PHUNG THI THU HIEN A STUDY ON THE USE OF EDTECH TOOLS TO ENHANCE GRADE 8 STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT A SECONDARY SCHOOL IN THAI NGUYEN PROVINCE M.A THESIS Field: English
INTRODUCTION
Rationale of the study
As the most widely spoken language globally, English holds immense importance in various sectors due to technological advancements Particularly for developing nations like Vietnam, proficiency in English serves as a means to assert international influence To foster this, education plays a pivotal role Implementing mandatory English instruction in schools, encompassing all four skill areas, is crucial for students to navigate the demands of a rapidly evolving future.
In Vietnam, the Ministry of Education and Training has paid more attention than ever before to teaching and learning foreign languages, particularly English It is strongly stated in the project titled "Teaching and Learning Foreign Languages in the National Education System, 2008-2020," also known as the "National Foreign Languages Project 2020." According to this project, by 2020, the majority of Vietnamese youths who graduate from vocational schools, colleges, and universities will be able to communicate, study, and work confidently in a foreign language, particularly English, in an integrated environment (MOET 2008 Decision No 1400/QD – TTg) After that, the Prime Minister approved the adjustment and supplementation of the project of teaching and learning foreign languages in the national education system for the period 2017-2025 by the decision 2080/QD-TTg dated December 22, 2017
Many education practices that used to take place in person have now shifted to the internet as a result of the COVID-19 pandemic and a subsequent boom in online learning tools What was once taught in a classroom is now debated in a chat room, and e-books have replaced textbooks EdTech, or education technology, combines information technology and software tools with educational practices to improve learning EdTech tools help to create a more engaging and interactive online learning experience for students
In Viet Nam, English is supposed to be compulsory in many schools from grade 3 to grade 12, with four skills to be taught and learned for the communicative goal of using English better in the future The situation of COVID-19 pandemic was taking place very complicatedly Most schools across the country were closed Students had to study online at home They had to sit in front of computers or smartphones every day to absorb lessons The same went for students at Tan Thinh Secondary School, where the researcher was working Sitting online continuously for many hours in front of electronic devices made students tired, and loss of concentration and interest So what could help the students learn English better? The most important aspect of the learning process is motivation “Motivation undoubtedly is the key in any learning” (Frydrychov Klimova & Poulova, 2014) It could be said that learning motivation is the decisive factor for the active participation of students in the teaching process It also helps students improve their behavior problems and create a positive learning environment From the researcher’s experience, using Edtech tools might improve the situation where students have to face online lessons, therefore, it is hoped that within a small research namely “A study on the use of EdTech tools to enhance grade 8 students' motivation in learning English at a secondary school in Thai Nguyen Province” will enhance the English learning motivation of students at Tan Thinh
Aims of the study
This study aims at investigating the use of features of four EdTech tools: Quizizz, Kahoot, Padlet, and Flipgrid in the classroom which contribute to enhancing students' motivation to learn English Then it is to help teachers and students realize the importance of these Edtech tools in teaching and learning English in secondary schools.
Research questions
Two questions need to be answered:
1 What are the students’ attitudes towards the application of EdTech tools in the English classroom?
2 To what extent does the use of Edtech tools affect grade 8 students' motivation in English learning?
Scope of the study
This study examined the use of EdTech tools (Quizizz, Kahoot, Padlet, and Flipgrip) to enhance student motivation in English language learning Due to the study's scope, 45 eighth-grade students from Tan Thinh Secondary School in Thai Nguyen, Vietnam, were selected as participants All students enthusiastically participated in the learning activities conducted over ten weeks, following Kurt Lewin's Action Research model.
Significance of the study
The study will help the researcher herself realize her students’ positive changes in learning English when she uses of EdTech tools It is noteworthy that the research was a great attempt to examine a relevant issue in Vietnam Therefore, once finished, it can bring several benefits to involved parties such as students, teachers, educational administrators, and researchers of related fields
The researcher hopes that, with the study to be conducted in a very particular context, the effective impacts of using of EdTech tools in teaching English will make Tan Thinh Secondary School students’ English learning better in the future.
Thesis organization
The thesis consists of 5 chapters:
Chapter 1: Introduction - In this chapter, the rationale, objectives, research questions, scope, significance, and organization of the study are clarified.
LITERATURE REVIEW
Motivation
Motivation, according to the PMBOK (A Guide to the Project Management
Body of Knowledge), is "powering people to achieve high levels of performance and overcoming barriers in order to change." Psychologists have provided various definitions of the motivation phenomenon based on their attitudes, which are briefly mentioned below:
The motivation was inspired by the Latin term "Move," which means
"movement" for the first time and is an English word Motivation is a force that causes people to behave in particular ways, and from the perspective of management, the goal of creating motivation in employees is to have behavior that brings the greatest benefits to the organization Although motivation researchers study this issue in terms of how behavior strengthens and leads to specific goals, the study of motivation is essentially a search for the “Event Condition” that gives power and direction to behavior We enter the territory of motivation whenever we consider an event condition for powerful and guided behavior Motivation is the driving force behind human movement Any agent that causes (internal or external) activity in a living creature is thought to be a form of motivation
In general, human conduct is guided, controlled, and persistent by motivation There are three questions: What strengthens a person's behavior? What directs such behaviors or steers them in a specific direction? What contributed to or maintained
6 the behavior? It's referred to as motivation The perennial questions that humans are forced to confront in the study of motivation are: Why does one begin, continue, and end a treatment? And what factors influence the severity of behavior over time?
On the importance of motivation, studies have shown that employees with high job motivation are more committed to their jobs; on the other hand, workers who feel more commitment even when things aren't moving forward according to plan, reduce the impact of this problem
A student who studies hard and strives for high grades may be described as
"highly motivated," whereas his/her friend may be described as "finding it difficult to get motivated." Such assertions imply that motivation has a significant impact on our behavior Motivation is a concept that describes the factors within an individual that arouse, sustain, and channel behavior toward a goal Motivation can also be defined as goal-directed behavior (Pédro Marius, 2018, p.41)
ESL and EFL teachers recognize the paramount importance of motivation in language acquisition Motivation significantly influences students' progress, with many struggling with foreign language learning and lacking enthusiasm for English Effective teaching strategies can bolster student motivation during the teaching-learning process, offering educators a valuable tool to enhance language acquisition outcomes.
