(Skkn 2023) enhancing students’ engagement through personalized activities

NGHEAN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE ENHANCING STUDENTS’ ENGAGEMENT THROUGH PERSONALIZED ACTIVITIES Academic year: 2022 - 2023 NGHEAN DEPARTMENT OF EDUCATION AND TRAINING NAM DAN HIGH SCHOOL TEACHING EXPERIENCE ENHANCING STUDENTS’ ENGAGEMENT THROUGH PERSONALIZED ACTIVITIES (TĂNG CƯỜNG SỰ THAM GIA CỦA HỌC SINH THÔNG QUA CÁC HOẠT ĐỘNG CÁ NHÂN) Field: Foreign language Subject: English Writer: Phan Thị Vinh Group: Literature - English Year of experiment: 2022 - 2023 Cellphone: 0919568682 TABLE OF CONTENTS PART INTRODUCTION I RATIONALE II AIMS OF THE STUDY III THE SCOPE OF THE STUDY IV METHODOLOGY PART CONTENT I THEORETICAL AND PRACTICAL BACKGROUND What is a personalized activity? Benefits of personalized activities in foreign language teaching and learning 3 Personalized activities 3.1 Enhancing personalized language practice 3.1.1 Making language meaningful 3.1.2 Utilizing technology to create interactive language practice and assessments…… ………………………………………… …………………… 3.3 Individual projects………………………………………………………… 12 II FACTUAL SITUATION 13 Setting of the study 13 Students’ level of English proficiency 13 III SOLUTION 14 Utilizing web-based interactive activities as homework to enhance personalized language practice 14 Assigning individual projects 26 IV RESULTS AND DISCUSSION 30 The survey about the urgency and the feasibility of the study 30 The comparisons between pre survey questionnaire and post survey questionnaire from students 32 The pre-test and post-test results 33 PART CONCLUSION 35 I SUMMARY 35 II IMPLICATIONS 35 For teachers 35 For the students 35 III LIMITATIONS OF THE STUDY 35 IV SUGGESTIONS FOR FURTHER STUDY 35 REFERENCES 37 APPENDICES PART INTRODUCTION I RATIONALE English is becoming increasingly vital in our modern life It is not simply a compulsory subject in the national curriculum, but also plays a key role in preparing students for integrating with the English speaking world Therefore, teachers are making every effort to innovate the teaching methods to achieve the goals of the new curriculum, one of which is to ensure that students will be able to use English as a means of communication at a certain level of proficiency in four macro skills: listening, speaking, reading, and writing However, it can easily be seen from the result of GCSE examination every year that this expected outcome for English learners seems to be far-fetched as the majority of high school students are found to be at very low level of English proficiency Numerous reasons may be to blame for this problem Firstly, students of all grades, especially high school students have struggled to meet the requirements of the new curriculum Not only they have to be good at grammar, vocabulary well enough to pass the GCSE examination but they also have to master the four skills: listening, speaking, reading, and writing The more they feel overwhelmed, the less they are motivated to engage in the lessons Moreover, when working in pairs or in groups, frequently used activities in most of English lessons, more advanced learners tend to participate more actively while weaker learners seem to be too dependent on them to complete the task In other words, the stronger students even dominate whereas the weaker ones not even try, which may result in their frustration, boredom, loss of concentration or disruptive behaviors For these reasons, it is important for the teacher to encourage students to be aware of their responsibilities and actively involved in all activities Learning is a fluid activity, no student learns the same way or at the same pace Personalized activities empower each student to take responsibility for their learning, which means that they will spend more time learning and actually absorb the materials Therefore, it will also enhance and improve their engagement Additionally, greater engagement also leads to high levels of motivation within students This motivation will also prevent distractions, disengagement from learning materials, and overall poor performance in their studies From the reasons above, I have seen the need to create personalized activities to enhance students’ motivation and engagement and therefore