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Vietnam national university, Hanoi
University of Languages and international studies
Faculty of Post-graduate Studies
NGUYỄN THỊ THU THỦY
USING A RECORD SOFTWARE TO PROMOTE HIGH SCHOOL
STUDENTS’ ENGLISH LISTENING AND SPEAKING SKILLS
(Sử dụng phần mềm ghi âm để phát triển kỹ năng nghe và nói
tiếng Anh của học sinh trung học phổ thông)
MA. MINOR THESIS
Field: English Teaching Methodology
Code: 60 14 10
Supervisor: Trần Thị Thu Hiền, M.A.
Hanoi, 2010

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Vietnam national university, Hanoi
University of Languages and international studies
Faculty of Post-graduate Studies
NGUYỄN THỊ THU THỦY
USING A RECORD SOFTWARE TO PROMOTE HIGH SCHOOL
STUDENTS’ ENGLISH LISTENING AND SPEAKING SKILLS
(Sử dụng phần mềm ghi âm để phát triển kỹ năng nghe và nói
tiếng Anh của học sinh trung học phổ thông)
MA. MINOR THESIS
Field: English Teaching Methodology
Code: 60 14 10
Hanoi, 2010

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Table of contents
DECLARATION i
Acknowledgement ii
Abstract iii
List of abbreviation iv
PART A: Introduction 1
1. Rationale 1
2. Aims of study 2
3. Scope of the study 2
4. Hypothesis 3
5. Methods of the study 3
6. Organizations of the study 4
PART B: DEVELOPMENT 5
Chapter 1. Literature Review 5
1.1 Theoretical background of application technology in language teaching 5
1.2 Adobe Audition software: A description 11
1.2.1 Origin and evolution of Adobe Audition software 11
1.2.2 Available versions of Adobe Audition software 12
1.2.3 Functions of Adobe Audition 15
1.3 Benefits of using record software in listening and speaking teaching 16
1.4 Chapter summary 19
Chapter 2. The Study 20
2.1 Setting of the study 20
2.2 Subjects 20
2.3 Instruments 21
2.3.1 Test 21
2.3.1.1 Listening test 22
2.3.1.2 Speaking test 23
2.4 Questionnaire 23
2.5 The Experiment 24
2.6 Data collection procedure 24

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2.6.1 Listening test 25
2.6.2 Speaking test 25
2.6.3 Marking 27
2.6.4 Questionnaire 27
2.7 Data analysis procedure 27
2.8 Chapter summary 27
Chapter 3: Results and Discussion 28
3.1. Speaking test results 28
3.1.1. Pre - speaking test 29
3.1.2. Post - speaking test 30
3.2. Listening test results 31
3.2.1. Pre - listening test 31
3.2.2. Post - listening test 32
3.3. Students‟ interest in English speaking and listening lessons 33
3.3.1. Speaking 33
3.3.2. Listening 34
3.4. Discussion 35
3.5 Chapter summary 37
PART C: Conclusion 38
1. Major findings of the research 38
2. Concluding Remarks 39
3. Implications 39
4. Limitations 40
5. Recommendations 40
References I
Appendix A Pre - post survey questions V
Appendix B Speaking and listening lesson plans V
Appendix C The five speaking criteria were specified into the marking scales XI

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Tables and charts
Table 1.1 Listening test procedures and tasks 25
Table 1.2 Speaking test procedures and tasks 26
Table 3.1 Students‟ English speaking 28
Table 3.2 Students‟ English listening 31
Table 3.3 Speaking survey results 33
Table 3.4 Listening survey results 34
Chart 3.1 12D1 and 12D2 Pre- speaking level 29
Chart 3.2 12D1 and 12D2 Post- speaking level 30
Chart 3.3 12D1 and 12D2 Pre- listening level 31
Chart 3.4 12D1 and 12D2 Post- listening 32
Chart 3.5 12D1 and 12D2 Pre- post speaking data 33
Chart 3.6 12D1 and 12D2 Pre- post listening data 34

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ABSTRACT
The main aims of this study are to test the hypothesis on the benefits of
applying record software named Adobe Audition in enhancing the high students
English speaking and listening as well as in changing their interest in listening and
speaking lessons.
To fulfill this objective, a quasi - experiment research method in which pre-
post tests and brief questionnaire survey were used as research tools in this study.
The results obtained from the study are as follow: both English speaking and
listening increased when using record function in Adobe Audition software.
However, the promotion in students speaking was not as good as that in listening.
Both students‟ interest in English speaking and listening was raised after using Adobe
Audition.
Hopefully, the results of the study can be used as referential material for
teachers and students to enhance the effectiveness of using technology in teaching
and learning English speaking and listening skills, and it will be the topic for other
further studies in the future in reading and writing skills.
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LIST OF ABBREVIATION
CAPT: Computer Assisted Pronunciation Training
CLT: Communicative language teaching
CMC: Computer mediated communication
EFL: English as Foreign Language
FL: Foreign language
ICT: Information and communication technology
OHPs : Overhead projectors
PBT: Paper based test
TOEFL: Test of English as a Foreign Language
V1: Version 1
V2: Version 2
V3: Version 3

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PART A: Introduction
1. Rationale
English becomes very important in the time of globalization and as a result,
communicative ability in English becomes necessary, and in many cases essential, to
people of various professions. This is true of Vietnam, too, where great efforts have been
made to promote the quality of teaching and learning English. At this time in Vietnam, the
students who can speak English fluently are not many, which may be due to the fact that
students are not tested orally. Another factor accounting for students‟ low oral proficiency
is that they do not have adequate opportunities to produce the language. In order to address
the problem of inadequate exposure to the input of the target language and the
opportunities for linguistic output, technology seems to be a workable solution.
The benefits of using technology in the language classroom have been studied by many
researchers in applied linguistics in terms of its benefits to the development of students‟
communicative skills. Unfortunately, these benefits have not been researched sufficiently
in the context of Vietnamese schools, particularly, the high schools. Thus, this study is an
attempt to examine the benefits of using computer software to the students‟ speaking and
listening proficiency. The software which is experimented in this study is the „Adobe
Audition‟, which is produced in the United States of America.
From my practical experience, the Adobe Audition software has a number of
advantages when it is used in the classroom. Firstly, it allows teachers to record their voice
when necessary for different pedagogic purposes, to edit the recordings as they want to
improve its quality, to give and check students‟ homework effectively. The software also
supports teachers and saves their time planning their lessons, presenting their lessons or
producing recordings for testing students‟ listening comprehension. Teachers feel free to
edit the recorded messages easily, for example, by shortening or lengthening sentences,
while guaranteeing the voice quality. Secondly, the software allows students to record their
own utterances as frequently as they wish or to make their own recordings for further
practice at home. The third benefit of the software is that, with this software, students can
make video clips with their own scripts so that they can listen again to their own voice at
home by means of a mobile phone or a computer. As a result, students can reduce their

