Đề tài luận văn: Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng.
Introduction
Rationale For The Research
English is a required subject in the national school system and is extremely significant in today's world of globalization and multidimensional integration, there is no denying English's importance as a global language This also contributes to a marked change in English teaching methods and techniques, instead of only one form of learning, which is the "blackboard and whiteboard" learning style as before at English language centers Centers in Vietnam in general and Hai Phong in particular have changed and diversified forms of learning, including online learning with many of its conveniences Additionally, learning is an active process in which students participate to make a connection to the material and solidify the lessons they have been taught Students who actively participate in the learning process can have better learning results, as noted by Hefzallah (2004): "To teach is to communicate, to communicate is to interact, to interact is to learn" (p 48) It can be difficult to incorporate interactions whether between students and teachers or between learners themselves, in an online classroom Therefore, teaching English how to attract and encourage students to engage in learning activities to create effective English lessons is always a concern of teachers like me
In the course of online teaching, I've come to grasp the psychology of my pupils; some of them are eager and thrilled to participate in the sessions, while others turn off the camera, switch off the microphone, and conceal themselves for the duration of the session Aware of that urgent problem, our study focuses on interactive activities to foster engagement in online classes and create an environment where all students can engage themselves in the learning process It is intended that the results might add to the pedagogical approaches for improving interactions in an online learning environment, particularly the ones that have not yet been recognized and documented in the literature.
Aims And Objectives Of The Study
This research is aimed at improving students' involvement in online English classes at the English center by using interactive activities To achieve that aim, the following objectives are set for the research:
(i) To investigate the improvement of the 3 rd graders’ engagement at an English center in Hai Phong through interactive activities in online classes (ii) To investigate the attitudes of the 3 rd graders at an English center in Hai Phong by using interactive activities in online classes.
Research Questions
To accomplish the previously stated objectives, the researcher will address the following research questions:
1) To what extent do interactive activities enhance students' engagement in online English classes of the 3 rd graders at an English center?
2) What are the attitudes of these students towards the use of interactive activities in English online lessons?
Scope Of The Study
The scope of the study is to investigate the efficacy of implementing interactive activities in English online lessons This study was carried out on the third graders at an English center in Haiphong over 8 weeks The participants of the study included 30 students in this center who are gifted students with very good backgrounds in English and are very familiar with taking online classes It will investigate the extent to which interactive activities lead to increased student engagement The research will be based on relevant theories and concepts related to interactive activities and student engagement
The topic does not cover all of the interactive activities that can be used to enhance and improve students' participation in English online lessons but rather focuses on the use of some of the most appropriate and effective activities for my students at the center where I teach to engage students in learning activities that enhance and improve their engagement in online lessons.
Method Of The Study
As mentioned above, this research adopts action research in an attempt to improve the current situation of online English teaching and learning in the teacher-researchers class In so doing, the method including tests, questionnaires, and interviews will be employed during the process of data collection.
Significance Of The Study
Both theoretically and practically, the research's findings are anticipated to be valuable Theoretically, it is anticipated to improve online English instruction's philosophy of learning Practically, this research has implications for students, teachers, centers, and other researchers
For the students, it helps to improve and promote their participation and interest in English online lessons through the use of interactive activities Additionally, it encourages the growth of self-discipline, the capacity for autonomous self-study, and the willingness to try new things and acquire new techniques, particularly those connected to contemporary information technology For teachers, it is helpful to innovate teaching methods with newer interactive forms and activities Moreover, this can be a tool for reforming online teaching and learning for the English centers Finally, the research's findings can be a suggestion and a reference for the researchers who want to improve students' participation in English online lessons in particular and other online lessons in general.
Organization Of The Thesis
This research offers an overview of the effectiveness of using interactive activities to enhance students' engagement in online English classes It is divided into five chapters
Chapter 1 - Introduction: presenting the rationale of the study, the aim and objectives, research questions, scope, method, significance as well as the design of the study.
Literature Review
Educational Interactive Activities
A relational activity involving educators, students, and administrative personnel can be understood as an educational interaction When we talk about an interaction, we usually mean a reciprocal connection that takes place in a setting other than the community and involves two people Together, they are conscious of the need to foster an environment of teaching and learning in schools to generate reliable and competent human resources, namely pupils According to Shuyadi and Abu Achmadi, educational interaction is "a relationship that takes place in education bond between educators (teachers) and students." Conversely, educational contact in teaching is "a deliberate interaction process, awareness of the purpose, i.e., to deliver students level maturity," according to Sudirman AM
According to some definitions, educational engagement between instructors and students is a reciprocal activity that is organized, purposeful, communicative and has certain objectives Thus, for there to be an intentional connection in education, there need to be two key components: teachers and students
Three complimentary forms of interactions: learner-learner, learner- teacher/instructor, and learner-content have been recognized by researchers within the framework of virtual learning environments (Palloff & Pratt, 2001; Strachota, 2003):
- The concept of learner-to-learner contact entails interacting with classmates and exchanging ideas about the course material to foster an engaged learning community
- Students' capacity to interact with their professors or instructors and get feedback from them is known as their "learner-teacher" relationship
- Accessing, modifying, synthesizing, and communicating course material are all parts of the learners' involvement with the content
Research has demonstrated that for online learning to be effective, all three of these forms of contact are required For instance, it has been discovered that interactions between learners might result in improved learning and pleasure According to Gray and DiLoreto (2016), students who interacted with their peers more in class reported learning at higher levels Gašević et al (2015), who asserted that student-student talks might help learners achieve better levels of knowledge creation and learning outcomes, provide credence to this Because they may benefit from one another's input and don't feel alone, learner-to-learner contact appears to have a favorable correlation with motivation to learn In a similar vein, high levels of contact between students and teachers or instructors positively affect students' happiness with the course and their learning (Swan, 2001) Molinillo et al (2018) made a similar argument, arguing that social presence and learner-teacher contact positively impact students' active learning in both direct and indirect ways
Conversely, a lack of communication between students and teachers might make them feel frustrated, which in turn could make them less motivated (Miner, 2003) In contrast, learner-content interaction refers to a learner's one-way communication with the course material Students may read literature, use study guides, complete homework, and apply newly acquired information to earlier knowledge during the interaction This kind of contact was considered by Abulibdeh and Hassan (2011) to be a critical predictor of students' academic success This empirical research has demonstrated how the three different forms of contact encourage students to participate and get involved in their education To encourage active learning in the virtual classroom, the current study exclusively looked at learner-teacher/instructor interactions
To immerse and engage students with the teachings or content, interactive classroom activities prioritize student participation above one-way communication or individual learning
Interactive activities are exercises, games, simulations, or discussions that involve the learners actively in the content, process, or outcome of the training They can vary in complexity, duration, and format, depending on learning objectives, audience, and context in teaching
There are several ways in which interactive activities can improve the caliber of training sessions for both instructors and trainees First, by making the content more engaging, relevant, and enjoyable, interactive exercises can improve students' focus, interest, and memory of the information Second, by providing chances for discussion, sharing, and reflection, interactive activities can promote cooperation, communication, and feedback between the learners and the facilitator Third, by forcing students to apply, assess, and produce new information, interactive activities can foster higher-order thinking abilities like creativity, critical analysis, and problem-solving Fourth, by offering practice, reinforcement, and feedback on the behavior and performance of the learners, interactive activities can help with learning transfer
Interactive activities can also pose some challenges for the facilitator and the learners First, interactive activities can require more time, resources, and preparation than traditional lectures or presentations, by involving more materials, instructions, and facilitation skills Second, interactive activities can create uncertainty, confusion, or resistance among the learners, by exposing them to new or unfamiliar situations, perspectives, or expectations Third, interactive activities can generate conflict, tension, or frustration among the learners or the facilitator, by triggering different opinions, emotions, or behaviors Fourth, interactive activities can compromise the learning outcomes, by distracting from the main objectives, overwhelming the learners with too much information or complexity, or failing to provide adequate feedback or assessment
2.1.4 Some interactive activities in English online classes
A picture prompt is an image or visual stimulus provided to inspire creative writing, storytelling, or other forms of expression It serves as a starting point to generate ideas and narratives based on the visual content According to Kevin Yee (2020), selecting an image that fits in well with the day's theme is a great way to start an online English language lesson This might assist pupils in drawing on their past understanding of a subject Different tasks might be assigned to pupils based on their level: speak on what they observe, make guesses as to what will occur next, connect what they observe to personal experiences, form sentences using the image as a guide, or respond to a few basic questions
2.1.4.2 Flashcard sentences for teaching english online
According to Harmer (2018), flash cards are a really handy resource to have and can be useful at every stage of the class They are a great way to present, practise and recycle vocabulary and when students become familiar with the activities used in class, they can be given out to early-finishers to use in small groups
There are just so many options, but using them as a refresher of grammar and vocabulary is the easiest Alternatively, go one step further and assign pupils to use the word they observed to form a phrase
Presenting two flashcards to the class and asking them to construct a statement using a comparison adjective is an additional alternative Or, playing one card, followed by a superlative
Present a flashcard from your stack on the internet, and the learner must use the grammatical point listed on the card to construct a sentence
For instance The simple past is the grammatical topic you mentioned, and the flashcard you bring out features an image of a pizza
The student might say, “I eat pizza/ I like pizza.” Or, if you’re teaching about comparative adjectives, the student might say, “Pizza is more delicious than carrots.”
