in teaching Receptive skills

Learn to speak English is a language learning software that is easy and intuitive as well as fun
to use whether in the classroom or at home.

At the beginning students are asked to create an offline account so that the computer can
recognize them each time. After the students log in they are prompted with a home screen
from which they can choose on their own or according to the teacher’s indications the nature
of the exercises and lessons. The LTS home screen consists of 6 sections as follows: Lessons,
Workshops, Media Center, My progress, My lesson plan and Games. Apart from Lesson plans,
all the other ones are specifically created for the students. In the Lessons category students and
teachers can choose from a series of lessons which are graded according to the level of
difficulty from beginner to Intermediate and all the way to Advanced.

65
Once a lesson is selected the teacher and the students are informed of what they will be able to
do at the end of the lesson. So, for example in lesson At the Movies, the students will be able
to use their newly acquired vocabulary to buy tickets and refreshments when going to see a
movie and to pay for what they buy. In terms of grammar they will be using demonstrative
adjectives and pronouns.

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The lesson consists both in grammar and vocabulary with emphasis on listening
comprehension and as a main teaching method is drilling. First, the students are presented with
the basic vocabulary, grammar and expressions specific for the lesson (in this case “At the
movies”; as in picture 1 below) and afterwards they are invited to listen to a dialogue while at
the same time being able to read the actors’ lines. This is extremely helpful because, after the

67
initial listening, students can hear as many times as they need to specific cues familiarizing
themselves both in terms of comprehension and production of language (as in picture 2
below).

Picture
1

Picture
2

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Workshops offer additional tools to expend the students’ knowledge and sharpen their
language skills, primarily reading and listening. It consists of grammar, pronunciation,
vocabulary, conversations and simulations. The grammar part is a review of what has been
taught and the way this is done is quite traditional through definitions and classifications.
However, the Pronunciation section is a step forward in teaching since it guides students in
improving their accent, pitch, tone and overall performance in individual words or
expressions. In the Conversation section, the students hear a typical English dialogue,
practicing their responses and getting cultural information on the topic. After this the students
are asked to complete a dialogue exercise where they have to drag and match the appropriate
answers to the questions that they hear. Listening is very important because the answers are
jumbled and if the students do not listen attentively or do not understand the meaning then it is
very difficult to guess the correct variant.

It offers alternative ways to practice the new language and learn about the American culture in
an interactive way with emphasis on listening and reading. It contains cultural movies which
also come with English subtitles so that students combine the two skills thus acquiring the
language as much as possible from authentic material.

69
The “Learn to speak English” software resembles in many ways the AEL suite of lessons
putting great emphasis on reading and listening. Because this software is designed to appeal to
a much broader learner audience, the games feature is extremely poor but it compensates by
language in context and the abundance of drilling exercises which can be extremely helpful
especially with young learners who, many times, have problems in understanding the sounds
and thus fail in understanding the words and the overall message. It comes packed with day to
day activities like going to the movies, doing shopping, visiting various places or meeting
people. Moreover it encompasses the students’ need to learn about the American culture and
way of life which makes the software even more appealing and useful.

In conclusion, the AEL suite and “Learn to speak English” are both excellent tools in teaching
English receptive skills through Computer based technology. There is always the
inconvenience of lack of equipment or time need in order to set everything up but once the
teacher overcomes these barriers, the students can only benefit from it.

3.1.4. Offline dictionaries

Dictionaries are an important tool in learning a second language. These can be both online
(like Google translate) or offline. When it comes to offline there is a plethora of English to
English dictionaries devised by various English or American universities in order to help
students better understand and use the English language at the same time enriching their
vocabulary. The offline dictionaries discussed in this paper are: Everest Dictionary, Wordweb,

70
Longman Dictionary of Contemporary English, Cambridge Advanced Learner’s Dictionary
and Merriam-Webster Dictionary and Thesaurus.

Offline English to English dictionaries provide students with individual word translations and
not whole sentences which is a good thing because they have to use their acquired grammar,
knowledge about the syntax and vocabulary in order to construct a meaningful text. Many of
the aforementioned dictionaries provide sound for the words so as to help with communication
when and if needed.

3.1.4.1. The English-Romanian dictionary (The “Everest” dictionary)

In this category there is the “Everest” dictionary which, in my opinion, is the best offline
dictionary for beginners up to intermediate since it offers relevant translations beginning with
standard everyday English, up to expressions and technical terminology. Being offline, the
students can use it anytime as long as they have access to a Windows device.

When accessing the dictionary the search results show translations from English/Romanian
standard, English Romanian technical and English Romanian expressions just as in the
example where I have looked for the word “market”.
71
The students have the option to scroll through the findings and choose the translation that they
need. The software allows students to search for words in English from their Romanian
counterparts. Thus, if I type the word “piaţă”, and switch from English to Romanian from the
upper left corner, I will get the same results but in the required English language.

The dictionary also comes with a built in word game which takes the students through various
words pertaining to the selected dictionaries (in this case English/Romanian standard,
72
English/Romanian Expressions and English/Romanian technical). The game provides five
possible answers only one being correct so it is a very useful tool in acquiring new vocabulary
through fun activities. The negative aspect of the game is that it doesn’t provide students with
the correct answer if they get it wrong the first time.

Correct variant Incorrect variant

This is one of the reasons why I think that the game is more enjoyable if it is played in groups
of three because if one students knows the answer it can teach the other two and thus the
whole activity is more productive. The teacher can act as a guide in those cases where none of
the students know the answer or are not sure. Another way in which students can solve the
game and thus acquire vocabulary is by checking with other dictionaries on their computer,
like Cambridge Advanced Learner’s Dictionary or Merriam Webster’s Dictionary and
Thesaurus.

73
Cambridge Advanced Learner’s Dictionary Merriam Webster’s Dictionary and
Thesaurus

In conclusion, the advantages posed by The Everest Dictionary as opposed to Google

translate is that the first does not translate word for word or entire sentences as the latter. This
is a great advantage because it encourages students to use their already acquired language to
learn new words and place them in a syntax according to the grammatical rules. Another
advantage of this type of dictionary as opposed to traditional paper dictionaries is that it is
much faster when it comes to searching, it is easier and it provides a much broader perspective
upon the language since it incorporates three or more dictionaries into one. It is a great tool in
diversifying their vocabulary since they encounter numerous expressions and synonyms which
can enlarge their view upon the language. Another positive feature is the students’ interaction
with technology which increases the chances of language acquisition due to the fun part. The
negative aspect has to do with expressions and collocations which, many of them, are not
familiar to 6th graders and may discourage them at a first glance. This is why the teacher must
encourage them to look for what is relevant and continue their work understanding that as time
goes by their language proficiency will increase.

3.1.4.2. Offline Monolingual English Dictionaries

This type of dictionaries are greatly recommended in both teaching and learning English
because they provide the most accurate definitions of words encountered in the language.
They have the great advantage to be designed by well-established publishing houses like
Longman, Cambridge, and Oxford so the students acquire the information from the best
sources possible. However, there is the disadvantage of the language barrier meaning that it is
74
much more difficult for the beginner to use these types of dictionaries and without
encouragement from the teacher they are most likely to be reluctant and ignore or even reject
them. That is why using technology can help both in designing and implementing them in
classrooms. The teacher can design word processed work sheets which the students can solve
either in class or as homework using the offline English/English Dictionaries.

In my classes I use the following dictionaries: Wordweb, Longman Dictionary of

Contemporary English, Cambridge Advanced Learner’s Dictionary and Merriam-Webster
Dictionary and Thesaurus.

I. Wordweb is a very useful tool which provides students with clear and precise definitions of
all the words needed in their school assignments. It is free and it can be downloaded and
installed on Windows operating machines as well as on Android phones or MacOs systems
which makes it highly practical and accessible. The interface is easy to use and it can also
provide the pronunciation or synonyms. It is a basic form of learning vocabulary and listening
for pronunciation but because it is easy to install and to use it makes it very versatile and
convenient when it comes to use it in class. A couple of screenshots of the software are
presented below and they are relevant when it comes to proving the usage of such a tool when
teaching English as a secondary language.

75
Pronunciation Synonyms

The Dictionary button

76
II. “Longman Dictionary of Contemporary English” is a much more complex and robust
learning tool which can be adapted to all categories of learners from beginners to advanced.
One great feature is the fact that it relates to the English teacher by providing materials
necessary in teaching. Thus, on the main interface there are 5 main buttons (Dictionary,
Activator, Exercise, Grammar, web/email Pop up). The Dictionary button encompasses the
traditional English to English dictionary but in a more in depth perspective. So, if we look up
the word “market” the dictionary is going to offer several grammatical and lexical variants

77
depending on the context. All that the student has to do is look up for the meaning in the
desired context.

The Activator button shows a list of related words thus, as its name goes, activates the
students’ vocabulary, enriching it where necessary. Moreover, on the right side there is a list
of words which are related to English/American culture thus transforming the dictionary into
an authentic learning material which stimulates the pupils’ interest and curiosity.

The Activator button

The Longman Dictionary also comes with a set of exercises in order to activate the students’
newly acquired vocabulary. There are six main categories out of which two are mostly
reserved for the teacher (“Lesson plans” and “Exams”) while the rest are student oriented
(Grammar, Vocabulary, Culture and Listening). All the exercises are based on computer
technology and are designed to help the students learn through the process of trial and error.
Such an example is an exercise in the Vocabulary category which deals with idioms based on
the word “far”. Here the students are faced with multiple answer questions which students
have to solve by using reading as a main skill. There are two buttons below the questions: one
checks the answers while the other shows the correct variant. This is a great feature and a
major advantage in learning a second language since the teacher is no longer the only source
of information or the one that does the checking.

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The category which deals with Culture is divided into 3 sections: Around the world
(containing 7 individual worksheets), Famous People (containing 3 individual worksheets),
Festivals and Holidays, Historic events, Organizations and Who or What (containing 2 parts).
Each worksheet is based on reading as a main skill and the exercises are in the form of drag
and drop answers. The idea behind these types of exercises is to subject students to a form of
algorithm where through a process of trial and error they eventually succeed in choosing the
correct variant. By doing this, the students see it more as a game than as a test and their
79
anxiety level goes down. The computer in this case is both the teacher and a helpful friend
guiding the student step by step towards deeper understanding of English and the world
around him/her.

If the first three categories focused on reading the fourth category deals with listening as a
skill. It consists of two main sections: listening comprehension and dictation. Listening
comprehension is further subdivided into 2 subsections dealing with the students’ language
level, thus there is a section for intermediate and another for advanced. Because my students
are 6th graders I will deal with the Intermediate section.

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The Listening sections and subsections Listening comprehension exercise

In the listening comprehension exercise (as shown in the picture above) the students have to
click on the “Play sound” button to hear a person talking (in this case the man on the recording
says: Please, leave a message after the tone.) The student can play the recording how many
times he/she wants to in order to grasp the meaning and choose from the three variants listed.
The sentences are as close to real-life as possible so as to see how students cope with day to
day tasks in human interaction. The authenticity level is high and the nature of the exercise
stimulates the pupils because in order to move ahead in the game they have to answer
correctly.

In conclusion, this software proves to be useful in teaching English because of its various
applications which interact with students at various stages and levels in their language
acquisition providing real-world scenarios. When it comes to engaging students, a teacher
needs all the help he/she can get and publishing houses are aware of this that is why they come
up with such dictionaries which attract students and break their dependency upon the teacher.

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III. Cambridge Advanced Learners’ Dictionary in teaching Reading

In some aspects, this offline dictionary resembles The Longman’s one in the sense that it has
pronunciation for all the words in the dictionary, study pages for grammar, pictures to help
with the word’s definition and, most importantly, exercises. The exercises section contains
four categories (Grammar, Vocabulary, Pictures and Exam practice). In my classes I will use
the first three.

In point of grammar and vocabulary the exercises provide by the Cambridge dictionary consist
of dual-choice items thus giving students the opportunity to choose which answer they think
it’s correct. The dictionary provides the check, just as in Longman’s case and can show the
correct answer if prompted.

Cambridge Advanced Learners’ Dictionary’s Exercise Section

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A fun and efficient learning exercise is in the Pictures section. Here, the students have a
multitude of different categories from which to choose and once they begin the exercise they
have to match the words on the left to the places in the image. The computer provides
immediate feedback either positive or negative depending of what the student accomplished
(in the example the student had 5 answers out of which 3 were correct and 2 were wrong).

