Trang 1 Hội nghị Khoa học trẻ lần 5 năm 2023YSC2023-IUHYSC5.F513AN INVESTIGATION INTO THE CHALLENGES IN DESIGNING WARM-UP ACTIVITIES FOR LESSON PLANS EXPERIENCED BY STUDENT TEACHERS AT I
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YSC5.F513
AN INVESTIGATION INTO THE CHALLENGES IN DESIGNING WARM-UP ACTIVITIES FOR LESSON PLANS EXPERIENCED BY STUDENT TEACHERS
AT IUH
QUÁCH THỊTỐNỮ1*, ĐOÀNHẠNH NHÂN1, NGUYỄNVÕLAMPHƯƠNG1, NGUYỄN HUỲNH
industrial University of Ho Chỉ Minh City
*quachthitonu@iuh edu vn
Abstract English has become a globallanguage, andthe demand for English language learning has been increasing worldwide The teaching quality, hence, has received great attention from stakeholders In responding to leveling demand from these stakeholders, teachers ofEnglish have beenstriving to make their teaching effective at all stages, including pre-, while-, andpost-teaching To engage students and support then language learning rightfrom the pre-stage, warm-up activities are commonly used at the beginning of a class This quantitative study collects opinions from 100 third and fourth-year student teachers through a questionnaire investigating (1) students’ evaluation of the significance ofwarm-up activities (2) thechallengesof creating effective warm-up exercises; and (3) suggested solutions Identified challenges revolve around (1) selecting appropriate warm-up exercises for students' level and course objectives, (2) required experience, (3) technology integration, and (4) time constraints The research findings also revealedsolutions suchasaccumulating teaching and pedagogical experience, getting toknow students’ level, referencinglearningoutcome as a base to choose appropriate activities Thanks to these findings, both lecturers and student teachers recognizethe challenges and solutions to overcome them, therefore, enhancethe effectivenessof warm-upexercisesin language learning, particularlyat the pre-stage
Keywords Lesson plan,warm-upexercises, student teachers
TÌM HIÊU NHỮNG KHÓ KHĂN MÀ GIÁO SINH TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH GẶP PHẢI KHI THIẾT KÉ HOẠT ĐỘNG
KHỞI ĐỘNG CHO GIÁO ÁN
Tóm tắt Tiếng Anh đã trở thành một ngôn ngữ toàncầuvà nhu cầuhọc tiếng Anh đã tăng trên toànthế giới Chấtlượng giảng dạy, do đó, đã nhận được sự chú ý đặcbiệt từ cácbên liên quan Đe đáp ứngnhu cầungày càng tăng này từcácbên liênquan, giáoviên tiếng Anh đã nỗlực để làmcho việc dạy học của họ hiệu quả ởmọi giai đoạn, bao gồm giai đoạn trước, trong và sau bài học Đe thu húthọcsinh và hỗ trợ quá trình học ngôn ngữ từ giai đoạn trước, các hoạt động khởi động thường được sử dụngvào đầu buổi học Nghiêncứu định lượngnày thu thập ý kiến từ100 giáo sinh năm thứba vàthứ tư thôngqua một bảng câu hỏi điềutra (1) đánh giácủa sinh viên về tầmquan trọng của hoạtđộng khởi động (2) những thách thức trongviệc tạo ra cácbài tập khởi độnghiệu quả;và (3) các giải pháp đề xuất.Các thách thức được xác định xoay quanh (1) lựa chọn bài tập khởi động phùhợp vớitrình độvà mục tiêu khóa học của sinh viên, (2) kinhnghiệmcần thiết, (3)tích hợpcông nghệ và (4)hạn chế thờigian Ket quả nghiên cứu cũng tiết lộcác giải pháp như tích lũy kinhnghiệmgiảngdạy và phương pháp học, hiểurõ trìnhđộ củasinh viên, tham khảokết quả học tập nhưmột cơ sởđe lựa chọn cáchoạtđộng phù hợp Nhờ những kết quả này, cảgiảng viên lẫn giáo sinh nhận ra các thách thức và giải phápđế vượt qua, từđó tăng cường hiệu quả của cácbài tập khởi động trong việc học ngônngữ, đặc biệtlà ở giai đoạn trướckhivào bài