2.1.4.3 Role-play in Teaching Online
One type of experiential learning is role-play (Russell & Shepherd, 2010) Students act out roles that have been allocated to them in a written play Individual role-playing or group role-playing, in which each group member assumes a role or character, are two possible ways to conduct the role play According to Richards (2005), role-playing is an exercise where students are assigned roles and use signals or given information to create a scene or interaction
Harmer (1984) asserts that role-playing has advantages for pupils To begin with, it facilitates students' understanding of language arts subjects including syntax, vocabulary, intonation, and pronunciation Additionally, it enables language practice for kids in a range of contexts, both within and outside the classroom Furthermore, students learn how to deal with language's unexpected nature by playing fictitious roles in a range of settings
In the classroom, role-playing also promotes motivation and involvement It is recommended to use role-playing in English-speaking classrooms in addition to games and other communication activities since it is simple to prepare for and execute
Roleplaying is a tool that educators use to assist in explaining topics or events from real life In an ESL (English as a Second Language) class, for instance, the teacher might introduce a scenario (such as placing an order at a restaurant), assign students to roles (such as hosts, customers, or wait for staff), and then ask the students to have a conversation while considering the scenario and their roles
Make an interesting learning environment with lots of games Students love games so much because they don't feel like they're learning a Wordwall
As to the findings of Hasram et al (2021), the Wordwall platform is an excellent gaming platform that helps students improve their vocabulary Additionally, this platform may be utilized to boost students' reading and writing by selecting the appropriate assignment based on the requirements of the professors (Bueno et al., 2022)
Methodology
Restatement Of Research Questions
By conducting this research, the researcher aims to find out whether adopting interactive activities in English teaching online could enhance grade
3 students’ engagement in online classes in the context of an English Center in Hai Phong or not This overall aim was specified into the following objectives:
1) To what extent do interactive activities enhance students' engagement in online English classes of the 3 rd graders at an English center?
2) What are the attitudes of these students towards the use of interactive activities in English online lessons?
Research Approach
The utilization of action research provides a framework for researchers to implement actual intervention strategies, evaluate their impact, and gain more profound insights into their teaching practices The definition, principles, and model for conducting action research have been elaborated below
3.2.1 Definition of an action research
Regarding the definition of action research, many definitions have been defined by different authors as below:
Lewin (1946) defined action research as a comparative study that looks at the status and outcomes of different types of social activity, eventually resulting in social action He emphasizes that research solely producing books is not sufficient
According to Peter, Bradbury, Hilary, eds (2001), action research is an interactive inquiry technique that combines problem-solving exercises conducted in a collaborative context with data-driven collaborative analysis or study In addition to forecasting upcoming organizational and human transformation, it aims to identify the underlying causes Burns (2009) defines action research as the combination and interaction of action and research The action component involves developing and implementing interventions within specific contexts like classrooms, schools, or organizations to bring about improvement and change The research component entails systematically observing and analyzing these developments and changes to understand the reasons behind the actions and make further adjustments This definition encompasses the key aspects of action research mentioned earlier and provides a comprehensive understanding of its nature
Based on the above definitions, the researcher can conclude that action research is a method used to enhance practice It is participatory and collaborative, undertaken by individuals with a shared purpose Additionally, action research involves problem-solving, particularly when the solution leads to practice improvement
3.2.2 Principles of an action research
Regarding principles of action research, many principles have been given out by different authors as below:
As said by Zeichner and Noffke (2001), propose “trustworthiness”, or the honesty and authenticity of the data analyses, reports, and interpretations Bradbury and Reason’s (2001) “worthwhileness” refers to the values participants gain in the research
Burns (2015), notes that an action research methodology is often subject to criticisms of low validity for inadequate rigor, weak replicability, generalizability, and unpredictable initial design Proponents argue that these criticisms misinterpret the situational nature and the purpose of promoting the practitioner’s professional development and improving the problematic situation Besides, the term validity is complex and controversial so how to make judgements of the quality of action research is a matter of great concern
Addition to, lastly, Greenwood and Levin (2007) clarified that credibility covers internal credibility, the meaningfulness of the knowledge to participants, and external credibility, the reliability of outcomes to the uninvolved in the research The term credibility covers the concept of trustworthiness and worthwhileness in action research, so this study aims at satisfying the principle of credibility
Overall, it is agreed that reflective critique, validity, and credibility are the main principles of action research
Action research models vary among researchers, highlighting the evolving nature of this approach:
Kemmis and McTaggart (1988) propose a four-stage model characterized by a spiral of cycles, each encompassing four stages Initially, a well-informed action plan is developed to address the current situation The plan is then implemented, followed by the observation of its effects These observed effects serve as a basis for reflection and inform subsequent cycles
Figure 2: Models of action research by Kemmis and McTaggart (1988)
Somekh (1989) and McBride (1995: 27) outline another model of action research, which involves identifying a focus of interest or problem, collecting and analyzing data, generating hypotheses, planning action steps, implementing those steps, monitoring changes through data collection, analyzing and evaluating the outcomes, and planning for the next cycle
Burns (1999) emphasizes the dynamic and fluid nature of the action research process, as various aspects such as identification, planning, data gathering, analysis, and reflection are interwoven rather than isolated or fixed Furthermore, Burns (2010: 7) highlights that despite different terminologies, all action research models share the common purpose of conducting a systematic study to address classroom problems, introduce changes, and improve the teaching and learning process This is achieved through a dynamic process of planning, acting, observing, and reflecting (See Figure 1)
Figure 3: The 4 Stages Action Research Cycle by Burns (2010)
These four broad stages form a research cycle that can be continued or spiraled until the action researcher achieves a satisfactory outcome and decides to conclude the process By going through this cyclical process, teacher-researchers gain a deeper understanding of both practice and action inquiry, utilizing their findings to enact intended improvements in teaching and learning
In summary, the researcher applied action research based on both Burns’ model (2010) and Kemmis' model (1988) Burns’model offered several benefits, such as the opportunity to implement real intervention strategies within a specific context, collect and analyze empirical evidence to evaluate effectiveness, collaborate with colleagues and stakeholders for a comprehensive understanding of the issue, enhance professional growth, and improve outcomes for students or stakeholders, meanwhile, Kemmis’ model consisted of two cycles, each followed four stages of Burns’ model After Cycle 1, the researcher found out the problems when using interactive activities and then she had an opportunity to revise the plan and applied the revised plan in Cycle 2 to address the problems
The study followed a specific process, which involved four main stages of the action research method designed by Burns’ model (2010): plan, action or implementation, observation, and reflection To implement this method, the researcher spent 8 weeks and applied it in 6 units (My house, My bedroom, At the dining table, My pets, Our toys, Playing and doing) which included six steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994) These units were conducted in the Global Success for grade 3 The process was described in detail in an earlier section
The stages of interactive activities