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anxiety in practicing speaking English. This is extremely important given the fact that
students‟ anxiety is a common classroom problem in many Vietnamese high schools.
Fourthly, the software is instrumental to promoting learner autonomy because they can
learn English according to their own time and interest outside the school where teachers‟
direct supervision is absent.
All the benefits mentioned above have been experienced by the researcher of this study
herself. However, those benefits are just what the researcher felt intuitively, rather than
being tested empirically. It is the absence of empirical evidence of the benefits of the
Adobe Audition in the context of a Vietnamese high school that motivated the research to
conduct this study, which was set out to test the benefits of Adobe Audition to the
enhancement of high school students‟ speaking and listening profiency as well as their
interest in the speaking and listening lessons. The study was conducted in a school in
Hanoi where the researcher herself was teaching.
2. Aims of the study
The study aims to reach the following targets:
 To examine the benefits of using Adobe Audition in teaching listening and
speaking English for high school students.
 To find out whether, and to what extent, Adobe Audition enhances the
students‟ interest in speaking and listening lessons.
3. Scope of the study
The study limits itself to the testing of the effectiveness of Adobe Audition on grade 12
students‟ two communicative skills, i.e., listening and speaking only.
The reasons for limiting the study to these two language skills are more practical than
pedagogical. Firstly, these skills are most important to students‟ English communicative
ability because students cannot communicate well in English unless they are sufficiently
good at speaking and listening. Moreover, Adobe Audition is designed for teaching
listening and speaking in the language classroom, not for other language skills such as
reading and writing.

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The language input used for this study is mostly based on the textbook and some other
supplementary materials, which were selected from authentic sources such as English
newspapers or self - making video clips.
4. Hypothesis
In this study, the following hypothesis was tested:
 The use of Adobe Audition enhances students‟ interest in listening and
speaking English, thereby helping to improve their listening and speaking
proficiency.
5. Methods of the study
Since the purpose of the study is to test the impact of Adobe Audition on students‟
interest in listening and speaking English as well as their listening and speaking
proficiency, an experimental design is appropriate. However, given the practicalities of the
study, a true experimental study was impossible. For example, the researcher was unable to
randomize the sample and to control other extraneous variables such as students‟ learning
style preferences, or motivation. Instead, two intact groups, 12D1 and 12D2, were selected
for the study. Therefore, the study is a quasi-experimental in nature.

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6. Organization of the study
The thesis consists of some following parts and chapters:
INTRODUCTION
This part presents rationale, scope, and objectives of the
study. Research methods, hypotheses and organization of
the thesis are also given clearly in this chapter.
CHAPTER 1: LITERATURE REVIEW
This chapter provides fundamental and theoretical
concepts related to the purpose of the study. It deals with
the application of technology in language teaching, the
background of Adobe Audition software, and the benefits
of using record software in listening and speaking.
CHAPTER 2: METHODOLOGY
This chapter not only presents setting of the study,
participants, measurement instruments and making scales,
but also provides the data collection and data analysis
procedures.
CHAPTER 3: FINDINGS AND DISCUSSIONS
Not only the findings of the research in listening,
speaking pre - post tests and surveys, but also the
discussions are presented in this chapter.
CONCLUSION
This final part gives the overall answers for hypotheses of
the study, limitation of the study, implications for
teaching and learning, and the author‟s recommendations.

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PART B: DEVELOPMENT
Chapter 1: Literature review
1.1. Application of technology in language teaching
In the time of information technology, computer and the hi-tech products are the keys
to success to lots of jobs, especially in the language teaching. There is a lot of research that
studied applying technology in teaching languages in the world, but not much in Vietnam.
It should be started with the definition of applying technology in foreign language (FL)
teaching. According to Warschauer and Meskil (2000), nearly every type of FL classroom
teaching has it own technologies to support. The first technologies based on classrooms
with chalks, blackboards, pens, papers and textbooks. FL teachers following the grammar-
translation method considered the blackboard as a perfect vehicle for the one way teaching
method of information transmission. Echoing this, Harmer (2001) notes that the
chalkboards “provide a motivating focal point” for the classroom emphasis and can be
used for variable purposes such as: note pad, explanation aid, picture frame, public
workbook, game board or notice board. Although the chalkboard is still seen in many
classrooms globally, new technologies have been increasingly introduced into the
classroom to add the traditional chalkboard. In fact, the availability of pictures, charts,
radios, cassette players, recorders, overhead projectors (OHPs), movies, televisions, etc…
has considerably changed the classroom structures, and approaches to learning and
teaching including second and/or foreign language learning and teaching. For example,
OHPs can help display the texts or exercises, pictures or diagrams, or students‟ writing in
very high quality that makes them more vivid compared to those on the board. Songs and
stories recorded on audio tapes provide interesting classroom environments. Videos are
means to bring the real-life things and events into the classroom (Harmer, 2001).
Recent technological developments have created new technologies for educational
purposes in addition to those mentioned above. Of these new technologies, the most
influential is computer softwares designed particularly for education including foreign
language education. The advantages of these technologies have been well reported. For
example, the benefits of technology in teaching pronunciation have been acknowledged. It
has been found out that technology helps learners recognize the sound, then imitate how

