The impact of the application of IDDIRR model-based approach on ICT integration for teaching English speaking skills among Viatnamese English teachers

Pham Thi To Nhu (2020) The impact of the application of IDDIRR model-based approach on ICT integration for teaching English speaking skills among Viatnamese English teachers. Doctoral thesis, Universiti Malaysia Sabah.

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Abstract

This thesis reports on a case study aimed at (1) investigating current JCT integration in the design and development of technology-based materials in teaching speaking skills in Vietnam; (2) examining whether the use of an JDDIRR model-based approach enhanced the teachers' JCT integration in designing and developing technology-based materials; and (3) identifying the affordances and challenges from the resultant use of an IDDIRR approach in developing technology-based materials to teach speaking skills in Vietnamese primary schools. To do so, the study utilised (1) the SAMR model to find out the level of JCT integration of teachers in teaching speaking skills; and the Activity Theory to (2) examine the ICT integration of teachers in teaching speaking skills before and after the use of an IDDIRR model-based approach and (3) identify the affordances and challenges from the resultant use of an ID DIRR approach. The study employed a case study approach with 20 teachers of English from 4 primary schools in different provinces of Vietnam. To investigate the level of JCT integration in teaching speaking skills, data was elicited via reflection notes and focus group interviews. To look into the impact of the IDDIRR model, data was elicited using field notes from observation, focus group interviews, reflective journal writings, and the materials developed for teaching speaking in the training package. The results showed that before the intervention of the IDDIRR approach, 100% of teachers were at the Enhancement level of the SAMR model (with 60% at Substitution and the remaining 40% at Augmentation). With the training in the form of an IDDIRR model-based approach, teachers' ICT integration became better with 100% teachers reaching the Transformation /eve/of the SAMR model (with 90% at Modification and the remaining 10% at Redefinition). In addition, there are a variety of challenges that teachers had to handle when using ICT in their teaching of speaking skills. With the help of Activity Theory, affordances and challenges were identified in the context of ICT integration with different components in the Activity System including Subjects, Tools, Rules, Community and Division of Labour. Findings revealed both the intricacies and complexities of the different components in relation to the context of ICT integration. Implications were drawn and suggestions were put forth to ameliorate some of the discrepancies in the hope that the national agenda of enhancing teachers' application of ICT in teaching English can be realised.

Item Type:	Thesis (Doctoral)
Keyword:	IDDIRR Model-Based, English, Vietnamese
Subjects:	P Language and Literature > P Philology. Linguistics > P1-1091 Philology. Linguistics > P1-85 General
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	DG MASNIAH AHMAD -
Date Deposited:	07 Feb 2025 11:30
Last Modified:	07 Feb 2025 11:30
URI:	https://eprints.ums.edu.my/id/eprint/42719

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