The researcher asked students to participate in the first pre-test to have the data on their learning abilities, then instructed the students to implement 6 units through two cycles (each cycle has 3 units)
The second and third stages:
Do the treatment for 8 weeks from units 12, 13, 14,
15, 16, and 17 in the Global Success for grade 3 Participants learned in online English classes with interactive activities The first unit was exercised and after the first unit, the lesson plan was revised for better improvement for the next units While implementing the interactive activities, the researcher also made the observation
Context Of The Study
Since 2010, English has been taught to Vietnamese primary school students as part of the "Teaching and Learning Foreign Language in the National Education System in the Period 2008-2020" plan English is taught from grade 1 to higher education throughout the country, with an emphasis on developing language skills rather than grammar Speaking proficiency is considered a crucial factor during this period The chosen center, a young English center in Haiphong, was founded in 2013 Its main duty is to train English skills to young students who are from grades 1 to 9 The center is well-equipped with teaching and learning facilities It has 5 classrooms which are quite convenient for the application of IT in teaching because of installing a projector, a computer, and speakers Moreover, most students have a chance to access information technology with smartphones or computers at home All of them know how to use a computer and explore the Internet
The language center offers a full range of English language learning to meet the needs of all parents In recent years, online learning has been welcomed and chosen by a large number of parents because of its superiority and advantages That's also why so many online English classes are open, and it's an opportunity for me to research new ways of teaching with the help of interactive activities
ZOOM, an online learning platform, was used for all of the courses, and appropriate modifications of pertinent course materials were made for the virtual instruction Every member of the staff had access to the computers, Internet, microphones, cameras, and other technology required for online learning Since the inception of online learning, both students and teachers have participated in courses using webcams, as permitted by the Ministry's educational policy and with the consent of the students, and attendance has been recorded
The teachers and students at the center where this research was conducted had been familiar with the online education protocols for over two years before the start of the COVID-19 epidemic The students in the study were in grade 3 The students all had the same as well as good educational backgrounds and were very familiar with online learning when their center was considered
The four primary English language skills that are taught in all courses are speaking, listening, reading, and writing With reference to the Ministry of Education and Training's competence framework, the Global Success English textbook series has drawn attention to and focused on the growth of foreign languages for pupils This is shown through the principles and methods of compiling the book series towards comprehensive development of knowledge and language skills for students One of the highlights of Global Success English textbooks for students today is the diversity and continuously updated, supporting teachers and students in the process of teaching and learning by innovative methods The Global Success English textbook for grade 3, comprising 20 units spread over two semesters, is shown in Table 1
Table2: 20 Units in English 3 - Global Success 3
05 My hobbies 15 At the dining table
08 My school things 18 Playing and going
10 Break time activities 20 At the zoo
The researcher has worked as a part-time teacher for 3 years Grade 3 was selected for the subjects of the study because the researcher has taught and realized that they are really in need of help with English skills
The researchers randomly selected 30 graders 3 at an English center in Haiphong In this class, there are 10 males and 20 females aged 8 years old on average Most of them live in Haiphong city and they are gifted students with very good backgrounds in English and are very familiar with taking online classes However, the students' language learning competence is not equal and some of them are not very interested in online lectures and that was the reason why many of them progress slowly in their English skills
After thoroughly studying the research tools, the researcher decided to choose some necessary tools to collect data for the study, those tools include a pre-test, post-test, questionnaires, and interviews and all these tools have helped the researcher to collect a lot of valuable information to answer the 2 research questions below:
1) To what extent do interactive activities enhance students' engagement in online English classes of the 3 rd graders at an English center?
2) What are the attitudes of these students towards the use of interactive activities in English online lessons?
3.6.1 Pre-test and Post-test
A test, according to Brown (2004, p.3), "is a method of measuring a person's ability, knowledge, or performance in a given domain." An instrument that accurately assesses a test-taker's proficiency in a certain subject is considered well-constructed Therefore, a pretest and a posttest were administered to explore the students’ English abilities A pretest was conducted at the beginning of the intervention for the group to identify their actual English results A post-test was utilized for the students after carrying out two units to work out how much the students improved their English capacity All the test materials were adopted from the Centre’s test bank (see Appendix 2)
The pretest and the posttest contained 4 sections of questions on English skills of listening, speaking reading, and writing Besides, with the value of p (the p-value), the research was able to evaluate the significance of interactive activities on the effectiveness of the learning capacity of students To classify students, the researcher will also rely on the scale specified by the Vietnamese Ministry of Education and Training, where 10 is the highest score (maximum score) that a student can achieve The specific grading scale is outlined below:
Table 3: Classification of students’ level on a 10-point scale
A survey questionnaire can be applied to gather data efficiently on a basis of language scale, and it can help researchers to obtain the respondents’ views (Brown, 2001) Moreover, Dửrnyei (2003) states that questionnaires can be used to collect behavioral information or their actions; attitudinal information, or their attitudes, opinions, beliefs, interests, and values In the words of Dửrnyei (2003), it can be considered useful for collecting responses from a great number of people over a short period
As of result, the researcher chose this instrument to help him collect the data to see the attitudes of students when learning English with interactive activities They are advised to share their real thinking toward using interactive activities in learning English class The questionnaire consisted of
24 statements to gain information on the students’ perception of interactive activities, their attitudes towards interactive activities, and the effects of the interactive activities on the students’ English capacity (see Appendix 2) For the closed questions, the Likert scale was employed so that the students' answers could be easily measured and examined The assignment asked the students to circle the answer code for varying degrees of agreement or other categories and rate each item on a 5-point scale (A Strong Agree; B Agree;
For the interview, this research tool is very effective in helping the author clarify the selected answers in the questionnaire As stated by Kvale (1996; 2003), he believed that interviews allow researchers to investigate people's views more deeply Interviewing is "a valuable method for exploring the construction and orchestration of meaning in natural contexts," according to Cohen et al (2007) With the same point of view, Berg (2007)thought that the interview would allow the participants to speak for themselves and to express their thoughts and feelings
In this study, due to limited time, only a few students were selected and presented to answer the interview questions Interviews were done in Vietnamese with participants' consent to record them to encourage students to talk more Five participants (with different learning abilities) were asked four questions (see Appendix 3) It took the researcher about 10 minutes to interview each student because of the relatively small number of interview questions
Data Collection Instruments
After thoroughly studying the research tools, the researcher decided to choose some necessary tools to collect data for the study, those tools include a pre-test, post-test, questionnaires, and interviews and all these tools have helped the researcher to collect a lot of valuable information to answer the 2 research questions below:
1) To what extent do interactive activities enhance students' engagement in online English classes of the 3 rd graders at an English center?
2) What are the attitudes of these students towards the use of interactive activities in English online lessons?