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the sound is articulated. Another aspect of pronunciation is suprasegmentals, which can be
most effectively taught through the assistance of technological equipment which extracts
pitch and intensity from the speech signal and presents the information on a video screen in
real time, providing instantaneous visual feedback on stress, rhythm, and intonation. A
dual display allows native speakers‟ target to be presented on the upper half of the screen
and learner's attempts and target to be replicated on the lower half. The effectiveness of
such equipment has been justified experimentally. It has been shown that visual feedback
combined with the auditory feedback available to normal-hearing individuals through the
demonstration of the place of the articulatory organ is more effective than auditory
feedback alone. In language teaching methodology, suprasegmentals (stress, rhythm, and
intonation) are given a very high priority in the pronunciation curriculum (Dickerson,
1989; Gilbert 1984, 1987; McNerney and Mendelson, 1987; Pennington and Richards,
1986; Wong, 1987). That is because suprasegmentals provide the backbone of utterances,
highlight the information speakers regard as important while at the same time revealing
their feelings (Bolinger 1986), and they are important in communicating discourse
meaning (Brazil, Coulthard, and Johns 1980).
Some authors have suggested that having children use computers as tools for
learning increases motivation in children who are less likely to be motivated by school
(Sharp et al., 1995; Burns, Griffin and Snow, 1999). Technologies represent potential
contexts where active participation of learners, in conjunction with caring teachers, can be
well orchestrated and promoted (Heath, 1990; Johnson, 1991; Meskill, Mossop and Bates,
2000a; Palumbo and Bermudez, 1994). In the field of learning and teaching EFL, Meskill
(2005) makes use of computer technology to draw and maintain learners‟ focus, stimulate
problem-solving, anchor discourse, and encourage learner-directed talk and action in her
research. Indeed, she reported that children who otherwise "removed" themselves from the
school community by keeping their heads down on their desks, crying, acting out, and
behaving in ways that revealed strong disconnections with school, became more active
when the screen is turned on. Meskill (2005) has stated that using computer in teaching
language for children brought many a benefits, especially with the children of low
motivation. The author reflects that:

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“I became most excited when we had this little boy John … John was unreachable. He was
just, he was a first grader, very little bit of English. I couldn't get John to color. I couldn't get him
to even get excited about using markers. Nothing turned John on. He had his head down on the
desk most of the day -- in his regular classroom and with me. And I was surprised by that, because
I had other first graders and we did lots of little fun projects and the other six year olds were
joining in, but not John. Then finally we put him next to the computer and Well! He sat up! I
couldn't believe it. He had a smile on his face, and he started, I mean his eyes were bright! And I
thought my god look at this kid, he wanted to interact, he wanted to do something. That was a real
turning point. John wanted to type his name, this is a kid I couldn't get a pencil in his hand, he was
so lethargic, wouldn't hold a pencil. And here he's typing his name. It was amazing to me”.
(Meskill, 2005)
The above anecdote shows how much technology motivates the learners. Even a
learner, who was so quite, became active when technology was used in the classroom.
Other authors have reported similar positive results in learners‟ learning outcome when
technology is used. Used appropriately, technology enhances not only the spelling but also
other language skills as well as motivates students to keep their eyes longer to what the
teachers‟ targets. Some researchers had pointed out that Computer - Mediated
Communication (CMC) is a means to teach oral skills. Within CMC forms, email
exchanging and instant messaging seem to be the most popular ones used by foreign
language teachers and learners. E-mail exchanging is one of the main forms of CMC called
“the mother of all internet application” (Warschauer & Meskill, 2000), which reflects a
great number of pedagogical benefits both inside and outside FL classrooms. Similarly,
Gonglewski (2001) and his co-authors have provided evidence for a few pedagogical
benefits of e - mail such as extending language learning time and place; providing a
context for real world communication and authentic interaction; expanding topic beyond
classroom-based ones; promoting student-centered language learning; encouraging equal
opportunity participation and connecting speakers quickly and cheaply. CMC is no longer
human-computer interaction, but human - to - human interaction via the computer (Rosell-
Aguilar, 2005). Abrams (2006) shares the same idea that CMC is the process of using
computer to facilitate authentic communication between two or more people, and using
CMC in language teaching and learning seems the main trend in the process of applying IT
in English FL education. Chen (2009) has suggested that the integration of CMC into EFL

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learning can increase both input (exposure) and output (use) of the target language that is
needed for learners to promote both their linguistic and pragmatic competence. What is
more, Neri and Mich (2008), in their study on the impact of computer-assisted
pronunciation training, showed that young learners improve their word-level pronunciation
skills in English as a foreign language at a level comparable to that achieved through
traditional teacher-led training. In their research, the pronunciation improvement of a
group of 11-year-old learners receiving teacher-fronted instruction was compared to that of
a group receiving computer assisted pronunciation training by means of a system including
an automatic speech recognition component. Results showed that the pronunciation quality
of isolated words improved significantly for both groups of subjects and both groups of
words that were considered particularly difficult to be pronounced and that were likely to
have been unknown to them prior to the training. Training with a computer-assisted
pronunciation training system with a simple automatic speech recognition component can
lead to short - term improvements in pronunciation that are comparable to those achieved
by means of more traditional, teacher - led pronunciation training (Neri et al., 2008). This
study further evidences the significance of technology to the teaching of pronunciation.
As products of computer technologies, language teaching softwares, which are
currently available on CD-ROMs, respond well to the demand of learners at variable levels
of proficiency and with diversified learning purposes... These software packages give
students opportunities to practice many learning activities at the same time, such as
practicing conversations, working with texts, doing grammar and vocabulary exercises,
listening to the texts and recording their own voices for progress monitoring. Many CD-
ROMs are now accompanied with the printed course books, providing a lot of extra input
English material and exercises. Recently, software for microcomputers has been developed
so that visual feedback as a tool for teaching FL is more accessible to language teachers.
This software is available and can be downloadable from the internet for free.
The trend of using technology in teaching and instructing student‟s increases more
when Cummins and Davesne (2009) presented an overview of research carried out on
assessment using e-portfolios, which have been defined by Al Kahtani (1999) as “a
purposeful collection of a student‟s work that is made available on the World Wide Web or
a recordable CD-ROM”. It was Dewey (1933), who advocated using portfolios in his