The Categories in the Pictures section

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In conclusion, there are advantages to using such a software like ease of use and student
friendly user interface. Moreover it is extremely suitable for those who do not possess great
skill or have a large vocabulary since it makes use of pictures and multiple choice answers
which can be set from beginner to more advanced. The only disadvantage that I can see is
related to infrastructure since students need access to a Windows computer.

3.1.5. The “Encyclopaedia Britannica” software in teaching Receptive skills

Encyclopaedia Britannica is probably the most well known encyclopedia in the world. It
succeeds in encompassing information from all fields and present them to the user at the touch
of a button. The software version that I am using in teaching English is an offline edition
which is great because there is one less concern to deal with, namely Internet connection. The
interface is extremely intuitive and right from the start the students are prompted with three
levels of language competency and knowledge about the world. For my class of 6th graders I
use the Intermediate level for students aged 10 to 14.

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Once the level is chosen, the search can start. The software does not include games or other
fun filled activities to stir the students interest so I have to come up with them on my own.
One way to do it is through the “treasure hunt method” where I compile a set of questions
from the materials which can be found on the software and present them to the students in the
form of Microsoft Word filling forms. The students job is to search for the correct materials,
go through them in order to find the information needed and then choose the aprorpiate answer
from the filling form. The software is designed to offer both reading materials but also
multimedia ones, thus students practice both sets of receptive skills (reading and listening). To
make it more interesting I set a time limit to the activity and a prize for the student who comes
up with the correct solutions in the least amount of time. The prize can take the form of candy

85
but can also be one or two extra points at a future test paper. These are incentives which
trigger the competititve spirit in them and raises motivation and thus learning.

This can be used when trying to teach students some basic information about The United
Kingdom, what it is composed of, who is the leader, basic information about the geography,
demographic statistics or even legendary landmarks. In constructing the treasure hunt
questonaire I also focused on the students’ interaction with it. Due to the fact that technology
inspires them and appeals to their motivation factor, I have decided to change the traditional
layout of question/answer sheets and transform them into more user friendly and computer
based tools. Below I ilustrate how a traditional question/answer worksheet would look like and
how this can be transformed into a more appealing concept.

Test 1 (traditional pen and paper format) using Encyclopaedia Britannica

software

1. Who is Queen Elizabeth II? (answer: The queen of UK)

………………………………………………………………………
2. How old was she when she came to the throne? (answer: 25 years old)
………………………………………………………………………
3. Who was Elizabeth’s father? (answer: Albert, duke of York)
………………………………………………………………………

4. How many parts does the United Kingdom have? What are those parts called?
(answer: 4 parts: England, Scotland, Wales and Northern Ireland)
………………………………………………………………………
5. Where is London located? (answer: on the Thames river)
………………………………………………………………………
6. How many sections does Greater London have? (answer: 33)
………………………………………………………………………
7. In what year did Scotland lose its independece and became part of UK? (answer:
in 1707)
………………………………………………………………………
8. What is the main mountain range that crosses Wales? (answer: the Cambrian
mountains)
………………………………………………………………………
9. What is the capital of Wales? (answer: Cardiff)

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 ………………………………………………………………………
10. What is the capital of Northern Ireland? (answer: Belfast)
………………………………………………………………………
11. What do scientists believe Stonehenge was used for in the past? (A place for
religious ritual)
………………………………………………………………………
12. When was Oxford founded? (in the 12th century)
………………………………………………………………………

In the traditional format the students see it as dull, unattractive, resulting in their loss of
interest towards the task and consequently towards the learning of a second language. They
have to use their writing skills as well as their knowledge about vocabulary, grammar and
syntax in order to correctly answer the twelve questions. This is seen as time consuming,
needing a lot more energy put into it since they have to use all their resources and as a
consequence many of them lose interest by not participating and returning an empty piece of
paper or completing the spaces with vocabulary items which make no sense just to please the
teacher. This does not encourage students to learn but shows them one more time how poor
their knowledge of English is and how hard it is to master it. In this way the motivation factor
drops drastically and in some cases it dissapears alltogether. By using drop down filling forms
in Microsoft Word 2010 and latter, the teacher can change this perspective upon completing
question/answer worksheets by switching from writing to mouse clicking and choosing from a
drop down menu the correct variant. This goes very well with students who have a good
mastery of the language it encourages the others, who didn’t use to participate, to try and
complete the sheet since the answers are within reach. Upon giving the test I have dicovered
that the average rate of completion went up from 72% (out of 18 students, 5 presented an
empty sheet of paper) all the way to 100%.

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Test 1 (in modern drop down filling form) using Encyclopedia Britannica software
1. Who is Queen Elizabeth II?
Choose an item.
2. How old was she when she came to the throne?
Choose an item.
3. Who was Elizabeth’s father?
Choose an item.
4. How many parts does the United Kingdom have? What are those parts called?
Choose an item.
5. Where is London located?
Choose an item.
6. How many sections does Greater London have?
Choose an item.
7. In what year did Scotland lose its independece and became part of UK?
Choose an item.
8. What is the main mountain range that crosses Wales?
Choose an item.
9. What is the capital of Wales?
Choose an item.
10. What is the capital of Northern Ireland?
Choose an item.
11. What do scientists believe Stonehenge was used for in the past?
Choose an item.

12.When was Oxford founded?

Choose an item.

The fact that they interact with computers and not with sheets of paper makes the students
perceive the whole process as being more personal, fun and relaxing. The English class
environment has only to gain from technology and the way it is incorporated into teaching,
learning and assessment. It is true that multiple choice items have always been seen as more
accesible but when I asked my students, espeially the poorly prepared ones, what was the
implication level in the activity they all responded that they put in all their knowledge.

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In order to test this I came up with another multiple choice worksheet (Test 2) but this time in
the traditional pen on paper style in order to see if the students’ results differ and these can be
seen below.

Test 2 (a traditional pen on paper multiple choice)

1. Where are the Crown Jewells kept? (Tower of London)
a. Tower of London
b. Buckingham Palace
c. Parliament

2. Where were Shakespeare’s plays played? (The Globe theatre)

a. The Globe theatre
b. The Drama theatre
c. The Buckingham palace

3. Who was the first to begin construction on the Tower of London? (William duke of
Normandy)
a. Henry VIII
b. William of Normany
c. Queen Elizabeth I

4. How many diamonds does the Imperial State Crown hold? (more than 2700)
a. More than 2700
b. More than 2000
c. More than 1700

5. What column stands in the center of Trafalgar Square? (Lord Nelson’s)

a. Winston Churchill’s
b. Lord Nelson’s
c. Queen Elizabeth’s

6. When was the British Museum established? (1753)

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 a. In 1698
b. In 1753
c. In 1819

7. What breed of animal is a British shorthair? (cat)

a. Dog
b. Horse
c. Cat

8. Who were Elizabeth I mother and father? (Anne Boleyn and Henry VIII)
a. Queen Elizabeth and Albert
b. Anne Boleyn and Henry VIII
c. Queen Anne and Edward V

9. Where did Catherine of Aragon come from? (Spain)

a. Germany
b. France
c. Spain

10. Who did Mary Stuart reign over? (over Scotland)

a. Scotland
b. England
c. Ireland

Test 2 (interactive drop-down filling forms)

1. Where was Prince Charles born? (London, Buckingham Palace)
Choose an item.
2. When did Henry VIII reign? (1509-1547)
Choose an item.
3. Where was William Shakespeare born? Stratford-upon-Avon.
Choose an item.

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 4. Who was defeated at the Battle of Trafalgar? (Napoleon)
Choose an item.
5. How many people does London have? (more than 8 million)
Choose an item.
6. What is the capital of Scotland? (Edinburgh)
Choose an item.
7. On which river is Liverpool situated on? (Mersey river)
Choose an item.
8. Who was Winston Churchill’s father? (Lord Randolph Churchill)
Choose an item.
9. Where was Winston Churchill born? (Blenheim Palace)
Choose an item.
10. Who was Henry VIII first wife? (Catherine of Aragon)
Choose an item.

Traditional pen on paper multiple choice Interactive drop-down filling forms

A total of 18 students. A total of 18 students.
A total of 10 questions per worksheet. A total of 10 questions per worksheet.

10 correct answers: 3 students 10 correct answers: 4 students

9 correct answers: 3 students
8 correct answers: 3 students
7 correct answers: 2 students
6 correct answers: 1 student
5 correct answers: 4 students
4 correct answers: 2 students
9 correct answers: 4 students
8 correct answers: 4 students
7 correct answers: 3 students
6 correct answers: 3 students

Table 3.5: The table above shows the students’ results in traditional and interactive
drop-down forms

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 4 444
Chart Title Chart Title
333 33
2
0 3
0
2 2 4
3
1
1 4
2
TRADITIONAL INTERACTIVE 3
4
3
4
3
0 0 0
10 correct 9 correct 8 correct 7 correct TRADITIONAL INTERACTIVE
6 correct
5 correct 4 correct 3 correct 2 correct 1 correct
10 correct 9 correct
8 correct 7 correct
6 correct 5 correct

Chart 3.3: Students’ results in both traditional and interactive ways when applying
Gauss’s theory
As it can be seen from this chart, the interactive test proved to obtain much better results. In
order to be as fair as possible the two test contained different questions but equal in point of
difficulty. In the interactive test the minimum number of correct answers was 6, while in the
case of the traditional test the number was 4. Moreover, more students answered correctly to
the questions in the interactive test. This is better seen in the chart on the right where to every
question there was at least one more good answer.

This type of modern worksheet can be done with whatever text the teacher has at hand. Thus,
in the students’ course book for the 6th grade there are numerous listening exercises which are
followed by questionnaires or traditional pen on paper fill in type of forms. However, the
students are not impressed by these types of exercises seeing them as being boring. In my
attempt to make the lessons more interesting I have transformed the traditional pen and paper
forms into more interactive ones using technology, in this case Word processors. (example
taken on ex C page 2)

First of all I have changed the layout making it more student friendly, secondly, I have
introduced what is called a drop down form filler so that students, using their tablets or PCs,
can choose the correct answer as within a game.

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The way I did this is by using the Developer application in Microsoft Office 2010 which
allows the user to create interactive forms specific for every walk of life. In order to activate
this function the user must follow a few easy steps: go to Customize quick access toolbar –
More commands – Customize Ribbon - Check the Developer tab.

In the pictures from B and C I have introduced in the drop down form filler an option which
doesn’t exist in the course book, namely “SOMETIMES” to make the exercise more personal
and closer to real life for the students. The software allows unlimited options to be placed in
and that’s why it is so versatile and easier to use than the traditional ways.

Whereas in the course book the student had to write down with his/her pen in the form, the
computer generated form allows them to choose from the drop down filler just as in picture
bellow.

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This can be done by following these simple steps: Developer – Drop Down List Content
Control or Combo Box content control. The difference between them is that the former allows
students to choose only from the options given in the drop down filler while the latter allows
them to write their own answer if the drop down filler doesn’t satisfy them.

Then, once the teacher has chosen between the two ways, he/she must go to Properties, write
“answer” in the Title space, click Add and write the possible answers in the Display name and
then click OK. This can be done several times depending on how many possible answers the
teacher wants to put in.

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In order to prevent changes made by the students to the form, the teacher can highlight the
parts that he/she wants to remain unchanged and then go to Developer and click on “Group”.

The teacher can combine various forms of filling in forms such as in the picture bellow where
the first half of the exercise is done by drop down filler while the second part is done with the
students having to write the answer in the designated box.

In conclusion, the use of drop-down filling forms is a modern and interactive way to learn
English which stimulates students and this can be seen in real-world results as presented in
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table 3.5 and chart 3.3 above. The drawback to this is that it requires time and energy on
behalf of the teacher but as time goes by a data base of such forms can be obtained and thus
everything becomes easier. The drop-down filling forms should be used in conjunction with
other activities presented in my paper so as to entice the students to learn.

3.2. The Online materials

The online materials section is divided into two parts. The first part deals with Webquests
while the second one deals with Podcasts. Both are modern and fun to use ways to teach
reading and listening effectively.

