The effects of classroom use of kahoot on students learning of grammar at cefalt m a

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCE AND HUMANITIES FALCUTY OF ENGLISH LINGUISTICS AND LITERATURE THE EFFECTS OF CLASSROOM USE OF KAHOOT! ON STUDENTS’ LEARNING OF GRAMMAR AT CEFALT A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL BY NGUYEN HOANG DIEU VY Supervised by BUI THI THUC QUYEN, Ph.D HO CHI MINH CITY, SEPTEMBER 2021 ACKNOWLEDGEMENTS I would like to express my profound gratitude to my supervisor, Dr Bui Thi Thuc Quyen, for her continuous support, encouragement, and valuable advice on my thesis writing Without her recommendations and constructive comments, I would never have been able to complete my thesis Secondly, I would also like to express my heartfelt thanks to my colleagues and friends, especially Khanh Van and Lan Huong, for always being supportive and providing me with excellent advice Last but not least, I dedicate this thesis to my family, who have been beside me through ups and downs, giving me plenty of supports and encouragements Without the presence of my family, especially my mom, I would never have been where I am today I STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: THE EFFECTS OF CLASSROOM USE OF KAHOOT! ON STUDENTS’ LEARNING OF GRAMMAR AT CEFALT In terms of the statement of the requirements for the Thesis in Master’s program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, September 2021 Nguyễn Hoàng Diệu Vy II RETENTION AND USE OF THE THESIS I hereby state that I, Nguyễn Hoàng Diệu Vy, being the candidate for the degree of Master in TESOL, accept the requirements of University relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of the thesis Ho Chi Minh City, September 2021 III TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………I STATEMENT OF ORIGINALITY………………………………………….II RETENTION AND USE OF THE THESIS……………………………… III TABLE OF CONTENTS IV LIST OF ABBREVIATIONS IX LIST OF TABLES…………………………………………………………… X LIST OF CHARTS………………………………………………………… XII ABSTRACT……………………………………………………………… XIII CHAPTER INTRODUCTION ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙1 1.1 Background to the study∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙1 1.2 Statement of problem ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙2 1.3 Aim of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙3 1.4 Research questions ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙3 1.5 Scope of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙3 1.6 Significance of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙4 1.7 Organization of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙5 CHAPTER LITERATURE REVIEW ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙6 2.1 Learning English grammar ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙6 2.1.1 Definition ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙6 IV 2.1.2 Learning Grammar strategies ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙6 2.1.3 Learning outcome ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙7 2.2 Attitude∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙9 2.2.1 Definition ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙9 2.2.2 Attitude Components ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2.2.2.1 Cognitive components∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2.2.2.2 Affective components ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2.2.2.3 Behavioral components∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2.2.3 The role of students’ attitude in grammar learning ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2.3 Games in language learning ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙11 2.3.1 Types of games in language learning ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙11 2.3.2 Gamification – Game-based learning∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙12 2.3.3 Using Kahoot! in Grammar learning∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙13 2.3.3.1 Definition of Kahoot!∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙13 2.3.3.2 The advantages of using Kahoot! for students’ learning in the classroom ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙14 2.4 Previous studies∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙15 2.5 Conceptual Framework ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙16 CHAPTER METHODOLOGY ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙18 V 3.1 Research questions ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙18 3.2 Research design∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙18 3.3 Research setting ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙19 3.4 Sampling∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙20 3.5 Participants ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙20 3.6 Research instruments∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙21 3.6.1 Questionnaire on students’ attitude towards learning Grammar with Kahoot! in class∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙21 3.6.1.1 Design and construct of the questionnaire……………………22 3.6.1.2 Reliability of the questionnaire………………………………25 3.6.2 Grammar achievement tests∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙25 3.6.2.1 Pre-test ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙26 3.6.2.2 Post-test ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙27 3.6.2.3 Grammar achievement test validity and reliability……… …28 3.7 Teaching procedure and materials.∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙29 3.8 Data collection∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙30 3.9 Data analysis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙31 3.9.1 Grammar achievement test analysis∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙31 3.9.2 Likert-scale Questionnaire analysis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙32 CHAPTER FINDINGS AND DISCUSSION∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙33 VI 4.1 Effectiveness of Kahoot! on students’ achievement of Grammar 33 4.1.1 Test scores ………………………………………………………… 33 4.1.2 Independent t-test results …………………………………………… 34 4.1.2.1 Results from pre- test …………………………………………….34 4.1.2.2 Results from post- test…………………………………… 36 4.1.3 Paired sample t-test results…………………………………… 37 4.2 Students’ attitudes towards the application of Kahoot! in grammar lessons 39 4.2.1 Students’ background…………………………………………… …39 4.2.2 Students’ attitude towards the application of Kahoot! in Grammar lessons……………………………………………………………………….41 4.2.2.1 Cognitive components……………………………………………42 4.2.2.2 Affective components………………………………………… 44 4.2.2.3 Behavioral components………………………………………….46 4.2.2.4 Students’ opinions on the use of Kahoot! ………………………48 4.4 Discussion ………………………………………………………………… 51 CHAPTER CONCLUSION AND RECOMMENDATIONS…………… 54 5.1 Conclusion…………………………………………………………………….54 5.2 Implications…………………………………………………………… ……55 5.2.1 Implications for English teachers………………………………… 55 5.2.2 Implications for students……………………………………………56 VII 5.2.3 Implications for the language center……………………………… 56 5.3 Limitations………………………………………………………………… 56 5.4 Recommendations for future studies……………………………………… 57 REFERENCES .59 APPENDICES∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙68 Appendix 1: QUESTIONNAIRE FOR STUDENTS’ ATTITUDE TOWARDS THE USE OF KAHOOT! .68 Appendix 2: QUESTIONNAIRE FOR STUDENTS’ ATTITUDE TOWARDS THE USE OF KAHOOT! (Vietnamese version) 71 Appendix 3: GENERAL ENGLISH TEST – PRE TEST∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙74 Appendix 4: PROGRESS TEST – POST TEST∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙77 Appendix 5: LESSON PLANS FOR CONTROL GROUP ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙80 Appendix 6: LESSON PLANS FOR THE EXPERIMENTAL GROUP ∙∙∙∙∙∙∙∙∙∙∙∙89 Appendix 7: COMPARISON OF LESSON PLANS FOR THE CONTROL AND EXPERIMENTAL GROUP∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙99 VIII LIST OF ABBREVIATIONS CEFALT Center for foreign affair and languages training in Ho Chi Minh EFL English as a foreign language L1 First language L2 Second language CG Control group EG Experimental group SPSS Statistical Package for the Social Sciences GE General English GE4 General English level IX WRAP UP ACTIVITY - To review what the students have learnt, teacher provides them a wrap up activity - Teacher gives Ss a handout of questions and asks Ss to finish in 10 minutes - Teacher gives Ss some mins to check the answers with friends next to them - Teacher ask individuals to give the answer and explain why they choose that answer Homewor k Ask Ss to finish all the tasks in the text book Ss as requested Ss check the answers with friends next to them Ss give the answers - Ss does homework at home 85 LIST OF QUESTIONS: The same as the questions in Kahoot! activity (in the experimental group) GRAMMAR POINT 3: QUANTIFIERS : SOME/ANY/MANY/MUCH/ A LOT OF/ LOTS OF Stages Teacher's activities Warm-up (5 mins) - Divide students into small groups - Ask Ss to work in groups and list down some countable and uncountable noun that they know - Ask Ss what words usually stand before nouns that they know Student's Content activities - Ss work in - List of sentences in Present groups and the tenses and Past tenses tasks - Ss answer may vary - Lead-in - “Today we will talk about the words that go with Nouns – Quantifiers” Teaching Grammar SOME/ ANY - Teacher shows the ppt slide and examples - T asks Ss to look at these examples and point out when these words are used A/An/Some/Many/Any/Much/ A lot of/ Lots of GRAMMAR 3: QUANTIFIERS - Ss pay attention to examples - Ss look at the examples Example: Powerpoint attached SOME: + , ? sentences (? for offer) Ex: I have some apples Would you like some tea? ANY: - and ? 