(Skkn rất hay) applying multimedia technology in teaching reading skill to efl 10th graders at dien chau 5 high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE IDEA APPLYING MULTIMEDIA TECHNOLOGY IN TEACHING READING SKILL TO EFL 10TH GRADERS AT DIEN CHAU HIGH SCHOOL Author: Dau Thi Sau – Dien Chau High School Specialized Team: English Phone: 0987635512 Email: saumodel@gmail.com Dien Chau, April 17th , 2023 CONTENTS CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and Objectives of research 1.3 Research questions 1.4 Scope of the study 1.5 Structure of the study CHAPTER 2:CONTENT 2.1 Theoretical background 2.2 Practical situation of using multimedia technology in teaching reading at school 2.3 Solutions to the problems 11 2.4 The effectiveness of the solutions 17 2.5 Investigation about the necessary and feasibility………………………… 20 CHAPTER 3: CONCLUSION AND SUGGESTIONS…………………… 220 3.1 Conclusion 25 3.2 Suggestions 25 REFERENCES 26 APPENDIX 27 APPENDIX 29 CHAPTER 1: INTRODUCTION 1.1 Rationale There is currently little doubt that governments, schools and parents around the world advocate the need for learning English as part of essential education – English can bring access to education and jobs, encourage social mobility, and connect people At its best, English can bring us back many benefits Thanks to English, people have more opportunities to understand scientific theories and advanced technology It also helps people integrate quickly into international society so that they can improve their abilities Therefore, English is considered the most crucial second or foreign language in the educational system in many nations in the world Among four skills of English language, reading is one of the four skills which need to be learned It is also considered an important language skill that is applied regularly in exams However, based on the preliminary observation in Dien Chau high schools, most of the students found out reading is a challenging skill to master They could not understand the content of the English texts well For example, after reading a text, they did not manage to tell what the text was about Furthermore, they could not answer the questions related to the text correctly This condition influences other students’ English skills Hence, as a teacher, I am supposed to explore some ways to tackle these problems, and application of multimedia teachnology is among the potential solutions In the world, there have been many studies on the application of multimedia th technology in developing reading skills for 10 -grade students Rina Yliyanti & Kastam Syamsi (2018) conducted the research on this topic in grade 10 of vocational high school in Indonesia In this sutudy, the researchers applied the pictures, charts, graphs, diagrams or matrices in the form of software stored on CD (Compact Disc) to improve students’ reading skill They showed that the students could understand the materials easily and they were also motivated in participating reading activities They also agreed that one of the techniques which are appropriate to be applied in the teaching and learning process is multimedia technology Multimedia technology enhances the process of teaching and learning reading, which belonged to macro skills that are considered difficult to accomplish The software was used by considering the factors contributing to difficulties in reading This software helped the teachers by providing some materials, especially for reading Moreover, it also can attract the students to enjoy the class, the teenage students were very interested with the use of technology in the process of teaching and learning That is why it was important to research which could improve the teaching and learning process of reading through the use of multimedia which can integrate what the students’ wants, needs, and also lacks with their enjoyment Based on the explanation above and due to the problems in the teaching and learning process of reading in English at grade 10, Dien Chau high school, I was interested to find a solution in order to facilitate students in learning reading In this research, I focused on making reading activities more interesting and enjoyable I conduct research on “ APPLYING MULTIMEDIA TECHNOLOGY IN TEACHING READING SKILL TO EFL 10 TH GRADERS AT DIEN CHAU HIGH SCHOOL” 1.2 Aims and Objectives of research The aim of this study is to investigate the effectiveness of multimedia technology in enhancing the teaching of reading skills to English as a foreign language (EFL) 10th graders  The objectives include the following:  To examine the current reading skills of EFL 10th graders graders To explore the impact of multimedia technology on the reading skills of EFL 10th  To compare the effectiveness of traditional teaching methods with multimedia technology in teaching reading skills to EFL 10th graders  To identify the challenges and benefits of integrating multimedia technology in the teaching of reading skills to EFL 10th graders  To provide recommendations and implications for the effective use of multimedia technology in enhancing the teaching of reading skills to EFL 10th graders 1.3 Research questions The current study seeks to address the following research questions: Does multimedia technology help improve EFL 10th graders’ reading skills? If yes, to what extent? What are students’ attitudes towards the use of multimedia technology in reading classes? 1.4 Scope of the study Two intact 10th-grade classes were chosen from Dien Chau High School for this investigation During the twelve-week period, one class served as the experimental group, using multimedia technology The other was assigned as the control group, which applied traditional methods This study only concentrated on the effect of multimedia technology on EFL learners’ reading skill 1.5 Structure of the study This study has chapters: Chapter 1- Introduction This chapter shows the background of the study such as the rationale, the objective of the study, research questions, the scope of the study, the significance of the study and the organization of the study Chapter 2- Content of the study This chapter focuses on the definition of some key concepts: multimedia technology and reading skills In addition, It summarizes some previous studies to find out the gap between this research and previous ones This chapter presents findings and discussions about the effects of the use multimedia technology in teaching reading on EFL high school students after analyzing qualitative and quantitative data Chapter 3- Conclusion and suggestions This chapter summarizes the findings of the study, the implications, limitations of the study and provide some suggestions for the further researches CHAPTER 