3.2.1. Using Webquests in teaching Reading and Listening

Webquests are seen as being part of assigning projects. In this sense it is project work but by
using the Internet. A webquest is a mini-project in which a large part of the input and materials
come from the Internet. It can be a short-term webquest or a long term webquest depending on
what the teacher considers to be best for his/her students. I personally opted for a short-term
webquest mainly because my students have a limited knowledge of English, they are 6th
graders and they have little experience with project work especially one as complex as this
where they have to gather a large amount of information, decide which information is best and
present it to their peers. In a short-term webquest the teacher is more involved in the process,
guiding the students and offering support when needed. According to Vizental (2008: 127)
projects involve and activate the students physically, intellectually and emotionally while
developing their independence and creativity. The students enjoy it even though they work
hard for it because they feel they are doing something worthwhile. The info acquired this way
is functional and retained in their long-term memory that is why it plays such an important
role in second language acquisition. During the process it is very important that the teacher
knows how to advise students, how to direct and control their work and how to assess it.

When it comes to teaching reading we can use web quests and a perfect site for this is
ZUNAL.com where teachers and students can have access and complete literary or nonliterary
papers using guided information. In point of methodology it is placed into the constructivist
learning category because students explore the world and find the answers on their own while
in the same time learning a secondary language. Moreover it stimulates the students’

96
imagination and increases motivation since it offers students the opportunity to do more than
memorize information but use their own creative-thinking and problem-solving skills.

There are numerous sites and web pages dedicated to this but in this research I will use Zunal
since it is free and offers diverse topics to which students can relate to.
There are several steps on designing and conducting a web quest and the language teacher
should follow them in order to have success in his/her endeavor in teaching. According to
educationworld.com (see website 13) which cites Bernie Dodge’s web quest page there are six
building blocks in constructing them:
1. The introduction which orients students and captures their attention
2. The task which describes the activity’s end product
3. The process which explains the strategies the students will use to complete the task
4. The resources which are the web sites that the students will use to complete the task
5. The evaluation which measures the results of the activity
6. The conclusion which sums up the activity and encourages students to reflect on its
process and results
When opening the site the teacher can choose from the webquest database a category or a
specific keyword and also the students’ grade and curriculum.

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As a first webquest I used the material in discovering interesting facts about the United
Kingdom and Northern Ireland (see website 14).

On the left side of the screen there is a structure for the webquest which is extremely intuitive
both for the teacher and the students. In the introductory part the students are faced with a few
questions in order to catch their attention. In this case they are asked whether they know how
many countries are at the British Isles or what is the difference between Great Britain and
England, the origin of the kilt and the symbolism behind Stonehenge? What is important is
that the introduction also consists of audio-video materials from Youtube which present
relevant information regarding the topic at hand.

In the second part the students are presented with the tasks and in this case they are supposed
to search the Internet and read about the parts of the UK. Here the teacher is the one who has
to use this scaffolding in order to construct the activities and the way they will take place. I
chose to split the class into 6 groups of 3 students each, each collecting data for a specific
purpose. Thus the first group is supposed to gather information about the country’s symbols
(flag, emblem, anthem, flower), the second is supposed to find information about the country’s
geographical position (map, rivers, mountains, sea), the third group will look for information
regarding population and languages spoken, the fourth group has to look for information
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regarding national traditions and holidays, the fifth group will have to look for interesting
places while the last group in meant to search data on the royal family’s past and present. The
webquest is designed for only 5 groups but I chose to add a sixth one because the class
consists of 18 students and in a group of 3 I greatly increase the chances for each student to
bring forth his/her research, opinions and language knowledge.

In the third part of the webquest there is process which can be seen in the screenshot taken
below:

However, since it is advisable that each teacher adapt the webquest to better suit his/her
students, I added, taken away and combined some features as Table 3.7 below shows:

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Table 3.7. The teacher’s steps in implementing a webquest in the classroom
Step 1 Introduction

The class is divided into 5 groups each containing 3 students

The members of each group will do different work

When it comes to the final presentation in front of the class, the group’s manager will be the
one to construct his/her speech

Student A Manager/Speaker (has to coordinate the

project by communicating with the other
members; at the end he/she has to present the
results)

Student B Designer (has to create a PowerPoint

presentation of the data gathered)

The presentation must include audio and

video materials as well as pictures.

Student C Informer (has to provide the group with

interesting information from online sources)

Step 2 Time limit, preparation and gathering of

information

The group has 3 weeks to gather the information, construct a PowerPoint presentation and
prepare the presentation with other materials if necessary.

Step 3 Presentation in front of the class.

The online webquest offers a guide for useful sites or links from which the students can extract
the information needed. Both the teacher and the students can use them as a starting point
from which to build and find other ones.

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The webquests final part is the evaluation criteria which can also be adapted or modified by
the teacher.

101
Thus instead of a poster the students had been asked to complete a PowerPoint presentation
and make it as interesting as possible using the aforementioned links and other sites they
might encounter in their research.

Table 3.8: The table below presents the various ways in which a webquest can be
evaluated and also the marking scheme

Excellent Very good Average / Needs

improvement

Poster Creative, informative, Somewhat creative or It is informative but lacks

and complete to the informative but creativity. It
task. Includes images, missing sufficient
videos and other videos, images or other
multimedia. multimedia.

30 points 20 points 10 points

Writing Some errors in It contains grammatical The grammatical and

subject/verb agreement and lexical errors lexical errors interfere
but it does not affect which are a nuisance with the communication
understanding. but do not impede so the message is not
overall understanding. passed on to the
recipients.

30 points 20 points 10 points

Presentation The students worked The students worked The students did not work
cooperatively as a team. cooperatively as a cooperatively and this is
Students communicated team. Students shown in the poor degree
with each other on a communicated with of information passed on
daily basis in English in each other on a daily to their colleagues.
order to do the research basis in English in Moreover, the
and complete the order to do the research presentation itself shows
presentation. The and complete the a high degree of
presentation is presentation. uncertainty both in the

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 informative, it shows The presentation is facts presented and in the
creativity and ease in informative and shows grammatical and lexical
presenting it to their creativity but the act of use of English. Overall,
fellow students. presenting needs more the message is not passed
work. on to the recipients.

Score 30 points 20 points 10 points

10 points are already given by the teacher.

In this webquest the students use both the receptive skills (when gathering the information
form the Internet) and the productive skills (necessary for the construction of the group
presentation).

The teacher can use ELT specific sites, just as ZUNAL, or other websites with authentic
content. The English classes become more interesting, captivating, stimulating the students’
interest in knowledge about the world while at the same time learning a second language. If
the teacher choose ELT websites, these provide language practice for specific language items
and are extremely useful in assigning homework. Authentic sites, on the other hand, provide
an ideal way to see how students cope with total comprehension, how well do they understand
content, just as in real life. A popular way to do this is by using the treasure hunt method in
which the students are assigned tasks which are part of daily life just as booking a
bus/train/plane ticket, booking a hotel room, doing shopping or planning a trip abroad.

An interesting short-term webquest based on the treasure hunt method is an adaptation from
Vizental’s example of real-life project (2008:105). In my webquest I asked the students to
search for information regarding the London Zoo. Here are the instructions I gave my students
and the worksheet they had:

Your mission is to visit the ZSL London Zoo. Complete the questionnaire by accessing
the Zoo’s website: https://www.zsl.org/zsl-london-zoo.

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Worksheet 3.1:

Discover London Zoo

Question Answer

1. Where is the Zoo located? Link for the first question (see
website 15)

2. How much does a ticket cost for your age Link for the second question
category? (see website 16)

3. What are the opening and closing hours? Link for the third question
(see website 17)

4. What exhibitions can you visit? Link for the fourth question
(see website 18)

5. Watch the following youtube video 1.

https://www.youtube.com/watch?v=DtyqEkR
2.
VsGQ and name two facts that impressed you.

Except for the last question where the link is provided, all the other links have to be
discovered by the students using their knowledge about the language just as they would in real
life. However, at the end of the activity the students receive both the links and the correct
information which had to be provided and they check for their answers.

In this particular type of webquest the students have to read the information provided by the
London Zoo website in order to find the information necessary to complete the questionnaire.
Moreover, in order to answer the last question, the students have to watch a video on Youtube
so listening is the main skill used.

Writing is a productive skill which they have to use in order for them to complete the table but
it is a known fact that skills cannot be taught in isolation because this doesn’t happen in real-
life and teaching English should be as close to authentic tasks as possible. In a real-life
scenario people write on a piece of paper the information regarding the timetable or the

104
location of certain institutions, the price of a ticket or the exhibitions that are available. The
last question is not authentic but it has to do with the teacher’s need to check if the students
have watched and understood the material designed for listening.

As a conclusion to using Webquests I shall use table 3.9 seen below to show the positive and
negative aspects:

Table 3.9: Positive and negative aspects in using Webquests

Positive aspects Negative aspects

It is enjoyable because students can relate to The teacher has to be careful when preparing
their beloved technology (laptops, the task so it is as close as possible to real life
smartphones, tablet PCs) just as they would in otherwise the students will lose interest and
real life. become demotivated. The task has to guide
the students from particular to general thus
giving a chance in solving the tasks even to
those students who have a poor mastery of the
language.

Technology can act as a friend to ease …it can also act as a foe when there is no
teaching and learning but… coherence in creating tasks or they lack
authenticity which causes students to lose
interest.

It is fairly easy to implement in the …but the teacher has to put in the necessary
classroom… work at the beginning in constructing the
webquests and organizing the students into
groups or assigning responsibilities.
Moreover, the teacher must act as a guide
throughout the project’s development.

Learning through web based materials is fun …computers and servers are known to fail
but and stimulates the students’ creativity and from time to time so the teacher should be
passion towards language learning but… aware of this and have a backup just in case.

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3.2.2. Using Podcasts in teaching listening

Podcasts play an important role in teaching listening. In today’s multimedia world it is quite
easy to find good podcasts with teaching value. According to Wikipedia (see website 19), a
podcast is an episodic series of digital audio or video files which a user can download and
listen to. A great site with teaching material is PodcastsinEnglish.com (see website 20). Here
there are several types of ELT podcasts ranging from authentic to more in depth language
materials depending on the teacher’s and the students’ needs. Moreover, the podcasts are
classified according to the students’ language level so it is quite easy for the teacher to select
the appropriate one.

The lessons come with an audio material which can be played as long as there is an Internet
connection. The teacher can access the podcast beforehand is order to prepare the students’
worksheet. This kind of teaching listening is quite useful because it relates in a way to the
traditional language laboratories where the students had the possibility to listen as many times
as they wanted a segment of the audio or even the entire track in order to extract the needed
information. Here the students can use a smartphone, a tablet PC or a laptop and a pair of
headphones in order to do the same thing while the material is literally at their fingertips.

As an example I shall use the material provided for level 1 (see website 21). The lesson
consists in two interesting materials about where and how people live, one is audio only and
the other one in an extract from Youtube. The teacher’s job is to create worksheets just as the
ones shown below in order to conduct students’ attention and engage them in the activity for
more productive learning.

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Worksheet 3.2.

139 Home sweet home. Jackie and https://www.podcastsinenglish.com/pages/level1.shtml

Richard talk about their home and if
they are happy living there. (25 Jan
18)
Questions
1. When did they buy their house?
2. When did they move in?
3. What does Jackie love?
4. Where is the house situated?
5. How are the neighbors?
6. What is Jackie and Richard’s
favorite room? Why?
7. What is the second room of the
house that they like? How is it in the
winter and in the summer?
8. How are the walls of the house?
9. Name two reasons why the house
is not perfect.
10. What is the problem with the
house’s location?
11. What is the biggest problem with
the house?
Answers
2009
One year later (2010).
The garden.
Near the beach, forest and town.
Nice and friendly neighbors.
Jackie’s favorite room is the bathroom.
Because of the shower and there are lots of windows.
The living room. In the winter it is cozy. It’s cool in
the summer.
The walls are very thick (half a meter in places). With
lots of insulation.
The spare bedroom is small. There is no second
bathroom.
The biggest problem is that they have to drive
everywhere since there are no supermarkets, bars,
cafes or restaurants nearby.
They have terrible Internet connection.

