Ứng dụng công nghệ thông tin (call) trong giảng dạy ngữ pháp và từ vựng tại trường đại học ngân hàng thành phố Hồ Chí Minh

Ngoài ra, bản khảo sát và 
phỏng vấn cũng chưa thể đưa ra được con số chính 
xác về lượng từ vựng và khả năng sử dụng ngữ pháp 
của sinh viên. Do đó, cần có bài kiểm tra trước và sau 
khi ứng dụng CALL, sau đó so sánh kết quả của hai 
bài kiểm tra này để có thể đánh giá chính xác hiệu 
quả của phương pháp này. Cuối cùng, có thể tiến 
hành nghiên cứu tình huống có sử dụng CALL và các 
chiến lược đọc nhằm nâng cao kết quả thi cuối khóa 
của sinh viên. Nhóm nghiên cứu hi vọng sinh viên có 
thể ứng dụng một phương pháp linh hoạt hơn và có 
thể chủ động hơn trong quá trình học tiếng Anh của 
chính mình./.
Tài liệu tham khảo:
1. Carey, J. O., & Gregory, V. L. (2002), Students’ 
Perceptions of Academic Motivation, Interactive 
Participation, and Selected Pedagogical and 
Structural Factors in Web-Based Distance Learning. 
Journal of Education for Library and Information 
Science, 43, 6-15.
2. Chen, P. (2004), EFL Student Learning Style 
Preferences and Attitudes Toward Technology- 
Integrated Instruction.Ph.D. Dissertation.University of 
South Dakota.DAI-A 64/08, 2813.
3. Frey, B.A.; Birnbaum, D.J. (2002), Learners’ 
Perceptions on the Value of PowerPoint in Lectures.
Pittsburgh:University of Pittsburg. 
4. Grant, L, K. (1998), Teaching Positive Reinforcement 
on the Internet.Teaching of Psychology.
5. Hui-Chun, L. (2003), Using Poetry to Develop 
Teenagers’ Speaking Competence at Han-Mei 
Language Institute in Taiwan. Edinburgh: University of 
Edinburgh. 
6. Kramsch, C. (2001), Reading into Writing: Rhetorical 
Models of Understanding.English Teaching Forum 
38.Retrieved July 9, 2008, from <
state.gov/education/engteaching/rhmodels.html>.
7. Kuh, G. & Vesper, N. (1999), Do Computers Enhance 
or Detract from Student Learning? Paper presented 
at the annual meeting of the American Educational 
Research Association. Montreal, Canada. ERIC 
Document Reproduction Service No. ED429592.
8. Lloyd, R. (2005), Considerations in Survey Design, 
Data Analysis and Presentation: A Guide for ELT 
Practitioners. EA Journal 22(2), pp.36-60. 
9. McEnery, T., Wilson, A. & Baker, J.P. (1997), Teaching 
Grammar Again After Twenty Years: Corpus-Based Help 
for Teaching Grammar.ReCALL Journal, 9(2), 8-17.
10. Nagata, N. (1996), Computer Vs. Workbook 
Instruction in Second Language Acquisition. CALICO 
Journal, 14 (1), 53-75.
11. Neumeier, P. (2005), A Closer Look at Blended 
Learning: Parameters for Designing a Blended Learning 
Environment for Language Teaching and Learning. 
ReCALL 17(2), 163-178.
12. Robson, C. (2002), Real World Research. 2nd 
Edition. Oxford: Blackwell Publishers. 
13. Skinner, B., & Austin, R. (1999), Computer 
Conferencing: Does It Motive EFL students? ELT Journal, 
53(4), 270-277.
14. Smith, S.M. &Woody, P.C. (2000), Interactive Effect 
of Multimedia Instruction and Learning Styles.Teaching 
of Psychology, 27 (3) (2000), pp.220–223
15. Thorne, K. (2003), Blended Learning: How to 
Integrate Online and Traditional Learning. Kogan Page: 
London.
16. Zhuo, F. (1999), The Relationships among 
Hypermedia-Based Instruction, Cognitive Styles and 
Teaching Subject-Verb Agreement to Adult ESL Learners 
(Adult Learners).Ph.D. Dissertation. West Virginia 
University. DAI-A 60/01, 106.
24 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 3 - 9/2016
v PHƯƠNG PHÁP GIẢNG DẠY
Appendix 1
EVALUATING THE EFFECTIVENESS OF COMPUTER-ASSISTED METHOD TO VOCABULARY AND GRAMMAR 
LEARNING IN BANKING UNIVERSITY (BUH)
This questionnaire is designed to investigate your attitudes and the effectiveness of the method used in this 
course. Your responses are greatly appreciated as they might suggest some solutions to improve the language 
learning process. All the information will be kept confidential.
GENERAL EVALUATION
For question 1, please CIRCLE a number from 1 to 5 that is most closely the same as your situation. The scale of 
1-5 represents the following ratings: 
1 = least useful, 2 = a bit useful, 3 = useful, 4 = quite useful, 5 = most useful.
1. How useful were the following activities for improving your writing? 
explain and illustrate new words 1 2 3 4 5
introduce grammatical structures. 1 2 3 4 5
do exercises 1 2 3 4 5
play games in pairs and in groups. 1 2 3 4 5
For question 2, please CIRCLE a number from 1 to 5 that is most closely the same as your situation. The scale of 
1-5 represents the following ratings: 
1 = least interesting, 2 = a bit interesting, 3 = interesting, 4 = quite interesting, 5 = most interesting.