According to Chuan and Dửrnyei (2007), motivation is a major factor in determining success or failure in foreign language learning As a result, motivation should be regarded as one of the most important factors to consider when researching second or foreign language motivation Motivation can be defined as the state of cognitive and emotional arousal, the factor that leads to a conscious decision, the factor that causes a period of sustained intellectual and/or physical effort, and the factor that leads to the achievement of a previously set goal/goals Gardner's socio-educational model of language learning is one of the most influential school-based models (Gardner, 1985) This model takes into account the learner's cultural beliefs, attitudes toward the learning situation, integration, and
7 motivation Gardner emphasizes that motivation is the most important factor in the model He defines motivation as a combination of effort and desire to achieve the goal of language learning, as well as favorable attitudes toward language learning Williams and Burden (1997) developed a second language motivation framework Both internal and external factors can influence a student's motivation to learn a new topic All of these characteristics can be linked to the motivational aspects of incorporating ICT in the EFL classroom
According to Bullock (2001), students have become more enthusiastic about group projects, and the teachers interviewed have noticed an increase in student motivation The main findings of Bullock's (2001) study are that incorporating ICT in the classroom leads to group work, but it also allows students to work more independently, which increases students' enjoyment of the tasks presented
Motivation, in general, is a concept that motivates someone to achieve his or her goal It is related to emotional issues Highly motivated students will succeed in their English learning People who lack motivation, on the other hand, struggle to learn the English language Someone's motivation is influenced by both internal and external factors
There are many kinds of motivations for learning a foreign language that researchers studied all over the world
According to Harmer (1991:3), motivation is classified into two types:
- Short-term goal refers to students’ successful wishes in the future For example, students want to pass the exams or get good marks
- Long-term goal means that students desire to get a good job or to be able to communicate with other people in the world if they learn a foreign language well Integrative and instrumental motivation are two factors that Krashen (1988:22) showed in his study relating the second language ability:
Saville-Troike (2006: 86) stated that integrative motivation is defined that the learner’s desire can become a part of recognized or important members in the
8 community or society that speak the second language It depends on learners’ interest in learning the second language because they need to learn the culture associated with that language When someone becomes a resident in a new community that speaks a second language, integrative motivation is a key component to help the learner to enhance his levels of proficiency in the language
Instrumental motivation in second language learning stems from the practical benefits it offers, such as increased job opportunities, academic advantages, and access to specialized knowledge This type of motivation drives learners who seek proficiency in a language for tangible rewards, including salary bonuses, prestigious positions, and access to technical or scientific information The recognition and power associated with language proficiency further enhance its instrumental value, as it can open doors to professional advancement and societal status.
- Intrinsic motivation refers to learning individually and is related to the individual’s identity and sense of well-being Learners are intrinsically motivated when they learn with a goal in themselves It means the learners have the willingness and voluntariness to learn what they like and think that which one is the worthiest and the most important for them The learners learn with internal desire without external outcomes when they have intrinsic motivation Besides, negative impacts are not in intrinsic motivation In addition, the students who have intrinsic motivation learn without rewards because of their innate need or their own inside will (Arnold, 2000:14)
EdTech Tools
EdTech (a combination of "education" and "technology") refers to hardware and software designed to enhance teacher-led learning in classrooms and improve students' education outcomes (Jake Frankenfield, 2020)
According to Mae Rice (2021), “Edtech is the practice of introducing IT tools into the classroom to create a more engaging, inclusive, and individualized learning experience.”
Currently, there are 8 popular EdTech models, namely: Learning Management Systems, Language Learning, School Administration, Enterprise Learning, Broad Online Learning Platforms, Next-Gen Study Tools, Tech Learning, and Early Childhood Education
Mae Rice also aimed EdTech tools to make it easier for teachers to create individualized lesson plans and learning experiences that foster a sense of inclusivity and boost the learning capabilities of all students, no matter their age or learning abilities And it looks like technology in the classroom is here to stay -
92% of teachers believe tech is going to have a major impact on the way they educate shortly For that reason, it’s vital to understand the benefits EdTech brings in the form of increased communication, collaboration, and overall quality of education
There are thousands of EdTech tools available to improve the experiences of students, teachers, and administrators Edtech tools can range from VR headsets that help students learn about a subject holistically to data science-based platforms that assist teachers in identifying learning habits and creating personalized lesson plans for each student
Quizizz is a gamified student engagement platform that offers multiple features to make a classroom fun, interactive and engaging The software is used in class, group assignments, pre-test reviews, formative assessments, and pop quizzes
Kahoot is an online game-based learning platform It allows teachers, organizations, and parents to set up fun web-based learning for others Kahoot can be used as a fun trivia activity to do with members of your organization or coaches to use with their players about the sport or just a series of fun questions The difference between Quizizz and Kahoot is that teachers can use Kahoot to create multiple-choice quizzes, as well as discussions, surveys, and jumbles (students must place answers in the correct order) Teachers are limited to a multiple-choice quiz format with Quizizz; this lack of question types limits learning to facts and recall
Padlet is a place where you can create single or multiple walls that are able to house all the posts you want to share From videos and images to documents and audio, it is a blank slate It's collaborative, too, allowing you to involve students, other teachers, and even parents and guardians
Flipgrid is a website and app that allows teachers to facilitate video discussions Students are organized into groups and then given access to discussion topics
Edmodo is an EdTech tool that integrates a social network and connects professors and students Among other things, teachers can use this one to develop online collaborative groups, administrate and supply instructional materials, assess student performance, and interact with parents Edmodo has over 34 million users who connect to build a more enriched, personalized, and aligned learning process that takes advantage of the opportunities provided by technology and the digital environment
Socrative, created by a team passionate about education, empowers teachers with a system to engage students through interactive exercises and games played on mobile devices This allows teachers to assess students' progress in real-time, enabling them to tailor future lessons for personalized learning experiences.