3.6.1 Pre-test and Post-test
A test, according to Brown (2004, p.3), "is a method of measuring a person's ability, knowledge, or performance in a given domain." An instrument that accurately assesses a test-taker's proficiency in a certain subject is considered well-constructed Therefore, a pretest and a posttest were administered to explore the students’ English abilities A pretest was conducted at the beginning of the intervention for the group to identify their actual English results A post-test was utilized for the students after carrying out two units to work out how much the students improved their English capacity All the test materials were adopted from the Centre’s test bank (see Appendix 2)
The pretest and the posttest contained 4 sections of questions on English skills of listening, speaking reading, and writing Besides, with the value of p (the p-value), the research was able to evaluate the significance of interactive activities on the effectiveness of the learning capacity of students To classify students, the researcher will also rely on the scale specified by the Vietnamese Ministry of Education and Training, where 10 is the highest score (maximum score) that a student can achieve The specific grading scale is outlined below:
Table 3: Classification of students’ level on a 10-point scale
A survey questionnaire can be applied to gather data efficiently on a basis of language scale, and it can help researchers to obtain the respondents’ views (Brown, 2001) Moreover, Dửrnyei (2003) states that questionnaires can be used to collect behavioral information or their actions; attitudinal information, or their attitudes, opinions, beliefs, interests, and values In the words of Dửrnyei (2003), it can be considered useful for collecting responses from a great number of people over a short period
As of result, the researcher chose this instrument to help him collect the data to see the attitudes of students when learning English with interactive activities They are advised to share their real thinking toward using interactive activities in learning English class The questionnaire consisted of
24 statements to gain information on the students’ perception of interactive activities, their attitudes towards interactive activities, and the effects of the interactive activities on the students’ English capacity (see Appendix 2) For the closed questions, the Likert scale was employed so that the students' answers could be easily measured and examined The assignment asked the students to circle the answer code for varying degrees of agreement or other categories and rate each item on a 5-point scale (A Strong Agree; B Agree;
For the interview, this research tool is very effective in helping the author clarify the selected answers in the questionnaire As stated by Kvale (1996; 2003), he believed that interviews allow researchers to investigate people's views more deeply Interviewing is "a valuable method for exploring the construction and orchestration of meaning in natural contexts," according to Cohen et al (2007) With the same point of view, Berg (2007)thought that the interview would allow the participants to speak for themselves and to express their thoughts and feelings
In this study, due to limited time, only a few students were selected and presented to answer the interview questions Interviews were done in Vietnamese with participants' consent to record them to encourage students to talk more Five participants (with different learning abilities) were asked four questions (see Appendix 3) It took the researcher about 10 minutes to interview each student because of the relatively small number of interview questions
In general, questions in the interviews aimed at exploring whether students were interested in interactive activities, and exploring reasons for their answers It also investigated students’ thinking about the use of interactive activities in English classes The procedure for designing and conducting the interviews is described below:
- Designing interview questions and interview sheets
- Inviting 5 students for individual interviews
- Organizing individual interviews with 5 students
- Listening intentionally and taking notes carefully
- Categorizing and analyzing the data collection
Data Collection Procedures
The research procedure followed a sequential timeline, with data collection taking place over eight weeks following 4 stages by Burns’ model (2010) and 6 steps by Papandreou (1994)
Firstly, the researcher talked to the board and the manager of the center about the intention to research using interactive activities in learning English and asked for their permission Once all agreed with the manager of the center and all the participants, the researcher started to conduct research for grade 3
To obtain the reliability of the research as well as know the participants’ levels of English competence before the study, a pre-test was conducted in week 1 The researcher assessed their students’ language ability by scores Secondly, after implementing 2 cycles with 6 lesson plans Students are required to complete 4 tests in 2 cycles including the following: in Cycle 1, the pretest is designed according to the learning content in unit 12 After 3 weeks, a post-test with the content of unit 14 is given a completion request In Cycle 2, students must complete a pre-test of the content in unit 15 and in the final week of study, a post-test based on the topic of unit 17 is completed to assess students' improvement in English capacity These tests were recorded and then analyzed to collect data for the study For more details of this stage, this study adopts Kemmis's spiral model of classroom action research (1988), which involves a continuous process with two iterations Each cycle includes gathering information, planning, implementing actions, observing and reflecting on actions, and designing actions for the next cycle based on previous findings (Figure 2 see in the appendix part) The first cycle aims to examine the effectiveness of English skills through an interactive activities approach The second cycle is also conducted to evaluate the effectiveness of students' English proficiency through the application of interactive activities
In this second cycle, the researcher designed a more suitable lesson plan with more interesting interactive activities and applications thanks to the observations and students' feedback collected from the first cycle
After that, students were delivered questionnaires to choose the options provided The researcher gave the students instructions on how to complete the questionnaire after outlining the goal of the study Children had 20 minutes to complete the questionnaire They were also informed that their answers were kept secret and did not affect their marks on the test so that they could feel comfortable completing the questionnaire
Ultimately, five students who had been specifically selected were asked to take part in the interview They were asked to answer the questions in interview protocols These interviews were recorded and then analyzed to collect data for the study
In general, the researcher would focus on analyzing the collected data to answer research questions besides completing the report.
Data Analysis Methods
The researcher employed several study instruments to gather data to determine the students' views regarding the new teaching strategy as well Pre-test, post-test, questionnaire, and interviews were applied in this research
At first, the outcomes of the students' pre-and post-tests were used to construct the quantitative data To carry out the calculations of such measures in students’ ability in pre-test and post-test, the researcher utilized SPSS v.20 software which would run the data input and release the descriptive statistics output The measure used in this research was the mean which was obtained by counting up all the mean scores and P-values They were divided by the total number of participants to get the mean score The formula used for the data analysis, which is based on Djiwandono (2008):
𝑀 = 𝛴𝑋 𝑁 M: mean score for each English competency attained by the student
𝚺X: the sum of the total score
N: The total amount of pupils
The mean, which represents the average value of a distribution of data, is a measure of central tendency The mean, or arithmetic average of the collection of scores, is obtained by adding up all the scores and dividing that total by the entire number of scores Extreme scores might affect the mean when population samples are tiny
In contrast, the p-value is a figure derived from a statistical test that expresses the probability that a specific set of data would have been found if the null hypothesis was true P-values are used in hypothesis testing to evaluate whether to reject the null hypothesis If the p-value is lower, you will be more inclined to reject the null hypothesis The researcher controls alpha values, which are correlated with confidence levels Subtracting your confidence level from 100% yields an alpha level For instance, the alpha level would be 5% (100% – 95%) if your goal is to have a 95 percent confidence level in your study The hypothesis test will provide you with a value for p when you run it Check that value against the alpha level you selected As an illustration, suppose you choose an alpha threshold of 5% (0.05) If the test's results provide you with:
A small p (≤ 0.05), rejects the null hypothesis This is strong evidence that the null hypothesis is invalid
A large p (> 0.05) means the alternate hypothesis is weak, so you do not reject the null
Regarding the response to study inquiry 2, the investigator utilized the data obtained from the student questionaires Students were given a five-point Likert scale to pick from, with the options being Strongly Agree to Strongly Disagree Upon receipt of all the questionnaires, they were then combined, evaluated, and visually represented using the Excel application in the form of bar graphs, charts, and figures
Finally, semi-structured interviews were conducted to further understand the students' opinions and feelings towards the interactive activities used in the online lessons These answers were then compared with the data obtained from the questionnaires completed by the students The purpose of this comparison was to obtain precise responses to the second question Upon receipt of all the answers, they were then combined and evaluated Ultimately, the collected data was sorted, analyzed to draw out conclusions and implications for further study
In summary, the description of the research method, the research process, and the description of the context of online teaching and learning English for grade 3 in Hai Phong have been presented briefly and this helps the reader to have a basic understanding of how this study was done by researchers alone to avoid inconsistency or possible biases.
