Students’ perception of using e portfolios for learning and assessing speaking skills in efl classes at kim dong junior high school, ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY DAO THI KIM HOA STUDENTS’ PERCEPTION OF USING E-PORTFOLIOS FOR LEARNING AND ASSESSING SPEAKING SKILLS IN EFL CLASSES AT KIM DONG JUNIOR HIGH SCHOOL, HOCHIMINH CITY Major : Student’s code: Class : English Language 2141900020 21SNA11 HO CHI MINH CITY, FEBRUARY 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY STUDENTS’ PERCEPTION OF USING E-PORTFOLIOS FOR LEARNING AND ASSESSING SPEAKING SKILLS IN EFL CLASSES AT KIM DONG JUNIOR HIGH SCHOOL, HOCHIMINH CITY Submitted to the Faculty of English Language in partial fulfilment of the Master’s degree in English Language Total words : 21657 Course code: 8222201 By DAO THI KIM HOA Supervised by LE VAN TUYEN, Ph.D HO CHI MINH CITY, FEBRUARY, 2023 The thesis entitled STUDENTS’ PERCEPTION OF USING E-PORTFOLIOS FOR LEARNING AND ASSESSING SPEAKING SKILLS IN EFL CLASSES AT KIM DONG JUNIOR HIGH SCHOOL, HOCHIMINH CITY was successfully defended and approved on 29/03/2023 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor : LE VAN TUYEN Ph.D Examination Committee NGUYEN THI KIEU THU Ph.D Chair CAO THI PHUONG DUNG Ph.D Reader TRAN QUOC THAO Ph.D Reader NGUYEN NGOC TRAN CHAU Ph.D Member NGUYEN THI THU Ph.D Secretary member On behalf of the Examination Committee Chair i HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, February 2023 MASTER’S THESIS REPORT Student name: DAO THI KIM HOA Sex : Female Date of birth: August 16, 1979 Place of birth : Ho Chi Minh City Major: English Language Student code: 2141900020 I- Thesis title: STUDENTS’ PERCEPTION OF USING E-PORTFOLIOS FOR LEARNING AND ASSESSING SPEAKING SKILLS IN EFL CLASSES AT KIM DONG JUNIOR HIGH SCHOOL, HOCHIMINH CITY II- Objectives and contents: The objective of this study is to explore the students’ perceptions of the use of e- portfolios for learning and accessing English speaking skills at Kim Dong Junior High School, HCMC III- Starting date: 07/06/2022 IV- Completing date: 11/02/2023 V- Academic supervisor: LE VAN TUYEN, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN (full name, signature) (full name, signature) ii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: STUDENTS’ PERCEPTION OF USING E-PORTFOLIOS FOR LEARNING AND ASSESSING SPEAKING SKILLS IN EFL CLASSES AT KIM DONG JUNIOR HIGH SCHOOL, HOCHIMINH CITY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, February 2023 DAO THI KIM HOA iii RETENTION AND USE OF THE THESIS I hereby state that I, DAO THI KIM HOA, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, February 2023 DAO THI KIM HOA iv ACKNOWLEDGEMENTS This project will not be completed without the support of many people First, I would like to express my sincere appreciation and gratitude to my supervisor, LE VAN TUYEN Ph.D., who has spent a lot of time instructing me how to conduct the study as well as giving me guidance, insightful advice, and the constant encouragement through the whole research process Second, I would also like to thank all lecturers and staffs of the HUTECH’s post-graduation for their valuable lessons and great help in my thesis preparation In addition, I would also like to thank Kim Dong Junior High School and 63 students of Class 6/7 and 6/8 for helping me implement this project Last but not least, I would like to say ‘thank you’ to my classmates for the time we have been together, and I would never forget them all, and express my thanks to my family, who always provide support and love, have endured this long process with me v ABSTRACT Using e-portfolios for teaching and learning English has become more and more common in EFL contexts Investigating their benefits and challenges is considered to be essential for both teachers and researchers This thesis aims to explore students’ perceptions of the use of e-portfolios for learning and assessing English speaking skills in terms of benefits and challenges The study was conducted at Kim Dong Junior High School in Ho Chi Minh City with the participation of sixty-three 6th grade students The study employed two data collection instruments, including the questionnaire and semistructured interview To analyse quantitative and qualitative data, “descriptive statistics” and “content analysis” were used respectively The findings of the study revealed that the students agreed that e-portfolios helped increase motivation, promote language use, create collaboration and interaction, and develop other skills (e.g critical thinking, discussion skills, searching skills, decision-making skills) in learning speaking skills; additionally, they also agreed that it was beneficial to use e-portfolios for assessing English speaking skills In terms of challenges, most of them perceived that they did not have any challenges in using e-portfolios except that they lacked time for preparation The findings of this study led to some recommendations to elevate and expand the use of e-portfolios in both learning and assessment of languages It is expected that the study will shed light on the existing knowledge relating to the field of study Key words: e-portfolio, alternative assessment, English speaking learning, English speaking assessment, benefit, challenge vi TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY………………………………………….