THE EFFECTS OF TECHNOLOGY-ASSISTED LISTENING PRACTICE ON MOODLE ON ENGLISH-MAJORED FRESHMEN'S LISTENING PROFICIENCY

Autor/innen

  • Dien Tri Dinh Kien Giang University, Vietnam and Tra Vinh University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v7i5.4453

Schlagwörter:

technology-assisted listening practice, MOODLE, listening proficiency

Abstract

This research was conducted to investigate the effects of technology-assisted listening practice on MOODLE on English-majored freshmen's listening proficiency as an alternative to traditional teaching and learning English. An interesting question, however, was how to apply this mode of teaching and learning English listening within the Vietnamese context. In Vietnam, few studies have been carried out on the advantages and disadvantages that university teachers and students encountered in implementing English listening practice with MOODLE assistance to meet the demands and interests of the students and support instructional practices. Therefore, this quantitative-method research was conducted to examine this interesting area with sixty-four English-majored freshmen. The data were analyzed from a pretest and post-test. The findings prove that technology-assisted listening practice on MOODLE had positive effects on English-majored freshmen's listening proficiency.

 

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Autor/innen-Biografie

  • Dien Tri Dinh, Kien Giang University, Vietnam and Tra Vinh University, Vietnam
    Dinh Tri Dien is a teacher of English at Kien Giang University, Vietnam. He got a Bachelor’s degree in English Education in 2018. He completed a master’s program in Applied community development at Future University (the United States) in 2020. Currently, He is doing a master’s degree in theories and methods of teaching English at Tra Vinh University. He is keen on researching the effects of technology-assisted listening on students’ listening proficiency with majors in English language studies.

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2022-09-14

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Bd. 7 Nr. 5 (2022)

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