Từ khóa Giáoán, bài tập khởi động, giáo sinh
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1 INTRODUCTION
Mastering a new language is an essential twenty-first century skill The progress of society has both facilitated thelearningprocess andintroduced new challenges Consequently, achieving fluency in a foreign language requừes a lengthy and demanding journey Learners mustpossess immense determination and passion to overcome the obstacles associated with learning a new language Sustaining interest in the classroom is crucial as numerous factors can impede this process Inspiration plays a pivotal role as it determines theeffectiveness ofknowledge transfer and absorption among learners Establishing a strong connectionbetween teachers and learnersis essential andshould be fostered throughout thelearning process, particularly atthe beginningof each lesson
For mostskill basedEFL classes, warm-up activities are recommended (Deng & Carless, 2009; Royka, 2002) However, capturing the students' attention and encouraging their active participation in these activities can be a challenge for English instructors This trendis particularly prevalentin theVietnamese context, where instructors often rely on warm-up activities to engage students in the topic Warm-up activities are frequentlyemployed by studentteachers to establish connections between students, student teachers, andthe subjectmatter beingtaught The warm-up segment holds significant valuewithin a lesson
as it ignites students'enthusiasm, making it easier forthemto absorb new knowledge To elicit positive reactions from learners during the lesson, studentteachers often incorporatevarious classroomactivities such as games, videowatching, quizzes, and otherrelated materials preparedbeforehand These activities enhance students' interest inthelecture, resultingin higher efficiency, smoothtransitions into new lessons, and increasedinteraction between studentteachers and students
Nevertheless, student teachersinevitably encounter challengesduring lesson preparation, particularly when devising the warm-up segment These difficulties manifest in various aspects of the preparation and teaching process Recognizing these challenges and acknowledging the need to motivate students, we conducted this study entitled “An Investigation into the Challenges in DesigningWarm-Up Activities for Lesson Plans Experienced byStudent Teachers atIUH”
This study has a dualobjective.Fhstly, it aims to comprehend the challenges associated withpreparing a warm-up activity Student teachersfrequentlyencounterspecific obstacles while developinglesson plans, and itis crucialto gain a comprehensive understanding of thesedifficulties to address them effectively Secondly, upon identifying these challenges, the study will seeksolutions to overcome theseinadequacies
By doing so, the process of preparing the warm-up activity will become more manageable for student teachers, ultimatelyresultingin more engaging and captivatinglessons for students
To meettheseobjectives,two research questionswere used: (1) What difficulties do senior English majored students at IUH often face when designing warm-upactivities in the lesson plan? and (2) What solutions
do the senior English majored students at IUH often use to solve difficulties when designing warm-up activities?
