Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh An Investigation Into the Application of Blended-Learning in Teaching English Listening Skills at Hung Vuong Gifted High School in Gia Lai, Vietnam During the Covid-19 Pandemic

In the context of the Covid-19 pandemic outbreak, intermittent periods of face-to-face instructions in schools and inadequacy of online learning apps and tools in virtual classes are considered challenges in teaching and learning worldwide, including teaching and learning English as a foreign language. This research examines the effectiveness of blended learning in teaching English, specifically during the Covid-19 spread. The research, thus, investigated an empirical application of blended learning to teaching listening skills at Hung Vuong gifted high school in Gia Lai province during the disrupted schooling last academic school year 2019-2020. To integrate face-to-face classroom performances into a self-study online listening course, the researchers designed a website with listening lessons based on the content of Tiếng Anh 10 ( hệ 10 năm) textbook. With a sample of 35 Grade 10 students as an experimental group, the research employed tests, survey questionnaires, and observation as data collection instruments. The findings show that blended learning boosted teachers' information technology literacy. The result of the study also indicates that blended learning enhanced students' listening skills via increasing students' self-managing learning time and triggering students' English listening habits in terms of their learning autonomy. Given its superiority, the blended course should be interwoven with traditional physical classrooms to aid students in English learning and critical lifelong learning skills such as self-studying, problem-solving, and time management. Key words: Covid-19 outbreak, blended-learning, listening skills, information technology literacy, students' learning autonomy.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

In the context of the Covid-19 pandemic outbreak, intermittent periods of face-to-face instructions in schools and inadequacy of online learning apps and tools in virtual classes are considered challenges in teaching and learning worldwide, including teaching and learning English as a foreign language. This research examines the effectiveness of blended learning in teaching English, specifically during the Covid-19 spread. The research, thus, investigated an empirical application of blended learning to teaching listening skills at Hung Vuong gifted high school in Gia Lai province during the disrupted schooling last academic school year 2019-2020. To integrate face-to-face classroom performances into a self-study online listening course, the researchers designed a website with listening lessons based on the content of Tiếng Anh 10 ( hệ 10 năm) textbook. With a sample of 35 Grade 10 students as an experimental group, the research employed tests, survey questionnaires, and observation as data collection instruments. The findings show that blended learning boosted teachers' information technology literacy. The result of the study also indicates that blended learning enhanced students' listening skills via increasing students' self-managing learning time and triggering students' English listening habits in terms of their learning autonomy. Given its superiority, the blended course should be interwoven with traditional physical classrooms to aid students in English learning and critical lifelong learning skills such as self-studying, problem-solving, and time management. Key words: Covid-19 outbreak, blended-learning, listening skills, information technology literacy, students' learning autonomy.

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Teacher
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Hung Vuong High School for the Gifted
Dr. A Huong Nguyen
Teacher
,
Convention Manager - VietTESOL Association Hanoi University of Industry
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