Educators can use Thinglink to create interactive graphics using music, sounds, words, and photographs These can be shared on other websites as well as social media sites like Twitter and Facebook Teachers can use Thinglink to construct learning techniques that arouse students' curiosity by providing interactive content that expands their knowledge
TED-Ed is an educational platform that allows teachers, students, animators, and other people who wish to share information and good ideas to collaborate on educational lessons This website allows teachers and students to have equal access to information People can take an active role in other people's learning processes here These above EdTech tools belong to Next-Gen Study Tools Quizizz, Kahoot, Padlet, Edmodo, Thinglink, TED-Ed, Socrative are used for creating games to increase educational interaction Flipgrid is a group video discussion platform that allows students to discuss and answer topics with video clips at home or in the classroom
To ensure accessibility and relevance, the study focused on four widely adopted EdTech tools in Vietnam: Quizizz, Kahoot, Padlet, and Flipgrip These tools offer ease of setup, installation, and compatibility with commonly available devices such as computers, laptops, and smartphones Their suitability and alignment with the teaching and learning needs of both educators and students further justified their selection.
Action Research
Action research is a research philosophy and methodology that is commonly used in the social sciences It seeks transformative change through the concurrent processes of action and research, which are linked by critical reflection In 1944, Kurt Lewin, then a professor at MIT, coined the term "action research." He defined action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that employs "a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action" in his 1946 paper "Action Research and Minority Problems."
Carr and Kemmis (1986: 162) claimed that “Action research is simply a form of self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out.”
According to J Spencer Clark, Suzanne Porath, Julie Thiele, and Morgan Jobe (2020, p.8), “Action research is an approach to educational research that is commonly used by educational practitioners and professionals to examine, and ultimately improve, their pedagogy and practice In this way, action research represents an extension of the reflection and critical self-reflection that an educator employs daily in their classroom When students are actively engaged in learning, the classroom can be dynamic and uncertain, demanding the constant attention of the educator Considering these demands, educators are often only able to engage in fleeting reflection, and for accommodation, modification, or formative assessment Action research offers one path to more deliberate, substantial, and critical reflection that can be documented and analyzed to improve an educator’s practice.”
According to Creswell (2012), there are two types of action research: practical action research and participatory action research
Practical action research: Teachers seek to research in their classrooms to improve student learning and their professional performance Groups consisting of teachers, students, counselors, and administrators participate in a systematic study of a local problem Practical action research consists of a small-scale research project narrowly focused on a specific issue or problem and carried out by teachers or groups of individuals within a school
Participatory action research: Instead of focusing on individual teachers solving immediate problems in the classroom or schools, or solving internal problems, participatory action research has a social orientation and community and an emphasis on research that contributes to emancipation or change in our society Participatory action research aims to improve the quality of people's organizations and home lives Applied in education with a focus on improving and empowering individuals in schools, education systems, and school communities As such, it differs from actual action research in that it incorporates the purported purpose of improving and empowering individuals and organizations within educational institutions
Action research typically involves four broad phases in a research process that forms a continuous cycle or spiral of research and action:
1 Planning: a problem or issue is identified and a plan of action is developed in order to bring about improvements in specific areas of the research context;
2 Action: the plan is put into action over an agreed period of time;
3 Observation: the effects of the action are observed and data are collected;
4 Reflection: the effects of the action are evaluated and become the basis for further cycles of research (Kemmis & McTaggart, 1988, cited in Burns & Rochsantiningsih, 2006: 22)
There are some models of Action Research:
Kurt Lewin’s standard model of Action Research
Cyclical action research model (Burns, 2010, p 9)
Kemmis's Model of Action Research
In his writing in 2016, Ian O’Byrne also pointed out four basic steps needed to conduct action research They are: selecting a focus, collecting data, analyzing and
20 interpreting data, and taking action The first step in conducting action research is to identify and define your investigation's focus You’ll want to develop some questions about the area of your focus Finally, you'll need to devise a strategy for studying and answering the questions you've generated The second step in conducting action research is to collect data that will be used to answer your research questions Again, in step one, you'll identify questions you'd like to answer and believe you can effectively "answer" In the second step, you'll need to collect information to answer these questions This information could include teacher-created surveys and standardized test results Surveys and interviews may be used to collect data Student portfolios, observations, and other sources of information may also be included in the collected data In the next step, you'll need to analyze and interpret your findings In this section, you should clearly describe or summarize the data You'll also look for recurring patterns or themes in the data Finally, you should use the data to answer your research questions and/or test your hypotheses After you've identified your focus and gathered data, you'll need to analyze and interpret your findings in the last step - step four You should clearly describe or summarize the data in this section You'll also look for consistent patterns or themes in the data Finally, you'll want to use the data to answer your research questions and/or prove your hypotheses
With the above-mentioned models, the researcher decided to use practical action research to study her students’ motivation in ten weeks with four steps that were modified by the researcher based on Kurt Lewin’s model
While she carried out the research, she could realize the changes in students’ attitudes toward English learning If the research is suitable for her own students, she will apply the approach to other students in her schools.