Thestudy was conducted bygathering insights fromfinal-year English major students who wereenrolled
in English teaching methods courses at the Industrial UniversityofHo ChiMinh City
2.1 Key terms
2.1.1 Warm up activities
In the context ofteaching, Robertson andzAcklam(2000) described warm-ups as brief activities employed
to initiate a lesson This demonstrates that warm-up activities are part of the lesson plan and are implemented at the beginning of a class Furthermore,Velandia(2008) emphasized that warm-up activities are highly diverse and encompass a range of interestingtasks Through these activities, studentscan develop their own interest in the lesson and connect with previously introduced materials /Additionally,warm-up activities assistin transitioning students' thinking from theirnativelanguage to English Moreover, Sanchez (1999) highlightedthatthe commencementof alesson presents an excellent opportunityfor bothstudents andteachers Teacherscan generate students' interestinthe lesson rightfrom thewarm-upsection, thereby effectively capturing their attention throughout the entire class
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Based on the aforementionedstatements, warm-upactivitiescan beunderstood as short activities initiated
by teachers at the beginning of each lesson to engage and captivatestudents These activities contribute to heightened focusand fostera greater enthusiasm forlearning among students
The success of teaching dependson thecollaboration between students andstudent teachers.Byeffectively connecting students with the lesson, the overall effectiveness ofteaching can be enhanced Hence, it is crucial for studentteachers to initiate this connection from the beginning ofthe class Tograsp a better understanding of warm-up activities,student teachers should equip themselveswith knowledgeregarding their effects and importance for students
According to Allwright(1984), an engaging warm-up activitycreates an exciting classroomenvừonment, enabling students to enter the lessonwith ease and interest Warm-Upactivities serve to capture students' attention,redừect their focus from distractions, and prepare themto concentrate individually and asa group
on forthcoming activities Engaging warm-up exercises energize the entire class and foster natural and enthusiastic student engagement in the lesson Additionally, motivating learners at the outset lays the foundation for asustained English learning process,especially for children
Chris (2014)emphasizesthat an excellent warm-up helps teachers capturestudents'attentionand facilitates their approach tothelesson's subject matter It also provides a positive learning envữonment, making the target language more accessible to learners Domyei (2001) highlights the significance of "motivational flow" inthe overall rhythm and sequenceof events in the classroom, asitcan determine thesuccess of the lesson Kay(1995) suggests that warm-up exercises encourage students to think inthetargetlanguage and increase then enthusiasm for learning They also serve as a means of rexdewing previously taught information Incorporating a variety of warm-up activitiesmakes the class more interesting and diverse Collaborative warm-ups, where students generate questions, share opinions, or review previous material together, areparticularly effective
Creatinga relaxed learningenvừonment through warm-up activities allows studentsto freely contemplate and express their thoughts, reducing the distance betweenteachers andstudents, as noted by Lassche (2005) Peterson(2010) foundthat warm-upactivities help shift students' focus awayfrom irrelevanttopics within just fiveminutes During thistime, students enhancetheir critical thinking and imaginative abilities,while expanding their language proficiency
Warm-ups not only create an optimal learningatmosphere inthe classroom, butthey also make thecontent andlanguage of the lesson more accessible to students They setthe tonefor the subsequenthour, inspire students, provide a welcoming envừonment for language practice and experimentation, and immerse learners in an "English mode." By incorporating warm-ups, teachers can foster anenvừonment conducive
to language practiceandexperimentation, as Chris (2014) suggests.Engagingactivities increase students' comfort levels,boosttheừ energy, andenhancetheir enthusiasm for thesession.Furthermore, motivating learners from the outsetis an essential step in developing a solid foundation forthen long-termEnglish learning process, as stated by Winiewska(2013)
In brief, warm-up activities serve as a valuable tool for student teachersto infuse enjoyment and sustain students' interest throughout the lesson They have numerous positive effects on thinking and learning motivation, ultimately servingas afoundation for students' long-term foreign language learning process
2.1.2 Lesson plan
Lessonplanning is anessentialaspect of effective teaching for teachers It serves as a supportivetool that cannotbe overlooked The lesson plan acts asa systematic record ofideasand a sequence of lessons focused