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research to reflect on and summarize what was learned and to monitor the learner‟s
progress over time. The research reviewed by the author‟s highlights that the process of
reflection helps to develop learners‟ metacognitive skills which lead to the inclusion of self
assessment tools as part of e-portfolio templates. Technology application in teaching
language can be seen in a variety of sectors, e-portfolio is also a useful way that enhances
students‟ independent learning and self- assessments.
The using of technology in reading-with-listening courses proves effective in
giving students a better foundation both for language maintenance and for continuing
acquisition. If this kind of activity can be shown to support some acquisitions of oral
proficiency as Lightbown et al. (2002) suggested on their study, then an emphasis on
reading needs no longer to be seen as taking away time from an emphasis on speaking
(Chun, 2006, on a study, named: for an overview of Computer Assisted Language earning)
technologies for reading. Especially, for the language learners who want to improve the
oral language proficiency, applying technology is a better way to choose (Henning, 2009).
Many authors have explored and brought significant benefits in learning and
teaching listening and speaking languages. Cummins and Davesne (2009) studied on the
use of technology for assessment of FL abilities and also showed the better results in
comparison with others means of teaching English FL. Because of the benefits that
technology has brought to FL teaching and learning, Jarvis (2006) stated that
technological development has gone with teaching English and it has brought chances to
people in communicating, working, doing business, relaxing or studying and non-native
English speakers mainly come from Asian regions are at the top of using it.
Jarvis (2006) commented that technology had played an importance role in English
teaching and this matter is very clear to Vietnam at this time. Therefore, being an English
teacher means that you have to keep up with the trend of applying technology in the
regional English FL teaching. Under the view of technology used in teaching and learning
FL in Vietnam, there has been a significant research in this matter. In using video in FL
teaching listening and speaking, Tuan (2005) stated that when the teachers of language use
some means of technology such as video, the students‟ eyes are caught because video
excites interests in the meaning of the words and images or sounds. In his study, Tuan

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(2005) designed a syllabus for teaching listening and speaking using video with better
results and attitude of participants in his research.
Communicative skills are the goal of any foreign language programs or courses.
They are the evidence of successful language learning. The poor quality of teaching
speaking skill at university level in Vietnam results in a number of graduates who have
difficulties in communicating in English (Bui, 2004). There are four main skills: speaking,
listening, reading and writing in learning and assessing English. However, at the end of
each semester, students are only scored on a written test of reading and writing. As a result,
many students and even teachers are learning and teaching just for examination. They
spend almost their time improving reading and writing skills while „ignoring‟ listening and
speaking skills (Hong, 2006). To solve this problem, a suggestion of using CMC (computer
mediated communication) like some authors in the world mentioned above in teaching
pronunciation and conversation was put forward to improve students‟ oral skills in Hong
(2006). The author further stated that using CMC in teaching could improve learners‟
speaking and listening skills, and make them more confident to communicate in English.
Moreover, with CMC, students can not only promote their English communication, but
also open their minds to the world.
Regarding the use of technology in solving the poor FL communication skill,
another study was conducted to find out the roles of computer mediated collaborative
learning (CMCL) in a communication-oriented EFL classroom. The discussion moved
from an overview of the principal domains of socio-cultural theory applicable to
collaborative second/foreign language learning to the review of the current CLT approach
(Long, 2010), the main focus of the research was the context of Vietnamese language
education. CMCL was then analyzed in terms of how it was able to support and enhance
language improvement in the given CLT context.
However, some studies showed that CMC did not bring about expected benefits in
teaching communication skills. For example, Thao (2003) found that technology was of no
benefit to FL teaching. In Thao‟s evaluative study on the use of CMC in FL teaching and
learning, it was revealed that twenty percent of student respondents claimed that they were
not motivated and made little progress in listening comprehension and proficiency. Eighty
percent felt that they made little and slow progress, which was under their expectations.

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Teachers also said that their students seemed to gain no remarkable advances in listening.
Moreover, it was not applying technology in teaching Fl that brought better teaching and
learning results when a researcher tested the benefits of using technology in teaching some
of EFL skills. Brooks (2002) and Brooks., et al, (2006) also found no evidence of a
statistically significant benefit on spelling outcomes using a computer program for literacy
learning. Worse still, for reading there seemed to be a reduction in reading scores
associated with the use of the program. The authors suggested that all new literacy
software needs to be tested in a rigorous trial before it is used routinely in schools. In
addition, an area of literacy where information and communication technology (ICT) might
have a role is in the teaching of spelling. There was systematic review and meta-analysis
looking at the role of ICT on spelling acquisition found only seven small randomized
controlled trials that evaluated the effectiveness of interventions using ICT in spelling
instruction (Torgerson & Elbourne, 2002).
In summary, technology with its potential benefits is capable of helping resolve
certain problems raised by the introduction of a CLT approach into the Vietnamese
language classrooms, including Confucian educational values, examination-oriented
educational system, class management, and authentic communication. Lots of studies were
done to examine this question. Some of them showed better results while others indicated
negative resultssince technology did not come up to the teaching expectations and
consequently, teachers judged the work with technology as a time-consuming activity in
FL teaching and learning. In other words, the benefits of technology in foreign language
learning remain inconclusive, and this is the motivation for the researcher to carry out the
present study.
1.2. Adobe Audition software: A description
1.2.1. Origin and evolution of Adobe Audition software
Adobe Audition, which was known as Cool Edit Pro, is very useful software that
allows you to record voice, mix music, clean the sound for movie, edit audio or video and
more.
At the first time of the Adobe Audition, the Syntrillium Software was founded in the
early 1990s by Robert Ellison and David Johnston, former Microsoft employees.