Previous studies
Many studies in the field of language have been conducted in recent years They focus on the application of techniques, methods, and strategies to improve foreign language learning EdTech tools are one of the most popular tools among teachers and students for increasing students' motivation to learn a second language
According to the findings of studies, there are benefits of EdTech tools in motivating learners to learn a foreign language
The effects of technology on student motivation and engagement in classroom-based learning were investigated by James Francis (2017) Data analysis was used to complete research at an urban charter school on a population of 348 at the time of technology intervention Student perception and motivation were assessed using surveys, individualized education plans were reviewed, and classroom observations were conducted The findings revealed that students are motivated by the specific use of technology in the classroom, whether for pedagogical purposes or accommodations required by an Individual Education Plan (IEP) Further research can help to update teaching techniques to better support inclusionary education while also increasing student motivation
Abdulrahman and Basalama (2019) created a study to increase students' motivation to learn English vocabulary through a collaborative video project The primary goal of this study was to motivate EFL students to learn English vocabulary through the use of a collaborative video project This study used a case study methodology to describe how a video project experience can engage students in learning English and allow them to participate in tasks while also expanding their vocabulary This study included twenty-five EFL students from the Vocabulary Building Course (VBC) For evaluations, this study used three phases: pre- production, production, and post-production Classroom observations, the video Project process, and document analyses were used to collect data This paper presents a summary of the findings related to the video theme as well as a narrative analysis of student videos Data analysis revealed that students responded differently to their video project assignments and produced a variety of results Hasan, Younus, Ibrahim, Islam, and Md Islam (2020) studied the effects of new media on English language learning motivation at the tertiary level In Bangladesh, various new media tools such as Facebook, blogs, wikis, Google Docs, and YouTube are perceived to have an impact on English language (L2) learner motivation at the tertiary level However, the context does not yet define the effects
22 of new media use on L2 learner motivation This study aims to look into the effects of new media use on L2 learner motivation at the tertiary level Throughout the study, a qualitative research design is used to collect and analyze data Six Focus Group Discussions (FGD) were held with 30 tertiary-level English language learners from eight universities in Bangladesh to collect data The study's findings indicate that new media usage in English language learning is increasing
Muhammad and Schneider (2021) investigated the positive role of EdTech on student learning and investigated how technology can be used to increase learner motivation There have been useful recommendations made that will assist future researchers and EdTech developers in developing tools and applications that will play important roles in increasing learners' motivation Furthermore, it examined how increased motivation has had a positive impact on learners' academic and professional success in the future They also claimed that in the aftermath of the COVID-19 pandemic, technology would play a greater role in increasing students' motivation so that they could excel in their lives
Nguyen (2011) researched the use of language games to motivate students in English classes The study included 126 students from Nguyen Thi Minh Khai High School in Ha Noi City The survey instruments consisted of questionnaires and observations The author employed both qualitative and quantitative methods in his research The findings investigated how language games were used to motivate students in speaking classes and whether they could be used as a motivator in speaking lessons In conclusion, the studies mentioned above, both in Vietnam and elsewhere, demonstrated the positive effects of using technological tools in motivating students in English The researcher wishes to apply what she has learned in her teaching context based on these findings Such positive findings of the ICT application led me to the idea of conducting this action research, which will be presented below
Ho’s (2018) research focused on the use of ICT to increase grade 10 students’ motivation to learn English at the Hai Duong Continuing Education Centre She set out to investigate factors that contribute to students’ motivation in the English
An intervention using ICT in a 10th-grade classroom demonstrated its effectiveness in enhancing student motivation Action research conducted over 43 students revealed that ICT integration had a positive impact on their motivation to learn English Data collected through student journals, teacher diaries, and questionnaires supported this finding, indicating that the use of ICT in the classroom can effectively engage students and foster a more conducive learning environment.
The above studies mentioned the use of EdTech and ICT tools in foreign language teaching to find ways to increase student motivation However, the studies did not mention the use of the EdTech tools Quizizz, Padlet, Kahoot, and Flipgrip The studies also did not mention the application of EdTech tools to enhance students’ learning motivation in online lectures The studies in Vietnam (Nguyen Van Thanh and Ho Thi Thanh Thuy's studies) did not research the application of EdTech tools in teaching English in secondary schools And this is an opportunity for the author to do her study.
RESEARCH METHODOLOGY
Research design
The research design deals with the following components: the research approach the participants, the research procedures, and the collecting data instruments
The researcher used the action research approach in this study because the researcher can combine the study with her day-to-day teaching work, finding the most suitable EdTech tools to excite her students and improve teaching effectiveness in her school In the process of research and teaching, when discovering unreasonable points, the researcher immediately changed to find the best solution
This is a study on the use of EdTech tools to enhance grade 8 students' motivation in English learning at a secondary school in Thai Nguyen Province so it was designed as practical action research (based on Creswell's classification)
This study employed mixed methods research, utilizing both quantitative and qualitative data collection methods Quantitative data was collected through questionnaires, while qualitative data was gathered from students' diaries and interviews.
Tan Thinh Secondary School is located in Thai Nguyen City, a rapidly developing city in a mountainous area The socio-economic conditions of the city are quite good and the people there have a high standard of living Parents are very interested in their children’s studies and create the best conditions for their children to study
The author conducted the study with 45 students in class 8A1 at Tan Thinh Secondary School, Thai Nguyen City, including 23 boys and 22 girls They all come from the city They have all been studying English for 5 years All of these students have had access to information technology and some of them use information technology very well They can quickly grasp how to join a game or an online learning activity But not all of them have the motivation in learning English
It can be observed that they do not feel engaged in English lessons with the traditional methods
In Tan Thinh Secondary School, there are four teachers of English They were well-trained at universities They love their teaching and love children The school administration cares and creates all the best conditions for teaching and learning English
The action research was implemented during 10 weeks of the school year 2021-2022 with four phrases below:
Due to the impact of the COVID-19 pandemic, this is the third year the education sector has had to use online teaching and learning Each teacher at Tan Thinh Lower Secondary School has to teach online at least 20% of the total number of lessons in this school year But having to study online for many hours in front of a computer screen or smartphone makes students tired and lose interest in learning
On September 15, 2020, the Ministry of Education and Training issued Circular 32/2020/TT-BGDĐT on the charter of secondary schools, high schools, and high schools with many levels of education, which came into effect on November 1, 2020, allows students to use cell phones during school hours Besides, the wifi network and Internet LAN network were installed in all Tan Thinh Secondary School classrooms Therefore, during English lessons at school, teachers and students can apply their EdTech tools to lessons With online lessons, teachers and students interact with each other via computers and smartphones connected to the Internet, so the use of EdTech tools is even more convenient
English proficiency is crucial in Vietnam, yet many high school students struggle with the subject's complexity This disinterest, even among high-achieving students, underscores the need for effective teaching approaches Implementing appropriate methods and tools can rekindle students' motivation for English learning, recognizing its significance for their future endeavors.