would like to a research entitled: “Enhancing students’ engagement through personalized activities” II AIMS OF THE STUDY The study will focus on exploring the effects of personalized activities on students’ motivation and engagement in lessons III THE SCOPE OF THE STUDY This study was carried out among eighty nine 11th graders’ from class 11A2 and 11D2 at Nam Dan high school, who will be taught by personalized activities IV METHODOLOGY This research is a combination of qualitative and quantitative methods The data will be collected via survey questionnaires, the pre-tests and post-tests PART CONTENT I THEORETICAL AND PRACTICAL BACKGROUND What is a personalized activity? A teacher can group their students in many different ways One option is to have the students work alone A large amount of research early on personalized or individualized productivity with various conclusion Johnson and Johnson (1984) defined personalized work as a concept: pupils have to ―work independently on their own learning goals at their own pace and in their own space to achieve a preset criterion of excellence‖ The task bases on the acquisition of simple skills or knowledge or on specific facts No interdependence is supposed to occur among students and they all expect to be left alone by their classmates, every leaner has his/her own separated space; therefore, the teacher is the main assistant, each student has the needed material at his/her own disposal The evaluation implies some objectives that any pupil can reach individually The term can be used to speak about a product (e.g a personal production), an activity (e.g an individualized exercise), a moment (e.g period of separation during group activities) or a situation (e.g working on your own) Benefits of personalized activities in foreign language teaching and learning ―All students can learn and succeed, but not in the same way and not in the same day‖ Spady, W (2005) I have been considering this quotation as a principle applied to students in my classrooms According to this quote, what works best for some students may not always be the most effective approach As a result, many of them may give up trying because of considering themselves not being ―good at‖ certain subjects Simply lecturing and then assigning homework from the textbook likely will not reach the vast majority of our students Students not only learn in different ways, but they learn at different rates Some students learn concepts easily the first time around, while others require more time and attention Therefore, if we really want no child to be left behind, we need to focus on making changes in teaching methods rather than placing much emphasis on standardized tests For these reasons, personalized activities can be a great help for teachers Personalized or individualized activities help students to develop the capacity to learn without always relying on others This can lead to some sense of learner autonomy, which is a critical goal of many teachers As students rely on their own resources, it strengthens them in learning to work on their own Moreover, these activities allow teachers to create students’ individual profiles and work out measures to improve their grades After a noisy whole-class or group project experience, individual work can be used as a classroom efficient tool for students to reinforce and evaluate their knowledge Bill Meiye, B (2008) pointed oủt some evidence of the benefits of independent learning, including:  improved academic performance;  increased motivation and confidence;  greater student awareness of their limitations and their ability to manage them;  enabling teachers to provide differentiated tasks for students;  fostering social inclusion by countering alienation Additionally, teaching Encyclopedia (2023) further specified some of the pros of individual learning which enable learners to:  gain independence to think things through on their own;  improve confidence in working through a problem, even when they don't feel certain about every step;  work at their own level, rather than having to adapt to suit their group members;  practice self-control—both in staying focused on the task at hand, and in having the willpower to avoid turning to a neighbor or asking the