The use of sach mem sachmem vn for upper and lower secondary education perceptions of trainee teachers from the university of foreign languages and international studies hue university

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - –&— - GRADUATION THESIS THE USE OF SACH MEM (SACHMEM.VN) FOR UPPER AND LOWER SECONDARY EDUCATION: PERCEPTIONS OF TRAINEE TEACHERS FROM THE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY Full name: Huynh Nam Nhat Student ID: 19F7011030 Major: English Pedagogy Class: ANHSPK16 Supervisor: Bao Kham, Ed.D Hue, April 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH - –&— - KHÓA LUẬN TỐT NGHIỆP Tên đề tài: NHẬN THỨC CỦA GIÁO VIÊN THỰC TẬP TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ VỀ VIỆC SỬ DỤNG SÁCH MỀM (SACHMEM.VN) TRONG GIẢNG DẠY CẤP THCS VÀ THPT Sinh viên thực hiện: Huỳnh Nam Nhật Mã sinh viên: 19F7011030 Chuyên ngành: Sư phạm tiếng Anh Lớp: ANHSPK16 Giảng viên hướng dẫn: TS Bảo Khâm Huế, 4/2023 i LỜI CAM ĐOAN Tôi xin cam đoan kết đạt khoá luận sản phẩm riêng cá nhân, không chép lại người khác Tất tài liệu tham khảo có xuất xứ rõ ràng trích dẫn hợp pháp Huế, tháng 04 năm 2023 Sinh viên thực (ký ghi rõ họ tên) Huỳnh Nam Nhật STATEMENT OF AUTHORSHIP I hereby declare that the results obtained in this thesis are my own work, not a product of plagiarism All references are legit and duly cited Hue, April 2023 Author Huynh Nam Nhat ii TÓM TẮT Nghiên cứu sử dụng phương pháp mơ tả định lượng định tính để điều tra nhận thức giáo viên thực tập trường Đại học Ngoại ngữ, Đại học Huế việc sử dụng Sách Mềm lớp học tiếng Anh trường trung học sở trung học phổ thơng Nghiên cứu nhằm xác định lợi ích thách thức việc sử dụng Sách Mềm giảng dạy tiếng Anh Dữ liệu thu thập thông qua bảng câu hỏi trực tuyến bao gồm 35 câu hỏi thiết kế theo thang đo Likert 64 giáo viên thực tập hoàn thành vấn với người tham gia Kết cho thấy người tham gia có nhận thức tích cực việc sử dụng Sách Mềm lớp học Họ cho việc sử dụng Sách Mềm thuận tiện cho việc giảng dạy có tác động tích cực đến vốn từ vựng, phát âm kỹ giao tiếp tiếng Anh người học nhờ tính tương tác sinh động Tuy nhiên, kết Sách Mềm khó sử dụng trường hợp đường truyền mạng không ổn định thiếu phương tiện kỹ thuật số Ngoài ra, giáo viên cần cập nhật kỹ công nghệ thông tin soạn giáo án cẩn thận để sử dụng Sách Mềm cách hiệu Kết nghiên cứu giúp giáo viên tập có nhìn tồn diện Sách Mềm, từ nâng cao hiệu hiểu biết áp dụng Sách Mềm tiết dạy tương lai ABSTRACT This study uses a descriptive quantitative and qualitative approach to investigate the perceptions of trainee teachers at the University of Foreign Languages and International, Hue University regarding the use of Sach Mem in EFL classes in lower and upper secondary schools The study aims to identify the benefits and challenges of using Sach Mem Data was collected through an online questionnaire consisting of thirty-five Likert scale items completed by 64 EFL trainee teachers and interviews with of them The results showed that the participants had a highly positive perception of using Sach Mem in their EFL classes They believed that using Sach Mem was convenient for teaching and had positive effects on learners' English vocabulary, pronunciation, and communication skills due to its interactive features iii The findings did, however, also suggest that Sach Mem would be challenging to utilize in situations with erratic internet connectivity and a lack of digital facilities To use Sach Mem effectively, teachers also need to upgrade their technology knowledge and prepare lesson plans carefully The study is able to help trainee teachers have a well-rounded viewpoint about Sach Mem, which can enhance the effectiveness and understanding in applying Sach Mem in future lessons iv LỜI CẢM ƠN Đầu tiên, em xin bày tỏ lòng biết ơn sâu sắc đến TS Bảo Khâm; người thầy tận tình hướng dẫn, giúp đỡ em suốt trình tiến hành nghiên cứu hồn thành khóa luận tốt nghiệp Dù có nhiều cố gắng q trình thực khóa luận tốt nghiệp, song tránh khỏi thiếu sót, em xin cảm ơn thầy dẫn dắt hỗ trợ em Em xin chân thành cảm ơn quý thầy cô khoa Tiếng Anh Trường Đại học Ngoại ngữ, Đại học Huế quan tâm giúp đỡ, tạo điều kiện cho em thời gian học tập hồn thành luận văn Mình xin cảm ơn bạn sinh viên năm thuộc lớp ANHSK16, ngành Sư phạm Tiếng Anh Trường Đại học Ngoại ngữ, Đại học Huế tạo điều kiện