86 - T gives other examples and asks Ss to try using the quantifiers in correct sentences MANY/MUCH - Teacher shows the ppt slide and examples - T asks Ss to look at these examples and point out when these words are used - Ss apply the words in the sentences Ex: I don’t have any apples Do you have any pens? SOME & ANY go with plural noun and uncountable noun MANY: + , - , and ? - Ss pay attention to examples MANY + Plural countable nouns MUCH: - and ? - Ss look at the examples MUCH + Uncountable nouns - Ss apply the words - T gives other examples and asks Ss to try using the quantifiers in correct sentences A LOT OF/ LOTS OF - Teacher shows the ppt slide and examples - T asks Ss to look at these examples and point out when these words are used - Ss pay attention to examples - Ss look at the examples - Ss apply the words - T gives other examples and asks 87 A LOT OF/ LOTS OF: + A LOT OF/ LOTS OF + Plural countable nouns and Uncountable nouns Ss to try using the quantifiers in correct sentences WRAP UP ACTIVITY - To review what the students have learnt, teacher provides them a wrap up activity - Teacher gives Ss a handout of questions and asks Ss to finish in 10 minutes - Teacher gives Ss some mins to check the answers with friends next to them - Teacher ask individuals to give the answer and explain why they choose that answer Homewor k Ask Ss to finish all the tasks in the text book Ss as requested Ss check the answers with friends next to them Ss give the answers - Ss does homework at home 88 LIST OF QUESTIONS: The same as the questions in Kahoot! activity (in the experimental group) APENDIX EXPERIMENTAL CLASS – LESSON PLANS GRAMMAR POINT 1: PRESENT SIMPLE – PRESENT CONTINUOUS Stages Teacher's activities Warm-up (5 mins) - Divide students into small groups Student's Content activities - Ss work in - List of VERBS groups and the tasks - Ask Ss to work in group and list down as many VERBS as they can in minutes - Ask Ss when we put the verbs into the - Students listen sentences, what we and answer Ss’ have to pay attention answer may vary to? - Lead-in - “Today we will learn to distinguish present simple and present continuous” Teaching Grammar PRESENT SIMPLE TENSE - Teacher shows examples on the slide - We have to pay attention to TENSES GRAMMAR 1: PRESENT SIMPLE – PRESENT CONTINUOUS Example: Powerpoint attached - Ss pay attention to examples a I/ You/We/They + Verb + O b He/ She/ It + Verb (s/es) + O - T asks Ss to look at these examples and point out the form for this grammar point - Ss look at the examples and point out the form 89 c I/ You/ We/ They DON’T + V + O d He/She/ It + DOESN’T + V + O - T gives other examples and asks Ss to try applying the grammar point - Ss apply the forms e DO I/you/we/they + V + O? f DOES he/she/it + V +O? Examples: Powerpoint attached PRESENT CONTINUOUS TENSE - Teacher shows examples on the slide - T asks Ss to look at these examples and point out the form for this grammar point - Ss pay attention to examples Example: Powerpoint attached - Ss look at the examples and point out the form a Subject + to be + V-ing b Subject + be + not + V-ing - Ss apply the forms - T gives other examples and asks Ss to try applying the grammar point DISTINGUISH BETWEEN PRESENT SIMPLE AND PRESENT CONTINUOUS Ss listen 90 LIST OF TIME PHRASES: Always, Once a year, Today, This week, Every month, now, right now, three times a week, at the moment T explains the time phrases used in two tenses Ss write the answer in correct column Ask Ss to list the time phrases to the correct tense KAHOOT! ACTIVITY – WRAP UP - To review what the students have learnt, teacher provides them an activity with Kahoot! - Teacher asks Ss to take out their mobile phone and connect to the Internet - Teacher prepares to show the Kahoot! on the board and gives the Ss the PIN number to get access to the activity - Teacher shows the questions on the slide Ss as requested Ss log into the website and choose a nick KAHOOT! PRESENT name they want ( Ss don’t have to SIMPLE VS PRESENT CONTINUOUS use real names) Ss works individually and answers the questions in the allotted time Ss listen - Teacher gives feedback after each questions 91 Homewor k Ask Ss to finish all the tasks in the text book - Ss does homework at home GRAMMAR POINT 2: PAST SIMPLE – PAST CONTINUOUS Stages Teacher's activities Warm-up (5 mins) - Divide students into small groups - Ask Ss to look at a list of examples and tell which one is present tenses, which one is not - Ask what tenses are other sentences? How Ss know? Teaching Grammar Student's Content activities - Ss work in - List of sentences in Present groups and the tenses and Past tenses tasks - Lead-in - “Today we will learn about Past simple and Past continuous” GRAMMAR 2: PAST SIMPLE – PAST CONTINUOUS PAST SIMPLE - Teacher shows examples on the slide Example: Powerpoint attached - Ss pay attention to examples a S + V-ed/ V2 + O - T asks Ss to look at these examples and point out the form for this grammar point and teach pronunciation of /ed/ sounds - Ss look at the examples and point out the form 92 b S+ didn’t + Verb + O c Did + S + Verb + O? d Yes, S did - Ss apply the forms e No, S didn’t - T gives other examples and asks Ss to try applying the grammar point PAST CONTINUOUS TENSE - Teacher shows examples on the slide - T asks Ss to look at these examples and point out the form for this grammar point - T gives other examples and asks Ss to try applying the grammar point Examples: Powerpoint attached - Ss pay attention to examples - Ss look at the examples and point out the form - Ss apply the forms a Subject + was/were + Ving b Subject + was/were + not + V-ing DISTINGUISH BETWEEN PAST SIMPLE AND PAST CONTINUOUS Ss listen T explains the differences in the uses of two tenses Ask Ss to work in pairs and think of their own examples for each tense Example: Powerpoint attached Ss work in pair and the task THE USE OF PAST SIMPLE: - A finished action - A short action interrupts a long action in the past - A series of actions THE USE OF PAST CONTINUOUS: 93 - An action at the exact time in the past A long action being interrupted by a short action in the past KAHOOT! ACTIVITY – WRAP UP - To review what the students have learnt, teacher provides them an activity with Kahoot! - Teacher asks Ss to take out their mobile phone and connect to the Internet - Teacher prepares to show the Kahoot! on the board and gives the Ss the PIN number to get access to the activity - Teacher shows the questions on the slide Ss as requested Ss log into the website and choose a nick name they want ( Ss don’t have to use real names) Ss works individually and answers the questions in the allotted time Ss listen - Teacher gives feedback after each questions 94 KAHOOT! : PAST SIMPLE VS PAST CONTINUOUS Homewor k Ask Ss to finish all the tasks in the text book - Ss does homework at home GRAMMAR POINT 3: QUANTIFIERS : SOME/ANY/MANY/MUCH/ A LOT OF/ LOTS OF Stages Teacher's activities Warm-up (5 mins) - Divide students into small groups - Ask Ss to work in groups and list down some countable and uncountable noun that they know - Ask Ss what words usually stand before nouns that they know Student's Content activities - Ss work in - List of sentences in Present groups and the tenses and Past tenses tasks - Ss answer may vary - Lead-in - “Today we will talk about the words that go with Nouns – Quantifiers” Teaching Grammar SOME/ ANY - Teacher shows the ppt slide and examples - T asks Ss to look at these examples and point out when these words are used A/An/Some/Many/Any/Much/ A lot of/ Lots of GRAMMAR 3: QUANTIFIERS - Ss pay attention to examples - Ss look at the examples Example: Powerpoint attached SOME: + , ? sentences (? for offer) Ex: I have some apples Would you like some tea? ANY: - and ? 95 - T gives other examples and asks Ss to try using the quantifiers in correct sentences MANY/MUCH - Teacher shows the ppt slide and examples - T asks Ss to look at these examples and point out when these words are used - Ss apply the words in the sentences Ex: I don’t have any apples Do you have any pens? SOME & ANY go with plural noun and uncountable noun MANY: + , - , and ? - Ss pay attention to examples MANY + Plural countable nouns MUCH: - and ? - Ss look at the examples MUCH + Uncountable nouns - Ss apply the words - T gives other examples and asks Ss to try using the quantifiers in correct sentences A LOT OF/ LOTS OF - Teacher shows the ppt slide and examples - T asks Ss to look at these examples and point out when these words are used - Ss pay attention to examples - Ss look at the examples - Ss apply the words - T gives other examples and asks 96 A LOT OF/ LOTS OF: + A LOT OF/ LOTS OF + Plural countable nouns and Uncountable nouns Ss to try using the quantifiers in correct sentences KAHOOT! ACTIVITY – WRAP UP - To review what the students have learnt, teacher provides them an activity with Kahoot! - Teacher asks Ss to take out their mobile phone and connect to the Internet - Teacher prepares to show the Kahoot! on the board and gives the Ss the PIN number to get access to the activity - Teacher shows the questions on the slide Ss as requested Ss log into the website and choose a nick name they want ( Ss don’t have to use real names) Ss works individually and answers the questions in the allotted time Ss listen - Teacher gives feedback after each questions 97 KAHOOT! : QUANTIFIERS Homewor k Ask Ss to finish all the tasks in the text book - Ss does homework at home 98 APPENDIX COMPARISON OF LESSON PLANS FOR THE CONTROL AND EXPERIMENTAL GROUP Lesson plan for grammar point – Present simple and Present continuous Control group Experimental group - Warm up activity (group work) - Warm up activity (group work) - Present simple tense – presentation - Present simple tense – presentation - Present simple tense - practice - Present simple tense - practice - Present continuous tense – - Present continuous tense – presentation presentation - Present continuous tense - practice - Present continuous tense - practice - Explain the differences between the - Explain the differences between the two tenses - two tenses Wrap up activity – paper quiz - 99 Wrap up activity – Kahoot!