Conclusion provides the main findings of the study and proposes the limitations of the study and suggestions for further research

PART A: INTRODUCTION I. RATIONALE: It goes without saying that technology is all around us and it is inevitable to get in contact with it in every single action of our lives. Whether we like it or not, we can hardly deny the fact that technology has bettered our lives in an unprecedented way. Since its appearance in our lives, technology have changed the way we live, the way we work, the way we think, the way we entertain ourselves and the way we learn. In education, particularly in the area of language teaching and learning, new terms have been coined along with the arrival of technology. CALL (Computer Assisted Language Learning), TELL (Technology Enhanced Language Learning), "educational software", MPS (Multimedia Presentation Software) are now buzzwords in ELT. They could be easily caught in publications, language websites, online forums and daily conversations among language teachers. It is impossible for language teachers to carry on their jobs without technological applications. Consequently, the question left is not whether to accept technology or not but how to make the best of it. It is partly for this deep-rooted reason that the author decided to conduct a study on how to better the technological application, especially educational software to design lectures. As a teacher of English at Faculty of Information Technology - Thai Nguyen University (FIT -TNU) working with IT students, the author enjoys the advantages of IT in her job. Investigating CALL applications in ELT has long been pursued by her. As a matter of fact, this issue has been discussed a lot in literature but such research into MPS applications in English teaching and learning at TNU is quite few. Furthermore, the credit-based training system has been adopted at FIT -TNU, which allows more outside classroom self-study and less in-class lessons. Therefore, teachers of English need to increase in utilizing technology to make the best use of in-class hours. All above-mentioned reasons have motivated the author to carry out the research in evaluating MPS to design English lectures for second- year students at FIT - TNU. ii. Aims of the study The study aims at the following targets: Studying the influence of CALL applications in English teaching and learning in general and the extent to which MPS can assist English learning and teaching. Evaluating the uses of some MPS in English teaching and learning, especially the use of Microsoft Producer in comparison with Microsoft PowerPoint, Adobe Presenter and Articulate Presenter. Applying and assessing Microsoft Producer in designing English lectures at FIT - TNU. iII. Research questions In order to achieve above-mentioned aims, the study focuses on answering the research questions: Do MPS facilitate the design of English lectures at FIT - TNU? More specifically, it aims to address the following sub-questions: (i) Research sub-question 1: How has MPS been exploited in designing English lectures? (ii) Research sub- question 2: How has Microsoft Producer software been evaluated in comparison with other MPS? (iii) Research sub- question 3: How has Microsoft Producer software been applied and assessed in designing English lectures at FIT - TNU? IV. Methods of the study The subjects for this study are four representative MPS: Microsoft Producer, Microsoft PowerPoint, Adobe Presenter 7.0 and Articulate Presenter 09. Based on methodological framework created by reliable software evaluators, these MPS are compared and analyzed both objectively and subjectively on the author's real experiences of teaching General English for the second-year students learning at FIT - TNU. After these MPS evaluations, an application and assessment of the best-evaluated MPS, Microsoft Producer, will be implemented in designing English lectures at FIT - TNU. V. Scope of the study It would bee too ambitious for this minor thesis to cover all aspects of CALL in English teaching and learning. Thus, the author would like to focus only on evaluating four MPS: Microsoft Producer, Microsoft PowerPoint, Adobe Presenter 7.0 and Articulate Presenter 09. Especially, Microsoft Producer software will be evaluated to be applied and assessed in designing English lectures for second-year students at FIT - TNU. VI. Design of the study The study includes three main parts: Introduction, Development, and Conclusion. Introduction presents the rationale, the scope, the methodology and the design of the study. Development consists of three chapters: Chapter I gives the theoretical background of the study with the theories related to CALL software in EFL in general and multimedia presentation software (MPS) used in designing English lectures in particular. Chapter II details the evaluation of MPS in English teaching and learning and Microsoft Producer applications in designing English lectures at FIT - TNU. Chapter III is centered on Microsoft Producer software applications and assessment in English teaching and learning at FIT - TNU. Conclusion provides the main findings of the study and proposes the limitations of the study and suggestions for further research. PART B: DEVELOPMENT Chapter I: Literature review I.1. Theoretical background of CALL in English teaching and learning Since the first time being introduced to EFL teaching and learning in 1960s, computers have had certain effects on the general picture of EFL education. However, along with the continuous development of information technology, the impact of computers in EFL teaching and learning is still under discussion. The following sub-sections provide an overview of (1) definition of CALL, (2) brief history of CALL, (3) CALL applications in English teaching and learning, (4) advantages and disadvantages of CALL in English teaching and learning. I.1.1. Definition of CALL Computer Assisted Language Learning (CALL) is often perceived somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learnt, usually including a substantial interactive element. Since 1980s, CALL widened its scope, embracing the communicative approach and a range of new technologies, especially multimedia and communication technology. Technology Enhanced Language Learning (TELL) is an alternative term to CALL, however, TELL has not gained as wide acceptance as CALL. Levy (1997) defines CALL more broadly as "the search for and study of applications of the computer in teaching and learning". This definition is in line with the