The effects of liveworksheets on high school students english grammar learning

Lê Nhân Thành Trang 3 STATEMENT OF AUTHORSHIP Title: “The effects of Liveworksheets on High school students’ English grammar learning” I hereby certify that the thesis is entirely my

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN THI LAP THE EFFECTS OF LIVEWORKSHEETS ON HIGH SCHOOL STUDENTS’ ENGLISH GRAMMAR LEARNING Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Le Nhan Thanh, PhD Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN TRẦN THỊ LẬP ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG WEBSITE LIVEWORKSHEETS ĐẾN VIỆC HỌC NGỮ PHÁP TIẾNG ANH CỦA HỌC SINH THPT Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS Lê Nhân Thành Bình Định - 2023 i STATEMENT OF AUTHORSHIP Title: “The effects of Liveworksheets on High school students’ English grammar learning” I hereby certify that the thesis is entirely my own original work except where otherwise indicated I further declare that this work is submitted in partial fulfilment for the M.A thesis in English and has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification Binh Dinh, 2023 Tran Thi Lap ii ACKNOWLEDGEMENTS Without the assistance of many people, this thesis could not have been completed I would like to express my profound gratitude and respect to those who provided me with advice and assistance when I conducted this research First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Le Nhan Thanh, for his enthusiastic and continuous support, encouragement, and valuable advice on my thesis writing Without his recommendations and constructive comments, I would never have been able to complete my thesis My sincere gratitude also extends to all the lecturers in the Department of Foreign Languages and the Department of Pedagogy at Quy Nhon University for their precious knowledge and guidance during my two years of study I would like to thank the school administrators and my colleagues at Quang Trung High School for their enthusiastic support I would like to offer my special thanks to those who devoted their time to participating in this research If it had not been for their willingness and enthusiasm, I could not have collected the data for my study Last but not least, I owe a great debt of gratitude to my beloved family, whose support and encouragement have always been a great source of motivation that helped me overcome all obstacles and complete my thesis iii ABSTRACT With the advancement of technology, the integration of technology in education has gradually become inevitable This research aims to investigate the effects of Liveworksheets on students’ grammar learning at a high school in Binh Dinh province The study focused on students’ learning outcomes, which could be observed through the significant differences in grammar achievement scores between the control and experimental groups Additionally, the students’ attitudes towards learning grammar with Liveworksheets in class were investigated Results from the questionnaire reflected that students in the experimental group demonstrated positive results regarding all three attitudinal components, including cognition, affect, and behavior, claiming that Liveworksheets activities helped teach grammar lessons more effectively Findings from the tests revealed that students had experienced an improvement in their grammar memorization over the eight weeks of study, and the primary reason for this improvement was attributed to the use of Liveworksheets in the grammar learning classroom Based on the findings of the study, implications for both students and teachers, limitations of the study, and recommendations for future research on language learning through educational platforms are suggested Keywords: Liveworksheets, educational platform, learning outcomes, grammar, high school students iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES, CHARTS ix CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 2 1.3 Research Questions 3 1.4 Scope of the Study 3 1.5 Significance of the Study 3 1.6 Organization of the Study 4 CHAPTER 2 LITERATURE REVIEW 5 2.1 English Grammar Teaching and Learning 5 2.1.1 Definition of Grammar 5 2.1.2 English Grammar Teaching and Learning 6 2.1.3 Ways to Teach English Grammar 8 2.1.4 Stages of Teaching Grammar 9 2.1.5 Learning Outcomes 10 2.2 Attitudes 12 2.2.1 Definition 12 2.2.2 Attitude Components 12 v 2.2.3 The Roles of Students’ Attitudes in Grammar Learning 13 2.3 Educational Technology in Language Teaching and Learning 14 2.3.1 Technology and Education 15 2.3.2 Technology Application in Grammar Teaching and Learning 15 2.4 Using Liveworksheets in Grammar Teaching and Learning 16 2.4.1 What is a Worksheet? 16 2.4.2 Overview of Liveworksheets 17 2.5 Literature on Liveworksheets and Language Learning 19 2.6 Conceptual Framework for the Present Study 26 CHAPTER 3 METHODOLOGY 27 3.1 Research Design 27 3.2 Research Site 28 3.3 Participants 29 3.4 Materials 30 3.5 Data Collection 30 3.5.1 Teaching the Experimental Group 32 3.5.2 Research Instruments 33 3.5.2.1 The Grammar Achievement Tests 33 3.5.2.2 The Questionnaire 37 3.6 Data Analysis 40 3.6.1 The Achievement Test Data 40 3.6.2 The Questionnaire Data 41 CHAPTER 4 FINDINGS AND DISCUSSION 42 4.1 The Effectiveness of Liveworksheets on Students’ Grammar Achievement 42 4.1.1 Pre-test Results 42 4.1.2 Post-test Results 44 4.1.3 Paired Sample T-test Results 46 vi 4.2 Students’ Attitudes Towards Learning Grammar with Liveworksheets in the Classroom 47 4.2.1 Students’ Background 50 4.2.2 Students’ Attitudes Towards Liveworksheets in Grammar Lessons 50 4.2.2.1 Cognitive Components 50 4.2.2.2 Affective Components 53 4.2.2.3 Behavioral Components 55 4.2.2.4 Students’ Opinions on the Use of Liveworksheets 57 4.3 Summary 60 CHAPTER 5 CONCLUSION 62 5.1 Summary of Key Findings of the Study 62 5.2 Conclusion 65 5.3 Implications 66 5.3.1 Implications for School Administrators 66 5.3.2 Implications for EFL Teachers 67 5.3.3 Implications for Students 68 5.4 Limitations 68 5.5 Recommendations for Further Studies 69 REFERENCES 71 APPENDICES 79 APPENDIX 1: PHIẾU KHẢO SÁT 79 APPENDIX 2: QUESTIONNAIRE 82 APPENDIX 3: GENERAL ENGLISH TEST (PRE-TEST) 85 APPENDIX 4: PROGRESS TEST (POST-TEST) 87 vii LIST OF ABBREVIATIONS CALL: Computer-Assisted Language Learning CEFR: The Common European Framework of Reference for Languages EFL: English as Foreign Language E-LKPD: Development of Electronic Student Worksheets ICT: Information and Communications Technology MALL: Mobile-Assisted Language Learning viii LIST OF TABLES Table 2.1: Jabbar & Felicia (2015)’s Learning Outcomes Description 11 Table 2.2: Summary of Previous Studies 24 Table 3.1: Participants of the Study 29 Table 3.2: Review of the Grammatical Points in Units 30 Table 3.3: General English Test (Pre-test) 36 Table 3.4: General English Test (Post-test) 36 Table 3.5: Desciption of the Questionnaire on Students’ Attitudes Towards the Use of Liveworksheets 40 Table 3.6: Total Score Interpretation 41 Table 4.1: Pre-test Scores of the Control and Experimental Groups 42 Table 4.2: Post-test Scores of the Control and Experimental Groups 44 Table 4.3: Statistical Results From the Pre-test and Post-test of the Control and Experimental Groups 46 Table 4.4: Students’ Beliefs and Thoughts About Liveworksheets Activities 51 Table 4.5: Students’ Feelings About the Use of Liveworksheets in Grammar Lessons 53 Table 4.6: Students’ Behaviors in the Grammar Lessons With the Use of Liveworksheets 55 Table 4.7: Reasons Behind Students’ Preferences for Using Liveworksheets in Grammar Learning 57 Table 4.8: Reasons Behind Students’ Disfavor for the Use Liveworksheets in Grammar Learning 59