Because action research has been widely used in education and has provided educators with new opportunities to reflect on and assess their teaching, the teacher decided to use it to improve her situation
According to Glanz (1991), there were three benefits when researchers use action research Firstly, action research is feasible because the study is conducted by the teacher (practitioner) in his or her practical situation and context It provides positive outcomes and assesses the effectiveness of new approaches Secondly, action research has a direct impact on a teacher's practice, allowing her to renew her teaching in the classrooms and improve students' learning Finally, all stages of action research are carried out in a specific order to assist educators in determining appropriate approaches in the process of teaching and learning in the classroom Following the identification of the issues, the researcher used EdTech tools such as Quizizz, Kahoot, Padlet, and Flipgrid to motivate students to be interested in learning vocabulary, grammar structures, and skills in the English classroom They were carried out for ten weeks in English lessons in class 8A1 at Tan Thinh Secondary School, shown in the following syllabus:
- Students used Flipgrid to make a short video about one of the festivals in Viet Nam (Project of Unit 5)
- The teacher-guided her students to write diaries - Students wrote their diaries
- Flipgrid was used to motivate students in doing their projects
It was used to help students to promote their motivation in learning English speaking through the presentation in the project
- Students’ diaries were used to get students’ experiences and feeling about the EdTech tool Flipgrid that was used during the week
- The teacher gave students Padlet and Quizizz activities to review the vocabulary
- Padlet was used to motivate students to learn vocabulary in
(English 8 - Unit 6: A closer look 1 &2) Students made padlets of words related to characters and adjectives describing characters in folk tales With Quizizz, students took part in multiple-choice activities to review the vocabulary, grammar, and pronunciation studied in A closer look 1 and A closer look 2
- Students wrote their diaries look 1 of Unit 6 – English 8 better
- Quizizz was used to enhance students’ motivation in learning vocabulary, grammar, and pronunciation
- Students’ diaries were used to get students’ experiences and feelings about the EdTech tools used during the week
- Students used Flipgrid to make a short video to tell about a folk tale (English 8 - Unit 6: Looking back)
- Flipgrid was used to motivate students in doing their projects
It was used to help students promote their motivation to learn English by telling a folk tale
- Students’ diaries were used to get students’ experiences and feeling about the EdTech tool (Flipgrid) that was used during the week
- The teacher used Padlet to elicit words about the types
- Padlet was used to motivate students to learn vocabulary in A
->22/01/2022) of pollution from students and Quizizz to check and consolidate students’ knowledge in the lesson (English 8 – Unit 7: A closer look 1) by doing multiple choice questions in Quizizz
- Students wrote their diaries closer look 1 of Unit 7 – English
- Quizizz was used to enhance students’ motivation in reviewing the knowledge studied in the lesson (English 8 – Unit 7:
- Students’ diaries were used to get students’ experiences and feelings about the EdTech tools Padlet and Quizizz used during the week
- Students used Flipgrid to make a short video on environmental protection (English 8 – Unit 7: Project)
- Flipgrid was used to motivate students in doing their projects
It was used to help students promote their motivation in learning English by making a short video on environmental protection
- Students’ diaries were used to get students’ experiences and feeling about the EdTech tool Flipgrid that was used during the week
- The teacher used Kahoot to help students review the grammar studied in the lesson (English 8 – Unit 8: A
Kahoot was used to enhance students’ motivation in learning grammar (Conditional sentences type 1&2)
30 closer look 2) by doing a grammar exercise in Kahoot
- Students wrote their diaries - Students’ diaries were used to get students’ experiences and feeling about Kahoot
- The teacher used Padlet to help students review the words related to natural disasters and Flipgrid (English 8 – Unit 8: Looking back, Unit 9: A closer look 1) by asking students to make padlets including the words related to natural disasters that they had known
- Padlet was used to motivate students in learning vocabulary
- Flipgid was used to motivate students to do their projects Each student made a poster with pictures of a capital city and talked about it The class voted for the best presentation
- Students’ diaries were used to get students’ experiences and feelings about the EdTech tools (Padlet and Flipgrid) used during the week
- The teacher used Padlet and Kahoot (English 8 – Unit 9: A closer look 2 &
Skills 1) In Padlet, students made their own passive sentences and present perfect sentences that they learned in A closer look 2 In
- Padlet was used to motivate students to learn grammar
- Kahoot was used to enhance students’ motivation in practicing the reading skill
Kahoot, students did exercise 2 (page 32 – Student’s book) in its platform.