on a particular subject, according to Farrell (2002) Ayres (2014) views lesson planning as a process to organize outcomes across separate lessons, supporting the common goal ofthe course The lesson plan plays a crucial role in helping teachers classify outcomes and related activities, as noted by Richards and Bohlke (2011) Itreflects the teacher's assumptions about teaching and learning, the role oflearners and teachers, and the methods employed Additionally, the lessonplan showcases the teacher's planning and methodological competence, as highlighted by Maduewesi (1999) Jensen (2001) emphasizes that the lesson planserves as a guide,resource,and representationof theteacher's objectives forthen students In summary,the lesson plan is a comprehensive documentprepared bystudentteachers, encompassing various steps and methods, to facilitatea professional and systematic teaching process
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The lesson plan is an essential tool for all teachers, providingcrucialsupportin variousaspects of teaching
It offersundeniable benefitsand has been recognized as a valuable resource Brown (2000) confirms that lesson plans contributeto the solidity ofteachers' plans Richards and Lockhart (1994)highlight advantages such as effective organization of classes A well-structuredlesson plan includes detailedcontent, such as lesson objectives, student activities, timing,necessary materials, and pre-defined strategies Backupplans are also prepared to ensure smooth adaptability during the teaching session Richards (1998) emphasizes the significance of lesson planning in determiningthesuccess ofa lesson O'Neill et al (2011) note that lesson planning helps teachers manage time, establish flexible classrooms, and simplify teaching Additionally, Richardsand Bohlke(2011)statethat lesson planning enhances teachers' ability to select and design effective classroom activities Overall, the lessonplanplays a crucial role in ensuringconsistency and uniformity in teaching across multiple classes It facilitates systematic student engagement and participation inclassroom activities
2.1.3 Student teachers
The term "student teachers" encompasses different definitions Generally, they are individuals who are undergoing training to become teachers, often as part of then pedagogical studies During thisprocess, they typically engage in teachingactivities as student teachers under the guidance ofexperienced educators Studentteachers are usually college or university students who are pursuing certification as instructors Theyundergo a learning journey where theyspecializein teaching withthes upendsionof experienced and highlycompetenteducators
2.2 Review of previous studies
2.2.1 Difficulties in designing warm-up activities for teaching
Phan (2021) highlights the challenges facedby pre-service teachers inlesson planning The study reveals that the warm-uppart ofthe lessonplan is particularly problematic for most pre-service teachers Many have struggledwitheffectively initiating the lessonandfacedifficulty in setting clear lesson goals, which consequently complicates the selection ofappropriate activities Furthermore, dueto limited experience, pre-service teachers findit challenging to present and explain activities ina concise andcomprehensible manner
Similarly, Syamdianita and Bambang(2021) addresses thedifficultiesencounteredbycurrentpre-service teachersin lesson design.The research indicates thatmany pre-service teachers lack knowledge and skills
inintegratingtechnology into teaching, particularly when designingwarm-up activities Findingsuitable audiovisual content for warm-up activities proves to be a common challenge Additionally, pre-service teachersface time constraints as designing activitiesforthelessonrequừes considerable effort
Overall, the researchpapers offer valuable insights into the challenges facedby pre-service teachers in lesson planning, particularly in relation tothe warm-up part ofthe lesson and technology integration The papers' recommendations canserve as a basis for the development of more comprehensive and effective teacher trainingprograms, ultimately improvingthe preparedness of futureeducators and enhancing the overall qualityof education
2.2.2 Solutions to deal with the difficulties in designing warm-up activities for teaching
Phan (2021) prosess practical solutions to help pre-service teachers improvetheir warm-uppreparation.It
isrecommended that pre-serviceteachers familiarize themselves withthe lesson objectives from the outset
to facilitate the design process Additionally, honing lesson plan preparation skills, particularly for the warm-up section, through practical exercises and learning from experienced teachers or relevant teaching materials is essential oposes
Syamdianita and Bambang (2021) suggests that pre-service teachers should enhance their skills and knowledge in integrating instructional technology into their lessons It is crucial to explore available resources extensively to ensure the delivery ofhigh-quality lessons Regular practice in designingwarm