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Originally developed by Syntrillium and named as Cool Edit, the program that had some
functions as the Adobe Audition does now but it was not convenient enough. The full
version was useful and flexible, particularly for its time. Syntrillium later released Cool
Edit Pro and added the capability to work with multiple tracks, as well as other features.
Audio processing, however, was done in a destructive manner because at that time, most
computers were not powerful enough in terms of processor‟s performance and memory
capacity to perform those functions in real time. From time to time, other versions of Cool
Edit were issued and renewed, such as: Cool Edit version 1, version 2 and to the version
2.1, it was added supporting for surround sound mixing and unlimited simultaneous tracks
which was up to the limit imposed by the actual computer hardware. Cool Edit also
included upgrading such as noise reduction and some others effective functions.
Adobe purchased the latest, non-shareware version, Cool Edit Pro v2.1, from
Syntrilium Software in May 2003 for $16.5 million in cash. Adobe then changed the name
of Cool Edit Pro to "Adobe Audition", which is maintained to the time being.
1.2.2. Available versions of Adobe Audition software
Up to now, the Adobe Audition has been non stop upgraded with new useful
functions. There have been 3 main versions of the software for the sound and movie.
Version1 (v1)
The Adobe Audition v1 was released on August 18th
, 2003. However, it had no new
features, and was essentially Cool Edit Pro under a different name. Adobe then introduced

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Audition v1.5 in May 2004; major improvements over v1 included pitch correction,
frequency space editing, a CD project view, basic video editing and integration with Adobe
Premiere, as well as several other enhancements.
Version 2 (v2)
The Adobe Audition v2 was released on January 17th
, 2006. With this release, Adobe
Audition 2.0 gave auditor professional audio mixing results in real time. Recording,
mixing, editing, and mastering digital audio files with powerful tools brought flexibility
and control to the user‟s desktop studio. That makes it easy to create music, produce radio
spots, and restore imperfect recordings. Bringing audio and video together, using smart
integration with Adobe video applications also made it become one of the most powerful
tools to master and restore in mixing digital video and producing film. Whether the user
needed to build complex soundtracks, create sound effects or restore imperfect audio,
Adobe Audition has the right tool and it was well adapted to different file formats: AVI,
native DV, MPEG, and WMV.
This version 2 was better than the old one but it still did not meet the demand of the
users, therefore, the next version should be developed.

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Version 3(v3)
Now in version 3, there is much to say that Audition has come to age as an Adobe
application and a host of new features brought it right into contention as every bit a viable
contender with other useful systems. Adobe Audition v3 was released on November 8th,
2007. Besides such basic functions as professional audio, mixing, editing and mastering,
new features include virtual instrument support, enhanced spectral editing, a redesigned
multi-track interface, new effects and a collection of royalty-free loops. Adobe Audition v3
is designed for audio specialists in music, radio, video, and the web. It provides a flexible
production toolkit for a broad range of audio engineering tasks.
Audition v3 is primarily divided into three views: waveform editing, multitrack and
CD. Firstly, waveform edit view uses a destructive method when editing files, for example,
if reverb effects are applied and saved, the file is permanently changed. Waveform edit
view is handy when recording a simple voice-over clip. Secondly, multitrack view on the
other hand, displays multiple tracks and file changes are non-destructive, allowing for
increased flexibility. Multitrack view is used to include music beds and sound effects, for
example, with a voice track. Sends and buses route effects and other processes in real-time
using Virtual Studio Technology and familiar multitracking techniques like punching are
also available. Audition v3's dockable panels, such as the time display, transport buttons
and zoom controls make all user-defined displays available on screen. Both edit view and

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multitrack view have their own dockable panels, depending on which features the user
wishes to open. The final, CD View provides a handy interface for assembling and burning
CDs.
In general, people now are living in the age of technology; they watch video, shoot
video or edit video and post videos online. Yet if they are working on a video production,
whether it is professional or just for fun, they know that audio is a key element of the mix.
Music is an important part of our lives, especially with the popularity of MP3 players or
cassette - player. In watching video, the audio quality is even more important than the
video because we cannot stand when the audio breaks up and cuts in and out. Therefore,
the new Adobe version added video editing software function. Adobe Soundbooth was a
part of the Adobe 3 family. It provides a subset of Audition's features, designed for the
needs of video editors and creative professionals who are not audio specialists. Currently,
people who work with audio and video in Adobe Audition are satisfied with these above
versions, especially language teachers. Teachers can record the audiofiles for tests, edit the
recording or video for lessons, and clean the sounds for better clip in teaching and learning
languages. The Adobe Audition is currently a suitable tool for their need of teaching oral
skills like listening and speaking. However, there are lots of versions with different
functions in aspects of life and depend on the need of job or interest, so Adobe Audition
are non stop refreshing itself.
1.2.3. Functions of Adobe Audition
Adobe Audition can be mainly used to:
 Create one‟s own music
 Record and mix a project
 Produce a radio spot
 Clean up audio for a movie
 Compile and edit a soundtrack or a video
 and more …

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1.3. Benefits of using record software in listening and speaking teaching
Many language learners regard speaking ability (production skill) as a measurement
of FL competence. These learners define fluency as the ability to converse with others,
much more than the ability to read, write or comprehend oral language. They regard
speaking as the most important skill they can acquire and assess their progress in terms of
their accomplishments in spoken communication. However, if English learners want to be
good at communication, they have to be good at listening (reception skill), because of their
receiving information to respond the suitable language materials. As the importance of
speaking and listening integration in teaching and learning FL, there have been lots of
research carried out to find out more proper ways or steps to improve these oral skills.
Some of popularity teaching steps are mentioned here to find out the benefits of using
record software in FL teaching and learning.
In listening skill, Justine (2007) suggested some special techniques for effective
teaching:
 Motivating students to focus students on the learning
 Maintaining the same topic and objective or consecutive activities
 Applying appropriate teaching methods and techniques
 Selecting material for listening comprehension activities
 Using authentic materials
In speaking skill, Hung (2008) confirmed that the teacher should have good
preparation and presentation at:
 Topic
 Lexical unit
 Structure
 Function
 Teaching techniques
Speaking and listening skills are now teaching in the time of CLT approach, the
role of teacher is to facilitate and monitor learners without interruption, then to provide