thuận lợi tích cực tham gia, giúp đỡ q trình học tập, nghiên cứu hồn thành tốt khóa luận tốt nghiệp ACKNOWLEDGEMENTS First, I would like to express my deep gratitude to Bao Kham Ed D; you enthusiastically guided and helped me throughout the process of conducting research and completing my graduation thesis Although I have made a lot of effort in the process of completing the graduation thesis, it is inevitable that there will be shortcomings, I would like to thank you for guiding and supporting me I would also like to express my sincere thanks to all the teachers of the English Department of the University of Foreign Languages and International Studies, Hue University for their interest in helping and creating conditions for me during my study and completion of this thesis I would like to thank the 4th year students of class ANHSK16, majoring in English Pedagogy of Foreign Languages University, Hue University for creating favorable conditions and actively participating and helping me in the research process and successfully completing the graduation thesis v TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1.1 Rationale 1.2 Purposes and aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Definitions of books and e-books 2.1.1 What are e-books? 2.1.2 Benefits and challenges of using e-books 2.2 Previous studies 2.3 What is Sach Mem (sachmem.vn)? 2.3.1 Contents and functions of sach mem 2.3.2 Facilities and application of sach mem 10 CHAPTER THREE: RESEARCH METHODOLOGY 13 3.1 Research design 13 3.2 Context and participants 13 3.3 Data collection 14 3.4 Data analysis 15 3.5 Procedures 15 CHAPTER FOUR: FINDINGS 17 4.1 The use of Sach Mem in EFL classes 17 4.2 The benefits of Sach Mem 21 4.3 The applicability of Sach Mem 24 4.4 Teachers’ reports about students' attitude about Sach Mem 26 4.5 The challenges of Sach Mem 27 CHAPTER FIVE: DISCUSSION 30 5.1 Trainee teachers’ perceptions of benefits and challenges of Sach Mem 30 vi 5.2 The use of Sach Mem in EFL classes 31 5.3 Factors contribute to the successful use of Sach Mem in ELT classes 32 CHAPTER SIX: CONCLUSION AND SUGGESTIONS 36 6.1 Key findings 36 6.2 Implications and suggestions 36 6.2.1 Implications 36 6.2.2 Suggestions to utilize sach mem in efl classes 37 6.3 Limitations of the study 38 6.4 Suggestions for further research 38 REFERENCES 40 APPENDIX 49 vii LIST OF TABLES Table 4.1 Descriptive Statistics for the use of Sach Mem in EFL classes 17 Table 4.2 Descriptive Statistics for the benefits of Sach Mem 21 Table 4.3 Descriptive Statistics for the applicability of Sach Mem 24 Table 4.4 Descriptive Statistics for teachers’ reports about students' attitude about Sach Mem 26 Table 4.5 Descriptive Statistics for the challenges of Sach Mem 27 viii LIST OF FIGURES Figure 2.3.2 1: The default display of Sach Mem 11 Figure 2.3.2 2: Table of contents of a Sach Mem’s textbook 11 Figure 2.3.2 3: A task in Sach Mem’s textbook 12 ix Availability of suitable technology: Access to appropriate technology such as computers, tablets, or smartphones with internet connectivity is crucial for the successful implementation of Sach Mem in EFL classes Adequate teacher training and professional development: Teachers need to be familiar with the technical aspects of using Sach Mem and have the necessary pedagogical knowledge to create engaging and interactive learning experiences for their students using Sach Mem Quality and suitability of Sach Mem's contents: Sach Mem's contents should be designed specifically for language learning, with features such as audio and video content, interactive exercises and assessments, to provide a more immersive and engaging learning experience for students Motivation and engagement of students: Sach Mem can provide a more personalized and self-directed learning experience, allowing students to work at their own pace and focus on areas where they need the most support Teachers can also use Sach Mem to create more interactive and collaborative learning experiences that encourage student participation and engagement Ability to support differentiated instruction: Sach Mem can provide a range of resources and materials that cater to the diverse learning needs and preferences of EFL students, promoting a more inclusive and effective learning environment Overall, the use of Sach Mem in EFL classes has the potential to