upactivities is alsoencouraged to overcome time constraints during the design process (, 2021)
In brief,Phan (2021)) aimed to identify the challenges facedbypre-service teachers in designing lesson plans at the UniversityofForeign Languages - UniversityofDanang.The study involved 70trainee teachers under the guidance of English Pedagogy instructors Qualitative methods, including questionnaires and
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semi-structured interviews, were employed to collect and analyze data The findings indicate that while pre-service teachers recognize the importance of lesson preparation, they struggle with creating comprehensivelessonplans Thestudy emphasizesthe needforteachers to guide andsupport pre-service teachersin understanding andmastering the process of lesson planning
While the studyby Syamdianita and Bambang (2021), aimed to explorethe experiences of pre-service teachers in preparing and implementing teachingmaterials using the Technology Pedagogical Content Knowledge (TPACK) framework The research was conducted at Mlawarman University in East Kalimantan, Indonesia, with participants being instructors undergoing training for EFL instruction in a mandatory course.Qualitative methods,including semi-structured interviewsand documentanalysis, were usedto collect andanalyzedata The findings indicate thatthe Learningby Design (LBD) method proves beneficial for EFLpre-serviceteachers increating and implementing teaching materials usingthe TP ACK framework However, pre-service teachersstillencounter various challenges in the designanddelivery of teachingmaterials
Both research papers converge on the significance oftrainingand support forpre-serviceteachers in the context of lesson planning and technology integration The findings emphasize theneedfor educational institutions to incorporate comprehensive and targeted training programs that addressthesechallenges By doing so, theseinstitutions can better prepare future educatorstodeliverhigh-quality lessons and effectively useinstructionaltechnology inthenteaching
In conclusion, the research papers provide valuable contributions to the field of teacher education by shedding lighton the challengesfaced by pre-service teachers The practicalinsights and recommendations offered in thesestudiescan serve as a basisforthedevelopment of more effective teacher training programs that ultimately enhance the qualityofeducation and instructional practices inthe classroom
3.1 Research context
Theresearch took placeat the Faculty of Foreign Languages, Industrial University of Ho Chi MinhCity, located at 12 Nguyen VanBao, Ward 4, Go Vap District Industrial Universityof HoChi Minh City (IUH)
is a practical and application-oriented university under the Ministry of Industry and Trade It offers specialized training in industrial economics andindustrial engineering IUHis recognized for itsdiverse range ofprogramsandis considered a prestigiouseducational institution The Faculty ofForeign Languages was establishedin2005, focusing on two majors: translation-interpretationandteaching methodology The department aims to develop students' foreign language proficiency, equip them with practical skills, and foster a cultureof lifelong learning
3.2 Participants
This studyinvolved 100English major students enrolled at IUH, including 29 juniors and 71 seniors The participantswereselected based onthenenrollmentin teachingmethods 1 and 2, as the studyfocusedon exploring the difficulties encountered when designingthe warm-up section of alesson plan /Among the participants,22 students hadcompleted teaching method 1, 13 students had completed teachingmethod 2, and the remainingỐ5 studentshad completed both courses To be eligible forthe study, participantsneeded
to possess knowledge of lesson plandesign and have prior experiencein creating lesson plans
3.3 Research method
The objective of this studyis to identify common challenges that students encounterwhen planning the warm-up section of a lessonplan and propose solutionsto simplify this process Aquantitative research approachwill be primarily employedfor this investigation, while incorporating some minor aspects using
a qualitative method That is why asurvey will be conducted to collect responses fromstudentsusing apre designed questionnaire The gathereddata will be statistically analyzed and incorporatedinto the research report The choice of the quantitativeresearchmethod isdue to the limited timeavailable for the study and the large number of survey participants, making datacollection through a preparedquestionnaire more feasible Additionally, the use ofquantitative methods enables efficient andaccurate processing of large volumes ofdata