teacher for the answer;  get more comfortable taking actions on their own;  gain creativity and effective thinking processes that can apply to problem solving across a range of subjects and types of issues; Due to these immense benefits, I have taken personalized activities into consideration and applied in my lessons to achieve the best results and a rewarding experience Personalized activities 3.1 Enhancing personalized language practice 3.1.1 Making language meaningful As well as personalizing topics in class, we can ask students to personalize any new language once it has been presented For example, if you have presented a grammatical structure such as the past simple and students have practiced using the new tense in a controlled way, follow up by asking students to write some sentences about their own past activities using this verb tense For skills lesson, teachers can let students talk freely about their own experiences instead of doing controlled activities 3.1.2 Utilizing technology to create interactive language practice and assessments Personalized learning emphasizing student-centered learning takes place both within and outside the classroom The Hanover Research Group (2012) claimed the aim of personalized learning is to help them meet their ―potential,‖ and to ―educate the whole child‖ To this, the Hanover Research Group (2012) placed a strong emphasis on the application of technology to enhance the learning opportunities in personalized language practice as it supports personalized learning in three distinct ways Firstly, technology allows students to utilize interactive, innovative teaching software to learn at their own pace Secondly, it enables assessment and monitoring of student progress in real-time Finally, this can be used as a tool to give students the opportunity to increase engagement with class materials and enables learning to take place at any time, from anywhere Technology associated with personalized learning is readily used as a teaching tool to increase student motivation and achievement (Brookfield, 2017) With the help of advanced technology, there’s been a rise in the number of a free websites which provides learning tools for students including game modes or online assignments such as Khahoot, Quizziz, Quizlet, liveworksheet, Wordwall, etc Thanks to these wonderful modern educational tools, we can create our own language practices, which allow each individual student to review the targeted language in an exciting way They provide an engaging way for students of all ages to study essential lesson materials while remaining active participants We have a number of choices; however, in order not to make it so confusing for students, I chose two among these websites: Wordwall.net and liveworksheet.com  Wordwall games Wordwall is an interactive activity maker which allows teachers to make dynamic interactive games and educational activities You can use them on an interactive whiteboard, or just with a projector Wordwall can be used to create both interactive and printable activities Interactives are played on any webenabled device, like a computer, tablet, phone or interactive whiteboard They can be played individually by students, or be teacher-led with students taking turns at the front of the class Pintables can be printed out directly or downloaded as a PDF file They can be used as a companion to the interactive or as stand-alone activities There are currently 30 templates available for free and over 30 types of games and activities for upgraded account, with every one of them fully customizable with your own content The following are free Wordwall games and their description: Wordwall games for free An exciting feature of this game is that once you have created an activity, you can switch it to a different template with a single click This saves you a lot of time and is great for differentiation and reinforcement For example, if you created a ―Find the match‖ activity, you could turn it into a Crossword and many more possibilities with the exact words/ phrases you’ve typed An example of switching games Wordwall activities can be used as student-completed assignments When a teacher sets an assignment, students are linked to that one activity without the distraction