2: CONTENT 2.1 Theoretical background 2.1.1 Definitions of reading skill Reading is a familiar term in teaching and learning Reading is one of the English skills as part of four necessary skills including listening, speaking and writing However, different scholars define reading skill in different ways Richards &Schmidt (2002) assert that listening, speaking, reading, and writing are generally called language skills Sometimes speaking and writing are called the active/productive skills meanwhile reading and listening are called the passive/receptive skills Richards and Schmidt (2002) define reading skill as abilities required for skillful reading, such as discerning main ideas, understanding sequence, noticing specific details, making inferences, making comparisons, and making predictions in second and foreign language instruction, particularly with adults 2.1.2 Types of reading There are several reading types that aid language learners in developing good reading habits Brown (2000) categorized different reading styles Perceptive reading is the first kind of reading including letters, words, punctuation, and other graphemic elements The second one is interactive, which concentrates on locating significant lexical, symbolic, grammatical, and discourse elements within texts of average length with the aim of helping users recall the information that has been processed The third type is selective, focusing on lexical, grammatical, or conversational characteristics of language The final type is extensive, which involves drawing on a student's overall comprehension of a work Additionally, Brown (2000) concentrated on two primary reading styles involving bottom-up and top-down that may be utilized to evaluate English reading While topdown reading refers to understanding, bottom-up reading refers to the capacity to recognize letters, words, and sentences 2.1.3 Definition of teaching reading Teaching reading refers to the process of instructing and guiding students in acquiring the necessary skills and strategies to comprehend written texts It involves a combination of methods and techniques designed to improve a student's ability to read, comprehend, and interpret written materials Effective reading instruction includes teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies The ultimate goal of teaching reading is to develop proficient readers who can apply their skills to a range of texts and use reading as a tool for learning and understanding the world around them 2.1.4 Principles of teaching reading Teaching reading is a complex process that requires a deep understanding of the principles that underlie effective reading instruction The following are some of the key principles of teaching reading Phonemic Awareness: Phonemic awareness is the ability to identify, manipulate and blend sounds in words Effective reading instruction begins with the development of phonemic awareness Students need to learn the individual sounds that make up words before they can learn to decode and read them Phonics: Phonics is the relationship between sounds and letters It involves teaching students the sound-letter relationships and how to decode words by sounding them out Phonics instruction should be systematic, explicit, and sequential, starting with simple letter-sound relationships and progressing to more complex ones Fluency: Fluency is the ability to read with accuracy, speed, and expression Fluent readers are able to read effortlessly, which allows them to focus on comprehension Teachers should provide opportunities for students to read aloud, listen to fluent readers, and engage in repeated reading activities to develop fluency Vocabulary: Vocabulary is the knowledge of words and their meanings Effective reading instruction includes teaching students strategies for learning new words, such as using context clues, identifying word roots and affixes, and using dictionaries and other resources Comprehension: Comprehension is the ability to understand and make meaning from what is read Effective reading instruction involves teaching students comprehension strategies, such as predicting, questioning, visualizing, summarizing, and monitoring comprehension Teachers should also provide opportunities for students to engage in discussions and other activities that promote comprehension Differentiation: Differentiation is the practice of tailoring instruction to meet the individual needs of students Effective reading instruction should be differentiated to accommodate the diverse needs and abilities of students Teachers should use a variety of instructional approaches, materials, and resources to meet the needs of all learners Assessment: Assessment is the ongoing process of gathering and analyzing data to monitor student progress and inform instruction Effective reading instruction includes regular assessment of student reading skills and the use of data to inform instruction and intervention In conclusion, effective reading instruction requires a deep understanding of the principles that underlie reading acquisition Teachers must provide systematic, explicit, and differentiated instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension Regular assessment and data analysis are essential for monitoring student progress and informing instruction 2.1.5 Definition of multi-media technology Multimedia technology refers to the use of various media, such as audio, video, images, and text, to create and deliver interactive content It involves the integration of different media formats to enhance the learning experience and engage learners in a more dynamic and interactive way Multimedia technology can be used in a variety of educational settings, including classrooms, online courses, and e-learning platforms Multimedia technology offers a range of benefits for teaching and learning It allows for the creation of rich and engaging learning experiences that incorporate a variety of media formats to cater to different learning styles It also provides opportunities for learners to interact with the content, which can enhance motivation and improve retention Additionally, multimedia technology can provide access to a wealth of resources, including online videos, audio recordings, and interactive simulations, which can be used to supplement traditional classroom materials Multimedia technology can be used in a variety of ways in education, such as creating instructional videos, designing interactive presentations, developing elearning modules, and facilitating online discussions It can also be used to create virtual environments, such as 3D simulations, that allow learners to explore and interact with content in a more immersive way In short, multimedia