…iii RETENTION AND USE OF THE THESIS …………………………………….iv ACKNOWLEDGEMENTS……………………………………………………….v ABSTRACT……………………………………………………………………… vi LIST OF TABLES…………………………………………………………….……… ix LIST OF FIGURES…………………………………………………………………….x LIST OF ABBREVIATIONS AND SYMBOLS …….………………………… x CHAPTER 1: INTRODUCTION ………………………………………….…….1 1.1 Background to the study 1.2 Statement of the problem .2 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the thesis .6 CHAPTER 2: LITERATURE REVIEW…………………………………………8 2.1 Teaching and learning English speaking skills…………………………………………8 2.2 Assessment of English speaking skills 2.3 Portfolios and E-portfolios 14 2.4 Using Portfolios for teaching, learning and assessing English speaking skills 18 2.5 Previous studies 26 2.6 Conceptual framework 31 2.7 Chapter summary 33 CHAPTER 3: METHODOLOGY 34 3.1 Introduction……………………………………………………………………………34 3.2 Research design……………………………………………………………………… 34 3.3 Research site………………………………………………………………………… 35 3.4 Sample and sampling procedures…………………………………………………… 36 3.5 Research instruments………………………………………………………………… 36 vii 3.6 Data Collection Procedures 38 3.7 Data analysis procedures 41 3.8 Validity and Reliability 42 3.9 Ethical issues 43 3.10 Chapter summary .43 CHAPTER 4: RESULTS AND DISCUSSION…………………………………44 4.1 Introduction 44 4.2 Results 44 4.3 Discussions 61 4.4 Summary .65 CHAPTER 5: CONCLUSION………………………………………………… 66 5.1 Summary of the main findings of the thesis 66 5.2 Pedagogical implications 67 5.3 Limitations of the study 68 5.4 Suggestions for further studies .68 REFERENCES……………………………………………………………………69 APPENDIXES…………………………………………………………………….73 APPENDIX A: RUBRICS……………………………………………………………… 73 APPENDIX B: STUDENTS QUESTIONNAIRE (ENGLISH VERSION)………………76 APPENDIX C: STUDENT QUESTIONNAIRE (VIETNAMESE VERSION)………… 81 APPENDIX D: THE INTERVIEW QUESTIONS AND TRANSCRIPT OF STUDENTS 86 APPENDIX E: INTERVIEW QUESTIONS (VIETNAMESE VERSION) 93 APPENDIX F: ACTIVITY INSTRUCTIONS 94 APPENDIX G REFLECTION PAPER 100 APPENDIX H PLAGIARISM REPORT 100 Chapter Chapter Chapter Chapter Chapter Total 2154 words 7857 words 3369 words 7276 words 1001 words 21657 words viii APPENDIX D: THE INTERVIEW QUESTIONS AND TRANSCRIPT OF STUDENTS Research Question Questions Responses 1-How long have you S1 – S10: Semester / 14 weeks / 4.5 months used e-portfolios in learning English speaking skills? 2-Do you think using eportfolios in learning English speaking skills is useful and necessary? How? S1: Useful and necessary because it helps practice speaking skills S2 : useful and necessary because it helps practice speaking skills, which is very important for work and travel S3 : Useful and necessary because it makes learning speaking skills more interesting We didn’t study in the traditional way as usual We had a good time working together S4 : useful and necessary because it helps to practice speaking skills and helps you to be more confident S5 : useful and necessary because it helps to better selfassessment and speaking practice, helps to increase selfconfidence I don’t often practice speaking English, the eportfolio is completely new to me and I am not very confident and interested in this project S6: Useful and necessary because it improves speaking skills, makes you more confident, and communicate with friends better I wish I could post my singing clips but they are not suitable with what the teacher requires My clips had to include the simple past that we have just learned in the lesson S7: Useful and necessary because it helps practice speaking skills S8: useful and necessary because it helps us improve our speaking skills, helps us receive different suggestions or comments, and be more confident in communication S9: Useful and necessary because it helps practice speaking skills, in fact, normally we don't practice speaking like that on our own S10: I guess that e-portfolio is useful and necessary because it creates more opportunities to practice speaking skills to remember the lessons better and longer, to make English real in our life 86 3-What did you have to prepare for implementing eportfolios for learning speaking skills? 