2. How interesting were the following activities for improving your writing? 
explain and illustrate new words 1 2 3 4 5
introduce grammatical structures. 1 2 3 4 5
do exercises 1 2 3 4 5
play games in pairs and in groups. 1 2 3 4 5
VOCABULARY EXPLANATION AND ILLUSTRATION
3. In what way did you benefit from vocabulary learning during the course? (you can choose MORE THAN 
ONE)
a. understand new words clearly.
b. remember new words longer.
c. do vocabulary test quickly during the course.
GRAMMAR DEMONSTRATION
4. Do you think that technology helped you understand thoroughly the following grammar points which you 
studied during the course? 
a. Tag Question Yes No
b. Present Perfect and Present Perfect Continuous Yes No
c. Past Perfect and Simple Past Yes No
d. Gerund and Infinitive Yes No
e. Modal Auxiliaries Yes No
LEARNERS’ INTEREST
For questions 5-8, please CIRCLE a number from 1 to 5 that most closely the same as your situation. The scale of 
1-5 represents the following ratings: 
25KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 3 - 9/2016
PHƯƠNG PHÁP GIẢNG DẠY v
 1 = not interested, 2 = not much interested, 3 = interested, 4 = very interested, 5 = most interested
5. How would you rate your interest in English learning before this course? 
 1 2 3 4 5
6. How would you rate your interest in English learning after this course? 
 1 2 3 4 5
7. Do you want to study with this method in the next course?
Yes No
8. If there was any or no improvement in your interest, what do you think was the cause?
..
LEANERS’ SATISFACTION WITH THEIR PROGESS
9. In this course, your participation in the class activities is ..
a. more than the previous classes.
b. less than the previous classes.
c. no difference.
10. In what way did you benefit from computer-assisted activities? (please CIRCLE the answers)
a. feel happy in a relaxing atmosphere Yes No
b. become cooperative and attentive Yes No
c. check mistakes effectively Yes No
d. memorize the lesson easily Yes No
11. In this course, your remembering of the main ideas of the lesson is ..
a. more than the normal classes.
b. less than the normal classes.
c. no difference.
For questions 12-16, please CIRCLE a number from 1 to 5 that is most closely the same as your situation. The 
scale of 1-5 represents the following ratings: 
1 = strongly disagree, 2 = disagree, 3 = no opinion, 4 = agree, 5 = strongly agree.
12. I feel I have improved my vocabulary ability. 1 2 3 4 5
13. I could understand and do grammar better. 1 2 3 4 5
14. I have been more active than previous courses. 1 2 3 4 5
15. I feel more confident in my English learning. 1 2 3 4 5
16. I don’t think I can do well in the end of course test. 1 2 3 4 5
17. If there was any or no improvement in your learning progress, what do you think was the cause?
..
SUGGESTIONS
18. What were your problems when you studied with technology in this course?
..
19. If you could change or add anything in this course, what would your change be? Please explain.
..
26 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 3 - 9/2016
v PHƯƠNG PHÁP GIẢNG DẠY
Appendix 2
INTERVIEW QUESTIONS
As this class in at pre-intermediate level, the interview will be mainly conducted in English and will be recorded 
for later use. However, the questions will be short and simple for them to understand.
Introduction to the students: This study aims to evaluate the method I used in teaching grammar and vocabulary. 
I would like to ask you some questions about your feelings towards this method as well as your improvement 
after the course. Your answers will be recorded and kept confidential.
1. Do you like learning vocabulary and grammar? Why or why not?
2. What did your previous English teachers usually do to teach vocabulary and grammar?
3. Do you like the way your previous English taught you grammar and vocabulary? Why or why not? 
4. Do you like the way of studying with technology in this class? Why or why not?
5. What do you like best when studying this way?
6. Is there anything you don’t like when studying this way? If yes, what are they?
7. Besides the exercises I gave you, what did you do to review grammar and vocabulary at home?
8. Which one do you prefer, the method you have just studied in this course or the method you studied in 
previous courses? Why?
9. What do you think about your vocabulary and grammar after studying this course? Do you think that you 
can do them well in the final test? Why or why not?
COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) IN TEACHING GRAMMAR AND 
VOCABULARY AT A BUH CLASSROOM
NGUYEN QUANG NHAT
LE THI THUY
Abstract: It has been observed that traditional methods in teaching grammar and vocabulary are 
still dominant in many Vietnamese classes for years. Therefore, a course applying Computer-Assisted 
Language Learning (CALL) was taught to find out whether this method may yield any improvements 
in learners’ achievement and attitudes. 30 Vietnamese sophomores of a High-Quality ClassatBanking 
University of Ho Chi Minh City (BUH) participated in the study. Through questionnaires and interviews, 
the responses suggested that CALL approach could be beneficial as this technique helped motivate 
and enhance students’ confidence in grammar and vocabulary learning.
Keywords: CALL, motivate, performance, computer-assisted, grammar, interest, vocabulary
Ngày nhận: 25/7/2016
Ngày phản biện: 27/8/2016
Ngày duyệt đăng: 31/8/2016