technology offers a range of benefits for teaching and learning It allows for the creation of rich and engaging learning experiences that incorporate a variety of media formats to cater to different learning styles It also provides access to a wealth of resources and can be used to create immersive virtual environments 2.1.6 The application of multi-media technology in teaching reading The application of multimedia technology in teaching reading can offer several benefits to both teachers and learners Here are some of the ways multimedia technology can enhance the teaching of reading: Visual Aids: Multimedia technology can provide visual aids, such as images, videos, and animations, to help students better understand the content and improve their comprehension of written texts For example, a video could be used to explain a difficult concept or a picture could be used to illustrate a vocabulary word Audio Support: Multimedia technology can also offer audio support, such as narration or background music, to create a more engaging and interactive learning experience Audio support can be particularly helpful for students who struggle with reading, as it allows them to listen to the text while following along visually Interactive Activities: Multimedia technology can provide interactive activities, such as quizzes, games, and simulations, that encourage students to engage with the content and apply their reading skills These activities can be designed to reinforce key concepts and provide immediate feedback to students Personalization: Multimedia technology can also allow for personalized learning experiences by offering content that is tailored to the individual needs and interests of learners For example, an online reading program could adjust the difficulty of the text based on the student's reading level Accessibility: Multimedia technology can make reading more accessible to students with disabilities or language barriers by offering features such as closed captioning, audio descriptions, and translations Overall, the application of multimedia technology in teaching reading can provide a more engaging, interactive, and personalized learning experience for students It can also help teachers to more effectively deliver content and assess student understanding However, it is important to use multimedia technology in a thoughtful and intentional way that supports the learning objectives of the lesson and meets the needs of all students 2.1.7 Characteristics of Multimedia Teaching Multimedia teaching refers to the use of various media such as audio, video, images, and text to deliver content in a more engaging and interactive manner The following are some of the characteristics of multimedia teaching: Interactivity: One of the main characteristics of multimedia teaching is interactivity Learners are actively engaged in the learning process through the use of interactive features such as quizzes, games, simulations, and animations This can help to enhance learning and improve retention Personalization: Multimedia teaching can be personalized to meet the individual needs and interests of learners For example, online reading programs can adjust the difficulty of the text based on the student's reading level, or offer content that aligns with the student's interests Multimodality: Multimedia teaching involves the use of multiple modes of communication, including audio, video, images, and text This allows learners to engage with content in a variety of ways, catering to different learning styles Accessibility: Multimedia teaching can make content more accessible to learners with disabilities or language barriers through the use of features such as closed captioning, audio descriptions, and translations Richness: Multimedia teaching can provide a more immersive and engaging learning experience by incorporating rich media such as high-quality video, images, and animations This can help to hold the attention of learners and improve motivation Flexibility: Multimedia teaching can be delivered in a variety of settings, including in-person classrooms, online courses, and e-learning platforms This allows for greater flexibility in terms of when and where learners can access the content To conclude, multimedia teaching can offer a range of benefits for learners and teachers, including greater interactivity, personalization, and accessibility, as well as more engaging and immersive learning experiences However, it is important to use multimedia technology in a thoughtful and intentional way that supports the learning objectives of the lesson and meets the needs of all learners 2.1.8 Benefits of applying multimedia technology in teaching reading The use of multimedia technology in teaching reading can offer a range of benefits for both teachers and students Some of the key benefits include: Improved engagement: The use of multimedia such as videos, images, and animations can make the learning experience more engaging and interactive, capturing the attention of learners and helping them to stay focused and motivated Enhanced comprehension: Multimedia can help to present complex ideas and concepts in a more accessible way, making it easier for students to understand and retain information Increased retention: The use of multimedia in teaching reading can help to improve retention by providing a more memorable and immersive learning experience Students are more likely to remember information presented in a visual or interactive format Personalization: Multimedia technology can be used to create personalized learning experiences that cater to the individual needs and interests of students For example, online reading programs can adapt the difficulty of the text based on the student's reading level Accessible learning: Multimedia technology can make learning more accessible to students with disabilities or language barriers by providing features such as closed captioning, audio descriptions, and translations Increased collaboration: Multimedia technology can facilitate collaboration among students by providing interactive features such as group discussions, online forums, and collaborative projects Flexibility: Multimedia technology can be used in a variety of learning settings, including in-person classrooms, online courses, and e-learning platforms, offering greater flexibility in terms of when and where students can access the content Overall, the use of multimedia technology in teaching reading can offer a range of benefits that can enhance the learning experience and improve student outcomes However, it is important to use multimedia technology in a thoughtful and intentional way that supports the learning objectives of the lesson and meets the