Findings And Discussion
Research Findings
4.1.1 The results from the tests
4.1.1.1 The results of pre-test
Table 4: The results of pre-tes in 2 cycles
Student CYCLE 1 CYCLE 2 Pre-test Pre-test Pre-test Pre-test
In cycle 1, the pretest was conducted to assess the students' English competence before implementing the interactive activities in online English teaching The total scores obtained from the pretest were 189, with a mean score of 6.3 These scores indicate the initial performance level of the students in learning English
Moving on to Cycle 2, another pretest was administered to evaluate the students' English competence after the first cycle The total scores obtained from the Cycle 2 pretest were 210, with a mean score of 7 This indicates a positive change in the student's performance, as the mean score increased from 6.3 in Cycle 1 to 7 in Cycle 2
Table 5: The results of pre-tests
Pre-test of Cycle 1 Pre-test of Cycle 2
The increase in mean score suggests that the implementation of the interactive activities has had a beneficial impact on the students' English competence It indicates that the students have made progress and improved their comprehension abilities through the use of the interactive activities By comparing the pretest scores between Cycle 1 and Cycle 2, it becomes evident that the students have shown growth and development in their English competence The higher mean score in Cycle 2 indicates an improvement in their overall language abilities
In conclusion, the pretest results from Cycle 1 and Cycle 2 demonstrate the improvement in students' English competence after the implementation of the interactive activities The increase in total scores and mean scores between the two cycles signifies the effectiveness of the instructional approach in enhancing students' comprehension abilities These findings provide valuable insights for educators and support the continued use of interactive activities to improve English competence in online English teaching
4.1.1.2 The results from the post-test
Table 6: The results of post–tests
Student CYCLE 1 CYCLE 2 Post-test Post-test Post-test Post-test
In Cycle 1, the posttest was conducted to evaluate the students' English competence after the implementation of the Interactive activities in online English teaching The total scores obtained from the posttest were
207, with a mean score of 6.9 These scores indicate the level of improvement in the student's English abilities following the intervention
Moving on to Cycle 2, another posttest was administered to assess the student's English competence after further exposure to the interactive activities The total scores obtained from the Cycle 2 posttest were 249, with a mean score of 8.3 These results indicate a significant improvement in the student's performance compared to Cycle 1
Table 7: The results of post-tests
Post-test of Cycle 1 Post-test of Cycle 2
Figure 4: Comparison of mean scores on pre-test and post-test
As seen in Figure 4 the increase in mean score from 6.9 in Cycle 1 to 8.3 in Cycle 2 highlights the positive impact of the interactive activities on students' English competence It turns out that teaching methods combined with changing more interesting and dramatic interactive activities attracted students, contributed to increasing student participation, as a result, enhanced their comprehension These results provide evidence that the interactive activities have effectively facilitated their understanding and mastery of the English language
The positive outcomes observed in Cycle 2 demonstrate the effectiveness of the interactive activities in improving students' English competence in the online English teaching context The model's emphasis on pre-class engagement, active learning, and technology integration has played a significant role in enhancing students' comprehension abilities These findings hold implications for future instructional practices in online English teaching The results support the continued implementation of interactive activities to foster students' English competence They emphasize the importance of pre-class preparation, interactive activities, and the use of multimedia resources in promoting student engagement and
Pre-testPost-test comprehension Educators can leverage these findings to advocate for the adoption of Interactive activities in online English teaching
In conclusion, the posttest results from Cycle 1 and Cycle 2 demonstrate a significant improvement in students' English competence following the implementation of the interactive activities The higher total scores and mean scores in Cycle 2 indicate the model's effectiveness in enhancing students' comprehension abilities These findings contribute valuable insights to inform instructional practices and support the continued use of interactive activities to enhance English competence in online English teaching
4.1.1.3 Comparison between the results from the pre-test and post-test
As mentioned above, the pretest and posttest play an important role in this study, they will help the resresearcher find out the difference of interactive activities and those without interactive activities on English English competence of students Figure 4 demonstrates in enhancing the students' learning outcomes The comparison between the pretest and posttest scores highlights the positive impact of the implemented approach on the student's progress in the studied subject or skill
In Cycle 1, the pretest results showed a total score of 189, with a mean score of 6.3 This indicates the initial level of students' English competence before the implementation of the interactive activities Following the intervention, the post-test scores increased, with a total score of 207 and a mean score of 6.9 These results suggest a positive change and improvement in students' English performance after engaging in the interactive activities However, the difference in results in this cycle does not demonstrate because the researcher chose interactive activities that not interesting and that competitive, so students' participation and interest are not absolute, leading to not much improvement in scores and learning outcomes
Moving on to Cycle 2, the pretest results demonstrated a total score of
210, with a mean score of 7 This represents the base level of students' English competence at the beginning of the second cycle After the implementation of the interactive activities, the post-test scores significantly increased The total score reached 249, with a mean score of 8.3 There was an greater improvement in the mean scores from 7 to 8.3 These result indicates a notable improvement in students' English competence compared to the pretest scores in Cycle 2 This is explained that as learning from experience of the cycle 1, teachers have changed by introducing warm-up activities at the beginning of the lesson to create excitement and motivation for students Interactive activities are more carefully selected, more interesting, anmore d competitterm moreermmore s of rankings such as Quizzi and Wordwall, so they stimulate great participation and excitement for all students in the class Students participate very actively in online lessons in all lectures and look forward to the next lessons, leading to quite good improvement in results
The increase in mean scores from the pretest to the posttest in both cycles suggests that the interactive activities have a positive impact on students' English competence The higher mean scores in the posttests indicate a greater level of understanding, comprehension, and mastery of English content among the students These findings have important implications for the use of interactive activities in online English teaching The data highlight the effectiveness of this instructional approach in enhancing students' English competence The significant increase in scores from the pretest to the posttest in both cycles indicates that the interactive activities, such as pre-English tasks, interactive discussions, and multimedia resources, contribute to improved English comprehension and overall performance Educators can use these findings to support the implementation of interactive activities in online English teaching to enhance students' English competence The data provide evidence of the model's effectiveness in facilitating students' understanding and engagement with English materials
In order to address the third issue, all the data were gathered for additional examination and comparison When analyzed, the tests are used to assess whether there is a significant difference between the experimental group and the control group's pre- and post-test results
Table 8: Differences of the test mean scores of 2 cycles
The Statistical Package for Social Sciences was used to assess all calculations at the 0.05 level of significance Given that the mean ratings for both groups indicate that the findings varied significantly, both groups produced significant results P-value of the first cycle is 0.007105 < 0.05 and p-value of the second cycle is < 00001, this implies interactive activities have significant impact on the English competence of students
Discussion
Based on the collected data, it can be concluded that the application of interactive activities in the online English learning class has a significant positive impact on students' learning skills and positive attitudes toward 3 rd graders at an English center in Hai Phong
4.2.1 The effectiveness of using interactive activities in online teaching
This study could not have been completed without the cooperation of
30 students In this study, 30 3rd graders at an English center agreed to participate in the study and they also completed both pre- and post-tests rigorously The results obtained from the analysis of quantitative data have shown the difference between before and after the treatment under the influence of the interactive activities method, and the difference is clearly shown through the mean score of the pre-test and after-testing of the two cycles In Cycle 1, the mean score increased from 6.3 in the pretest to 6.9 in the posttest, indicating a positive impact of interactive activities Similarly, in Cycle 2, there was a notable improvement from a pretest mean score of 7 to a posttest mean score of 8.3 The difference in scores was significant, which emphasized the importance of choosing and changing appropriate interaction activities
These findings highlight the effectiveness of implementing interactive activities in online teaching to enhance student learning skills By shifting the traditional instructional approach, interactive activities allow for more student-centered and active learning experiences, resulting in improved learning outcomes The combination of face-to-face lessons and interactive online sessions creates a comprehensive and well-rounded learning environment that promotes student engagement and application of knowledge The effectiveness of using interactive activities in online teaching provides valuable insights for educators and policymakers to consider the implementation of interactive activities as an effective strategy for enhancing student learning outcomes in learning
In short, based on the collected and analyzed results, we can confidently conclude that the application of interactive activities has a positive impact on students' English learning skills For that reason, the application of interactive activities in future classrooms should be considered and applied
4.2.2 The student’s attitudes towards the use of interactive activities in online teaching to improve learning skills
The findings from the survey questionnaires and interviews indicate that students have positive attitudes toward the use of interactive activities in online teaching to improve learning skills Students expressed enjoyment in learning English through the use of interactive activities, highlighting the engaging nature of this approach They perceived interactive activities as a means to reduce feelings of boredom and tension, indicating that they create a more stimulating and interactive learning environment Moreover, students found interactive activities to be easy and applicable, suggesting that they is suitable for their learning needs This positive perception of interactive activities is crucial as it enhances student motivation and willingness to actively participate in the learning process The control and freedom provided by interactive activities in choosing what and how to learn were highly valued by students Specially, the interview data also highlighted the positive impact of interactive activities on students' learning skills, students believed that interactive activities helped them overcome challenges in learning English as a foreign language context
These results support Sikapang's (1993) conclusion that students were highly motivated to expose themselves to their talents through gaming method Alternatively, according to the National Survey of Student
Engagement (NSSE), Nelson Laird and Kuh (2005) discovered a high positive correlation between the use of ICT for education and engagement markers
These results also supports previous studies in Vietnam, the study of Nguyen Thi Minh Ha (2010) indicated that students can improve their engagement in online classes and alter their opinions regarding their English language proficiency through collaborative activities Another research of Lê,
T T H (2022), the results demonstrated that they were using Kahoot! significantly improved student engagement, fostering a fun learning atmosphere and encouraging active participation in online courses
The ramifications of these results for educators and policymakers are noteworthy These findings may be used by educators to develop and execute successful online teaching techniques that put an emphasis on technology integration, student-centered learning, and engagement Policymakers can consider the potential benefits of interactive activities in shaping future educational policies and initiatives Overall, these results provide valuable insights into the implementation and impact of interactive activities in enhancing learner learning skills in an English center setting.