Upon the students’ receiving the worksheet, the answers are not visible. The questions range
from simple to more complex thus giving every student the opportunity to extract as much
information he/she can from the material. The first five questions are easy and they demand a
simple answer: a date (2009; 2010), commonly used nouns (the garden, the beach, forest,
town) or easy adjectives (nice and friendly). The sixth question makes the transition towards
more difficult types of questions, thus the students’ are asked what is Jackie and Richard’s
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favorite room of the house and most importantly “why”. Here the first part is easy but the
second asks students to be more attentive and watch out for the digressions which are present
in real-life day to day human interactions. Because they interlay and continue each other strain
of thoughts (see Appendix 2) it can be difficult for some students to keep track of the
information.

Question seven has the same degree of difficulty as the sixty. Here the biggest problem would
have to be the adjective “cozy” which is one that most of them have never encountered before.
Question eight might be seen as a little difficult since there are numerous details in a short
period of time and could be quite overwhelming for some students who are not used to this.
Questions nine, ten and eleven should pose no problems since the answers are quite straight
forward.

In the second part of the listening there is a video material from Youtube. This one uses more
advanced English so is a step up in language comprehension but I see it as a challenge for my
students. The worksheet will contain just 3 questions because I want them to focus on the
general idea and not on specific information as they did in the later podcast since in real-life
interaction they will have to be able to extract both particular and general information.
Because the podcast has a video part as well it can help students focus more and infer meaning
from the image(s) which is a very useful skill when learning a second language.

Tiny-house living has pros and cons https://www.youtube.com/watch?v=PNJKRsV9pEg

Questions
Do they like living in such a tiny house?
Do they want to move? Why?
Why do they live in a tiny home?
Answers
Yes, they do.
Yes, but their future house will be a tiny one as
well with one extra bedroom for their child.
They are looking for affordable housing.

Advantages and drawbacks to using Podcasts can be seen in table 3.10 shown below.

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Table 3.10: Advantages and disadvantages of Podcasts as well as conclusions to using
them in the classroom
Advantages Drawbacks
One of the best ways to offer students It is time consuming at first for the teacher
authentic listening materials on various but in time he/she can create a data base
topics depending on what the curriculum containing individual downloaded
asks and on what the students are interested materials or Internet site links.
in.
It is one of the best ways to develop The teacher has to know how to present the
listening as a skill. materials in class so that the students can
truly benefit from the materials. In this
sense the teacher must familiarize the
students with the topic at hand by
conducting a brainstorming activity related
to the topic at hand (in the example given
the topic is “houses”) and only afterwards
moving on to the listening material.
It can be fun (depending on the audio The materials used must be carefully
materials used) and it can stimulate chosen in the sense that they must be
students’ interest towards learning the entertaining and appropriate to the
English language and developing their students’ level and age.
listening skill.
It can be easy to incorporate in the There may be difficulties from time to time
language learning classroom but… in regards to the hardware used. For
example if the podcast is linked to a
website and it cannot be downloaded, the
Internet connection and the computer
hardware must be able to cope with the
technological demands. Glitches that may
appear must be deal with quickly otherwise
the students will lose interest in the
activity.

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Conclusion to using Podcasts:
Considering everything presented in this table one can conclude that Podcasts are a
valuable material in teaching listening but, as with everything in life, it also depends on
the teacher’s talent, determination and effort in discovering Internet sites with good
listening materials which can promote language acquisition and improve students’
motivation.

3.3. Conclusion
In this chapter I have tried to present just a few of the many ways in which receptive skills can
be taught through specially created software. From offline to online materials the task of
making English accessible and fun for students so as to stimulate their interest and creativity is
not easy. However, it is worth it considering that the teacher’s role is to inspire and dedicate
his/her time and effort to uplift his/her students to a greater degree of language competence.
From the data gathered by applying the aforementioned language applications and software
the results appear to be positive with considerable improvement as seen throughout the study.
Still, the next chapter is the one in which I present more quantitative information about the
students’ overall performance.

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 CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION OF FINDINGS

4.0. Introduction
This chapter is intended to focus on the results that teaching English through specially created
computer software have had on the experimental class. It is here that I present the data from
the initial test and the post test and discuss it in detail.

4.1. Analysis of the research results

The data consists of the students’ answers to the tests which resulted in grades that can show
their overall improvement if there is any. Both the initial and the post tests had in mind the
specification matrix presented in the table below. The analysis will take into consideration
quantitative data. The table shows that emphasis has been placed on how students cope with
receiving and decoding written and oral messages as part of their ability to learn receptive
skills.

Specification matrix (Adapted from the 6th grade English curriculum, page 8.)
Table 4.1: Specification matrix: students’ competences tested for the initial test
Receiving oral messages
Specific skills Presentation forms
1.2. Identifying key Audio-video recordings
elements from a
standard speech on
familiar topics

1.3. Breaking factual

information out of a
clearly articulated
message delivered
at normal speed

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Receiving written messages
Specific skills Presentation forms
3.1. Extracting general Story
and specific
information from a
text read in thought
3.2. Selecting
information from a
read text and
inserting them into a
table/diagram

4.1.1. Administration and analysis of initial test data

The initial test is presented in the Appendix section (see Appendix 3) together with the scoring
and rating scale. In constructing the initial test I have kept in mind the notions of validity and
reliability so as the data obtained to be as accurate as possible. The initial test took 50 minutes
and it was divided in two sections: reading and listening. The items are both subjective and
objective so as to portray as best as possible the students’ language level at the beginning of
the research. In the table below are presented the results obtained by the students from the
experimental group and from the control group.

Table 4.2: Results obtained by students at the initial test:

Experimental group Control group
Crt. Student’s name Initial test Student’s Initial test
nr. (initials) result name result
1. S. A. 6,90 A. A. M 9,90
2. F. B. G. 6,30 M. E. 9,90
3. D. A. P. 5,65 M. D. 8,00
4. I. A. M. 5,50 F. N. 7,70
5. G. A. 6,40 G. L. 7,80
6. P. S. 5,80 N. A. 6,80
7. O. M. 5,85 S. N. 5,00
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 8. O. C. I. 5,70 V. D. 4,60
9. V. R. 5,35 B. E. 3,90
10. M. V. I. 4,60 S. L. 3,70
11. B. P 5,15 B. K. 3,90
12. I. C. 3,90 A. V. 2,90
13. I. Cl. 4,60 C. Ş. 2,90
14. Ş. I. P. 3,90 B. C. 2,85
15. F. B. I. 2,95 P. P. 2,90
16. D. V. M. 2,95 C. G. 2,90
17. F. M. 2,90 I. N. 2,90
18. L. C. 6,00 Ş. D. 2,40
Average 5,02 Average 5,05

As it can be seen from this table, the students from both the experimental and the control
group had quite poor marks which results in the conclusion that, when it comes to teaching
receptive skills through traditional ways, their English acquisition is limited. This, from
experience, in the long run can result in students’ lack of cooperation, lack of interest towards
secondary language acquisition and thus even poorer results when it comes to future testing.
The average from the control group was 5.05 and the one from the experimental group was
very similar at 5.02. The results show that the two group are very close to one another when it
comes to English achievement results being ideal candidates for my research.

The initial test consists of two parts: one dealing with reading and the other one with listening.
For the reading part there is a total of 6 points allocated whereas for the listening there is a
total of 3 points. I have done this because the reading part takes into consideration exercises
which go from simple to complex and that offer each student the chance to gather points thus
making him/her feel good about themselves and thus improving participation in later activities
during the school year. The reading part of the initial test also takes into consideration in its
first half the closed items type of testing, especially the matching sort of exercise.

In the listening part, the questions with open ended answers are constructed in such a way that
they contain both simple and more elaborate answers in order to test the students’ degree of
competence.
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The first two exercises, which are part of the reading part, take into consideration what is
called objective testing namely I use discrete point techniques. In the first part I use what is
called matching elements where the students have to match 5 words to their correct definition.
The goal is to see if the students have understood the text and are familiar with the new
vocabulary or are in a position to infer the meaning which is a must have skill in learning a
second language. Each correct answer is allocated 0,30 points.

The second part of the exercise makes reference to the students’ capacity in correctly using
and understanding frequently used adjectives in English. One again, each correct answer is
allocated 0,30 points.

The second part of the reading exercise is a more subjective testing approach. Students are
given 10 individual questions and they have to answer them by using the information in the
text. Here I observe their ability to understand the text but also to extract useful and required
information. Moreover, I take into consideration their ability to express themselves correctly
in English in point of grammar and vocabulary. Each correct answer is allocated 0,30 points
out of which 0,10 points is reserved for correct grammar and the other 0,20 for the information
provided. I allocate more for the information completion because methodology places
emphasis on communication and understanding the gist rather than on correctness.

The listening part of the test consists of a 5 minute recording about the legend of King Arthur
(see website 22 and Appendix 4 for the written transcript). The questions vary from simple to
more complex ones in order to differentiate between the different levels of language
comprehensiveness. There is a total of 3 points allocated, each question bearing 0,30 points. I
consider questions 1, 4, 5, 8, 9 and 10 to be simple questions to answer at because they require
mostly names or one or two answers which are easily identifiable on the audio recording.
However, questions 2, 3, 6 and 7 are more complex since they require a more in depth
understanding of the text. For question 1 the answer is simple and can be found at T1
according to Appendix 3 containing the audio’s transcript. The same goes for question 4
where the answer lies at T9. For question 5 the answer can be found both at T14 and at T22.
For question 8 the answer can be found at T26. Question 6 is simple because the answer can
be found at T27. For question 10 the answer is at T28. I consider question 2 to be more
complex because it is not clearly specified in the audio material the word “friend” anywhere
and students could mistake Kay for Merlin. Moreover, question 3 is somewhat complex
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because the students have to remember and write down what is written on the sword. Question
7 is seen as complex because the students must infer the 2 times that Arthur pulled out the
sword (first at T14 and then at T22). The answer at question 9 is simple and can be found at
T27.

The students’ results were not very good as one can see from the tables bellow:

Table 4.3: Statistical information about the control students’ results at the initial test
The Control 6th graders
Grid containing the grades obtained at the initial test
Grades 2– 3– 4– 5– 6– 7– 8– 9– 10
obtained 2,99 3,99 4,99 5,99 6,99 7,99 8,99 9,99
Number 7 3 1 1 1 2 1 2 0
of
students
who got
the
grades

Total number of students: 18

Average mark: 5,05
7

2
1

2 - 2,99 3 - 3,99 4 - 4,99 5 - 5,99 6 - 6,99 7 - 7,99 8 - 8,99 9 - 9,99 10

Chart 4.1. Illustration of Gauss’s curve in relation to the control students’ results at the
initial test

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The chart above is an illustration of Gauss’s curve which shows the control students’ results.
According to this the pupils’ results are mostly at the lower end of the spectre which implies
that they have a medium to low competence when it comes to receptive skills. However the
chart shows that the marks range from 2 all the way to 9 but it is missing a perfect 10.

Table 4.4. Statistical information about the results obtained at the initial test by the
students who participate at the study
The 6th graders that are going to participate in the study
Grid containing the grades obtained at the initial test
Grades 2– 3– 4– 5– 6– 7– 8– 9– 10
obtained 2,99 3,99 4,99 5,99 6,99 7,99 8,99 9,99
Number 3 2 2 7 4 0 0 0 0
of
students
who got
the
grades

Total number of students: 18

Average mark: 5,02

Figure 4.2. It is an illustration of Gauss’s curve in relation to the results obtained at the
initial test by the students that participate at the study
7

4
3

2 - 2,99 3 - 3,99 4 - 4,99 5 - 5,99 6 - 6,99 7 - 7,99 8 - 8,99 9 - 9,99 10

Figure 4.2. The chart above is an illustration of Gauss’s curve which shows the results
obtained at the initial test by the students who are going to participate at the study. According

116
to this the pupils’ results are mostly at the lower end of the spectre which implies that they
have a medium to low competence when it comes to receptive skills. The diagram shows that
the highest mark only reaches 7 which means that there is a lot of space for improvement.

By looking at the charts, even though the class average is almost the same, the control students
tend to occupy the whole range of grades from 2 all the way to 10 and this makes them the
perfect candidates for an average English classroom where a teacher has both poorly prepared
and very well prepared students to work with.

When preparing the test I have kept in mind Harmer’s characteristics for a placement test
(2001:322), namely: validity and reliability. I consider the test to be valid since it tests the
receptive skills (reading and listening) and it consists both of objective and subjective items
ranging from simple to more complex language knowledge. In point of reliability, both classes
got similar results, the class average being 5.