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feedback in the post language activity (Canh, 2004). To investigate the teaching points of
both skills, the record software function can be an effective means of teaching speaking
and listening in terms of students‟ motivation, good teaching techniques and updating
teaching methods. The benefits of using such record software as Adobe Audition in the
classroom can be listed as follows:
Firstly, record software named Adobe Audition can motivate students by making
lessons more interesting. Teachers can record their voices or cut, mix any pieces of speech,
sounds or videos to paste into FL lessons in her aims of eyes catching, students‟ attention
or the certain aims of her teaching. It can be more curious and interesting when the FL
lessons include the teacher or students‟ voice in audiofiles or video files. Thus, using
Adobe Audition in teaching FL will bring certain interest and teaching benefits if the
teachers are equipped with computer techniques. Adobe Audition can be an effective
technique of teaching and learning language, especially in listening and speaking skills. As
we know, in teaching listening, if the teachers who knows how to use software can make
use of them. For example, they can cut, mix, edit or create a recording or a video clip for
listening tasks or presenting new words. Moreover, it can be easy for teachers to get
feedback and avoid student' abusing key materials in listening by editing or making their
own audio files to get the convincing results in class or at home. On the other hand,
teachers can have appropriate tools to make effective listening tests; teachers can mix or
create the recordings to suit her pedagogic target instead of oral reading.
In teaching speaking, it is convenient for the teacher to record the voice to demonstrate a
speaking modal or a conversation for learners to imitate. In addition, it can make possible
for teacher to control and check the student‟s sentences in a large size class by record
software. Students are asked to record their sentences or conversations in pairs or groups at
the same time in class by using record function on computers or mobile phones. Then
teachers can check any pairs or groups at variable levels by connecting the recorded files
on the digital speaker for correcting and encouraging students. This technique may meet
the demand of the CLT method, which is a fashion in FL teaching methodology now.
On the contrary, in FL speaking learning, students can have autonomy in recording
the voice at home to improve speaking as well as they can extract or record any audiotapes
to listen again at any time to improve FL listening skill or language pronunciation.

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Cauldwell (2002), who used Streaming Speech software to record learners‟ listening and
pronunciation, reported better results in listening and speaking teaching. According to him,
Streaming Speech was one of the best software packages that he has ever seen, commercial
or otherwise, for the purpose of teaching higher level listening and pronunciation. The
autonomy learners get more things and learn better than people who sit passively waiting
to be taught. Another FL teaching technique is recording the listening and speaking daily
to measure the students‟ FL progress. Walker (2005) stated in his research that
communication tasks provided learners with individualized peer feedback about the
effectiveness of each adjustment, and they avoided the anxiety or embarrassment many
learners feel when corrected by teachers in front of their peers. The recorded audio-files
can be either monologues or dialogues. The student‟s completed record audio-file is given
to the teacher, who marks it with appropriate, objective grading scheme. Each recording
should fulfill only a few features, and the pronunciation focus of the assignment must be
made clear. Doing so improves the effectiveness of the learner‟s effort and prevents
students with lower skill levels from feeling overwhelmed by the recording tasks. Being
asked to record their voices as a means of improving their pronunciation is completely new
to students. As a result, they need a clear framework in which to perform. Walker‟s (2005)
gave the students a chance to send their feedback to him after applying recording their
teacher‟s language tasks:
“I like recording cassettes to see if my pronunciation is correct and where I am wrong.
Very useful. I think I can learn a lot mainly in the pronunciation.
The recording is a very practical activity where you can measure your progress.”
(Walker, 2005)
Walker‟s (2005) study showed that the oral skill of students was improved
remarkably, the average mark for students‟ work during this period was higher than 7/10,
and the vast majority of students declared themselves to be “happy” or “very happy” with
their marks. To the record teaching technique, Justine (2007) mentioned an effective way
in his research that teacher could record the audiofile with pictures and play the recording
as many times as it was needed depending on the level of difficulty and the ability of the
students to enhance the student oral skill. Therefore, whatever using sort of record software

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in teaching and learning oral language skills, learners also have opportunities to practice
dealing with common occurrences in spontaneous speech, such as restarting after mistakes,
self-correcting, and repeating themselves. Using this technique, teacher‟s burden of work
can be reduced with the record function of Adobe Audition software.
In conclusion, using the record software named Adobe Audition brings significant
benefits such as: motivating students, making language lesson interesting, being useful
means of learning and teaching in listening and speaking FL classes, keeping up with the
teaching fashion.
1.4 Chapter summary
Many studies were carried out to assess the benefits of using technology in
teaching language, they were successful by using video ( Tuan, 2005) , CMC ( Hong,
2006 ;Chen, 2009; Jarvis, 2006), Meskill (2005), CMCL (Long, 2010), electronic
portfolio (Dewey, 1933), record software ( Walker, 2005) and (Justine, 2007) ,
computer feedback, and other software to promote English assessment, pronunciation,
listening, speaking, reading language, ect... These researchers confirmed and proved
the benefits of applying technology in FL learning and teaching on their participants
and working conditions. In certain research, however, technology did not help the FL
teaching and learning (Thao, 2003; Brooks et al., 2006; Brooks, 2002).
In an attempt to fill the research gap of applying record software in secondary
FL teaching and learning, the author of this study followed Walker‟s theory (2005) on
using record software in FL teaching and learning. The study aimed to assess whether
an intervention using record software would boost the students‟ listening and speaking
proficiency as well as their interest in listening and speaking skills in the context of a
high school in Hanoi. To achieve these aims, a quasi-experimental study was conducted
with a view evaluating the using record software named Adobe Audition to promote
student FL listening and speaking in high school was taken.