4-Can you point out several benefits of using e-portfolios in learning English speaking skills? S1 : Telling a story, discussing with friends and making presentations are familiar situations We had more chances to practice speaking English We all know that practice makes perfect S2: electronic devices, pictures to tell stories, grammar and vocabulary to express my ideas more easily S3: prepare a computer, dictionary, practice listening to stories to know how to tell stories better, practice telling stories many times, practice speaking with friends S4 : need to prepare a phone to record clips, edit clips, upload clips, avoid background noise S5 : need to prepare a phone to record clips, vocabulary, grammar, practice speaking with friends S6: My friends came over to my house to ask for help in recording the clips, I edited and sent it to the padlet, I consulted with my friends to prepare the talks S7 : need to prepare a phone to record clips, edit clips, post clips, avoid background noise, prepare scripts with friends, consult with the teacher I am not very good at computer My friends help me a lot S8: I have to plan my time, prepare necessary things such as pronunciation of words, how to make sentences, prepare stories for the individual clip, situations for the conversation, skills in using Powerpoint for group presentation S9: I have to consult with my friends about the content, topic, time, assignment of tasks, devices, computer skills S10: I have an active team leader, so the team work is light and clear, the teammates are cooperative and complete the work well S1 : learn to speak better, improve skills for team work, be better at technology S2 : help improve speaking skills, have chances to work with friends to understand each other better, learn and help each other My team worked hard and completed the tasks as directed It wasn’t a burden at all S3 : learn in a more active way, more time invested in the subject, better communication We are more motivated when we can choose the contents we like, of course there are some fixed requirements S4 : learn to speak better, know more about technology S5 : helps improve speaking skills, self-assessment and peer-assessment S6 : learn to speak better, know more about technology S7 : I can improve speaking skills and have more fun working with friends and using hi-tech gadgets and applications 87 S8: help me improve my speaking skills, communicate fluently in English, understand the aspects in speaking skills, receive suggestions and comments from the teacher and friends 5-Can you point out several challenges that you faced in implementing your eportfolio? S9: help me practice what I have learned, expand my vocabulary, get closer to friends and my teacher S10: get feedback from the teacher and friends, understand more about English speaking skills S1: I didn't have any problems S2 : We find it hard to to arrange a schedule to shoot clips due to the different time of availability, we had to record clips many times, some of my friends were not serious enough S3: We had a lot of homework but we still tried our best to complete the task At first, we had a lot of difficulty but we were getting used to the e-portfolio and some of us think we can keep the habit of making clips using English S4 : difficult to work in pairs or groups because there is little free time together, and it is somewhat inconvenient when communicating online S5: I'm quite shy when having to turn on camera online I didn't remember the lesson so I had to glance at the paper, which was not natural and fluent, I know I have to try harder I have no ideas about learning English, I learn it because English is a subject at school S6: I spent so much time on the e-portfolio that I couldn’t have enough time for other subjects but we did it at last And I don’t know what my learning style is S7: My teammates who are stuck in extra lessons couldn't find time to shoot clips We tried our best to complete the e-portfolio but it was worth S8: when recording a conversation, we had trouble setting appointments; When I recorded a tory, sometimes I was not confident because that I am afraid of making mistakes and that some friends tended to take screenshots to make fun of me S9: I was quite shy at first, so I was afraid of filming or being teased by friends, but finally I get used to it, I feel more confident now S10: My friends and I were hardly available at the same time 88 Research Question 6-How was your eportfolio assessed during the course of English speaking skills? S1: At the beginning of the second semester, we were told that our speaking skills would be assessed in a new way, using e-portfolio We were given the information about what e-portfolio is, how to carry it out, in what ways our products would be judged and what the criteria were We know how our e-portfolio would be assessed, so we easily planned and had satisfactory products to submit S2: I got the feedback from my teammates first, then from the other group , then from the teacher Finally, the teacher graded my e-portfolio My work is rated quite well, I didn’t use the past tense very well, I will pay more attention to the grammar S3: After shooting the clip, I sent it to my teammates for the feedback, improved the clip and uploaded it to Padlet for other friends and the teacher to comment and grade the process S4: my friends gave me feedback for editing, my