On a more detailed analysis of the initial test results I have discovered that the students usually
performed well at the matching type of exercises and at those questions which expected simple
answers easily found in the written text or easily identifiable on the recording. However, due
to the poor results, there is considerable improvement to be made and this paper aims to see if
and to what extent can computer generated software increase students’ competency levels in
learning receptive skills.

4.1.2. Administration and analysis of post-test data

The post test which can be seen in Appendix 5 together with the rating and scoring sheets
consists of two parts which correspond to the two receptive skills. Just as in the initial test, the
first part focuses on reading while the latter on listening. In this post test I have taken into
consideration authentic materials because throughout the experimental stage the students have
been subjected to authentic materials. Moreover this is a characteristic which tests should take
into consideration in order to be as valid as possible. In point of the marking scheme, each
section contains an equal number of points, namely 4,5 points for reading and 4,5 points for
listening with one point ex oficio.
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In the reading section the students are faced with a newspaper article about a young runner
who plans to run all through Africa in order to gather money for charity. In the first exercise
the pupils have to complete a table with information from the text. It is a simple exercise but it
does increase in difficulty as the students move from one item to the next. Thus, if at first they
have to provide one or two word answers, towards the end they must a full sentence. However,
the text is quite straightforward and provides the necessary information without too much
difficulty for those students who know where to look and are used to dealing with written
materials. Each correct answer is rewarded with 0,25 points and the entire exercise contains 8
fill-ins.

In the second exercise, the difficulty level is raised so as to differentiate between those with
limited comprehension and reading skills and those more advanced. Thus the students must
answer five questions and the answers must be more elaborate. The reason for doing this is to
test the different levels of comprehension. Each correct answer is awarded 0,50 points for a
total of 2,50 points.

In the listening section, I have devised two parts each with a separate audio. The first part
consists of 6 multiple choice questions. Each correct answer is awarded 0,50 points for a total
of 2,50 points. Even though it is multiple choice (with one correct answer and two distractors)
the difficulty level of the distractors is quite high so the students have to be very careful when
listening so as to understand exactly what are the correct pieces of information.

The second part of the listening section consists of four questions and the students must
answer them using specific information from the audio material. Each correct answer is
awarded 0,50 points for a total of 2 points.

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Table 4.5: Experimental group’s post test results in relation to their initial test results
and the overall improvement
Experimental group
Crt. Student’s name Initial test Post-test Overall
nr. (initials) results results improvement
19. S. A. 6,90 6,25 ↓ 0,65
20. F. B. G. 6,30 7,25 ↑ 0,95
21. D. A. P. 5,65 6,00 ↑ 0,35
22. I. A. M. 5,50 8,00 ↑ 2,50
23. G. A. 6,40 9,00 ↑ 2,60
24. P. S. 5,80 9,00 ↑ 3,20
25. O. M. 5,85 8,50 ↑ 2,65
26. O. C. I. 5,70 8,50 ↑ 2,80
27. V. R. 5,35 6,00 ↑ 0,65
28. M. V. I. 4,60 5,00 ↑ 0,40
29. B. P 5,15 6,50 ↑ 1,35
30. I. C. 3,90 7,75 ↑ 3,85
31. I. Cl. 4,60 8,25 ↑ 3,65
32. Ş. I. P. 3,90 8,00 ↑ 4,10
33. F. B. I. 2,95 6,25 ↑ 3,30
34. D. V. M. 2,95 7,00 ↑ 4,05
35. F. M. 2,90 4,25 ↑ 1,35
36. L. C. 6,00 9,50 ↑ 3,50
Average 5,02 7,27 ↑ 2,25

As it can be seen from the table above, 17 out of 18 students have improved their initial test
grade. On average the overall improvement was 2,25 points higher than on the initial test for
the experimental group.

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Table 4.6: Control group’s post test results in relation to their initial test results and the
overall improvement or lack of improvement
Control group
Crt. Student’s name Initial test Post-test Overall
Nr. (initials) results results improvement
1. I. N. 2,90 4,50 1,60 ↑
2. C. Ş. 2,90 4,75 1,85 ↑
3. A. V 2,90 3,50 0,60 ↑
4. B. K. 3,90 3,50 0,40 ↓
5. M. D. 8,00 8,25 0,25 ↑
6. C. G. 2,90 4,00 1,10 ↑
7. Ş. D. 2,40 5,00 2,10 ↑
8. B. C. 2,85 5,00 1,30 ↑
9. P. P. 2,90 4,75 1,85 ↑
10. V. D. 4,60 4,50 0,10 ↓
11. S. L. 3,70 4,75 1,90 ↑
12. N. A. 6,80 6,75 0,05 ↓
13. S. N. 5,00 6,25 1,25 ↑
14. B. E. 3,90 6,00 2,10 ↑
15. M. E. 9,90 9,00 0,90 ↓
16. F. N. 7,70 5,75 1,95 ↓
17. G. L. 7,80 9,50 1,70 ↑
18. A. A. M. 9,90 9,50 0,40 ↓
Average 5,05 5,84 0,79 ↑

When looking at the table above one can see that there is an overall improvement when
considering the initial test’s results but there are major differences between the control group’s
results and the experimental group’s results when discussing the post test. In this respect it can
be seen that, while in the case of the experimental class, 94,44 % improved their results, in the
case of the control students only 13 out of 18 managed to improve their initial test grades
namely 72,22 %. Moreover the average rate of improvement is significantly lower in the case

120
of the control students resulting in only 0,79 point overall increase while in the case of the
experimental group there is an overall improvement of 2,25 points.
If we were to look at the post test’s results diagrams depicted below, we can see that there is a
major difference between them as well.
Table 4.7: Statistical perspective on the experimental students’ grades

The Experimental 6th graders

Grid containing the grades obtained at the post test
Grades 2– 3– 4– 5– 6– 7– 8– 9– 10
obtained 2,99 3,99 4,99 5,99 6,99 7,99 8,99 9,99
Number 0 0 1 1 5 3 5 3 0
of
students
who got
the
grades

Total number of students: 18

Average mark: 7,27

If we are to look at the table above one can see that there are no marks below 4,00 and no
perfect 10,00. However most grades (16 out of 18 students) are between 6,00 and 9,99. Which
puts the students in the upper side of the grade spectrum. This can be better seen in the chart
below:

121
Chart 4.1: Shows how many students have managed to obtain a certain grade and the
experimental class’s overall progress

2 3 4 5 6 7 8 9 10

Number of students who got the mark

Table 4.8: Statistical perspective on the control students’ grades

The control 6th graders

Grid containing the grades obtained at the post test
Grades 2– 3– 4– 5– 6– 7– 8– 9– 10
obtained 2,99 3,99 4,99 5,99 6,99 7,99 8,99 9,99
Number 0 2 6 3 3 0 1 3 0
of
students
who got
the
grades

Total number of students: 18

Average mark: 5,57

For the control students the table above shows that their marks range from 3,00 to 9,99 with
no perfect 10 but the grades are usually situated in the lower part of the spectrum between 3,00
and 6,99 (14 of 18 students). This is better reflected in the diagram below:

122
Chart 4.2: Shows how many students have managed to obtain a certain grade and the
control class’s overall progress

2 3 4 5 6 7 8 9 10

Number of students who got the mark

In conclusion to all that has been presented so far, there is a clear indication that the
experimental group of students has improved considerably with a class average of 2,25 points.
The students from the control group had no substantial improvement their average being just
0,79 points. In point of percent, there is a 65% difference between the two classes. Moreover,
at the beginning of my research paper, at the initial test, the control group managed to have a
slightly higher average (5,05) whereas the experimental group had 5,02.

4.1.3. Comparing the data from the initial test, progress tests and post-test

When it comes to statistics it is important to bring as much evidence as possible so as to

consider the result relevant and accurate. In this respect it is important to mention that
throughout the experimental stage of my paper the results obtained in progress testing have
constantly showed that students obtain higher grades when being taught or assessed through
specially created language software.
Moreover, when the students were given the post-questionnaire (see Appendix 7) the results
were conclusive. Thus the tables below will present the data collected as well as the
questionnaire’s findings and conclusions:

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Table 4.9: Presents a comparative perspective of the answers belonging to the students’
who participated at the study when asked how often do they use the computer/tablet and
how often do they use such technology in studying for English.
Question 1 Question 2
How often do you use the computer/tablet How often do you use the computer/tablet
PC or smartphone for fun or relaxation? PC or smartphone in studying for English?

Very often Often Rarely Very often Often Rarely

8 9 1 6 9 3

44.44 % 50 % 5.55 % 33.33 % 50 % 16.66 %

Table 4.10: Presents a comparative perspective of the answers belonging to the students’
who participated at the study when asked what they search for when going online.
Question 3
When surfing the Internet which of these activities do you find more appealing?
Watching Online Listening to Playing online Using social Researching for
movies music on games networks and homework tasks
Youtube or chatting
various other
sites
3 4 3 4 4
16.66 % 22.22 % 16.66 % 22.22 % 22.22 %

Table 4.11: Presents a comparative perspective of the answers belonging to the students’
who participated at the study when asked if they ever used an online reference.
Question 4
Have you ever used an online dictionary or other online references?
Yes No
Very often Often Rarely
3 10 5
0 0%
16.66 % 55.55 % 27.77 %
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Table 4.12: Presents a comparative perspective of the answers belonging to the students’
who participated at the study when asked if they feel that the implementation of English
learning software had any effect on their learning abilities
Question 5
Did the implementation of English learning computer software improve your language
learning abilities?
Yes No Maybe
15 0 3
83.33 % 0% 16.66 %

When looking at the collected data there are several conclusions that can be drawn such as:
a) 94.44 % of my students have access and use a computer or tablet PC very often or
often which is an increase from the initial questionnaire where 88.88 % had access
b) 83.33 % of the respondents use the computer to learn English which is almost double
the percentage from the initial 44.43 %
c) When searching the Internet they no longer look only for games or social media but
22.22% of them research for homework tasks which is a great increase from the initial
5.55 % ; moreover, there is also improvement in the fact that the listen to music and
watch online movies more than they did at the initial questionnaire (22.22 % at the
initial questionnaire and 38.88 % at the post-questionnaire)
d) Perhaps one of the most important findings is that the number of students who have
never used an online dictionary or reference has dropped to zero from 22.22 %
e) Another important find is that when the students were asked whether the experiment
had any impact upon their English language acquisition, 83.33 % answered affirmative
; this not only confirms the hypothesis and the data collected throughout the
experiment but is an increase from the initial 61.11 % from the initial questionnaire

Thus, it can be concluded that the experimental group benefited from the study conducted on
them and the end results prove my hypothesis that students learn better when teaching English
through computers.

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4.2. Conclusion

This chapter has shown that the students who have participated in the study have benefited
from the implementation of computer based programs in teaching English receptive skills.
Through research instruments such as initial test, progress test and post test it has been proven
that there is a substantial difference in students’ grades ranging from 0,35 up to 4,10 as shown
in table 4.5. Moreover, the experimental class average has improved with 2,25 points whereas
in the case of the control group the class average has improved from the initial test by only
0,79 points. Another important aspect is that in the case of the study group, 94,44 % have
improved their results whereas in the case of the control group only 72,22 % have achieved
this.

The numbers are backed by the initial and post questionnaires which were meant to see
whether the grade improvement is backed by a change in student mentality and way of
learning receptive skills altogether. On a close inspection of the questionnaires the number of
students that have started to use computers in learning English has almost doubled (from
44,43% to 83,33%).

One of the questions was directly linked to using online dictionaries or other references and at
the beginning of the study none of my students had used such learning tools while at the end
22,22% admit to using it whenever possible.

The last item in the questionnaire is a personal one and asks the students if they consider to
have benefited from the experiment and 83,33% have answered affirmative thus proving that
the experiment has been a success.

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 CHAPTER FIVE

CONCLUSIONS

5.0. Introduction

This final chapter aims at drawing conclusions upon the research. The research paper started
from the assumption that students could acquire their receptive skills better through the
implementation of computers and specially created language software. The research presented
both online and offline materials and the way in which students interact with these programs
throughout the study.