enhance students' learning experiences by providing them with a range of interactive and engaging resources and materials However, careful consideration of the factors discussed above is necessary to ensure the successful implementation of Sach Mem in EFL classes 6.2.2 Suggestions to utilize Sach Mem in EFL classes Therefore, it is recommended that schools provide well-equipped facilities for teachers to improve their instruction by using Sach Mem To integrate more ICT into classrooms, it is necessary to demonstrate the potential of Sach Mem as a flexible and user-friendly resource However, teachers' perceptions of using this software should 37 be critical to its successful application They need to understand how to creatively incorporate Sach Mem into their teaching rather than using them solely for the purpose of teacher evaluation While Sach Mem will not entirely replace printed books, they can be used to complement them Both teachers and students have to appreciate the convenience, effectiveness, and practicality of Sach Mem for teaching and learning E-books (especially Sach Mem) are one of the latest advancements in educational technology and can be instrumental in promoting a highly literate society Finally, a framework for assessing the contents Sach Mem may also need to be developed to align with educational curricula 6.3 LIMITATIONS OF THE STUDY First, this research was conducted with the data mainly collected from a class that majored in English Language Teaching at the University of Foreign Languages and International Studies, Hue University who have been introduced to and applied Sach Mem in the micro-teaching and practical classes As the application may have undergone various updates and changes over time and the amateurish experience in teaching of participants, the lack of accurate reflections on the actual usage and evaluation of the application cannot be ruled out Secondly, the study was limited by the relatively small number of participants, which may have impacted the objectivity of the conclusions drawn regarding the perceptions of the use of Sach Mem The study involved only 64 participants so the results may not be applicable to a larger population Despite this limitation, the study found that the participants had a strong perception of the benefits of Sach Mem, and overall had a positive attitude towards the application of Sach Mem in the future 6.4 SUGGESTIONS FOR FURTHER RESEARCH From all the limitations of the study, some suggestions can be provided for further research The target participants of the research should be varied to those who have used Sach Mem for a decent amount of time to bring out the most objective results The scope of participants can be enlarged to a bigger age group, which can help the study scrutinize the differences in perceptions between trainee teachers and 38 experienced teachers For instance, future research can be carried out on a group of teachers in a region or a province to see the application and the outcome of the actual use of Sach Mem Other than that, future studies could examine the long-term effects of using Sach Mem in EFL classes, including the impact on students' language proficiency, motivation, and engagement over an extended period Or researchers could compare the effectiveness of Sach Mem and traditional textbooks in EFL classes This could include a focus on factors such as student engagement, motivation, and comprehension Another suggestion is to examine the extent to which the use of Sach Mem promotes learner autonomy in EFL classes, including how Sach Mem can be used to support self-directed learning and personalized instruction Impact on different age groups could also be consider in further research which would explore the impact of using Sach Mem in EFL classes on different age groups of learners, including students from grade to grade 12 39 REFERENCES Al-Jarf, R (2010) The effect of using an electronic textbook on the performance of Saudi Arabian students Educational Technology & Society, 13(3), 97-110 Anggeraini, Y (2020) Language Teaching in the digital age: Teachers' views and its challenges Research and Innovation in Language Learning 163-172 10.33603/rill.v3i3.3444 Amirsheibani, M., & Iraji, M (2014) CALL and Teaching Writing: Language Teachers’ 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