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The chosen research method forthis study is quantitative in order to identifyspecific difficulties faced by students A three-part questionnaire was designed to collect data for analysis, and all questions and responses were obtainedthrough an online survey The questionnaire consists of four sections The first section includesfive questions to gather personal information from the respondents The secondsection focuses on evaluating the perceived importance ofthewarm-up section using ascaleto assessthelevel of significance The thừd section comprises two questions designed to identify common difficulties encountered by students Finally, the last section allows participants to propose potential solutions to addressthese difficulties
3.4 Procedure
Once the necessary information for the survey was gathered and analyzed, the researchersproceeded to develop the questionnaừe This involvedthree days of brainstorming and consulting reliable sources to determinethe appropriatenumber and content of thequestions.The proposed questions were then reviewed
by the supervisor to ensure their quality Following the supervisor's feedback and revisions, the questionnaire was ready for distribution The researchers collected responsesfor approximatelyten days, aiming to obtain enoughvalid submissions Fromthecollected responses, 100paperswere selected as valid based onthe eligibility criteria All respondents included in the studywere seniors and juniors who had studiedteachingmethods 1, 2,or both The data collection process was conducted through an online form, allowing for efficient analysis ofthe responses
Following thecollectionofsurvey responses online, the team of researchers, consisting of fivemembers, collaboratedto analyze thedata They utilized toolssuch as Google Forms, as well as Word and Excel, to conduct the analysis Graphs, figures, and percentages were generated from the data, enabling the researchers toanalyzethe information directly.Withthese visualaids andthe accompanying data, the team was ableto analyzethe responsesand derivemeaningful results
4 FINDINGS AND DISCUSSIONS
Participants consists of71%ofthird-yearstudents, and29%of second-year ones as shown in figure 4.1 Regarding their study background, 22%, 13%, and 65% ofthem have completed Teaching Method 1, TeachingMethod2, and both,respectivelyas shown in figure 4.2
PARTICIPANT DISTRIBUTION
Figure 4.1 Participant distribution
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Figure 4.2 The course taken by participants
■ Teaching Method 1 Teaching Method 2
■ Teaching Method 1&2
Before askingstudents aboutchallenges and solutionrelated to designingwarm up activities, the research team asked them some questions regarding their perceptions on theừEnglish level, frequencyof designing lesson plan, and warm-up activities, as well as theirevaluation ofthe significance of lesson plan These initiative data prepared the participantssomebackground information so that they have betteranswers for the challenges and solutions forthe investigated problem We group the information into three categories namely (1) Students’ evaluation oftheir English level and warm-up activities, (2) Challenges faced by student teachers in designingwarm-up activities, and (3) Solutions to overcome challenges inwarm-up activities designing
4.1 Students’ evaluation of their English level and warm-up activities
4.1.1 Students’ evaluation of their English level
■ B2«B1 Cl C2BA2BA1
Figure 4.3 Students’ evaluation of their English level
The pie chart illustrates the self-rated English proficiency levels of the surveyed students The chart provides insights into the diverse English abilities among the participants The highest percentage of students, comprising35%, rated themselves atthe B2 level Followingcloselybehind, approximately 31%
ofstudents ratedthemselves at the Bl level The Cl level accounted for 18% of students, indicating a significant number of seniors and juniors possess a strong foundation in English, with a considerable proportion falling into theBl, B2, andCl categories The C2levelrepresented the lowestpercentage at 11%, as thisadvanced level is typicallyattained by a smaller numberof individuals.TheA2 leveloccupied 5%of students, while no students indicated being at the Al level in the pie chart Consequently,it can be
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inferred that allparticipating students possess adequate English proficiency, meeting thenecessary criteria for thesurvey As a result, the testresultsobtained are highlyaccurate and reliable
4.1.2 Frequency of lesson plan design
■ Always ■Usually ■Often ■Sometimes Never
Figure 4.4 Frequency of lesson plan design
The pie chart aims to determine thefrequency atwhich thesurveyed students engage in lesson plan design The resultsindicatethat allparticipating students have experience in designing lesson plans, with nodata indicatingalack of prior experience Analyzing the data revealsthat asignificant percentage of students, totaling64%, fall into the categories of "often" and "sometimes"when it comes to designing lesson plans Among these,the highest proportion is for "often," accountingfor 33%, followed by"sometimes" at31% Additionally, 25% of students reported designing lesson plans "usually," while 11% stated they do so
"always."