teacher gave comments and gave points S5: My work was evaluated quite well by my teacher who gave me some feedback before grading S6: My work was rated by my teacher and my friends, “fluently and emotionally” was the feedback she gave me before grading I realized what I was good at and bad at The teacher worked with us online and offline showing us the way to record our clips as well as upload them on Padlet S7: I had to re-record the clip many times before and after receiving feedback from my friends and the teacher, it took quite a lot of time but I improved my speaking skills and learned a lot from other friends S8: After filming the clip, I send it to the rest of the group to comment, made it better and then uploaded it to Padlet for other friends and the teacher to comment and grade the process S9: my friends and the teacher gave me some feedback for editing, the teacher graded my work S10: The members of my group comment on each other, after that edited, uploaded it to Padlet for other friends and the teacher to comment, then the teacher graded my clips S1: I got the feedback from my teammates first, then from 7-Who participated in the other group, then from the teacher Finally, the teacher the process of assessing graded my e-portfolio My work is highly appreciated your e-portfolio? 89 8-How did you feel about the need of assessment of speaking skills through eportfolios? S2: I got the feedback from my teammates first, then from the other group , then from the teacher Finally, the teacher graded my e-portfolio My work is rated quite well, I didn’t use the past tense very well, I will pay more attention to the grammar S3: After shooting the clip, I sent it to my teammates for the feedback, improved the clip and uploaded it to Padlet for other friends and the teacher to comment and grade the process S4 : my classmates and my teacher S5 : my classmates and my teacher, as well as the parents involved to support and edit clips S6 : my classmates and my teacher, as well as the parents participating in comments and corrections, only the teacher graded the clips S7: The students and the teacher gave feedback first, then the students improved their works before the teacher graded S8 : my friends in the same group, from different groups and the teacher S9: my friends in the same group, from different groups and the teacher We got a lot of support from the teacher, who gave us advice when we went wrong and praised us when we did a good job S10: my friends in the same group, from different groups, and the parents also watched and commented The teacher’s praise and encouragement really gave us the motivation and the way to get success in our e-portfolio I think the role of the teacher is very important in the implementation of an e-portfolio Without the teacher, we could not have enough initial information and useful feedbacks as well as the solutions to have a successful eportfolio, a brand new experience for the sixth graders like us S1: I think it is necessary to evaluate by e-portfolio because it can evaluate many aspects of speaking skills and I don't know any better way S2: I think it is necessary to evaluate by e-portfolio because it can assess many aspects of speaking skills, forcing students to spend time practicing speaking skills to get higher results because most of them have not voluntarily trained their speaking skills, there are also many other assessment methods such as speaking tests with machine, with non-Vietnamese teachers but I am not sure whether those methods are perfect or not S3 : Necessary when using e-portfolio to evaluate more aspects 90 S4: I think it is necessary to evaluate by e-portfolio because it can evaluate many aspects of speaking skills and I don't know any better way, normally we often take the oral tests with non-Vietnamese teachers S5: I think the application of e-portfolio is necessary, I don't know if there is a better way, but I think having foreign teachers grade the speaking test is also a good idea S6: I think using e-portfolio to assess speaking skills is a good way because it can fully assess speaking skills S7: I think it is reasonable to use the e-portfolio in combination with the speaking test of non-Vietnamese teachers because it can assess many aspects of speaking skills S8: I think it's reasonable to use e-portfolio to assess speaking skills during a long time and use the speaking test with foreign teachers to assess speaking skills in a short time S9: It is necessary to use a combination of e-portfolio and the exam with the foreign teacher for a perfect result because when recording the clip, you have time to prepare your speech, but you don’t in the test with a foreign teacher , results will be different then S10: I think it is advisable to encourage students to make clips to get bonus points, it shouldn’t be mandatory because not all students have the conditions and time for such an e-portflolio, and I agree with the end-of-term