of visiting the main activity page This feature can be used in-class where students have access to their own devices, or as a way of setting homework Each student's results are recorded and made available to the teacher Summary of students’ results Steps to apply Wordwall games: Step 1: Access the website: https://wordwall.net/ Step 2: - Click “Sign up” with your email address to register - Click “Log in” with your email, or name if you have signed up Step 3: Click “Create Activity” to create the new task Step 4: Choose the game type you prefer Step 5: - Design the questions by typing or inserting a picture - Click “Add more questions‖ to continue Step 6: Click “Done” to complete the quiz APPENDIX PRE-QUESTIONAIRE FOR STUDENTS Vui lịng tick () vào tương ứng với lựa chọn mà em thấy với thân Em thường giao tập tự luyện ngữ pháp, từ vựng nhà theo hình thức nào?  Làm phiếu tập  Làm phiếu tập tương tác online Em thấy tập tự luyện ngữ pháp, từ vựng mà em thường giao nhà nào?  Rất thú vị  Thú vị  Bình thường  Nhàm chán Em thường giao projects theo hình thức nào?  Làm việc cá nhân  Làm việc nhóm Em có tham gia vào hoạt động luyện ngữ pháp, từ vựng projects mà giáo viên hay áp dụng cách tích cực khơng?  Rất tích cực  Tích cực  Ít tích cực  Không Theo em, hoạt động làm việc theo cặp, nhóm mà giáo viên hay áp dụng có hiệu không?  Rất hiệu  Hiệu  Ít hiệu  Không hiệu Nếu chọn, em chọn làm project theo hình thức nào?  Hoạt động cá nhân  Hoạt động nhóm APPENDIX POST-QUESTIONAIRE FOR STUDENTS Vui lịng tick () vào tương ứng với lựa chọn mà em thấy với thân Em thấy hoạt động làm việc cá nhân em vừa giao có khó khơng?  Rất khó  Khó  Khơng khó  Dễ Em thấy hoạt động làm việc cá nhân em vừa tham gia có thú vị khơng?  Rất thú vị  Thú vị  Bình thường  Nhàm chán Em có tham gia vào hoạt động làm việc cá nhân em vừa giao cách tích cực khơng?  Rất tích cực  Tích cực  Ít tích cực  Khơng Theo em, hoạt động làm việc cá nhân em vừa giao có hiệu khơng?  Rất hiệu  Hiệu  Ít hiệu  Khơng hiệu Em có muốn tiếp tục tham gia hoạt động làm việc cá nhân khơng?  Rất thích  Thích  Khơng thích  Khơng thích APPENDIX PRE-TESTS I Objectives: By the end of the lesson, students will be able to: Knowledge - check their knowledge of language they have learnt, including phonetic, grammar and vocabulary in grade 10 Competences: - practice problem-solving skill Attribute: Careful, accurate and eager to learn, honest and hard-working II Teaching aids: test papers II Procedure: - Teacher delivers the test papers - Teacher goes around making sure the students the test seriously -The students will the test in 45 minutes and the teacher gives them speaking topics and guides them to prepare for the speaking test CONTENT TEST LANGUAGE Mark the word whose underlined part differs from the other three in pronunciation in each of the following questions Question 1: A booked B developed C helped D eliminated Question 2: A likes B laughs C waters D speaks Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions Question 3: A study B allow C answer D culture Question 4: A pollution B depletion C television D confusion Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions Question 5: My father often _up early in the morning A get B have got C is got D gets Question 6: If the weather _ good , let’s go out for a drink tonight A be B is C was D were Question 7: I don’t know the reason _you don’t to talk to me A who B why C whose D that Question 8: Fossil fuels which are non-renewable pollute the air and cause air _ A pollution B solution C contaminate D consumption Question 9: His voice is than his sister's A beautifully B more beautiful C beautiful D more beautifully Question 10: Nam asked me _ A where you come from? B where I came from C where I come from D where did I come from? Question 11: He didn’t go to class yesterday he was seriously ill A so B but C because D although Question 12: My sister began to play _ guitar when she was six years old A a B an C the D no article Question 13: You use smart phone in the examination It’s compulsory A needn’t B must C mustn’t D need Question 14: The damage to local communities, customs and crafts that results the arrival of huge groups of tourists A in B for C at D from Question 15: Today, many governments have taken