Conclusion
Recapitulation
As has been said many times, this research is aimed at improving students' involvement in online English classes at the English center by using interactive activities For this study to be carried out, the important contribution that needs to be mentioned is the participation of 30 students in
3 rd grade for 6 consecutive weeks At the first stage of the study, the researcher tested the students' learning ability before applying the treatment to investigate their English learning competencies input from the outset After that, the researcher will guide and teach 30 students to study with interactive activities for 4 consecutive weeks with all reading comprehension passages based on some lessons in English 3 After the 4-week treatment period, students were instructed to take a post-test after 4 weeks, and the student's reading ability was compared with the results of the pre-test to look at the output change Besides, students were also asked to answer the questionnaire
20 minutes later so that the researcher could better grasp the students' attitudes towards the use of interactive activities in the reading passages The data collected from the student's questinaires and inteviews are carefully analyzed to derive answers to the questions and to meet the research objectives The collected results show that interactive activities have a significant impact on students' English learning competencies and positive attitudes The English learning competencies of most students improved significantly and students had a positive attitude towards the use of interactive activities in online English learning.
Concluding Remarks
The main purpose of this study was to find out whether interactive activities can help students improve their English learning competencies and their attitudes toward this method In this study, the author examined the impact of interactive activities on students' English learning competencies as well as students' attitudes when learning with this method
Regarding the first question “To what extent does the use of interactive activities enhance students' engagement in online English classes of the 3rd graders at an English center?”, the results of the pre-tests and post-tests demonstrate the effectiveness of using interactive activities in online teaching to improve students' English learning competences In Cycle 1, the pretest scores indicated an initial performance level with a mean score of 6.3 After implementing interactive activities, the post-test scores showed improvement with a mean score of 6.9 Moving to Cycle 2, the pretest scores increased to a mean score of 7, and the posttest scores significantly improved to a mean score of 8.3 These results highlight the positive impact of interactive activities on students' English learning competencies, with higher mean scores indicating enhanced comprehension abilities The comparison between pretest and posttest scores in both cycles supports the effectiveness of interactive activities in fostering students' English learning competencies The data provide valuable insights for educators, emphasizing the importance of incorporating interactive activities into online teaching practices to promote improved reading comprehension and overall performance among students The statistical analysis further supports these findings, indicating a significant difference between pretest and posttest results and affirming the significant impact of interactive activities on students' English learning competencies Overall, these results underscore the effectiveness of using interactive activities in online teaching to enhance students' language learning abilities
Regarding the second question “What are the attitudes of these students towards the use of interactive activities in English online lessons?”, the collected data from the survey questionnaires and interviews revealed that students have positive attitudes towards the use of interactive activities in online teaching to improve their English learning competences They expressed enjoyment in learning English through interactive activities, emphasizing its positive impact on their learning experience Students perceived interactive activities as a means to reduce boredom and tension, finding it engaging and interactive They also found interactive activities to be easy and applicable Importantly, students expressed a strong desire to continue learning with interactive activities and recognized its positive impact on their English learning competencies They showed satisfaction with the content, topics, and integration of technology and multimedia resources in the learning materials Overall, these findings highlight the positive student attitudes towards interactive activities in online teaching for improving English learning competencies, emphasizing its effectiveness, engagement, and student-centered approach
In summary, this study found that implementing interactive activities in online teaching effectively improved students' English learning competencies The pre-tests and post-tests showed significant increases in mean scores, indicating enhanced comprehension abilities The comparison between pretest and posttest scores supported the effectiveness of interactive activities in fostering students' English learning competencies Additionally, the survey data and inteviews revealed positive student attitudes towards interactive activities, highlighting enjoyment, engagement, and satisfaction with this approach Students appreciated the flexibility and convenience of online learning through interactive activities These findings underscore the effectiveness of interactive activities in enhancing English learning competencies and promoting positive attitudes toward online teaching.
Pedagogical Implications
The results of this study bring a certain pedagogical significance and make an important contribution to the effectiveness of learning and teaching English to students
From the results of the survey, it can be seen that teachers have a certain influence on students Students recognized that teachers played an important role in helping learners learn to read English with interactive activities, or in other words, teachers would be the bridge to help students learn better in the application process of interactive activities Therefore, the research results imply that teachers should apply interactive activities to the classroom more and need certain support to help students learn more effectively with the new method
5.3.2 Increasing interactive activities for students
The results of the tests showed a clear difference in the application of interactive activities in reading, students studying with interactive activities had higher results than students learning with traditional methods Besides, the positive attitude of students from the experimental group was also found when studying with interactive activities This implies that English teachers should apply interactive activities more in English classes to help students have a passion for learning besides having better learning results.
Limitations Of The Study
It can be seen that to get the research results, the researcher also researched and planned carefully before actually conducting the research However, due to certain limitations, this study also encountered some shortcomings First, the sample size of the study is only small number, not too large, and not all-inclusive, only 30 3 rd -grade students from an English language center in Hai Phong participated in the research This implies that the application of interactive activities in learning can have a positive effect on the English learning competencies of 3 rd -grade students at Hai Phong, but it has not been determined to have a positive effect on other grades or students from other schools Next is about the time of the study, the intervention was only carried out for about 1 month (including 4 weeks), which is not a long enough time to evaluate the impact of interactive activities on the achievement and learning attitude of students In addition, this study only stops at assessing the impact of interactive activities on students' English learning competencies, some other skills have not been mentioned and fully evaluated Therefore, this study cannot comprehensively assess the impact of interactive activities on students' English learning skills.
Suggestions For Further Study
Some recommendations that might be useful to other EFL teachers in schools are made in light of the study's findings Third-grade students' involvement in online English classrooms was found to be enhanced by the inclusion of interactive activities in the current study
The study concluded that, in order to provide an engaging learning environment and transition to learner-ctoching practices, educators should utilize electronic apps in the classroom, such as interactive exercises In addition, teachers have to provide EFL instructors with training on innovative pedagogies and the integration of cutting-edge technology into the classroom through interactive exercises Teachers should also prepare the necessary resources using technology-based teaching techniques Ultimately, more research should be done to determine how interactive activities affect the acquisition of certain language abilities
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The teacher introduced the topic of Jobs The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored some aspects of Jobs and gave a presentation about some Jobs (doctor, driver, teacher, worker, farmer, singer, nurse, cook)
The teacher asked students to engage in role-play activity to make a dialogue about jobs and someone’s job of family members, found out the information and data, analyzed the gathered data, drew conclusions, and presented their findings by
Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about jobs
Students drew conclusions based on their analysis of the collected data
Students prepared and delivered an oral presentation on some jobs, showcasing their understanding and actively participating in online lectures through interactive activities
Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the student's performance
Lesson on Unit 13: My house
The teacher introduced the topic “My house” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored some aspects of “My House” and gave a presentation about rooms and objects in the house (living room, bedroom, kitchen, bathroom, table, lamp, chair, and book)
Students discussed in groups or pairs to ask and answer about the location of the room and the locations of things in a room The teacher used flashcards to help find out the information and data, analyzed the gathered data, drew conclusions, and presented their findings individually and in groups
Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “My house”
Students drew conclusions based on their analysis of the collected data
Students prepared and delivered an oral presentation on some jobs, showcasing their understanding and actively participating in online lectures through interactive activities
Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the students' performance
Lesson on Unit 14: My bedroom
The teacher introduced the topic “My bedroom” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored some aspects of “My Bedroom” and gave a presentation about objects in the bedroom (desk, bed, doors, windows, room, and chairs)
Students discussed in groups or pairs to ask and answer about quantities of things and describe things in the bedroom The teacher used picture prompts to help find out the information and data, analyzed the gathered data, drew conclusions, and presented their findings individually and in groups
Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “My bedroom”
Students drew conclusions based on their analysis of the collected data
Students prepared and delivered an oral presentation describing things and their quantities in the bedroom, showcasing their understanding and actively participating in online lectures through interactive activities
Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the students' performance.