- Students’ diaries were used to get students’ experiences and feelings about the EdTech tools used during the week
- The teacher used Padlet and Quizizz (English 8 – Unit 10: A closer look 1)
Students made padlets of words related to communication forms and communication technology
In Quizizz, students do multiple-choice questions related to the content of the lesson
- Padlet was used to motivate students to learn vocabulary better
- Quizizz was used to enhance students’ motivation in reviewing the content of the lesson
- Students’ diaries were used to get students’ experiences and feelings about the EdTech tools Quizizz and Kahoot used during the week
- The teacher gave students Kahoot activities to review the grammar studied in the lesson (English 8 - Unit 10:
- Kahoot was used to motivate students to learn grammar better
->12/03/2022) were asked to do grammar exercises related to future continuous tense and Verbs + to-infinitive in Kahoot
- The teacher asked students to hand in their diaries
- Students’ diaries were used to get students’ experiences and feeling about the EdTech tool that was used during the week
- Get data to answer the two research questions
Table 1 10-week syllabus of action for implementing EdTech tools in English class Phase 3: Intervention
EdTech tools were applied in ten weeks In the English lessons, the researcher used EdTech tools Quizizz, Kahoot, Padlet, and Flipgrid Each week, the writer focused on using Quizizz, Kahoot, Padlet, and Flipgrid separately or combatively for teaching grammar, vocabulary, pronunciation, and skills or making videos for students’ projects The researcher asked students about their reflections on lessons using EdTech tools and asked them to note them in their diaries
Summary
This chapter provides detailed information about the research design, the participants, the research procedures, and the data collection instruments The data analysis and findings of the research will be mentioned in the next chapter
RESULTS AND DISCUSSIONS
Students’ diaries
The students were required to use the snippet technique to write their diaries after each lesson using the Edtech tools They were also asked to expand on their
Strongly Agree Agree Neutral Disagree Strongly Disagree
44 snippets by writing their impressions of each lesson using the EdTech tools This helped the researcher get specific and consistent insights into each snippet and the changes in students' English learning motivation
The data from the students’ diaries were analyzed qualitatively The findings that the researcher found from the diaries were as follows:
- The classroom atmosphere: The classroom atmosphere was more vibrant when there were learning activities using the Edtech tools Students loved the music of Quizizz and Kahoot! Tracking the results on Quizizz and Kahoot was also very exciting, creating an atmosphere of exciting competition in the classroom Many students designed very beautiful and attractive Padlets, with many unique illustrations Students’ videos in Flipgrid were also good, with diverse types of videos
EdTech tools transformed student learning experiences, fostering excitement and attentiveness Negative student behaviors diminished, and motivation soared Students actively engaged in learning tasks, aiming for excellence in EdTech-enhanced activities Collaborative learning and positive student interactions flourished, fostering a supportive and inclusive classroom environment Fear of speaking English dissipated, boosting students' confidence and enthusiasm for learning The use of EdTech tools significantly enhanced student participation, motivation, and attitudes towards learning.
Generally speaking, the author recognized that the students appreciated the effectiveness of EdTech tools in English learning because these tools helped increase their motivation in learning The students were more active and interested in the lessons The interaction between students and teachers, and among students was more positive This created a comfortable atmosphere in classrooms which brought high results in learning
Among the four tools the teacher also recognized that Quizizz was most favored by the students, then Padlet ranked in the second position, Kahoot in the
45 third one, and Flipgrid ranked in the final one The reason was that Flipgrid sometimes hard to access.
Interviews
For this instrument, the researcher analyzed responses qualitatively since only open questions were used in the interview She conducted interviews with 15 students participating in the study The questions were translated into Vietnamese to make sure students understand and answer them exactly Then the researcher analyzed each response separately
The first question of the interview includes an item that just supplies some personal information about the interviewees
In the second question, participants were requested to show whether they were interested in English lessons in which the teacher used the EdTech tools Quizizz/ Kahoot/ Padlet/Flipgrid or not and gave some reasons All respondents said “yes” They all loved the English lessons in which the teacher used the EdTech tools Quizizz, Kahoot, Padlet, or Flipgrid They said that those lessons were much more fun, and much more interesting than the lessons without using EdTech tools They were free to express themselves while participating in activities with Quizizz and Kahoot and unleash their creativity with Padlet and Flipgrid They were competing against each other for high rankings They were commented on and praised by teachers and friends and commented on and praised by other students With Flipgrid, they trained to speak without feeling shy like having to speak directly in front of friends and teachers Some students' English speaking skills have improved significantly when using Flipgrid The experience with the above tools has been excellent
Question 3 was a question asking about the help of these Edtech tools to the students There were different answers to it They can be summarized as follows:
- Quizizz and Kahoot helped students be more active in focusing on acquiring knowledge in class as well as trying to review at home Their goals were to master the knowledge so that they could get high scores while participating in Quizizz and Kahoot! Participating in learning activities with Quizizz and Kahoot also made English lessons more fun, students were much less tired when they had to study online with computers and smartphones for hours due to the impact of the pandemic Covid 19
- About Padlet, they said that Padlet helped them synthesize and review vocabulary, and grammar better and remember them longer Padlet helped them create vocabulary tables by topic, with illustrations, helping them to systemize their grammar They also said that they felt very happy when the teacher and their classmates put ‘like’ icons for their products as well as seeing the products of their classmates
- Flipgrid with a lot of effects on its platform helps children create very satisfactory clips for speaking lessons and doing projects after lessons Thanks to Flipgrid, they are no longer afraid of speaking lessons With Flipgrid, students felt less anxious and more empowered to express themselves openly and more deeply involved in the task That led to deeper learning and better content recall
Participants were requested to express which of these EdTech tools they liked the best in question 4
8/15 respondents said that they liked the Quizizz tool the most because it had a very nice interface When participating in classical Quizizz, it was easier for them to choose the answer than in classical Kahoot even though Kahoot had almost the same gameplay On Kahoot, when choosing an answer, students must both look at their device and follow the teacher's screen to choose the correct answer Quizizz helped them always try their best to get ahead After finishing the game, they could review the answers and analyze the sentences that had not been done so that they can try harder next time In addition, the students also said that the background music in Quizizz was very lively and created a lively atmosphere in the classroom
2/15 said they liked Kahoot the best because Kahoot had the same gameplay as Quizizz but was more difficult than Quizizz Kahoot trained them to be faster than Quizizz Kahoot constantly automatically announced the players’ rank, making them always try their best to get ahead It created a dramatic element and created a lively competitive atmosphere in the classroom
The number of students who said that they liked Padlet the most was 3/15 The reason they gave is that Padlet helped them review vocabulary and grammar in their way Children could make their Padlets on vocabulary or grammar topics in the way they liked best They could also learn by themselves through the products of their friends They also said that they were excited to receive ‘like’ icons from their teachers and classmates for their Padlet products
2/15 of them said they liked Flipgrid best because it helped them make great videos They help them practice their English speaking skills and help them find English interesting They also loved to receive feedback from teachers as well as other classmates
Question 5 is used to investigate whether students had any difficulties when using these educational tools Currently, it was the time of online learning, and the students all learned on computers or smartphones, so there was not much difficulty when participating in activities that used these EdTech tools However, when participating in Flipgrig, you need an email address, so most of the students had to borrow their parent's email addresses to join Many times, making clips on Flipgid had problems and took a long time For example, the image on Flipgrid's video failed to save However, when going directly back to school, if parents do not allow them to bring smartphones to school, they will not be able to participate in these activities
Question 6: Some students had no further comments after being interviewed (3/15) 12 students suggested that the teacher should continue to use these tools
48 when going back to school They wished the teachers of other subjects could also use these tools
100% of students answered ‘yes’ to the second interview question (Item 2) and clearly stated how the tools Quizizz, Kahoot, Padlet, and Flipgrid helped them in their studies and their difficulties when using these tools as well as what made them enjoy learning with these tools (Items 3,4,5,6) It also showed that students extremely enjoyed the English lessons that used these tools The increased number of students participating in activities with Quizizz, Kahoot, and Padlet in class and the increased time spent studying at home showed that students are excited about learning with these tools In addition, students also loved their classmates’ and teachers’ interactions with their learning products This showed that students have been very active in commenting, interacting, and evaluating learning products when using the EdTech tools The assignments and learning products of the students were shared very well This turned out that the EdTech tools have had a positive effect on the attitude and sense of participation of most of the students in the study, clearly promoting their learning motivation.