into consideration the of water resources A conserve B conservation C conservatism D conservative Question 16: In the age of technology, you can take of new applications which are very used for your learning A use B advantage C effect D care Question 17: is a term that refers to the existence of different kinds of animals and plants which make a balanced environment A Wildlife B Biodiversity C Challenge D Investigation Question 18: Enrich your time in Hawaii by learning about the of its islands A floral and animals B sea and sun C flora and fauna D lawns and grass Question 19: If he a thorough knowledge of English, he could have applied for this post A had had B had C has D has had Question 20: The economic conditions today are than they were in the past A much more good B far better C more better D the best Question 21: I asked her _ to pursue higher studies the next year A are you planning B if she is planning C was she planning D if she was planning Question 22: The magazine I read on the plane was interesting A who B whom C which D where Question 23: The younger you are, it is to learn A easier B you are easier C the easier D the easy Question 24: The mother told her son so impolitely A not behaving B not to behave C did not behave D not behave Question 25: There is a wedding _ for all the guests after the wedding ceremony A proposal B anniversary C reception D celebration Question 26: A tablet for learning English better and relaxing after classes A can use B can be used C can be using D can be use Question 27: Food is broken down and converted into energy in the system A brain B heart C digestive D skeleton Question 28: We all feel _ about going on tours around Hanoi A excited B exciting B excite D to excite Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlinded word(s) in the following question Question 29: You can download free lessons and put them in your media player or other similar mobile devices Then you can listen and study anywhere because these devices are portable A affordable B available C feasible D carriable Question 30: When you take part in an eco tour, you learn more about the cultural traditions of the local people and the natural habitat of some rare animals A participate B conduct C enjoy D depart Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions Question 31: Lisa is now in two minds whether or not to take a gap year after leaving high school A reluctant B ignorant C decisive D intentional Question 32: In my country, it is compulsory to go to school between the ages of five and sixteen A necessary B essential C optional D selective Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction Question 33: Doing regular exercise can keep you in shape, improve your health, and reducing stress A B C D Question 34: Tom and Jerry are one of my son's favourite cartoons A B C D Question 35: TikTok, a very entertained application, has become popular with the young A B C recently D Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions Question 36 The girl looked very upset Her electronic dictionary broke down A The girl was very upset whose electronic dictionary broke down B The girl looked very upset whose electronic dictionary broke down C The girl who looked very upset, her electronic dictionary broke down D The girl whose electronic dictionary broke down looked very upset Question 37 You stay in locally owned accommodation and buy products from local people You will support local community A You will support local community if you stay in locally owned accommodation and buy products from local people B You will support local community unless you stay in locally owned accommodation and buy products from local people C You stay in locally owned accommodation and buy products from local people because you will support local community D You stay in locally owned accommodation and buy products from local people only if you will support local community Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each of the following questions Question 38: The government should create more job opportunities for women in rural areas A Women in rural areas should create more jobs for the government B Rural areas should be created more job opportunities by women in the government