(Skkn 2023) using a student response system (socrative app) as a pre reading technique to improve 11th students’ ability in reading skill at dien chau 5 high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DIEN CHAU HIGH SCHOOL EXPERIENCE IDEA TOPIC: USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PREREADING TECHNIQUE TO IMPROVE 11TH STUDENTS’ ABILITY IN READING SKILL AT DIEN CHAU HIGH SCHOOL Scope: Theory and Methods of Teaching English Authors: Thái Thị Mỹ Linh – Dien Chau High School Specialized Team: English Phone: 0326464745 Nghe An, April 2023 NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT DIEN CHAU HIGH SCHOOL TEACHING EXPERIENCE USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PRE-READING TECHNIQUE TO IMPROVE 11TH STUDENTS’ ABILITY IN READING SKILL AT DIEN CHAU HIGH SCHOOL TEACHER: THÁI THỊ MỸ LINH TEL: 0326464745 EMAIL:mylinhthai0101@gmail.com SCHOOL YEAR: 2022-202 CONTENTS I INTRODUCTION Reason for choosing the topic Research purpose Subjects and objects of research .7 3.1 Research subjects .7 3.2 Research object Scientific hypothesis Scope of research Research mission Research Methods .8 7.1 Theoretical research methods 7.2 Methods of pedagogical investigation .8 7.3 Expert method 7.4 Experimental method of pedagogy Contributions of the topic 9 Structure II THE CONTENT CHAPTER THEORICAL AND PRACTICAL BACKGROUND .9 Theorical background 10 1.1 Definition of teaching reading skill: 10 1.2 The importance of pre-reading stage .10 1.3 Student Response system 13 Practical background: 15 2.1 Difficulties in learning and teaching reading skill in Dien Chau High school .15 2.2 The Use of Socrative: .15 2.3 Practical basis 16 2.3.1 Investigating the current situation of pre-reading teaching in high schools 16 CHAPTER 19 USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PREREADING METHOD TO IMPROVE 11TH STUDENTS’ ABILITY IN READING SKILL 19 2.1 Analyzing the content structure of reading lessons in English 11 .19 2.1.1 Objectives of teaching English reading comprehension passages 11 19 2.2 Design Socrative app to teach reading lessons in English 11 20 2.2.1 The process of designing Socrative app activities 20 2.3.1 The Use of Socrative in teaching: 21 2.3.2 System of activities on Socrative app 24 2.3.3 The process of using student response system (Socrative app) as a prereading method to improve students’ ability in reading skill 28 * Teachers use of Socrative app to create pre-reading activities in teaching Reading skill: 28 * Teachers ask students to use of Socrative app to create activities to practice Reading skill and self-studying: .30 CHAPTER 33 PEDAGOGICAL EXPERIENCE 33 3.1 Experimental purpose 33 3.2 Experimental content 33 3.3 Experimental method 33 3.3.1 Select school - experimental class .33 3.3.2 Experimental steps 33 3.3.3 Proceed to test .34 3.4 Experimental results .34 3.4.1 Quantitative analysis results 34 3.5 Survey content and methods 41 3.5.1 Survey content 41 3.5.2 Survey method and rating scale .41 3.6 Respondents 42 3.6.1 Necessity 42 3.6.2 Possibility .43 3.7 Survey results on the necessity and possibility of the solution 43 3.7.1 Necessity of the solution 43 3.7.2 Possibility of the solution .43 Conclusion of chapter 44 III.CONCLUSION 45 IV.REFERENCE 47 I INTRODUCTION Reason for choosing the topic Nowadays, technology presents some media to be used in communication like social media Most people use technology to deal with problems around their lives With the increase of time, scope, and frequency of the Internet and technologies use, people have started to shape the way they communicate, share, and behave Every element of life has been affected by technology, and the educational system is likewise evolving quickly Technology like computers, mobile phones, smart phones, and the internet are thought of as useful instruments to support the teaching and learning process However, the majority of teachers have not yet made the best use of technology when teaching English Lailiyah and Cahyono (2016), who assert that “some EFL teachers are reluctant to take the opportunity to integrate technology into their classrooms” For instance, when teaching English, teachers tend to favor the conventional methods In order to make the teaching and learning of English in the classroom interesting and unique, it is probably because the teachers are not innovative in integrating the Internet and mobile phone technology Socrative (2017), an online platform, is one of the most well-known clicker programs Compared to other Student Response Systems (SRSs), this particular application has several special advantages Nowadays, a lot of students use cellphones Because the program is freely available to everyone, it is simple to access as long as one has an internet connection In comparison to other SRSs, Socrative, according to Wash (2014), provides "the most flexibility and ease of usage" (p 99) Additionally, teachers might create many kinds of exercises and quizzes using Socrative It also enables pupils to respond right away As a result, instructors can now give feedback and keep an eye on students' progress in real time The findings of the students' responses are additionally arranged in a report format (Awedh, Mueen, Zafar, & Manzoor, 2014; Dakka, 2015; Kaya & Balta, 2016) One of the key components for successful language classrooms is regarded to be the students' active participation (Stowell & Nelson, 2007) Different strategies have regularly been tried out by teachers to get pupils more involved in class activities However, even in small group sessions where such techniques are employed, learners who are less demanding, shy, or unmotivated may find it difficult to participate Teachers and students can interact online with others through the features of Socrative Socrative can present multimodal media through its features for learning English language Then, Socrative also facilitates students with visual According to Marshal (2002) as cited in Gon and Rawekar (2017), people have ability to remember what they read only 10%, 20% of what they hear and 30% of what they see The technology that combines images, texts and audio all in one is able to improve people in remembering something more than 50% Thus, Socrative will make the teaching and learning process of English language to be interactive and can create a new atmosphere for both students and teachers The use of Socrative as a new technology can be utilized for teaching and learning English language The writer will explain about why Socrative is a potential technology for teaching English language and how to use Socrative in teaching English language, especially for online learning in Viet Nam Research purpose Use a student response system (Socrative app) as