CONCLUSION
Summary of the main findings
The study “A study on the use of EdTech tools to enhance grade 8 students' motivation in learning English at a secondary school in Thai Nguyen Province” shows that Quizizz, Kahoot, Padlet, and Flipgrid have helped students in class 8A1 at Tan Thinh Secondary School have a lot of motivation in learning English The significant difference it makes is that monotonous English learners become participatory, confident, and enthusiastic English learners The study also confirms that feedback and collaboration through EdTech tools significantly contribute to the learners’ learning in online lessons due to the Covid-19 pandemic influence The study’s findings contribute to the previous studies Thus, the findings of the study in identifying the effects of EdTech tools on learners' motivation provide a clear guideline for her, curriculum planners, and future researchers, especially in teaching online.
Limitations
Despite the researcher's diligent efforts, the study faced limitations Its small scale, limited to a single grade 8 class, restricts the generalizability of the findings Additionally, the study assumes access to minimal classroom equipment (projectors, computers, internet) and student devices (smartphones, laptops) with internet connectivity The research did not comprehensively examine adverse effects of the four EdTech tools or the impact of other EdTech tools on student motivation in English learning Future studies should address these limitations by investigating potential negative consequences and exploring alternative EdTech tools that could enhance student motivation in Vietnamese secondary schools.
Conclusion
The study represents the researcher’s efforts to investigate the effects of EdTech tools on students’ English learning motivation in grade 8 at a secondary school in a mountainous area The findings were similar to the results of previous studies; therefore, it could be completely concluded that using EdTech tools helps improve students’ motivation to learn English Although research still has certain limitations, it provides a valuable opportunity for the researcher and her students to gain deeper insights into EdTech tools and to have wonderful moments with them
It is hoped that students would benefit from this study and would love English more In addition, the researcher continues to improve her lessons using EdTech tools as well as explore appropriate teaching methods to promote both her students' intrinsic and extrinsic learning motivation
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Your assistance in responding to the following questions is highly appreciated The contents of your answers in this questionnaire are confidential and information identifying the respondents will not be disclosed under any circumstances
Thank you very much for your kind cooperation
Please circle the statements which are true for you
I The students’ attitudes towards the application of EdTech in enhancing language learning motivation
(Adapted from Mildred L Patten’s sample questionnaire - English Version)
General attitudes towards EdTech tools
1 I like learning English with the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
2 The EdTech tools help me to be prepared well before my lessons a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
3 The EdTech tools help me complete my learning tasks more easily a Strongly Agree b Agree c Neutral
4 The EdTech tools help me to practice my language skills better a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
5 The EdTech tools can be good supplements to support my English learning a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
Attitudes toward the lessons using EdTech tools
6 The English lessons using EdTech tools are more attractive than the lessons without using them a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
7 The EdTech tools help the online lessons more interesting a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
8 Using the EdTech tools in the language classroom makes language learning more enjoyable
III a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
9 The EdTech tools help me to understand the lessons better a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
10 The EdTech tools help me to have new positive experiences in learning English a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
Attitudes toward the support of EdTech tools in developing skills
11 The EdTech tools help me stimulate thinking a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
12 The EdTech tools help me to react faster in learning activities a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
13 The EdTech tools help me to develop my language skills a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
14 The EdTech tools help me to apply my language knowledge better a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
15 I do not develop communication skills while learning English with EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
II Students’ learning motivation towards the use of EdTech tools in the classroom
(Adapted from Holly Griskell - English Version)
1 I am comfortable learning English when the teacher uses EdTech tools in her lessons a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
2 I feel that my English-using abilities are strong with the help of the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
3 I enjoy taking part in language learning activities with the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
4 I enjoy practicing English with the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
5 I like to overcome learning challenges with EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
6 I think that using Edtech tools in language classes is important a Strongly Agree b Agree c Neutral
7 The EdTech tools help me get better grades a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
8 Taking part in the EdTech tools learning activities will improve my English- using abilities a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
9 Learning activities with the EdTech tools help me understand the lesson more deeply a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
10 The EdTech tools help me to practice what I have learned easier a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
11 I prefer to participate in learning activities when it is done with EdTech tools
VII a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
12 I am more actively involved in learning about things I enjoy with EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
13 I like when my teacher praises me for what I have to do in learning activities with the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
14 I like when my classmates compliment me on what I have to do in learning activities with the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
15 I enjoy being told that I had good results in learning activities with the EdTech tools a Strongly Agree b Agree
VIII c Neutral d Disagree e Strongly Disagree
16 I take part in learning activities with the EdTech tools to feel included a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
17 I join learning activities with the EdTech tools to feel connected to my classmates a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
18 I feel like I am part of the classroom community when I participate in learning activities with the EdTech tools a Strongly Agree b Agree c Neutral d Disagree e Strongly Disagree
Hỗ trợ của các em trong việc trả lời các câu hỏi sau đây được đánh giá cao Nội dung câu trả lời của các em trong bảng câu hỏi này được bảo mật tuyệt đối và thông tin xác định người trả lời sẽ không được tiết lộ trong bất kỳ trường hợp nào
Cảm ơn rất nhiều vì sự hợp tác của các em!