C More job opportunities should be created for women in rural areas by the government D More job opportunities should be created for the government by the women in rural areas Question 39: I have never read a better book about cultural diversity A This book is a good book about cultural diversity I have ever read B This is the best book about cultural diversity I have ever read C This book is as good as the one about cultural diversity I have ever read D The book about cultural diversity I have ever read isn’t better than this one Question 40: ―Let’s go out with me tonight ‖ he said to me A He offered me to go out with him that night B He suggested going out with him that night C He invited me to go out with him that night D He reminded me to go out with him that night KEY: D B 11 C 16 B 21 D 26 B 31 C 36 D C B 12 C 17 B 22 C 27 C 32 C 37 A B A 13 C 18 C 23 C 28 A 33 D 38 C C B 14 A 19 A 24 B 29 D 34 A 39 B D 10 B 15 B 20 B 25 A 30 A 35 B 40 B TEST SPEAKING Students’ talk about the topic they have learnt Question 1: Describe your family life Question 2: Talk about a volunteer work you’ve done or want to in the future Question 3: Talk about the advantages smart phones Question 4: Talk about the disadvantages of smart phones Question 5: Talk about how you use an electric device in your studying Question 6: Talk about what you can to protect your surrounding environment APPENDIX THE POST-TESTS I Objectives: By the end of the lesson, students will be able to: Knowledge - check their knowledge of language they have learnt during the experiment, including phonetic, grammar and vocabulary from units – Competences: - practice problem-solving skill Attribute: Careful, accurate and eager to learn, honest and hard-working II Teaching aids: test papers II Procedure: - Teacher delivers the test papers - Teacher goes around making sure the students the test seriously - The students will the test in 45 minutes and the teacher gives them speaking topics and guides them to prepare for the speaking test CONTENT TEST LANGUAGE Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions Question A heritage B intact C citadel D islet Question A tutor B student C university D culture Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in position of primary stress in each of the following questions Question A apply B decide C differ D protect Question A abundant B subsequent C mandatory D luxury Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions from 47 to 58 Question The loss of biodiversity has a serious on the survival of wildlife and humans A impact B problem C affect D quality Question Vocational courses provide students practical skills, training and qualifications to succeed in a particular job A for B on C.in D with Question I think China will be the next country the Olympic Games A who host B hosting C to host D hosted Question There are many ways for us to reduce our in order to save our environment A atmosphere B carbon footprint C ecosystem D famine Question The situation looks _ We must something A good B well C bad D badly Question 10 At the level, you can join three-year or four-year colleges A undergraduate B secondary C primary D postgraduate Question 11 Phong Nha- Ke Bang National Park provides a lot of valuable information about the earth’s development A geology B geological C geologist D geologically Question 12 The Braille alphabet has been one of the greatest inventions for people with impairment A visual B mobility C cognitive D hearing Question 13 He was suspected of presents from the local comapines and ignored their violations of the environmental law A being received B to receive C having been received D having received Question 14 about the benefits of recycling and reusing, the students started collecting waste paper, bottles and cars to recycle and reuse A To learn B To have learnt C Being learnt D Having learnt Question 15 This warning sign indicates that you step on the grass A shouldn't B mustn't C don't have to D ought not to Question 16 Life has become much easier for people near the world heritage sites because there are more and better paid jobs there A being lived B living C to live D Lived Question 17 Sarah will be very annoyed if Dave her this evening A won't call B not call