4.1.3 Frequency of warm-up activities design
10%
32%
21%
37%
Figure 4.5 Frequency of warm-up activities design
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The second pie chart illustrates thefrequency at which survey respondents engageindesigningwarm-up activities According to the data gathered, the highest percentage (37%) of students reported designing warm-up activities often The second highestpercentage (32%) of students indicated that they sometimes design warm-up activities Students whousuallydesign warm-up activities accounted for 21% Finally, a mere 10%of students consistently chose to always design warm-up activities Thesefindings demonstrate that all surveyed students actively participate in the design of warm-up activities, highlighting the importance of incorporating warm-ups intoa comprehensivelesson plan
4.1.4 Students’ evaluation of the importance of warm-up activities in the lesson plan
Table 4.1 Students’ evaluation of the importance of warm-up activities in the lesson plan
Statements Completely
disagree Disagree Neutral Agree Completely
agree.
Warm-up activities areused by
teachers to establisha good
learningatmosphere in which
students may engage easilyin
class
Warm-upactivitieshelp
students focuson the class
lesson
Warm-upactivities are used by
instructorsto establish rapport
andmutualtrust between
students and teachers
The employmentof activities
knownas "warm-ups" by
educators is intended to pique
students' interest and stimulate
their desire tostudy
It isessential tocapture the
attentionofstudentsright from
thestart if one wishesto
achievesuccessful language
acquisition
The table displays students'ratings on the importance of warm-upactivities inthe lessonplan,it isevident that capturing students' attention from the beginning is crucialfor successful language acquisition Many students (33% and 28%, respectively) agree or completely agree that warm-up activities are used by teachers to establish a positive learning atmosphere, enabling easy engagement in the class Conversely, only a small percentage (3%) completelydisagree with this statement
Regardingthe statement "Warm-up activities help students focus onthe class lesson," the percentage of students whocompletely agree isthe highest (32%),which issix times higher than the percentageof those who completely disagree (5%) Moreover, a significant number of students (40% and 30%) agree or completely agree that warm-up activities are utilized by instructors to foster rapport and mutual trust betweenstudentsand teachers
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More than half of the students (55% in total) perceive the use of warm-up activities by educators as important for piquing students' attention and stimulating their desire to study Conversely, the opposing opinion accountsforasmallerproportion (approximately 10%) Finally, a substantial majority of students (68%) consider engaging learners from the start as extremely necessary, while only aminorproportion (11%) express objection
In conclusion, the datademonstratesthat most studentsrecognize the significance of warm-upactivities in class, asthey bring numerousbenefits to bothteachersand learners The overwhelming agreementwiththe statements andthenegligibleproportion ofobjections further support this observation
4.2 Challenges faced by student teachers in designing warm-up activities
9%
23%
28%
40%
Figure 4.1 Frequency of facing difficulties in designing the warm-up activities of the lesson plan
The pie chart illustrates the frequency of difficulties encounteredby surveyors whendesigningwarm-up activities in their lesson plans.Based on the data collected, it is evidentthat a significant percentage of students (approximately 40%) often face challenges whendesigningwarm-up activities.The secondhighest category comprises students who usually encounter difficulties (28%) The third category, which is 5% lower than thesecond, represents studentswho findit occasionallychallengingto design warm-up activities (23%) Lastly, the smallest proportion of students (9%) consistently struggle with designing warm-up activities Analyzing the data presented in the chart, it becomes apparent that a majority of surveyors experience some level ofdifficultywhencreating warm-upactivitiesfor their lessons
Do not know how to take advantage of teaching
technology in warm-up design.
Difficulty deciding on appropriate interaction
patterns among students (individual work, pair
Lack of experience in designing warm-up
activities in the lesson plan.
Lack of resources to refer to warm-up design in
the lesson plan.
Lack of ideas for warm-up design.
Don't know which warm-up activities are suitable
for students.
Spending too much time designing warm-ups.
Difficulty allocating time for activities.
39% I
56% I 49% I 50% I 41% I 40% I 43%~|
I I p
31% I
■ ;—I 0% 10% 20% 30% 40% 50% 60%
Figure4.2 Some challenges faced when designing warm-up activities