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Chapter 2: the study
2.1. Setting of the study
The study was carried out at 40-year-old Truong Dinh high school, located in
Hoang Mai district in Hanoi. There are about 45 classes with annual enrolment of
approximately 2000 students. It is a large school in Hanoi. However, students‟
academic performance is not high because their entry level measured by their
examination scores is lower than that of their peers in other Hanoi-based schools. After
graduating, students are expected to go straight to manual work or go to vocational
schools instead of continuing their study in universities. In order to apply for a job,
they have to be able to communicate in English at the basic level.
Truong Dinh high school is a well-equipped school one language lab and two
classrooms equipped with projectors for PowerPoint presentations. The teachers of
English are good at computer skills, so are the students. Moreover, 76% students have a
personal computer at home (based on initial survey). This makes the use of computer
software to promote FL learning possible. Students have at least three English lessons
per week and class time allocated to reading, speaking, listening, writing and language
focus equally. As time goes by, a fact reveals that Truong Dinh students are not good at
speaking and listening. Thus, a change in teaching method is critically necessary and
the applying of technology in English teaching is believed to be one of the solutions to
the improvement in the students‟ English listening and speaking proficiency.
2.2. Subjects
The subjects in this study numbered 99 EFL high school students in one school
in Hanoi (49 in the control group and 50 in the experimental group). They were all
grade 12 students, who had learned English as a compulsory subject in school settings
for at least six years, and their English proficiency ranged from high beginning to low
intermediate level. They had neither studied abroad before, nor were attending
additional English classes outside of the classroom. The classes met three times a week
for twenty weeks in each school term, and the listening - speaking materials for this
course were the textbook English 12 (basic form) prescribed by the Ministry of

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Education and Training some supplementary authentic audio materials and other
materials for listening comprehension test practice.
The subjects were not good at speaking and listening English because of a
variety of reasons, such as written oriented-assessments, shyness to speak English in
front of a crowded classroom, and lack of a favorable FL language environment. These
subjects were selected conveniently, i.e., they were taught by the researcher herself.
The researcher invited them to participate in the study and they were willing to accept.
2.3. Instruments
Instruments used in this study were the pre-test and post-test. In addition, two
questionnaires were administered after the two tests. The questionnaires were used to
find out the subjects‟ interest in learning English with the computer software. Both the
tests and the questionnaires were designed by the researcher with reference to the
literature on the benefits of computer software in FL learning. The results of the pre-
test and post-test as well as questionnaire responses were analyzed by means of
descriptive statistics. A paired-sample t-test was conducted to evaluate whether there
were statistically significant differences between the two ways of teaching listening and
listening skills.
Following is the detailed description of the instruments used for data collection
in this study.
2.3.1. Tests
All pupils were tested at two points in form of achievement tests which cover
and focus on measuring what language the learners have learned as the results of
teaching (Mcnamara, 2000) before the intervention began (pre-test), and again after all
pupils had received the program (post-test). The purposes of the pre-test and post-test
were:
● Pre-test – to establish a benchmark of the subjects‟ speaking and listening
which was to be used as a covariate in the statistical analysis of post-test results;
● Post-test – to detect whether the first cohort maintained any gains or even
continued to make progress, or whether there was any tendency for their gains

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to wash out; also to see whether the second cohort made gains similar to those
of the experimental. The post-test scores were then compared with the pre-test
scores to identify the statistically significant difference, if any, for the
acceptance or rejection of the research hypothesis.
2.3.1.1. Listening test
A multiple choice TOEFL simulated test was employed to help collect listening
data on students from the two studied classes. The multiple-choice format was adopted
because the students were familiar with it, and it did not require writing. Moreover,
TOEFL is now widely used for both testers and testees both inside and outside
Vietnam. According to Anh (2006) more than 2,400 universities and colleges in the
United States, Canada and many other countries in the world consider TOEFL
certificate as a must for their entry admissions. With its widely available and easily
accessible resources, a listening TOEFL simulated test out-weights other test types
which are less convenient and more time-consuming.
The content of the test was based on the knowledge, vocabulary, topic and
listening skill of grade 12 which the test - takers had learnt. The test consisted of 25
multiple-choice questions divided into thee parts in PBT form. The multiple-choice
format was chosen following studies by several other researchers (Sellers, 2000;
Shohamy, 1984; Shohamy & Inbar, 1991; Wolf, 1993) since it was more convenient to
analysis than open-ended questions. The length of audio-files in the pre - post tests was
15 minutes and students listened to the recordings twice. Each test was completed in 45
minutes including time for reading the rubrics, pauses and writing the answers on the
answer sheet.
The test consisted of 3 parts:
- Part A: five short conversations
- Part B: a longer conversation
- Part C: a short talk.
The listening content was related to the topics covered in the English 12 basic
textbook. The recordings were edited or recorded by Adobe Audition and burned into a
CD so that the test could be conducted with either a computer or a CD player which
were available in the school.

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2.3.1.2. Speaking test
The test format was a 3-minute video clip. The subjects watched the video-clip,
and then were involved in a discussion about the topic. The video-clips were selected to
suit the subjects‟ age, and level of proficiency. According to Lonergan (1984), a video
is a proper means to embark on introducing language materials for carrying a
discussion. It can not only instruct the material in panacea way, but also be easy
adapted to objectives of the lessons.
At all stages the tests were marked in terms of the responses of each test - taker
to the issue of the given video clip. The whole speaking test took 120 minutes and the
test was conducted in extra curricular time. Due to the large number of test-takers in
the controlled and experimental groups, the samples from the two groups were divided
into 2 groups with 25 or 24 test-takers each, who completed the test in 60 minutes
altogether.
Test-takers‟ oral performance was measured according to the following criteria,
which were suggested by Cambridge Local Examination Syndicate – Cambridge
University (2000):
 Fluency
 Interactive communication
 Intonation
 Pronunciation
 Vocabulary resource
These five criteria were specified into the marking scales. (See appendix 3)
The steps of speaking test were based on discussion procedures suggested by
Hung (2008) and Bailey and Savage (1994).
2.4. Questionnaires
General speaking, compared with other methods, survey questionnaires were likely
to be more time-saving and fruitful in the large scope. The questionnaire enables the
researcher to “collect a large amount of information in less an hour” (Brown, 1994).