view held by the majority of modern CALL practitioners. I.1.2. Brief history of CALL Warschauer, M & Healey, D (1998) categorizes the development of CALL into three phases: behaviouristic CALL, communicative CALL and integrative CALL. Behaviouristic CALL conceived in the 1950s and implemented in the 1960s and 1970s. This phase was based on "then-dominant behaviouristic theories of learning" which emphasized repetitive language drills (drill and practice) in language learning. Communicative CALL emerged in the late 1970s and early 1980s as behaviouristic approaches was both theoretically and pedagogically, and personal computers offered more possibilities for individual works. Communicative CALL corresponded to cognitive theories, which stressed that learning was "a process of discovery, expression and development" (Warschauer, M & Healey, D, 1998). Though communicative CALL was viewed to be a breakthrough compared to behaviouristic CALL, it received criticisms in the late 1980s for being used in "an ad hoc and disconnected fashion" and just focus on "marginal rather than central elements" of the FL learning process. There was a trend to move from cognitive view to a more social - cognitive one in FL teaching. This leaded to the new phase, integrative CALL. Integrative CALL based on two important technological developments of the last decade in the 20th century: multimedia computers and the Internet. Multimedia technologies allow a variety of media (text, graphics, sound, animation, and video) to be accessible on a single machine. When multimedia resources are all linked together, this technology becomes more powerful and is called hypermedia. However, multimedia technology rarely involves the integration of meaningful and authentic communication into all aspect of language learning curriculum. This is then solved with the help of another technological breakthrough, electronic communication and the Internet. Supported by the socio-cognitive view of learning, integrative CALL referred to technology to create authentic learning environments, which integrated reading, listening, speaking, and writing skills in a target language. Warschauer (2002) adds the next phase of CALL development in the 21st century, collaborative CALL, in which technology is considered more as a tool for individual and societal development rather than just isolated language and literacy skills. This approach is under the influence of socio-cultural theories of education, where human learning and development are tied to collaborative purposeful activities mediated by tools and the social environment. Both integrative and developmental CALL support highly interactive and communicative language learning and include extensive use of the Internet. All of the four phases in the development of CALL can be illustrated in the following figure: Figure 1- The evolution of CALL I.1.3. CALL applications in EFL teaching and learning Computers are potential in various uses in English classroom with the domination of technological features. The current main uses of computers in language teaching and learning can be generated as follows: I.1.3.1. Reference tool: Through CD/ DVD-ROMS or Internet, teachers and students can search for all sorts of information related to their language teaching and learning. There are now various encyclopedias available on CD-ROM or on line, offering not only definitions but also pronunciation, practice exercises and activities as well. Internet is considered the most convenient reference tool. Accessing directories or search engines such as Google, MSN, Yahoo, etc can help to find out "any subjects under the sun" (Hammer, 2001:146). I.1.3. 2. Computer mediated communication (CMC): According to Abrams, Z (2006), this is the process of using computers to facilitate authentic communication between to or more people. Such kind of communication could be an asynchronous form such as email, electronic bulletin board, and electronic newsgroups or in a synchronous such as real internet chat or instant message. Using CMC in EFL language teaching and learning seems the main trend in the process of applying IT in EFL education. I.1.3. 3. Websites: Harmer, J (2001:148) claims that almost website has great potential for students of English in getting in touch with the authentic language. They can search for any information in various forms such as text, audio, video. There are also a number of websites specially designed for EFL students to exchange emails, do exercises, playing games. EFL teachers also can make lesson plans online or download many activities for their language classes from these websites. I.1.3. 4. Word processor: Word processor is one of the computer software used earliest in EFL learning and teaching. Harmer (2000:150) suggests that word processor is the most successful use of computer. Word processor has been mainly used in writing skill, which serve both personal and group writing, can be a successful tool for the process approach in EFL writing. Word processors can also be used to create an endless number of exercises in English, filling in the gaps; rearranging disordered paragraphs in a text; replacing incorrect words by the corresponding correct ones...etc. Doing exercises in a word processor implies giving traditional exercises a new format. Nevertheless, this way of working in the English language classroom results in a quite successful experience, since students enjoy the mere fact of being manipulating computers. I.1.3.5. Teaching and learning programs: Most of the programs in this group offer two different versions: tutorial programs and authoring programs. Tutorial programs with short introductory notes are followed by a series of questions, to which the student responds at the keyboard. Discrete comments can be built in, and error, review routines are automatic. If required, a set of help notes can also be called up during the question-answer sequence in order to understand the student who has not fully understood the point of the exercise. The results of students' attempts at each exercise are stored on the computer. Language teaching software is currently much available on CD- ROM to meet the demand of learners at different levels and various learning purposes. These software packages offer students chances to participate in many learning activities at the same time. The current trend is that many EFL learning programs are available on the Internet. There are also websites where students can sign up to take self-study courses, accessing course