My motivation, as a teacher and as a researcher, was to see whether I can improve my

students’ motivation and overall implication in the acquisition of English as a foreign
language. In a world which seems to be ruled by technology, I wanted to see what impact it
can have in the classroom and if it can show a significant change in students’ progress in
learning.

The following sections deal with the summary of my findings as well as with the limitations of
my research.

5.1. Summary of findings

In chapter one I discussed about the importance computers play in our lives and, more
importantly, in teaching and learning. Because our students are born in a technological world,
the way they perceive technology appears to be an inherent part of their lives. Thus the
classroom environment often seems to them to be artificial this resulting in their loss of
interest with a direct link to a smaller degree of acquiring knowledge about the subjects at
hand. Consequently, my paper aims to test the hypothesis according to which bringing
computers and specially created language software into the classroom environment can
improve students’ motivation, attention span and overall acquisition of what is taught.

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Because many computer programs come with autocorrect features this is also a step towards
students’ independence from the language teacher who is no longer the only source of
information but a guide and a counselor.

My paper focuses on teaching the receptive skills through computer generated programs, thus
in the second chapter I talked about what reading and listening mean from a modern
pedagogical point of view and from a traditional perspective. When teaching by means of
computers the teacher uses the scaffolding created by traditional methodology but brings
something new to the construct and that has to do with creativeness. Moreover, the 21st
century teacher should be compelled to adapt his/her teaching to the needs and interests of
his/her students. Traditional ways of teaching should not be ignored altogether but they should
be a framework on which to build and improve.

Chapter three looks at the various ways in which receptive skills can be taught through
computers. The chapter is made up of two important parts, namely offline software and online
materials each with its own characteristics, advantages and disadvantages.

Firstly I looked at the Hot Potatoes software which, in spite of its odd name, it is a very useful
tool both for teachers and students. It does need some getting used to the interface and the way
it functions but once the user understands the software it is quite easy to use and implement. It
consists of several subsections each dealing with different subjective items. The fact that it
incorporates autocorrect features makes the program an invaluable part of the student’s overall
independence from the teacher and it is a step towards self-learning and self-discovery. The
progress test has shown a significant change in students’ grades, their overall scoring average
improving by 15,64% or 1,12 points. Thus, before the software’s implementation the class
average was 6,04 and afterwards it reached 7,16. The software lays emphasis on reading so it
is a 15,64% overall improvement when it comes to learning this receptive skill. Moreover,
when looking at the observation sheet almost all the students began working as soon as they
were given the assignment signaling interest and dedication towards solving the task(s). There
are advantages and disadvantages to the use of such a software the most important
disadvantage being limitations regarding infrastructure since the students have to have access
to a computer, whether personal or provided by the school. Moreover it takes great dedication
on behalf of the teacher since creating the work sheets demands time and patience. However,

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the effort is worth it considering the fact that the students’ interest levels rise and so do their
grades.

A second offline software is a suite created by Siveco at the beginning of the new millennium
which encompasses lessons, activities and games specially created to teach and learn English.
The application requires a Windows operating machine and Flash player installed on it. It is
easy to install and to put into practice and it has tremendous positive feedback from the
students since it appeals to their desire to play. However, every task is designed to develop the
students’ skills as well as expand upon their knowledge about grammar and new vocabulary
acquisition. Here too the progress tests have shown an increase in students’ overall grades of
3,9% all the way to 6,7%. When it comes to listening as a receptive skill, before using the
software the class average grade was 6,11 and afterwards it was 6,88. In point of reading,
before using the software the class average was 6,77 and afterwards it was 7,16 which means a
3,9 % improvement. Moreover, there has also been improvement in terms of grammar
acquisition thus before the software’s implementation, the class average was 6,44 and
afterwards it became 7,11 which is a 6,7% improvement.

The third focus of the offline materials takes into consideration software created by American
publishing houses, one being “Learn to speak English” which focuses on developing listening
skills. One positive aspect of this is that it uses tasks which simulate real-world interaction like
buying tickets for the cinema, or shopping for clothes, or talking to a friend on topics such as
music or celebrities.

My paper also discusses the important role which dictionaries can play in students’ language
development and acquisition. Here I discussed about offline software packages like Everest (a
English/Romanian type of dictionary extremely useful for beginners since they have instant
access to translations of words as well as collocations), Wordweb (which is a monolingual
dictionary that can be installed both on Windows and Android machines and provides
pronunciation for the words searched), Longman Dictionary of Contemporary English and
Cambridge Advanced Learner’s Dictionary which come packed with lessons and activities
which prove very useful and complement the idea of a real-world working dictionary.

The second part of my research takes into consideration the online materials which consist of
podcasts and webquests. Podcasts resemble traditional audio materials used by teachers in the
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classroom with the advantage that these are closer to real-world interaction and can be
searched and used according to the lesson’s topic more effectively. Moreover, if students have
access to the podcasts themselves they can rewind and listen to the material as many times as
necessary to figure out the meaning and thus solve the tasks given to them. Webquests are
modern projects which stimulate cooperation, real-life interaction as well as build upon the
students’ language skills. The webquests can be used in conjunction with online or offline
materials provided by the teacher like, for example, the Encyclopedia Britannica software
discussed in more detail in chapter three. Because it is an offline material it does not require
Internet access which makes it more suitable in class. Moreover, since webquests are group
assignments there is no need for more than one or two computers in a group so the problem
related to infrastructure is greatly diminished. Webquests are extremely versatile since they
can be used as semester projects thus requiring more complex tasks or can be used in an hour
related to the lesson at hand with much simpler tasks.

In chapter four I put to the test the effects that this experiment had upon the students. Thus
both the control and the experimental class were given an initial test and a post-test. On the
initial test, the control group did slightly better averaging a 0,3 point higher result. However,
on the post-test, the difference was clear in point of the experiment’s effectiveness, the
experimental class managing to obtain a better class average by 2,25 points or a 65 %
improvement (as seen in tables 4.5 and 4.6, from Chapter 4). Moreover, when compared with
the progress test the overall improvement is consistent throughout the experiment.

5.2. Limitations of the study

The study’s limitations are related to two aspects: one is related to hardware and infrastructure
and the other is related to the teacher’s desire and dedication in creating and applying certain
functions, applications and tasks.

The first limitation, regarding the material logistics is one that is outside the teacher’s control
but fortunately nowadays almost all the schools have a wireless connection and an IT
laboratory where students can go and interact with technology.

The second limitation is one that depends on the teacher’s personality and dedication towards
his/her students. The implementation of these computer language programs can sometimes be

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difficult because it requires time on behalf of the teacher to understand how the technology
works and to construct tasks from which the learner can benefit. One important aspect when
applying technology to the classroom is that not everything is constructive and can have a
positive outcome. It is very important how the tasks are constructed and implemented. That is
why the study’s positive conclusions may vary if the software, hardware and methodological
aspects are not correctly correlated so as to maximize the students’ potential and improve their
overall grades and language acquisition.

5.3. Implications of the study

Because we live in a world where technology is part of our daily life we, as teachers, should
understand and implement in the English learning classroom the students’ desire and need for
computer interaction. It is no longer just a trend but it is an intrinsic need since from a very
early age today’s learners’ are subjected to hi-tech materials which in the end affect the way
their mind functions when learning. Attention spans, active implication, motivation and
creativity are all intrinsically connected to modern technology.

The implications of the research reported in this paper upon are twofold. First, the study
showed that the experimental group had positive results both on the progress and the post-test
which is evidence for an important impact on the learners. Such an improvement will
stimulate learners to carry on learning and show them that computers, if used properly, can
have a positive and important impact on their academic lives. Second, the results of this study
may have clear implications for the teaching of English. In this line of thought, the integration
of computer based technology in the classroom may bring benefits such as:

a) More personalized learning and a transition towards self-learning

b) Greater learner motivation and involvement in classroom activities and tasks

c) Tangible improvement in developing receptive skills while at the same time

developing learners’ grammar and vocabulary

d) A positive change of perspective when it comes to learning English with possible

positive implications towards the students’ future academic and self-development

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5.4. Conclusion

This research paper is based on two research questions namely will teaching through specially
created software improve the students’ results with respect to English receptive skills and
whether they will adopt a more positive attitude towards learning English.

As far as the first research question is concerned the results obtained through research
instruments like initial/progress and post tests have shown that the students who have
undergone the experiment have managed to improve their grades in reading and listening with
a 2,25 points average or a 65 % increase. Moreover, 94,44 %, which means 17 out of 18
students, have managed to improve their initial test mark.

In the case of the second research question, I have devised two questionnaires (an initial and a
post questionnaire presented in Appendices 1 and 7) to which the students had to answer based
on their subjective perspective upon the role of computers in their English learning. The
questionnaires are meant to see the impact the didactic experiment has had on the students’
way of perceiving technology in relation to studying English in general and receptive skills in
particular. The results prove to be conclusive, thus the number of students using English
teaching software has doubled since the school year started reaching 83,33% and 22,22% are
now using online or offline references whenever possible. There is no coincidence that
83,33% of the respondents have answered affirmatively when asked if they feel that the
implementation of computer software has improved their learning abilities.

These numbers aim to show that the experiment was a success and that teaching receptive
skills via computer generated language software has had a positive impact upon the students
who underwent the study. The quantitative results obtained throughout the research prove that
learners benefited from the modern techniques implemented with the help of offline and
online materials.

The implications of this study can be extrapolated to the teaching of English productive skills
(writing and speaking) thus assuring a complete set of skills since the Communicative
approach on which this study is based on promotes an integrated way of teaching. Even some
of these software solutions can be transformed and adapted to teaching productive skills in
language laboratories. An example in this sense is using the “Learn to speak English” program

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in teaching speaking, thus after the students listen to the dialogue between two people at the
restaurant, the pupils can record themselves repeating the dialogue by using drilling as a first
activity and afterwards, using role-play, they can act the dialogue in the classroom in pairs.

Computers are an integral part of our daily lives and as teachers we must find a way to bring
technology in the classroom in order to stimulate learning and promote creativity. It is not a
question of can it be done but rather of how can it be done in an effective and student friendly
manner.

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 REFERENCES

Alexander, L. G. (1967), Developing skills – an integrated course for intermediate students.

Longman
Balan, R. & Cehan A. (2003), Training course for teachers. Polirom
Bocoş, M. (2003), Teoria şi practica cercetării în pedagogie, Editura Casa Cărţii de Ştiinţă
Cluj-Napoca
Brown, D. (1994), Teaching by Principles: An interactive approach to language pedagogy
(3rd edition). Prentice Hall Regents
Dudeney G. & Hockly N. (2007), How to teach English with technology, Pearson Longman,
Ellis, R. (2007), Task-based language learning and teaching, Oxford University Press
Harmer, J. (2001), The Practice of English language teaching (third edition), Longman
Harmer, J. (2010), How to teach English, Pearson Education Limited
Harris, M. & Mower, D. (1997), World class – Manual de limba engleza pentru clasa a VI-a,
Longman
Johnstone, B. (2000), Qualitative methods in sociolinguistics, Oxford University Press
Krashen, S. (1982), Principles and practice in second language acquisition, Pergamon Press
Littlewood, W. (1981), Communicative language teaching, Cambridge University Press
McDonough, J. & McDonough, S. (1997), Research methods for English language teachers,
Arnold Publishing House
Neacşu, I. (1979), Motivaţie şi învăţare, Ed. Didactică şi Pedagogică, Bucureşti
Nicola, I. (2003), Tratat de pedagogie, Ed. Aramis Print, Bucureşti
Nunan, D. (1996), Designing tasks for the communicative classroom, Cambridge Univ. Press
Palicica, M (2002), Prelegeri de psihopedagogie, ed. Orizonturi universitare
Pavelescu, L. (2003), Teaching English as a foreign language, editura Alma Mater Sibiu
Popenici, S. & Fartuşnic, C. (2009), Motivaţia pentru învăţare , Editura Didactică Publishig
House, Bucureşti
Richards, J. and Rodgers, T. (1986), Approaches and methods in language teaching,
Cambridge University Press
Scrivener, J. (2011), Learning teaching - A guidebook for English language teachers, third
edition, Macmillan
Vizental, A. (2008), Metodica predarii limbii engleze, Polirom

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List of articles used:

Jones, A. and Mercer, N. (1993). “Theories in Learning and Information Technology.” In

Scrimshaw, P. (Ed). Language, Classroom & Computers (pp. 11-26). London and New York:
Routledge
Shermila, J. (2011) "Web Technology in Language Classroom." In Journal of Technology for
ELT. 1.1
Kitao, K., (1995). “Using Technology for Language Teaching.” In Archive of the mailing list
TESL-L.