The teacher introduced the topic “At the dining table” with food and drinks The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored some aspects of “Food and drinks” and gave a presentation about “Food and drinks” at the dining table (beans, fish, meat, juice, egg, chicken, milk, rice, and water)
Students discussed in groups or pairs to offer someone food or drinks and accept or decline someone’s offer and used the words bean, fish, meat, juice, egg, chicken, milk, rice, and water The teacher may use Wordwall to help find out the information and data, analyze the gathered data, draw conclusions, and present their findings in pairs and groups
Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “Food and drinks”
Students drew conclusions based on their analysis of the collected data
Students prepared and delivered an oral presentation on offering someone food or drinks and accepting or declining someone’s offer, showcasing their understanding and actively participating in online lectures through interactive activities
Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the students' performance
Lesson on unit 16: My pets
The teacher introduced the topic “My pets” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored some aspects of “My Pets” and gave a presentation on animals (birds, cats, dogs, parrots, rabbits, and goldfish) about the topic “My pets”
Students discussed in groups or pairs to ask and answer about having pets and how many pets someone has The teacher may use
Quizzi to help find out the information and data, analyze the gathered data, draw conclusions, and present their findings individually and in groups
Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “My pets”
Students drew conclusions based on their analysis of the collected data
Students prepared and delivered an oral presentation on the topic “My pets”, showcasing their understanding and actively participating in online lectures through interactive activities
Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the students' performance
Lesson on unit 17: Our toys
The teacher introduced the topic “Our toys” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored some aspects of “Our Toys” and presented toys (car, kite, train, plane, truck, bus, ship, and teddy bear )
Students discussed in groups or pairs to identify someone’s toys and talk about the quantity of toys that some people have The teacher may use a warm-up at the beginning of the lecture to help students find out the information and data, analyze the gathered data, draw conclusions, and present their findings individually and in groups
Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “Our toys”
Students drew conclusions based on their analysis of the collected data
Students prepared and delivered an oral presentation on the topic “Our toys”, showcasing their understanding and actively participating in online lectures through interactive activities
Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the students' performance iii) Reflection
In the reflection of 3 units, the data collected from the pre-test, students’ performance, and peers’ feedback on the final product were analyzed The teacher could evaluate students’ participation, students’ attitudes as well as the strengths and weaknesses of the intervention implemented in the first cycle As a result, necessary changes were shown clearly for the next units in the future
Since 2010, English has been taught to Vietnamese primary school students as part of the "Teaching and Learning Foreign Language in the National Education System in the Period 2008-2020" plan English is taught from grade 1 to higher education throughout the country, with an emphasis on developing language skills rather than grammar Speaking proficiency is considered a crucial factor during this period The chosen center, a young English center in Haiphong, was founded in 2013 Its main duty is to train English skills to young students who are from grades 1 to 9 The center is well-equipped with teaching and learning facilities It has 5 classrooms which are quite convenient for the application of IT in teaching because of installing a projector, a computer, and speakers Moreover, most students have a chance to access information technology with smartphones or computers at home All of them know how to use a computer and explore the Internet
The language center offers a full range of English language learning to meet the needs of all parents In recent years, online learning has been welcomed and chosen by a large number of parents because of its superiority and advantages That's also why so many online English classes are open, and it's an opportunity for me to research new ways of teaching with the help of interactive activities
ZOOM, an online learning platform, was used for all of the courses, and appropriate modifications of pertinent course materials were made for the virtual instruction Every member of the staff had access to the computers, Internet, microphones, cameras, and other technology required for online learning Since the inception of online learning, both students and teachers have participated in courses using webcams, as permitted by the Ministry's educational policy and with the consent of the students, and attendance has been recorded
The teachers and students at the center where this research was conducted had been familiar with the online education protocols for over two years before the start of the COVID-19 epidemic The students in the study were in grade 3 The students all had the same as well as good educational backgrounds and were very familiar with online learning when their center was considered
The four primary English language skills that are taught in all courses are speaking, listening, reading, and writing With reference to the Ministry of Education and Training's competence framework, the Global Success English textbook series has drawn attention to and focused on the growth of foreign languages for pupils This is shown through the principles and methods of compiling the book series towards comprehensive development of knowledge and language skills for students One of the highlights of Global Success English textbooks for students today is the diversity and continuously updated, supporting teachers and students in the process of teaching and learning by innovative methods The Global Success English textbook for grade 3, comprising 20 units spread over two semesters, is shown in Table 1
Table2: 20 Units in English 3 - Global Success 3
05 My hobbies 15 At the dining table
08 My school things 18 Playing and going
10 Break time activities 20 At the zoo
The researcher has worked as a part-time teacher for 3 years Grade 3 was selected for the subjects of the study because the researcher has taught and realized that they are really in need of help with English skills
The researchers randomly selected 30 graders 3 at an English center in Haiphong In this class, there are 10 males and 20 females aged 8 years old on average Most of them live in Haiphong city and they are gifted students with very good backgrounds in English and are very familiar with taking online classes However, the students' language learning competence is not equal and some of them are not very interested in online lectures and that was the reason why many of them progress slowly in their English skills
After thoroughly studying the research tools, the researcher decided to choose some necessary tools to collect data for the study, those tools include a pre-test, post-test, questionnaires, and interviews and all these tools have helped the researcher to collect a lot of valuable information to answer the 2 research questions below:
1) To what extent do interactive activities enhance students' engagement in online English classes of the 3 rd graders at an English center?
2) What are the attitudes of these students towards the use of interactive activities in English online lessons?
3.6.1 Pre-test and Post-test
Test (Pre-Post)
This English test is designed and conducted to find out students’ learning capacity towards applying or using interactive activities in online English class to develop learning capacity for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data Student name: Class: You have 45 minutes to complete this test, kindly read the instruction carefully
Listen and match the number with the word you hear
Part II VOCABULARY AND GRAMMAR
Task 2 Look at the things, write the name of jobs related to such things
Task 3: Circle the odd one out
Task 1 Read and select correct answers
Hello everyone, my name is Bella
There are 4 people in my family My father is a driver My mother is a teacher
Good morning, I am Daisy This is a photo of my family My mother is a cook She cooks very well My brother is a singer I love his voice
Hello, my name is David My father is a farmer and my mother is a nurse We are a happy family
Hi there, I'm Henry This is my father, my mother, my older sister, my little brother and me My mother and father are both doctors in the hospital
1 How many people are there in Bella’s family?
6 How many people are there in Henry’s family?
Task 1 Look at the picture and answer the questions
Task 2 Make questions to the underlined words
4 No, my mother isn’t a nurse She is a doctor
Post-test (Unit 14: My bedroom)
This English test is designed and conducted to find out students’ learning capacity towards applying or using interactive activities in online English class to develop learning capacity for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data
You have 45 minutes to complete this test, kindly read the instruction carefully
Listen and fill “oo” into the blank
Part II VOCABULARY AND GRAMMAR
Task 1 Circle the odd ones
1 bathroom bedroom small living room
Task 2 Choose the correct answers
1 There are two _ in my bedroom
2 There is one desk in my bedroom It is
3 The window in my bedroom is
But the door is big
4 There is a new lamp in my bedroom It is the table
5 My _ has two windows and one door
6 My house has two bedrooms, one big for my parents and one for me
1 A There’s a bed in my bedroom It’s small
B There’s a window in my bedroom It’s very big
B - Is it your living room?
- No, it isn’t It’s my bedroom
3 A There is a new lamp in my bedroom It is under the table
B There is a new lamp in my bedroom It is on the table
A - How many chairs are there in your bedroom?
- There is no chair in my room
B - How many chairs are there in your bedroom?
Task 1 Look at the picture and write the sentences use the structure “There is/are … in my bedroom” and “It is/They are …” to describe the bedroom
Task 2 Reorder the words to make complete sentences
1 is/ a / door/ there/ in/ bedroom/ my
2 desk/ my/ is/ in/ bedroom/ new/ the
3 two/ are/ chairs/ there/ bedroom/ my/ in
Pre-test (Unit 15: At the dining table)
This English test is designed and conducted to find out students’ learning capacity towards applying or using interactive activities in online English class to develop learning capacity for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data Student name: Class: You have 45 minutes to complete this test, kindly read the instruction carefully
Listen and fill “ea” into the blank
Part II VOCABULARY AND GRAMMAR
1 Would you like some bread? A No, thanks I’d like some water, please!
2 What would you like to drink? B I’d like some bean Thank you!
3 Would you like some juice? C Yes, please
4 What would you lile to eat? D No, thanks I’d like some bread
5 Would you like some rice? E I’d like some juice, please!
Task 2 Read and choose the correct answers
Hi, there My name is Mike My family is having dinner together at my home There are a lot of food and drink on the table My grandparents would like some rice, egg and vegetables My father would like some meat and chicken My mother would like some meat and vegetables My sister would like some rice and egg I’d like some rice, meat and egg I don’t like vegetables My grand parents and my parents would like some fruits after the dinner I’d like some milk and my sister would like some juice It’s a happy dinner