C doesn't call D will call Question 18 The location was ideal for a new shopping mall, ? A were they B was it C weren't they D wasn't it Question 19 I bought the gift for my mum on her birthday A It was from this shop that B I was from this shop where C It was this shop which D It was this shop that Question 20 I the biography of Robbie Williams, but I'm on page 50 A have read B have been reading C had read D was reading Question 21 No one wants to live in a polluted city, ? A they B don't they C does he D doesn't he Question 22 Bagan, Myanmar is a(n) with the largest concentration of Buddhist temples in the world, many of which were built in the 1000s and 1100s, when it was the capital of the Pagan Kingdom A heritage site B tradition C building D dynasty Question 23 She was excited a letter from her mother last week A to receive B receive C receiving D to receiving Question 24 It is now over seventy years since Lindbergh across the Atlantic A has been flying B flew C had flown D has flown Question 25.If unemployment is rising, people to stay in their current jobs A tend B will tend C have tended D would tend Question 26 Local authorities should find ways to limit the use of private cars and encourage city to use public transport A commuters B planners C dwellers D people Question 27 It is no use a girl that she doesn't need to lose any weight A convince B convincing C to convince D to convincing Question 28 Parents are always willing to lend a sympathetic to their children when they have problems A hand B ear C eye D shoulder Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions Question 29 Tourists can and see a lot in Ha Long Bay at a reasonable price A inexpensive B exorbitant C affordable D cheap Question 30 If I take the pessimistic viewpoint, Tokyo won't be a safe place to live in A negative B optimistic C optical D positive Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions Question 31 We should grow more trees so that they can absorb more carbon dioxide from the atmosphere A emit B take in C consume D cut off Question 32 As visitors explore this magnificent place, there are always new surprises for them A uninteresting B strange C impressive D unusual Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions Question 33 With clear evidence, his company couldn't deny having dump a large quantity of toxins into the sea A into the sea B deny C clear evidence D having dump Question 34 If we heat water, it would boil A If B heat C it D would boil Question 35 You never work more than you have to, have you? A work B than C have t D have Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions Question 36 A picture was stolen by art thieves It was painted by Munch A Having stolen by art thieves, a picture was painted by Munch B Being painted by Munch, a picture was stolen by art thieves C A picture painted by Munch was stolen by art thieves D A picture was stolen by art thieves which was painted by Munch Question 37 Marie prepared her homework carefully She could answer all the questions and got good marks A Although she prepared her homework carefully, Marie could not answer all the questions and got good marks B Having prepared her homework carefully, Marie could answer all the questions and got good marks C If she had prepared her homework carefully, Marie could have answered all the questions and got good marks D It was because of her careful preparation for the homework, Marie couldn't answer all the questions and got good marks Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each of the following questions Question 38 I started writing this essay hours ago and it's still not right A I have been writing this essay for hours B It's hours ago since I last wrote this essay correctly C The last time I started writing this essay was hours ago, which is still not right D I didn't stop to write this essay hours ago and it's still not right Question 39 The Queen Elizabeth is the largest ship which has been built on the Clyde A The Queen Elizabeth is the largest ship to be built on the Clyde B The Queen Elizabeth is the largest ship to build on the Clyde C The Queen Elizabeth is the largest ship built on the Clyde D The Queen Elizabeth is the largest ship buliding on the Clyde Question 