Internet sources:

Website 1: http://www.citatecelebre.eu/en/quotes/authors/pierre-athanase-larousse/education
Website 2: https://www.scribd.com/presentation/333998002/motivatia („Atâta vreme cât
pedagogul nu ţine seama de impulsurile, dorinţele, interesele şi aspiraţiile copilului şi nu caută
sau nu ştie să le influenţeze şi orienteze într-o direcţie constructivă, activitatea sa profesională
nu numai că va fi stânjenită, dar poate deveni şi periculoasă.”)
Website 3: https://www.youtube.com/watch?v=NiTsduRreug
Website 4: www.constantincucos.ro/wp-content/uploads/2011/03/IAC.doc
Website 5: https://invbc.files.wordpress.com/2013/02/metode-u015fi-mijloace-moderne-
cartea-final-do-cx.pdf
Website 6: http://www.universitaet-
bielefeld.de/(de)/ZIF/FG/2006Application/PDF/Winsberg_essay.pdf
Website 7: http://journals.sagepub.com/doi/pdf/10.1177/104687818701800305
Website 8:
https://sites.google.com/site/journaloftechnologyforelt/archive/january2011/webtechnologyinl
anguageclassroom
Website 9: http://www.thepolyglotdream.com/intensive-vs-extensive-reading/
Website 10: https://mzcdelta.files.wordpress.com/.../listening-subskills-2....
Website 11: https://en.wikipedia.org/wiki/Podcast

135
Website 12: https://en.wikipedia.org/wiki/WebQuest
Website 13: http://www.educationworld.com/a_tech/tech/tech011.shtml
Website 14: http://zunal.com/introduction.php?w=60185
Website 15: https://www.zsl.org/zsl-london-zoo/visitor-information/directions-to-zsl-london-
zoo
Website 16: https://www.zsl.org/zsl-london-zoo/visitor-information/entry-costs
Website 17: https://www.zsl.org/zsl-london-zoo/visitor-information/opening-times
Website 18: https://www.zsl.org/zsl-london-zoo/exhibits
Website 19: https://en.wikipedia.org/wiki/Podcast
Website 20: https://www.podcastsinenglish.com/pages/level2.shtml
Website 21: https://www.podcastsinenglish.com/pages/level1.shtml
Website 22: https://www.youtube.com/watch?v=ITpSlunjRj4

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 APPENDICES

Appendix 1 consists of a questionnaire given to students at the beginning of the research

1. How often do you use the computer/tablet PC or smartphone for fun or relaxation?
a. Very often
b. Often
c. Rarely

2. How often do you use the computer/tablet PC or smartphone in studying for English?
a. Very often
b. Often
c. Rarely

3. When surfing the Internet which of these activities do you find more appealing?
a. Watching Online movies
b. Listening to music on Youtube or various other sites
c. Playing online games
d. Using social networks and chatting
e. Researching for homework tasks

Please, tick the box:

a b c d e

4. Have you ever used an online dictionary or other online references?

a. Yes
b. No

4.1. If you answered YES please specify how often have you used this sort of learning
materials?

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 Very often Often Rarely

5. Do you think that learning through computer integrated technology could improve
your language learning abilities?

a. YES
b. NO
c. MAYBE

Appendix 2

Transcript of Worksheet 3.2.:

T1: Jackie: I think my favorite room is still the bathroom.

T2: Jackie and Richard: Ha, ha, ha.
T3: Richard: Me too.
T4: Jackie: Because…
T5: Richard:…of the walk-in shower…
T6: Jackie:…and because it has lots of windows, it’s very bright.

138
Appendix 3

INITIAL TEST
6th graders
 9 points are awarded for the correct resolution of all the requirements
 Ex-officio 1 point
 The actual working time is 45 minutes

Part 1 READING (adapted from 1998:20)

Read the text below and then solve the exercises related to the text:

Richard the Lion-Hearted

(1157 – 1199)

When King Henry the Second died in 1189, Richard, his son became King of England.
He was called Richard the Lion-Hearted because he was very brave.
In the time when King Richard lived, people used to admire more those kings who
fought and conquered kingdoms than those who tried to live peacefully in a small kingdom.
And Richard liked to fight. He fought in many battles in distant countries and used to come
back bringing great riches as well as a great fame.
He also fought in Crusades, wars that lasted a very long time.
That’s why, while Richard and many of his noblemen were away on war, Prince John,
Richard’s brother ruled the country together with his wicked barons. Many people, rich and
poor, suffered.
As soon as Richard heard about his, he decided to come back home.
But on his way back home, one of his enemies, Leopold of Austria, took him prisoner
and shut him up in his castle.
The Duke didn’t let Richard free until the people of England gave him a lot of money.
At last Richard was back home. Now he had to fight again. He had to go to Normandy and
fight the King of France who helped his brother John and his wicked barons to disturb the
peace in England.
Unfortunately, he died soon, shot by an arrow.

I. Word study:

1. Match the words with their definition:

Wicked a country ruled by a king or queen

139
 To rule fight between armies

Crusades to have the official power to control a country and its people

Kingdom behaving in a way that is morally wrong

Battle holy wars fought to recapture Jerusalem

0,30 points x 5 items = 1,50 points

2. Match the word in column A with their opposites in column B.

Column A Column B
1. late a. big
2. far b. low
3. cruel c. early
4. small d. near
5. high e. kind

Key:

1. 2. 3. 4. 5.

0,30 points x 5 items = 1,50 points

II. Understanding the story:

Answer the questions:

1. When did Richard became King of England?

………………………………………………………………………………………………..

2. Why was he called Richard the Lion-Hearted?

………………………………………………………………………………………………..

3. Where did King Richard fight?

……………………………………………………………………………………………….

4. Why did the people love him?

140
………………………………………………………………………………………………...

5. Who ruled the country while Richard was away at war?

…………………………………………………………………………………………….

6. Did the people love Prince John?

………………………………………………………………………………………………..

7. Who took Richard prisoner on his way back home?

………………………………………………………………………………………………..

8. When did the Duke of Austria let Richard free?

………………………………………………………………………………………………..

9. Why did Richard fight the King of France?

……………………………………………………………………………………………….

10. How did Richard the Lion-Hearted die?

……………………………………………………………………………………………….

0,30 points x 10 questions = 3 points

Part 2 LISTENING

Listen to the recording (see website 22 for the audio video material) about King Arthur and
then solve the follow up activities:

1. Who was Arthur’s father?

……………………………………………………………………………………

2. What was the name of Arthur’s friend?

……………………………………………………………………………………

3. What was it written on the sword?

…………………………………………………………………………………….

141
 4. What did many nobles and knights try?

…………………………………………………………………………………….

5. Who pulled the sword out easily?

…………………………………………………………………………………….

6. What did Arthur create in his castle?

……………………………………………………………………………………………

7. How many times did Arthur pull out the sword before being acknowledged as the
rightful king?

……………………………………………………………………………………..
8. Who helped Arthur defeat the noblemen?

……………………………………………………………………………………….

9. What kind of people formed the Knights of the Round Table?

……………………………………………………………………………………….

10. Who did Arthur marry?

………………………………………………………………………………………..

0,30 points x 10 questions = 3 points

Rating scale and scoring

Part 1 Reading
I. Word study
1. Wicked – behaving in a way that is morally wrong
To rule – to have the official power to control a country and its people
Crusades – holy wars fought to recapture Jerusalem
Kingdom – a country ruled by a king or a queen
Battle – fight between armies
0,30 points for each item ; 0,30 x 5 = 1,50 points

142
 2. late ≠ early ; far ≠ near ; cruel ≠ kind ; small ≠ big ; high ≠ low
0,30 points for each pair ; 0,30 x 5 = 1,50 points

II. Understanding the story:

1. Richard became King of England in 1189.
2. He was called Richard the Lion-Hearted because he was very brave.
3. King Richard fought in Crusades.
4. The people loved him because he fought in battles and brought back riches.
5. Prince John ruled the country while Richard was away.
6. No, they didn’t.
7. Leopold of Austria took Richard prisoner.
8. Because he received a large amount of money.
9. He fought the King of France because he helped his brother.
10. Richard died shot by an arrow.
0,30 points each ; 0,30 x 10 questions = 3 points

Part 2 Listening (see Annex 1 for the Audio transcript)

1. Arthur was the son of King Uther.
2. Arthur’s friend was Merlin.
3. “Whoever can remove it from the anvil will be the King of England.”
4. Many have tried to pull out the sword but failed.
5. Arthur pulled the sword out.
6. Arthur created the Round Table.
7. He pulled out the sword two times.
8. Merlin helped Arthur defeat the noblemen.
9. Noblemen loyal to Arthur formed the Round Table.
10. Arthur married princess Geneva.

0,30 points each ; 0,30 x 10 questions = 3 points

1 point ex-officio.

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Appendix 4
Transcript of the audio material in the initial test

T 1: Many years ago, when England was no more than a handful of kingdoms that fought each
other, Arthur, son of king Uther, came into the world.
T 2: His mother died shortly after birth and his father gave him to Merlin the Magician to
educate him.
T 3: Merlin decided to take the child to the castle of a nobleman who also had a young son
called Kay.
T 4: To ensure the safety of Prince Arthur, Merlin did not reveal his origins.
T 5: Everyday Merlin explained to little Arthur all the known sciences and, as he was a
magician, he also taught him some of the sciences of the future and some magical formulas.
T 6: The years past and King Uther died without anyone knowing about his son.
T 7: The noblemen went to Merlin to find a new king.
T 8: Merlin made a sword appear which was firmly embedded in an iron anvil with a legend
that said: This sword is called Excalibur. Whoever can remove it from the anvil will be the
King of England.
T 9: The noblemen all tried their luck but, in spite of all their efforts, they could not move the
sword even a millimeter.
T 10: Arthur and Kay, who were now two handsome men, had gone to the city to attend a
tournament in which Kay wanted to participate.
T 11: As the hour approached, Arthur realized that he had forgotten Kay’s sword at the inn.
T 12: He ran at full speed but when he arrived the door was closed.
T 13: Arthur didn’t know what to do. Without his sword Kay couldn’t participate in the
tournament.
T 14: In desperation he looked around and saw Excalibur. He approached the rock and pulled
on the weapon.
T 15: At that moment a beam of white light fell upon him and Arthur removed the sword
without any difficulty.
T 16: Arthur ran to Kay and offered him the sword. Kay: “This is not my sword Arthur!
T 17: Arthur then told him what had happened: “You forgot your sword and I went back for it,
but the inn was closed and I saw the sword in the rock and took it.”

144
T 18: Kay saw the inscription of Excalibur on the sword and told his father.
T 19: Merlin ordered Arthur to return the sword to its place: “Arthur, put the sword back from
where you got it.”
T 20: All the noblemen tried to remove it again but not one of them could do it.
T 21: Merlin, then, ordered Arthur to remove it again: Arthur, take the handle between your
hands and try to remove it from the rock.
T 22: A beam of white light again fell upon his head and Arthur removed the sword
effortlessly. T 23: Everyone agreed that this boy, with no known title, must wear the crown of
England and paraded before his throne swearing loyalty to him.
T 24: Merlin, who thought that Arthur no longer needed him, retired to his home but only a
short time later some noblemen raised arms against King Arthur.
T 25: Merlin told everyone who Arthur really was: “Know that Arthur is the son of Uther and
is therefore the rightful King.”
T 26: But the noblemen remained at war until at last they were defeated by Arthur’s courage
helped by Merlin’s magic.
T 27: To avoid this happening again, Arthur created the Round Table, which was formed from
all the noblemen in the kingdom.
T 28: He then married princess Geneva and many years of prosperity and happiness followed
both for Arthur and for England.

145
Appendix 5
Post test
READING

Read the text bellow and check out the exercises that follow it:

146
Exercise 1:

Complete the gaps with information from the text:

8 x 0,25 = 2 points

Exercise 2.
Complete the interview with Nick:
Example: question: What did you do before you became a runner?
answer: I was a professional model.
147
 1. Why are you running the length of Africa?
………………………………………………………………………………………..
2. Are there people following you to support you?
………………………………………………………………………………………..
3. Why are you resting at the moment?
………………………………………………………………………………………..
4. How long do you run each day?
………………………………………………………………………………………..
5. What do you miss about England?
……………………………………………………………………………………….