test scores graded by foreign teachers 9-Can you point out several benefits of the assessment of learning English speaking skills through e-portfolios? S1: e-portfolio tells me my speaking skills are good or bad, what my strengths are, what my weaknesses are S2: make me more confident, learn English better, speak English better S3: help students try harder when they know their abilities compared with other friends, have chance to learn from friends S4 : help me realize my weakness, I could redo the clip in my free time, I could choose the content I like as long as it meets the teacher’s requirements, S5: help improve and develop speaking skills, help expand vocabulary and practice grammar S6: help me realize my weakness, can redo the clip until satisfied S7: Thanks to this activity, I realize that I need to work harder to speak as well as the others in my class S8 : learn a lot from my friends and the teacher S9: I learned a lot about how to evaluate speaking skills, which was also for myself to draw experience 91 S10: you could record clips again and again, then chose the best one to submit for points 10-Can you point out several challenges that you faced in the assessment of eportfolios? S1 : I didn't have any trouble giving feedback to my classmates' and other groups' posts S2: I didn't have any problems in giving some encouraging feedback S3: Some of my classmates posted late, I didn't have time to watch all of their clips to comment S4: sometimes I didn't fully understand my friends’ comments without having time to ask them to clarify S5: I didn't have any trouble commenting on posts from members of the same group and from different groups S6: I didn't have any difficulty in commenting on the work of my teammates and others from different groups, except for some students who submitted their clips late S7: many of my classmates used new words that I didn't understand very well so as to give them good feedback, I had to ask them again and again S8: At first, I had difficulty expressing my opinion to my friends, gradually I followed the rubrics that the teacher introduced, I found it easier to comment S9: Some of my friends didn't pronounce clearly enough or use strange words, I didn't fully understand, so I didn't know if they were right or wrong to comment S10: I had to record my clip, give feedback to my group and then other group, too much work, so I didn't have enough time to other subjects’ assignments 92 APPENDIX E: INTERVIEW QUESTIONS (VIETNAMESE VERSION) CÂU HỎI PHỎNG VẤN 1-Bạn sử dụng e-Portfolio việc học kỹ nói tiếng Anh rồi? 2-Bạn có nghĩ việc sử dụng e-Portfolio việc học kỹ nói tiếng Anh hữu ích cần thiết khơng? Hữu ích cần thiết ? 3-Bạn phải chuẩn bị để thực e-Portfolio để học kỹ nói? 4-Bạn kể số lợi ích việc sử dụng e-Portfolio việc học kỹ nói tiếng Anh khơng? 5-Bạn số khó khăn mà bạn phải đối mặt thực Hồ sơ học tập điện tử (e-portfolio) khơng? 6-Hồ sơ học tập điện tử (e-portfolio) bạn đánh trình rèn luyện kỹ nói tiếng Anh? 7-Ai tham gia vào q trình đánh giá danh mục đầu tư điện tử bạn? 8-Bạn cảm thấy việc cần thiết phải đánh giá kỹ nói thơng qua Hồ sơ học tập điện tử (e-portfolio)? 9-Bạn kể số lợi ích việc đánh giá việc học kỹ nói tiếng Anh thơng qua Hồ sơ học tập điện tử (e-portfolio)khơng? 10-Bạn kể số khó khăn mà bạn gặp phải q trình đánh giá Hồ sơ học tập điện tử (e-portfolio) không? 93 APPENDIX F: ACTIVITY INSTRUCTIONS ACTIVITY : STORY TELLING (P.57 ACHIEVERS 6) STEPS Warm up 5’ Pre- speaking 15’ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Listing game -Listing words of the -Asking Ss to take turns listing the given topics words of the given topics : Time, Time : last night, last Places,People, Activities, Feelings week, last birthday, when I was young, when I was a child, Places : at school, at home, with friends, at the park, at the beach, at the shopping mall, People : with parents, family, friends, Activities : go shopping, eating out, playing games, doing sports, swim, build sand castles,… Feelings : excited, amazed, sad, bored, exhausted, -Introducing the topic of the Reviewing talking about lesson “TELL A STORY” the past events using the -Reviewing useful language in simple past tense, the time story telling expressions and the *The past simple tense ( feelings/opinions affirmative, negative and question forms) *Talking about past events : First, Then, Next, After that, *Giving opinions It was fun/terrible/boring I had a great day / a good time The best things were … Picture A: fall out of the -Asking Ss to match the activities pocket with the pictures on page 57 then Picture B : change the verbs into the past Get off the ride form Can’t find his wallet Pick up the wallet Picture C: Ask if his wallet was there 94 Picture D : go into the lost property office with the wallet Past form : fell, got, couldn’t,picked, asked, went While-speaking 10’ Asking Ss to work in groups to talk about a trip/a story in the past Introducing the rubric of story