40 Study hard or you will fail the exam A If you study hard or you will fail the exam B Unless you don’t study hard or you will fail the exam C If you don’t study hard, you will fail the exam D Unless you study hard or you won’t fail the exam KEY D D C A A D C B C 10 A 11 B 12 A 13 D 14 D 15 B 16 B 17 C 18 D 19 A 20 B 21 A 22 A 23 A 24 B 25 B 26 C 27 B 28 B 29 B 30 A 31 A 32 C 33 D 34 D 35 D 36 C 37 B 38 A 39 A 40 C TEST SPEAKING Students’ talk about the topic they’ve learnt through personalized projects Question 1: Talk about things you have done to help people in need in your neighborhood Question 2: Give a brief introduction about an ASEAN country you want to visit most Question 3: Talk about what you can to help prevent global warming Question 4: Introduce a world heritage site you like most Question 5: Describe your ideal city in the future APPENDIX SPEAKING ASSESSMENT RUBRIC APPENDIX Pre-test and post-test results for Class 11D2 STT 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 LANGUAGE Họ tên Nguyễn Thị Thúy Hoàng Quỳnh Hồ Viết Lê Chư Quốc Lê Thị Ngọc Trần Thị Huế Hoàng Nguyễn Thị Nguyễn Thị Mỹ Nguyễn Thị Thùy Nguyễn Khánh Phan Thị Ngọc Đinh Thị Thùy Nguyễn Duy Nguyễn Thị Ngọc Nguyễn Thị Thùy Đinh Thị Trịnh Quang Nhật Hoàng Thị Trà Nguyễn Thị Trà Phan Trần Hà Nguyễn Thành Võ Thị Hồng Nguyễn Thị Kim Nguyễn Thị Uyển Nguyễn Võ Phương Nguyễn Thị Hồng Trịnh Hưng Đặng Thị Phương Lê Mạnh Nguyễn Thị Hồng Nguyễn Thị Hoài Nguyễn Thị Anh Đậu Quỳnh Nguyễn Thị Huyền Nguyễn Thị Phương Nguyễn Thị Thuỳ Trần Thị Huyền Nguyễn Anh Nguyễn Thị Tố Võ Thị Thúy Nguyễn Thị Hà Nguyễn Thị Hạ An Anh Anh Anh Anh Anh Dung Duyên Duyên Dương Đoan Hân Hương Khánh Lam Linh Lựu Minh My My My Nam Ngát Ngân Nhi Nhi Nhung Phước Thảo Thắng Thơm Thu Thư Trang Trang Trang Trang Trang Tuấn Uyên Vân Vy Vy Pre-test 5.5 5.0 8.0 6.0 6.5 6.5 8.0 8.0 8.0 7.5 8.0 6.5 5.5 5.5 6.0 4.0 7 5.0 5.5 8.0 6.5 4.0 5.5 9.0 6.5 8.0 9.0 6.0 6.0 6.0 6.5 5.0 8.0 5.5 6.5 6.0 Post-test 7.0 6.0 9.0 7.0 8.0 8.0 9.0 8.5 9.0 9.0 9.0 9.0 8.0 6.0 6.5 8.0 5.0 8.5 8.0 8.0 6.0 8.0 8.5 8.0 5.0 9.5 8.0 9.0 9.5 8.0 7.5 8.0 6.5 9.0 6.5 8.0 SPEAKING Pre-test 6.0 5.0 7.5 6.0 6.0 7.5 6.5 7.5 8.0 7.5 5.5 5.5 5.5 6.0 6.0 3.5 8.0 6.0 7.5 5.0 5.5 5.0 7 6.0 7.5 5.5 8.0 7.5 6.0 6.0 5.0 5.0 6.0 6.0 Post-test 6.0 9.0 7.0 8.0 9.0 8.0 8.5 9.0 8.5 9.0 6.5 6.5 6.5 5.0 8.5 7.5 8.0 6.5 6.5 6.0 8.0 7.5 5.5 9.0 8.5 9.0 8.0 7.5 5.5 7.5 6.5 8.0 8.0 APPENDIX Pre-test and post-test results for Class 11A2 STT 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 LANGUAGE Họ tên Nguyễn Thị Mai Hồ Công Lê Thảo Nguyễn Thị Quỳnh Nguyễn Phạm Thế Nguyễn Khánh Ngô Công Nguyễn Anh Bùi Nhật Nguyễn Ngọc Đoàn Hải Hoàng Viết Nguyễn Minh Nguyễn Văn Nguyễn Thị Quỳnh Võ Quỳnh Nguyễn Tương Lê Anh Hồ Thị Khánh Phạm Lê Bảo Nguyễn Nguyễn Đăng Lê Thị Mai Nguyễn Thành Nguyễn Trọng Võ Hoài Hoàng Thị Thúy Lê Thục Hồng Thái Lê Thị Yến Ngơ Trang Võ Thị Trang Nguyễn Đình Nguyễn Hải Nguyễn Phi Nguyễn Thị Như Nguyễn Duy Nguyễn Văn Hồ Công Nguyễn Thị Thiên Trần Thị Anh Hoàng Văn Dương Thị Thu Phạm Mai Phan Thị Thảo Võ Thị Hải Anh Bảo Chi Chi Cường Dung Dũng Dũng Duy Đại Đăng Đức Hiếu Hiếu Hoa Hoa Hồng Huy Huyền Khanh Khánh Khơi Linh Long Nam Nam Nga Nguyên Nhân Nhi Nhung Nhung Phi Phi Quân Quỳnh Sơn Sơn Thành Thiên Thơ Trọng Uyên Uyên Vân Yến Pre-test 7.0 7.5 9.0 5.5 6.5 4.5 7.5 7.5 9.0 8.0 6.5 55 6.5 8.0 6.5 7 5 8.0 8.5 7 8.5 8.0 7 7.5 7.5 7.5 7.5 6.5 8.0 6.5 Post-test 8.0 6.5 9.0 10 5.5 6.5 5.0 8.0 8.0 9.0 9.5 6.5 5.5 9.0 6.5 6.5 8.0 9.0 6.5 8.5 8.0 6.5 9.5 9.0 8.0 9.5 9.5 9.0 6.5 8.5 7.5 5.5 8.0 7.5 8.0 9.0 8.0 8.5 6.5 SPEAKING Pre-test 6.0 5.0 6.5 8.0 5.0 6.0 4.5 4.5 8.0 6.5 8.0 8.0 6.0 8.0 6.0 6.5 5.0 7 7.5 6.0 6.5 4.5 5.0 7 6.0 7.5 7.5 7 5.0 6.0 6.0 6.0 4.5 6.5 6.5 6.0 6.5 Post-test 6.5 8.0 9.0 5.5 6.5 6.5 5.5 9.0 8.0 8.5 9.0 6.5 5.0 8.5 7 6.5 8.0 8.0 8.0 7.5 7.5 5.0 5.5 8.5 9.0 8.0 9.0 8.0 7.5 5.5 7 7.5 5.0 8.0 7 7.5 6.5 7.5 APPENDIX Examples of students’ individual projects  https://drive.google.com/file/d/19fbrIggMww_hvBX9shovyPLuwEH2UA7E /view?usp=sharing  https://drive.google.com/file/d/1LACRl1kXtVxFzn-AWC8WnS_P4hPalot/view?usp=sharing  https://clipchamp.com/watch/h3ZzE8fpzER  https://drive.google.com/file/d/15ka01d3XTlu6j4yHU6UFTR_vh8rJ32MM/ view?usp=sharing  https://clipchamp.com/watch/hgvgup81qt3