a pre-reading technique to improve 11th students’ ability in reading skill Subjects and objects of research 3.1 Research subjects The process of using student response system (Socrative app) to teach and improve reading skill 3.2 Research object The process of teaching English reading lessons in English 11 Scientific hypothesis If Socrative app can be used and designed good pre-reading activities to organize and teach the reading lessons by a reasonable process, students can develop reading ability Scope of research Using Socrative App to organize teaching pre-reading activities of the reading lessons to develop reading ability for students Research mission - Research the theoretical and practical basis of teaching to develop reading skill for students - Analyze content knowledge of English 11 reading comprehension passages to serve as a basis for determining the contents of organization and activities to reading skill - Research and propose the process of organizing pre-reading activities to develop reading skill for students - Pedagogical experiment to test the scientific hypothesis of the topic Research Methods 7.1 Theoretical research methods - Research relevant documents to serve as a theoretical basis for the topic such as: teaching manuals for skill development, documents on active teaching methods, etc - Research the content of reading comprehension passages in English 11 to design and organize teaching activities - Research other relevant documents: articles, research results related to the research direction of the topic, etc 7.2 Methods of pedagogical investigation - Survey and attend English classes at high schools - Communicate directly with teachers and students about the application of a student response system (Socrative app) as a pre-reading technique to improve 11 th students’ ability in reading skill - Using questionnaires for teachers and students 7.3 Expert method Get opinions from scientists, high school teachers with experience on the survey questionnaire system for teachers and students; Consult experts about the process of using Socrative app as a pre-reading technique to improve 11 th students’ ability in reading skill 7.4 Experimental method of pedagogy - Purpose To test the effectiveness of using a student response system (Socrative app) as a pre-reading technique in reading comprehension lessons (English 11) to develop reading ability for students - Content Conduct experiments at Dien Chau High School to evaluate the effectiveness of using a student response system (Socrative app) as a pre-reading technique to improve 11th students’ ability in reading skill - How to proceed + Experimental class: lesson plan designed in the direction of using Socrative app After the experimental lesson, conduct a 15-minute test and assess students' reading ability Contributions of the topic - Contributing to systematization of theory and practical basis of organizing teaching activities through Socrative app to develop reading ability for students in teaching English at high school - Develop a process to use a student’s response systems to organize prereading activities in teaching reading lessons in English 11 in order to improve students reading skill Structure Our topic has a structure including an introduction, conclusion, appendices and the main content of the topic divided into chapters Chapter 1: Theoretical and practical basis of the topic; Chapter 2: Using a student response system (Socrative app) as a pre-reading technique to improve 11th students’ ability in reading skill Chapter 3: Pedagogical experiment II THE CONTENT CHAPTER THEORICAL AND PRACTICAL BACKGROUND Theorical background 1.1 Definition of teaching reading skill: Reading is a basic ability for acquiring a language Other than writing, speaking, and listening, it is inextricably linked to other language-learning skills Learners of the English language must acquire all those skills Other linguistic abilities can be enhanced by reading ability The ability to read is typically fostered in civilizations with literary tastes since it can result in the development of understanding and vocabulary Teaching reading in the classroom involves passing on knowledge from the teacher to the students while utilizing a specific method, strategy, and subject matter to help them become proficient readers The process of teaching is intricate; it involves more than just imparting knowledge from the teacher to the pupils Reading is one method for ensuring that the pupils comprehend the teachinglearning process The principles of teaching reading: The reader's prior information should be used first Create a substantial vocabulary background next Third, focus on comprehension when teaching Work on speeding up your reading, the fourth step Teach reading methods as the fifth step Encourage readers to develop their methods into skills in the sixth paragraph Build assessment and evaluation into teaching, as the seventh tip As a reading teacher, aim to always improve So, teachers can vary activity in teaching writing in the school by using Socrative There are Stages in a reading lesson: Pre-Reading Stage, While-Reading Stage, Post-Reading Stage 1.2 The importance of pre-reading stage Pre-reading activities assist students in getting ready for the reading task by activating the necessary schemata and encouraging them to read The topic, vocabulary, and perhaps crucial grammar structures in the texts can all be anticipated by students through pre-reading activities It has been discovered that what is done prior to reading is quite helpful for understanding the content Students are able to relate the new knowledge to what they already know thanks to the prior work they have done Both the teacher and the student often enjoy participating in these activities In word association exercises, students are typically asked to provide as many ideas as they can about the text's predetermined theme Their recommendations are typically printed on the board and occasionally grouped into a semantic map or "graphic organizer" to show the relationships between various concepts It has also been discovered that discussions help students remember what they already know and, via the sharing of knowledge, deepen their understanding of the subject Just asking questions regarding the text's substance can start discussions, as can employing "anticipation guides," which are a series of statements that are frequently provocative in character and are meant to test students' understanding and preconceived notions about the passage's content (Celce-Murcia, 1991:225) The purposes of pre-reading activities are to: Establish a purpose for reading Improve vocabulary so students can complete the reading task successfully