Tên đầy đủ của bạn (Tùy chọn):………
Vui lòng khoanh tròn những tuyên bố đúng với các em
I Thái độ của học sinh đối với việc áp dụng EdTech trong việc nâng cao động lực học tiếng Anh
Thái độ chung với các công cụ EdTech
1 Tôi thích học tiếng Anh với các công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
2 Các công cụ EdTech giúp tôi chuẩn bị bài tốt hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
3 Các công cụ EdTech giúp tôi hoàn thành nhiệm vụ học tập dễ dàng hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
4 Các công cụ EdTech giúp tôi rèn luyện kỹ năng ngôn ngữ của mình tốt hơn
X a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
5 Các công cụ EdTech có thể là phần bổ sung tốt hỗ trợ việc học tiếng Anh của tôi a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
Thái độ của học sinh với các tiết học có sử dụng công cụ EdTech
6 Các tiết học tiếng Anh sử dụng các công cụ EdTech hấp dẫn hơn so với các tiết học tiếng Anh không sử dụng các công cụ này a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
7 Các công cụ EdTech giúp các bài học trực tuyến thú vị hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
8 Sử dụng các công cụ trong lớp học ngôn ngữ làm cho việc học ngôn ngữ trở nên thú vị hơn a Rất đồng ý b Đồng ý c Trung gian
XI d Không đồng ý e Rất không đồng ý
9 Các công cụ EdTech giúp tôi hiểu bài học hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
10 Các công cụ EdTech giúp tôi có những trải nghiệm tích cực mới trong việc học tiếng Anh a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
Thái độ của học sinh đối với sự hỗ trợ của các công cụ EdTech trong phát triển các kĩ năng
11 Các công cụ EdTech giúp tôi kích thích tư duy a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
12 Các công cụ EdTech giúp tôi phản ứng nhanh hơn trong các hoạt động học tập a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
13 Các công cụ EdTech giúp tôi phát triển các kỹ năng ngôn ngữ của mình
XII a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
14 Các công cụ EdTech giúp tôi áp dụng kiến thức ngôn ngữ của mình tốt hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
15 Tôi không phát triển được kĩ năng giao tiếp khi học tiếng Anh với các công cụ a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
II Việc sử dụng các công cụ EdTech trong giảng dạy và học tập đối với động lực học tập của học sinh
1 Tôi cảm thấy thoải mái học tiếng Anh khi giáo viên sử dụng các công cụ EdTech trong các bài giảngcủa cô ấy a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
2 Tôi cảm thấy khả năng sử dụng tiếng Anh của mình tốt với sự trợ giúp của các công cụ EdTech
XIII a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
3 Tôi thích tham gia các hoạt động học ngôn ngữ với các công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
4 Tôi thích thực hành tiếng Anh trên với các công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
5 Tôi muốn vượt qua các thử thách học tập với các công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
6 Tôi nghĩ rằng việc sử dụng các công cụ Edtech trong các lớp học ngôn ngữ là quan trọng a Rất đồng ý b Đồng ý c Trung gian
XIV d Không đồng ý e Rất không đồng ý
7 Các công cụ EdTech giúp tôi có điểm số cao hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
8 Tham gia vào các hoạt động học tập với các công cụ EdTech giúp tôi tăng cường khả năng sử dụng tiếng Anh a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
9 Các hoạt động học tập với công cụ EdTech giúp tôi hiểu bài sâu hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
10 Các công cụ EdTech giúp tôi thực hành kiến thức đã học dễ dàng hơn a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
11 Tôi thích tham gia vào các hoạt động học tập hơn khi hoạt động đó được thực hiện với công cụ EdTech
XV a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
12 Tôi tham gia tích cực hơn trong các hoạt động tìm hiểu về những thứ tôi thích với công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý Động lực bên ngoài
13 Tôi thích được giáo viên khen ngợi tôi về những gì tôi phải làm trong các hoạt động học tập với các công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
14 Tôi thích khi các bạn cùng lớp khen tôi về những gì tôi phải làm trong các hoạt động học tập với các công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
15 Tôi thích khi biết rằng tôi đã có kết quả tốt trong các hoạt động học tập với các công cụ EdTech
XVI a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
16 Tôi tham gia các hoạt động học tập với công cụ EdTech để cảm thấy mình được tham gia a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
17 Tôi tham gia các hoạt động học tập với công cụ EdTech để cảm thấy được kết nối với các bạn cùng lớp của mình a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
18 Tôi cảm thấy mình là một phần của cộng đồng lớp học khi tôi tham gia vào các hoạt động học với công cụ EdTech a Rất đồng ý b Đồng ý c Trung gian d Không đồng ý e Rất không đồng ý
Xin cảm ơn câu trả lời của em!
I The students’ attitudes towards the application of EdTech in enhancing language learning motivation
Agree Agree Neutral Disagree Strongly
Table 2 Attitudes toward EdTech tools
Agree Agree Neutral Disagree Strongly
Table 3 Attitudes toward the lessons using EdTech tools
Agree Agree Neutral Disagree Strongly
Table 4 Attitudes toward the support of EdTech tools in developing skills
II Students’ learning motivation towards the use of EdTech tools in teaching and learning
Agree Agree Neutral Disagree Strongly
Agree Agree Neutral Disagree Strongly
Agree Agree Neutral Disagree Strongly
Agree Agree Neutral Disagree Strongly
It took me about 30 minutes to download Flipgid to my laptop Flipgrid requires a Gmail account, so I had to use my mom's Gmail account