information and sending work to tutors who monitor the progress. Langmaster, DynEd, EDO, etc. are such popular programs in Vietnam. Authoring programs allows teachers to create their own different exercises or units unlike as in ready-made "dedicated" or "turnkey" programs, where the contents, questions and texts come with the program and cannot be changed. Hot Potatoes and Quizmaker are examples of popular CALL authoring packages. Hot Potatoes is especially developed to create Web-based language exercises, including multiple choice, gap-filling, matching, jumbled sentences, crosswords and short text entry. It is used extensively on websites that provide interactive exercises and tests. Quizmaker is a comprehensive yet easy-to-use quiz creator for making highly customized Flash-based quizzes, assessments and surveys without the need for difficult programming. The applications of authoring software in EFL teaching and learning are various; however, the author will focus on multimedia presentation software (MPS), which will be clarified in the next part. To sum up, a few main uses of computers in EFL teaching and learning have been mentioned. As Warschauer, M (1996) points out, "the use of computer does not constitute a method", but it is only a "medium in which a variety of methods approaches and pedagogical philosophies may be implemented". I.1.4. Advantages and disadvantages of CALL applications in English teaching and learning: CALL has much to offer English language teachers and will have more to offer in the future. Let us guide ourselves just as if we were blind by the seductive and powerful technology that CALL represents. It is vital to develop and maintain a critical eye on it. According to Philip (1986), one of the advantages of CALL is that it offers a powerful self-access facility; that is, it helps to generate autonomous learners who will experience freedom of choice. The tools that learners find in computers allow them to assume mastery of their own learning experience. Students can call up the programs held by computers whenever they want; besides, computers are sensitive to the learners level of proficiency. This advantage, though, can also be seen as a disadvantage, since many teachers may consider that computers are undertaking functions that should be performed by trained teachers. In this paper, the author will not demonstrate that this disadvantage which is not a real one, since, in fact, computers should be used by teachers as a complementary tool in the teaching process. Another advantage of CALL is that it gives a new role to teaching materials. Out of the context of CALL, teaching materials are passive. Before computers were used in the classroom context, nothing the student said or did could influence in any deep sense the linear progression of the content. In CALL, materials adapt themselves to the requirements of the individual student, thus, they become interactive. To this advantage, Phillips attaches a counter-argument: to what extent is it desirable that more of the management of learning be embodied in the materials themselves rather than in the way they are exploited? In the field of methodology, the author also finds one advantage and one correspondent disadvantage. The advantage is that CALL, like other new technologies, brings about changes in the teaching methodologies of English. There are cases, though, in which computers are just used to give old materials a new aspect. This is the case of teachers who put students in front of the computer just to make fill-in-the-gap exercises. Those advantages make us aware of an important fact in relation to CALL, we have to constantly analyse whether the uses to which CALL are just reinforcing current practices or if they are promoting curriculum renewal. In order to fully benefit from the potential of the computer for language learning, language teachers have to promote a complementary relationship with computers. The technology that computers offer has to be integrated with pedagogic programs that guarantee a real evolution of the teaching methodologies and procedures. The teachers abandons their informative role to take on a more active part in the teaching process thanks to computer co-operation, since the computer is now going to be the new source of information. This results in an innovative teaching methodology in which the dichotomy teacher/transmissor - student/receiver is broken. Now, teachers are going to promote communication/interaction with students; in order to attain this objective and to encourage students to take risks, leaving aside penalties for producing incorrect bits of language. Besides, the teachers' analysis of the teaching-learning process and their planning of its development will make possible for them to correct possible errors in this process. Finally, the introduction of the unexpected will be determinant to give students enough motivation for them to take an active part in their learning process. With the practice of this kind of activities, curriculum renewal is guaranteed, so that there is no doubt that a real and evident progress in teaching methodologies is taking place. One final aspect should be analysed in relation to the implementation of computers in English language teaching is ultimately an ethical question: What is the kind of environment that is going to be created by means of the computer? Personally, the author considers that the creation of autonomous learners should not be associated to the concept of human alienation. The CALL classroom should not be conceived as a room in which every learner is studying in isolation in front of his/her computer. Teachers must think of activities that enable group work/human interaction and computers to be compatible. Otherwise, men as social beings will be replaced by men as alienated computer slaves. I.2. Theoretical background of multimedia presentation software (MPS) I.2.1. Definitions of MPS “Multimedia” is a term frequently discussed among educators today. Unless clearly defined, the term can alternately mean “a judicious mix of various mass media such as print, audio and video” or it may mean the development of computer-based hardware and software packages produced on a mass scale and yet allow individualized use and learning. In essence, multimedia merges multiple levels of learning into an educational tool that allows for diversity in curricula presentation. Fenrich (1997) claims that “Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer” . Another definition of multimedia g