5 x 0,50 = 2,50 points

LISTENING

Part 1.

Listen to Catherine talking about her holiday plans and answer the questions: (multiple choice)

1. When does her summer holiday start?

a) next week

b) next month

c) tomorrow

2. What does she hate?

a) going to the cinema

b) going on beach holidays

c) going skiing

3. Where does she go on her holiday? ; Name the country and region Catherine specifies

in the dialogue.

148
 a) Switzerland; Alps

b) France; Chamonix

c) Romania; Carpathians

4. Where are Catherine and her friends going to stay?

a) going to take the car and camp

b) going to take the train and camp

c) going to take a tent and camp

5. What activities are they going to do there?

a) walking, climbing and cycling

b) running and dancing

c) walking and swimming

5 x 0,50 = 2,50 points

Part 2.

Listen to Mathew talk about an incident that happened a year before and answer the questions:

1. In what month does it take place?

………………………………………………………………………………

2. What was the time?

……………………………………………………………………………….

3. What were the boys doing?

……………………………………………………………………………….

4. What football team did the boy support?

……………………………………………………………………………….

4 x 0,50 = 2 points

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1 point ex oficio

Rating scale and scoring

Part 1. Reading
Exercise 1.
Complete the gaps with the information from the text:

Nationality: British / English

Place of birth: London
Age: 30 years old
Length: 9,700 kilometers
Starting point: Cape Town
Finishing point: Alexandria
Route: South Africa, Botswana, Zimbabwe, Zambia, Tanzania, Kenya, Ethiopia, Sudan,
Egypt.
Reason for doing it: He hopes to raise 1 million pounds for the Born Free Foundation.
8 x 0,25 = 2 points

Exercise 2.
Complete the interview with Nick:
1. No one’s ever run across Africa.
2. He has a team of six people including his sister?
3. He is resting because he is recovering from malaria.
4. He does three two-hour runs a day.
5. He misses the cold weather.
5 x 0,50 = 2,50 points

Listening
Part 1.
Listen to Catherine talking about her holiday plans and answer the questions: (multiple choice)
1. a. (next week)

150
 2. b. (going on the beach)
3. b. (France ; Chamonix)
4. c. (going to take a tent and camp)
5. a. (walking, climbing and cycling)
5 x 0,50 = 2,50 points

Part 2.
Listen to Mathew talk about an incident that happened a year before and answer the questions:
1. March
2. 5:30 in the evening.
3. Two boys were trying to push another one in the river.
4. He was a Chelsea fan.
4 x 0,50 = 2 points

1 point ex oficio

Transcript of the audio materials in the post-test

Listening part 1.
Listen to Catherine talking about her holiday plans and answer the questions.

Interviewer: So, your summer holiday starts next week, Catherine.

Catherine: That’s right, I can’t wait.
Interviewer: You must be glad your exams are over.
Catherine: Yes, I am very glad.
Interviewer: Are you planning to find a beach somewhere and relax in the sun?
Catherine: No, that’s not my idea of fun.
Interviewer: No?
Catherine: I hate that sort of holiday. Partly because I’ve got red hair and very pale skin so I
can’t stand lying in the sun. I just go red. I really don’t like going on beach holidays.
Interviewer: So where are you going? Have you decided?
Catherine: Yes. I’m going to France with some friends.

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Interviewer: France?! That’s nice. Are you going to the mountains?
Catherine: Yes. To a place called Chamonix in the French Alps. There are some nice mountain
walks there.
Interviewer: And where are you going to stay?
Catherine: Oh… We’re going to take a tent and camp.
Interviewer: So you’re going to do some walking.
Catherine: Yes. Walking and mountain climbing and we’re also going to rent some mountain
bikes and do some cycling.
Interviewer: What about swimming?
Catherine: No. None of us are keen on swimming but we’ll probably do some canoeing down
the river. The river which flows through the valley there is quite fast.
Interviewer: That sounds really fun.
Catherine: Well, I certainly think so.
Interviewer: Have a good time!
Catherine: Thanks.

Listening part 2.
Listen to Mathew talk about an incident that happened a year before and answer the questions.

Mathew: It was a Saturday evening in March and me and my friend spent the afternoon
swimming at the sports center. We were cycling home. I suppose it was about five thirty in the
evening and it was getting dark. We were cycling along the path by the river Thames when we
saw some boys near the river. They were about our age I suppose, about 15. Anyway, two of
them were trying to push the other boy into the water and he was really shouting and kicking
so me and my friend jumped off our bikes and went to help him. The other two let him go
when they saw us coming and ran off. We asked what was going on. Apparently, there had
been a football match that afternoon between Tottenham and Chelsea and Chelsea had won.
The two boys that had run off were Tottenham fans and the other boy was a Chelsea fan and
they had had an argument and tried to push him into the river. That was when we came along.
I reckon the boy was quite pleased to see us.

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Appendix 6 (Post tests for HOT POTATOES software in modern and traditional form)

Modern Test paper using Hot Potatoes software

Read the following text and solve the exercises:

Text (adapted from L. G. Alexander,1967: 12)

A Puma at large

Pumas are large, cat-like animals which are found in America. When reports came into
London Zoo that a wild puma has been spotted forty-five miles south of London, they were
not taken seriously. However, as the evidence began to accumulate, experts from the Zoo felt
obliged to investigate, for the descriptions given by people who claimed to have seen the puma
were extraordinarily similar.
The hunt for the puma began in a small village where a woman picking blackberries
saw “a large cat” only five yards away from her. It immediately ran away when she saw it, and
experts confirmed that a puma will not attack a human being unless it is cornered. The search
proved difficult, for the puma was often observed at one place in the morning and at another
place twenty miles away in the evening. Wherever it went, it left behind it a trail of dead deer
and small animals like rabbits. Paw prints were seen in a number of places and puma fur was
found clinging to bushes. Several people complained of “cat-like noises” at night and a
business-man on a fishing trip saw the puma up in a tree. The experts were now fully
convinced that the animals was a puma, but where had it come from? As no pumas had been
reported missing from any zoo in the country, this one must have been in the possession of a
private collector and somehow managed to escape. the hunt went on for several weeks, but the
puma was not caught. It is disturbing to think that a dangerous wild animal is still at large in
the quiet countryside.

Exercises in JQuiz

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154
8 x 0,50 = 4 points

Exercises in JMix

155
4 x 0,75 = 3 points

Exercise in JCloze

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8 x 0,25 = 2 points

1 point ex oficio

Traditional form of testing using pen and paper in the Hot Potatoes subchapter

Test paper

1. The “know how” of greetings. Select the right greeting to match the prompts.

Good afternoon! Good evening, Mr. Brearty! Hi there!

Welcome to England! Good night! Good morning everybody!

 In the evening, when you meet your neighbor: …………………………………..

 A mother to her daughter, at night: ……………………………………………….
 Your aunt at five p.m., tea time …………………………………………………..
 Talking to an exchange student, at the airport: …………………………………..
 Getting to know a new classmate: ……………………………………………….
 A teacher greeting her students: …………………………………

6 x 0,50 = 3 points

2. Scan the texts and underline three countries, three greetings and two capital cities.

A. Hello! My name is Natasha and I’m twelve. I come from Moscow, one of the greenest
capital cities n the world and also a living museum. It’s a fascinating city, most
magical in winter with its coat of snow. I’m so glad to be here for two amazing weeks.
I miss my family a little bit, especially my dear Granny, who inspired me to come. She
lives in a little village and knows other countries only from books and TV, but she is
smart and so supportive. I want to share all my nice memories from here with her.

B. Hi, everybody! I’m Justin. I’m from Seattle, in the U.S. I’m fourteen and I love
fishing. I spend my weekends on my father’s boat and I never get bored of salmon. My
favorite school subject is History. I have got a good memory that helps me remember
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 years and events, but I’m not good at Maths. My hero of all times is Leonidas, the
warrior king from Greece. How about you?

C. Good afternoon, everybody! My name is Marion. I’m from Ireland / the emerald
island. The capital city is Dublin. We have lots of nature and beautiful sights in my
country. There are hills and mountains not too difficult to climb. My grandfather is a
mountain guide and I have wonderful memories from our trips. I love spending my
free time outside, hiking. My best subject at school is Biology.

D. Hi! I’m Lucas and I’m fifteen. I’m from Sydney, Australia, the land of koalas,
kangaroos and many other amazing creatures. I live on the coast where we are blessed
with warm summers and cool winters. The temperature never drops too low. I love my
country but I must admit that England is not disappointing at all. I’m glad to know you
and I’m also eager to learn new things about your lifestyle and the countries you come
from.

8 x 0,25 = 2 points

3. Mark the following sentences True or False. Correct the false ones.

a. Marion is from Ireland. She’s English. ……………………………………………..

b. The Russian girl is older than the American boy. …………………………………..

c. Lara doesn’t like the weather in her home town. ……………………………………

d. The boy from Seattle is interested in Greek history.

…………………………………

e. The capital of Scotland is Dublin.

……………………………………………………

f. Seattle is in Australia.
………………………………………………………………...

6 x 0,25 = 1,50 points

4. Answer the following questions about the text?

a. How old is Lucas?

……………………………………………………………………

b. What color is Ireland associated with? ……………………………………………..

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 c. Where does Natasha’s grandma live?
………………………………………………..

d. Who does Marion go hiking with? ………………………………………………….

e. Whose hero is a legendary Greek warrior? …………………………………………

5 x 0,50 = 2,50 points

1 point ex oficio

Appendix 7 consists of a questionnaire given to students at the end of the research

1. How often do you use the computer/tablet PC or smartphone for fun or relaxation?
a. Very often
b. Often
c. Rarely

2. How often do you use the computer/tablet PC or smartphone in studying for English?
a. Very often
b. Often
c. Rarely

3. When surfing the Internet which of these activities do you find more appealing?
a. Watching Online movies
b. Listening to music on Youtube or various other sites
c. Playing online games
d. Using social networks and chatting
e. Researching for homework tasks

Please, tick the box:

a b c d e

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4. Have you ever used an online dictionary or other online references?
a. Yes
b. No

4.1. If you answered YES please specify how often have you used this sort of learning
materials?

Very often Often Rarely

5. Did the implementation of English learning computer software improve your language
learning abilities?

a. YES
b. NO
c. MAYBE

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 DECLARAŢIE DE AUTENTICITATE A
LUCRĂRII METODICO – ŞTIINŢIFICE
DE GRAD DIDACTIC I

Subsemnatul/(a)

____________________________________________________________________

legitimat cu __________ seria _________ nr. _______________

CNP__________________________ telefon ___________________________ autorul

lucrării_______________________________________________________________________

_______________________________________________________________________

elaborată în vederea susţinerii examenului de grad didactic I in anul universitar 2016 – 2017
organizat de către Departamentul pentru Pregătirea Personalului Didactic din cadrul Universităţii
“Transilvania” din Braşov, pentru seria 2015 – 2017, luând în considerare Metodologia formării
continue a personalului didactic din învăţământul preuniversitar aprobată prin O.M. nr.
5720/20.10.2009, respectiv Ordinul MECTS nr. 5561/07.10.2011 cu adaugiri, declar pe proprie
răspundere că această lucrare a fost elaborată în întregime de către mine, nu au fost folosite alte
surse decât cele menţionate în bibliografie, nu au fost preluate texte, date sau elemente de grafică
din alte lucrări sau din alte surse fără a fi citate şi fără a fi precizată sursa preluării, inclusiv în
cazul în care sursa o reprezintă alte lucrări ale mele şi că lucrarea nu a mai fost folosită în alte
contexte de examen sau de concurs.
Declar, de asemenea, că în lucrare nu există idei, tabele, grafice, hărţi sau alte surse
folosite fără respectarea legii române şi a convenţiilor internaţionale privind drepturile de autor.

Braşov,

Data Semnătura

______________ _______________

* Declaraţia se completează “de mână” şi se inserează în lucrarea metodico – ştiinţifică de

grad didactic I, la sfârşitul acesteia, ca parte integrantă.

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