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The questionnaire administered after the pre-test is the same as the one administered
after the post-test. For the purpose of the questionnaire which was to find out the
samples‟ attitudes to the listening lessons, the questionnaire had only one item to which
the respondents were expected to answer by choosing either „yes‟, or „nor‟ or „no
idea‟.(See appendix 1)
2.5 The Experiment
The experiment was conducted within 20 weeks or one school term (semester).
Each week the students were taught with the computer software one class hour a week.
The Adobe Audition was used to edit the listening text in the textbook and to adapt the
listening tasks. In addition to the classroom tasks, listening assignments were designed
with the help of the software for home assignments. Students were arranged in different
groups, each group working on a different assignment. The listening input and tasks
were designed on the CD-ROMs, which were given to the students. The students
recorded their task performance and stored them in their own e-portfolios, which were
submitted by the end of the school term and assessed for grades (marks).
For speaking lessons, the Adobe Audition was used to record sample utterances to
which the students listened and imitated. Then the students were requested to work on
tasks in groups. They used software to record their productions which were then played
through the loudspeakers for feedback. This means that the students could record and
check their speaking by themselves and see the gap in their productions. At home, they
were asked to do similar things as home assignments, which, like the listening
assignments, were filed in their e-portfolios for end-of-term assessment and grading.
(See appendix 2 for a sample lesson plan)
2.6. Data collection procedure
Tests and questionnaires were provided to 99 students in two classes: 12D1 and
12D2. Thanks to the establishment of a good rapport with the head teachers of the two
classes, the samples were willing to cooperate with the researcher, which resulted in the
samples‟ full participation not only in the experiment, but also in the tests and
questionnaire responses. For the questionnaire, the return rate was 100%.

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2.6.1. Listening test
The pre and post tests were designed following the same procedures, format and
length, which was of 45 minutes. The test- takers were provided an answer sheet each
to which they transferred their answers.
The listening test followed the 6-stage procedures with different tasks for each stage.
The procedures and tasks were presented in Table 1.1 below.
Stage Time Examiner’s activities Test-taker’s activities
1 5ms Let test-takers read and
understand the test rubrics.
Read and understand the test
rubrics.
2 15ms Play the audiofile for the first time Listen to the audiofile for the first
time and answer the questions.
3 1ms Pause the audiofile for few
seconds for test-takers to get ready
for the second-time listening.
Get ready for second-time listening
4 15ms Play the audiofile the second time Listen to the audiofile the second
time and check the answers
5 5ms Let test-takers check and transfer
the answers to the answer sheets.
Check and transfer the answers to
the answer sheet.
6 4ms Collect the answer sheets. Hand in the answer sheet.
Table 1.1. Listening test procedures and tasks
2.6.2. Speaking test
The pre and post speaking tests were carried out in the same procedure, format
and length of time (120 minutes). The class was divided into groups of 25 students for
a 60-minute test. Desks were arranged in U-shape with the teacher being in the front.
The test was taken in the class room with a computer connected to projector. The
teacher (also the researcher) handed out test papers which contained a short summary
of the video content, words and structures that had been taught during the semester, an
issue for debate or discussion. Test - takers were then watched a video clip in silent
from 3 to 10 minutes and had a few-minute discussion. The teacher (again also the
researcher) raised questions to some students to stimulate the discussion. Students‟
participation and performance were marked by the teacher, who observed them during
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the discussion, with a 30-point marking scale. The marking was based on five criteria,
which were described above. Both groups followed the same procedure within the same
period of time (see Table 1.2. for the speaking test procedures and tasks).
Steps Time Examiner’s Activities Test-takers’ Activities
Introduction 5ms Hand out test papers
Explain the procedures and
requirements to test-takers. Then,
do some warm-up activity in order
to get the test-takers relaxed and
ready for the next step.
Showtime 10 ms Play the video three times Watch and take notes of
important information
from the video and
linguistic structures and
words.
Discussion 40 ms Ask test-takers some discussion-
provoking questions
Observe, take notes of test-
takers‟ performance, and grade
it.
Make sure all test-takers get
involved in the discussion.
Express own opinions
about the questions raised
by the examiner and
defend those opinions.
Invite others‟ responses to
own opinions about the
issues raised by the
examiners, and challenge
others‟ conflicting
opinions
Conclusion 5ms Give feedback on the individual
test-takers‟ performance,
including comments on his/her
strengths and weaknesses as well
as suggestions for improvement.
Receive the feedback and
attend to examiner‟s
suggestions for
improvement
Table 1.2. Speaking test procedures and tasks

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2.6.3. Marking
The evaluation based on the quirks of testing and assessing high school
renovation by Vietnam Ministry of Education (2005).
The marking process was convenient based on the number of correct answers on
the answer sheet, and the speaking depended on the very details criteria form the list.
Listening was marked in scale of 10 points.
Good = 9 and 10 points; Fair = 7 and 8 points.
Average = 5 and 6 points; Poor = below 5 points.
Speaking was marked in scale of 30 points due to five criteria.
Good = from 26 to 30 points; Fair = from 21 to 25 points
Average = from 15 to 20 points; Poor = below 15 points.
2.6.4.. Questionnaires
The pre-test and post-test questionnaires were administered to the same students
who had completed the listening and speaking tests. The only question asked was: “Do
you find listening / speaking lesson interesting?” (See appendix 1). The responses were
analyzed with the t-test. Respondents completed their answers in approximately 10
minutes then handed in to the researcher.
2.7. Data analysis procedure
Microsoft Excel was used to import the statistics from the pre and post tests
outcome, survey data for classifying, summarizing, and reporting results in clear
bureau of tables and charts. After rate calculation, the data was tested and analyzed
with the t-test to measure the students‟ progress. A p-value of 0.05 (see Data Statistic
Mathematics, 1992) was determined in t - test to identify the statistically significant
difference.
2.8. Chapter summary
This chapter provides information about the setting of the study, the samples,
the instruments as well as the study data collection and analysis procedures. The next
chapter presents the findings and the discussion of those findings.
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Chapter 3: Results and discussion
This chapter presents and discusses the study results with the t-test as a tool of
analysis and hypothesis-testing. The results were presented in three main categories,
namely:
 Students‟ English speaking
 Students‟ English listening
 Students‟ interest in English speaking and listening lessons
 Discussion
3.1. Speaking test results
Table 3.1: Students’ English speaking
Class Pre- Speaking level Post- Speaking level
Control
Group
(n=49)
Level Good Fair Average Poor Good Fair Average Poor
Students 2 5 19 23 3 6 23 17
Percentage 4% 10% 39% 47% 6% 12% 47 % 35%
Experimental
Group
(n=50)
Students 1 5 20 24 4 7 28 11
Percentage 2 % 10% 40 % 48% 8% 14% 56 % 22%
6815518