telling Going around to offer help Group work Prepare the details of a story based on the given pictures and the rubric : Time, Places,People, Activities, Feelings Telling the story Asking each group to tell the story Giving points to the class Suggested answer Two boys went to the funfair First they went on the bumper cars, but one ofthe boys lost his wallet It fell out of his pocket When he got off the ride he could n’tfind it Next, he went to the lost property office but it wasn’t there Then a small boy found the wallet and picked it up After that, the little boy and his mum went to the lost property office with the wallet Post-speaking 10’ Homework 5’ Asking Ss to write a paragraph about what happened next in the story Asking some Ss to read to the class Taking a class vote on the best ending Asking Ss to prepare a story based on pictures found on the Internet and practise telling the story then record a 3-minute clip and upload on Padlet 95 Writing a paragraph Reading the paragraph to the class Voting on the best ending Selecting the pictures Preparing the story Practising telling the story Recording and uploading Giving comments on other students’ work Improving the work ACTIVITY : ROLE PLAYING (6/P.90 +3/p.79 ACHIEVERS 6) STEPS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm up Memory game 5' Asking Ss to look at the flyer on Listing the activities they page 90 for 30 seconds, trying to remember remember as many details as Fencing possible Cycling Asking Ss to close the book and Sailing list the activities are mentioned in Ice skating the flyer Swimming Ten-pin bowling Football Table tennis Badminton Volleyball Crazy golf Telling the class the activities Asking Ss to choose the activities they like they like Pre-Introduce the situation of the -Understand the situation of the speaking dialogue dialogue they are going to 15’ “Work in pairs Arrange a survival make camp weekend in which students -Practice using the useful have to walk 10 kilometers and language they are taught how to make a -Read over the Survival List good shelter and a camp fire without matches Discuss to take items form the Survival List (p.79) Inviting What are you doing today? Do you want to … ? Would you like to …? Responding Yes, I Yes, I would That sounds great I’m sorry, I can’t I’m … That’s a pity Don’t worry That’s OK Making suggestions What/How about + V-ing ? Why don’t we + V-bare ? Let’s + V-bare … Giving reasons The … is/isn’t useful because … 96 We need to take … because … Agreeing and disagreeing I agree I don’t think it’s a good idea -Get the students through the Survival List to make sure they understand all the items While – speaking 10’ Help Students prepare the dialogue using the instructions Practice the dialogue Postspeaking 10’ Homework 5’ -Ask the students to act out their dialogue -Giving feedback Asking Ss to prepare a dialogue of their own, practise acting it out then record a 2-minute clip and upload on Padlet Act out the dialogue Giving peer feedback 97 Preparing the dialogue Practising the dialogue Recording and uploading Giving comments on other students’ work Improving the work ACTIVITY : PRESENTATION (5/p.95 + 6/p.101 ACHIEVERS 6) STEPS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm up Have Students list as many games List the names of games 5’ they can remember as possible in they know minute Pre-listening Ask Students to discuss some Ask and answer the 10’ questions in pairs about Games questions about Games 1.What’s your favorite digital game ? (1/p.95) 2.How you play the game : online, Take note the new on your phone, on a tablet, etc ? words 3.Do you play digital games with friends? Write the new words on the board if there is any console format, speakers, scratch, e-reader, controller Whilelistening 15’ Introduce the table Ask Students to listen then complete the table Listen to the first part of the conversation then complete the table (2/p.95) Listen to the rest of the conversation and choose the correct answers (3/p.95) 98 Post-listening 10’ Homework 5’ Ask Students to take note about their favorite digital game Take note about their favorite digital game Have some students ask and answer about their favorite game Asking Ss to prepare an introduction about their group’s favorite game/gadget, practise making the presentation then record a 3-minute clip (+ illustration preferred) and upload on Padlet Ask and answer about their favorite game 99 Selecting the game/gadget they like Preparing the introduction Practising making presentation Recording and uploading Giving comments on other students’ work Improving the work APPENDIX G REFLECTION PAPER REFLECTION PAPER Name : ………………………………… Class : ………………………………… Question: Through the activities of the e-portfolio, what you think are your strengths and weaknesses ? What needs to be changed for the eportfolio so that it can improve your speaking skills more effectively? _ _ _ _ _ _ _ _ APPENDIX H PLAGIARISM REPORT 100