Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU THI HOA THE EFFECTIVENESS OF USING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION FOR 11TH GRADE STUDENTS AT A HIGH SCHO
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU THI HOA THE EFFECTIVENESS OF USING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION FOR 11TH GRADE STUDENTS AT A HIGH SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN- 2022 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU THI HOA THE EFFECTIVENESS OF USING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION FOR 11TH GRADE STUDENTS AT A HIGH SCHOOL M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Thi Thu Hoai, Ph.D THAI NGUYEN- 2022 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ VŨ THỊ HOA HIỆU QUẢ CỦA VIỆC SỬ DỤNG GOOGLE CLASSROOM TRONG DẠY KỸ NĂNG ĐỌC HIỂU CHO HỌC SINH LỚP 11 Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG LUẬN VĂN THẠC SĨ ( Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Thị Thu Hoài THÁI NGUYÊN - 2022 DECLARATION I hereby declare that the thesis entitled “The effectiveness of using Google classroom in teaching reading comprehension for 11th grade students at a high school” is the result of my own research except as cited in the references It does not incorporate any materials previously written or published by another person except those indicated in quotations and references No portion of the thesis has been submitted before in order to qualify for any other academic degree Approved by Author’s signature SUPERVISOR Nguyen Thi Thu Hoai, PhD Vu Thi Hoa Thai Nguyen – 2022 i ACKNOWLEDGMENTS In this valuable chance, I would like to express my sincere gratitude to people who participate and assist in finishing this thesis My deep gratitude goes first to Dr Nguyen Thi Thu Hoai, my supervisor, for her continuous support, patience and precious guidance which helped me in all the time of research and writing of this study I would also like to extend my appreciation to all the research participants, students of class 11A8, for their eager cooperation and valuable ideas in the questionnaires and interviews without which the study could not be completed In addition, my thanks are also delivered to my colleagues at the Diem Thuy high school for their kind support and constant source of inspiration This last word of acknowledgement I have saved for my beloved parents and my dear husband and my children who have been with me throughout stressful times, motivating me to finish my study ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABBREVIATIONS viii CHAPTER 1: INTRODUCTION 2 1.1 Rationale 2 1.2 Aims of the study 4 1.3 Scope of the study 4 1.4 The significance of the study 4 1.5 Methodology of the study 5 1.6 Structure of the thesis 5 CHAPTER 2: LITERATURE REVIEW 7 2.1 Definitions of reading .7 2.2 Reading comprehension 9 2.2.1 Definition 9 2.2.2 Reading comprehension skills 10 2.3 Teaching reading comprehension 11 2.4 Attitude in language learning 13 2.4.1 Definitions of attitude .13 2.4.2 Student’s attitude toward using Google classroom in reading skills 14 2.5 Definition of Google classroom and benefits of Google classroom .15 2.5.1 Definition of Google classroom .15 2.5.2 Features and tools on Google classroom 16 2.5.3 Effectiveness of Google Classroom in improving students’reading skills 18 2.5.4 Google classroom for teaching reading comprehension 20 2.6 Previous studies 20 iii 2.7 Summary .23 CHAPTER 3: METHODOLOGY 24 3.1 Research methodology 24 3.1.1 Action research model 25 3.2 Participants 26 3.3 Teaching materials 26 3.4 Data collection instruments 27 3.4.1 Pretest .27 3.4.2 Posttests 27 3.4.3 Questionnaire 28 3.5 Data collection procedure .28 3.6 Action research steps 33 3.7 Data analysis 34 3.8 Summary .35 CHAPTER 4: FINDINGS AND DISCUSION 36 4.1 Research findings 36 4.1.1 Pre-test 36 4.1.2 Post-tests 37 4.1.3 Questionnaire 41 4.2 Discussion .45 4.2.1 Research question 1: To what extend Google classroom is effective in learning reading comprehension 45 4.2.2 Research question 2: What are the students’ opinions of using Google classroom in reading comprehension 46 4.3 Summary .47 CHAPTER 5: 48 CONCLUSION AND SUGGESTIONS 48 5.1 Conclusion 48 5.2 Suggestion .49 5.3 Teacher 49 iv 5.4 Students 49 5.5 Further researchers 49 REFERENCES 50 APPENDICES I APPENDIX 1: QUESTIONNAIRE I APPENDIX 2: READING PRE- TEST II APPENDIX 3: READING POST - TEST VII APPENDIX 4: SAMPLE LESSON PLAN XI APPENDIX 5: SAMPLE LESSON PLAN VIA GOOGLE CLASSROOM XVII APPENDIX 6: SCORES OF STUDENTS IN THE PRE-TEST AND THE POST- TESTS OF THE INTERVENTION .XX v LIST OF TABLES Table 3.1 The procedures of the study .29 Table 3.2 Syllabus of the research 30 Table 4.1 Descriptive statistics of pre- test 36 Table 4.2 Descriptive statistics of post- test one 37 Table 4.3 Descriptive statistics of post- test two .39 Table 4.7 The results of students' perceptions on the use of Google Classroom 42 Table 4.8 The effectiveness of Google classroom in learning reading comprehension .43 Table 4.9 The influence of Google Classroom on learning reading comprehension 44 Table 4.10 The behavior of students on the use of Google Classroom 45 vi LIST OF FIGURES Figure 3.1 Cyclical action research model (Burns 2010) .26 Figure 4.1 Results of the pre-test scores 37 Figure 4.2 The results of post- test one 38 Figure 4.3 The comparison results of pre-test and post-test one .38 Figure 4.4 The results of post- test two 39 Figure 4.5 The comparison of the post-test one and post-test two 40 Figure 4.6 The comparison of the pre-test and post-test two 41 vii