1 What would his grandfather and grandmother like to eat?
2 Who likes meat and chicken?
3 What would his mother like to eat?
4 Who likes rice and egg?
Task 1 Read the paragraph in the Task 2 - Reading and answer the following questions
1 What would Mike like to eat in the dinner?
3 What would Mike’s parents like to eat after the dinner?
4 Does Mike like juice after the dinner?
Task 2 Use the given words to make sentences
2 I/ like/ some/ bread and meat/ please!
Post-test (Unit 17: Our toys)
This English test is designed and conducted to find out students’ learning capacity towards applying or using interactive activities in online English class to develop learning capacity for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data
You have 45 minutes to complete this test, kindly read the instruction carefully
Listen and fill in the gap the missing letter
Part II VOCABULARY AND GRAMMAR
Task 1 Read and choose the correct answer
Hello everybody, my name is Michael I have lots of toys This is my toy box I have a bear, a car, two planes My bear is very lovely It is brown This is my car It’s red Here are my planes They are small but beautiful I love my toys very much
1 How many toys does Michael have?
A Michael has only one toy
C Michael doesn’t have any toys
2 How many bears does Michael have?
3 What colour is his car?
4 How may planes does Michael have?
Task 1 Look at the table and write sentences
1 Daisy dolls and puppets trucks
2 Linda kites and cakes ships
3 Tony cars and planes dolls
4 Peter trucks and trains bears
Task 2: Reorder these words to make sentences
1 toys / do / you / like? / What
4 I/ teaddy/ No/ like/ don’t/ like/ I/ bear
5 cars / How / you / do / many / have?
Questionnaires
This survey questionnaire is designed and conducted to find out students’ attitudes towards applying or using interactive activities in online English class to develop learning capacity for students I am grateful for your co-operation in finishing this questionnaire Please be assured that you will not be identified in any discussion of the data
(Bảng câu hỏi khảo sát này được thiết kế và thực hiện nhằm tìm hiểu thái độ của học sinh đối với việc áp dụng hoặc sử dụng các hoạt động tương tác trong lớp học tiếng Anh trực tuyến nhằm phát triển năng lực học tập cho sinh viên Cô biết ơn sự hợp tác của bạn trong việc hoàn thành bảng câu hỏi này Hãy yên tâm rằng bạn sẽ không bị nhận dạng trong bất kỳ cuộc thảo luận nào về dữ liệu.)
Student name (Học sinh tên): Class (Lớp) :
Please note the appropriate answer for the following questions You have 30 minutes to complete this survey questionnaires, kindly read the instruction carefully
(Hãy lưu ý câu trả lời thích hợp cho các câu hỏi sau Bạn có 30 phút (thống nhất về thời gian ở các phần trên nữa) để hoàn thành bảng câu hỏi khảo sát này, vui lòng đọc kỹ hướng dẫn.)
Table The Students’ Behavioural Engagement
(Sự gắn kết về mặt hành vi của học sinh)
(Sự tương tác và tham gia về mặt hành vi của học sinh)
1 I participate actively in an English small-group discussion forum
(Tôi tham gia tích cực vào diễn đàn thảo luận nhóm nhỏ bằng tiếng Anh.)
2 I practice English language on online platforms regularly
(Tôi thường xuyên luyện tập tiếng Anh trên các nền tảng trực tuyến.)
3 Let to know other students in English
(Được phép làm quen với các học sinh khác trong cuộc họp Zoom tiếng Anh.)
4 I help peers in learning English
(Tôi giúp đỡ các bạn cùng lớp trong việc học tiếng Anh.)
5 I find myself more active thanks to learning with interactive activities
(Tôi thấy mình tích cực hơn nhờ học tập với các hoạt động tương tác.)
6 There is enough opportunities to discuss, and provide feedback, on how my group functions during English online lesson
(Có đủ cơ hội để thảo luận và đưa ra phản hồi về cách nhóm của tôi hoạt động trong giờ học tiếng Anh trực tuyến.)
Table 4.5 Students’ emotional engagement on learning
English online with interactive activities
(Bảng 4.5 Sự tương tác và tham gia về mặt tình cảm của học sinh khi học tiếng Anh trực tuyến với các hoạt động tương tác)
(Sự tương tác và tham gia về mặt tình cảm của học sinh)
I found put forth effort in learning
English with interactive activities in online class
(Tôi có nỗ lực hơn trong việc học tiếng
Anh thông qua các hoạt động tương tác trong lớp học trực uyến.)
I prefer interactive activities to traditional method of online teaching
(Tôi thích các hoạt động tương tác hơn phương pháp giảng dạy trực tuyến truyền thống.)
I have fun in English online class chats, or discussions with the teacher or other
(Tôi cảm thấy vui vẻ khi trò chuyện, hoặc thảo luận trực tuyến trên lớp bằng tiếng
Anh với giáo viên và các bạn khác)
Interactive activities increased my interest in learning English
(Các hoạt động tương tác làm tăng sự hứng thú trong việc học tiếng Anh của tôi.)
I find myself more positive thanks to learning with interactive activities
(Tôi thấy mình tích cực hơn nhờ học tập với các hoạt động tương tác.)
I desire have interactive activities in my
English online lessons in future
(Tôi mong muốn có những hoạt động tương tác trong các bài học tiếng Anh trực tuyến của mình trong tương lai.)
Games help me to become more active during the class
(Trò chơi giúp tôi trở nên năng động hơn trong giờ học.)
Table 4.6 Students’ cognitive engagement on learning
English online with interactive activities
(Bảng 4.6 Sự tương tác và tham gia về mặt nhận thức của học sinh trong việc học tiếng
Anh trực tuyến thông qua các hoạt động tương tác)
Skills that can be obtained from games (The Students’ Cognitive Engagement)
(Các kỹ năng có thể có được từ trò chơi (Tương tác nhận thức của học sinh)
By participating interactive activities in online class, I understood better about what I was learning (Bằng việc tham gia các hoạt động tương tác trong lớp học trực tuyến, tôi hiểu rõ hơn những gì mình đang học)
15 By participating interactive activities in online class, I understood better about what I was learning
(Bằng việc tham gia các hoạt động tương tác trong lớp học trực tuyến, tôi hiểu rõ hơn về những gì mình đang học.)
I do well on the English tests/quizzes
(Tôi làm tốt các bài kiểm tra/bài kiểm tra tiếng Anh.)
The instructional methodology provided me with enough scope to display my English language skills
(Phương pháp giảng dạy đã giúp tôi có đủ cơ hội để thể hiện kỹ năng tiếng
The instructional methodology in this course suited the way I like to learn
(Phương pháp giảng dạy trong khóa học này phù hợp với cách tôi muốn học.)
I found being able to interact in my group in practical sessions very helpful
(Tôi thấy việc có thể tương tác trong nhóm của mình trong các buổi thực hành rất hữu ích.)
I am able to evaluate my own, and, my group’s learning outcomes at the end of the English online lesson
(Tôi có thể đánh giá kết quả học tập của chính mình và của nhóm tôi khi kết thúc bài học tiếng Anh trực tuyến.)
My listening skills improved thanks to learning with interactive activities
(Kỹ năng nghe của tôi được cải thiện nhờ học tập với các hoạt động tương tác.)
My speaking skills improved thanks to learning with interactive activities
(Kỹ năng nói của tôi được cải thiện nhờ học tập với các hoạt động tương tác.)
My reading skills improved thanks to learning with interactive activities
(Kỹ năng đọc của tôi được cải thiện nhờ học tập với các hoạt động tương tác.)
My writing skills improved thanks to learning with interactive activities
(Kỹ năng viết của tôi được cải thiện nhờ học tập với các hoạt động tương tác.)
Interview (10 Minutes)
This interview is conducted as a part of my research “Using interactive activities to enhance 3 rd -grade students' engagement in online English classes: An action research at an English center in Hai Phong” Your assistance in participating in the interview is highly appreciated All the information provided is of great use and for study purpose only Thank you very much for your cooperation!
Question 1: “How often do you participate in interactive activities in online lessons?”
Question 2: “Which activities interactive do you like most? And why?”
Question 3: “What are your expectations about teachers’ roles in interactive activities in online lessons?”
Question 4: “How far does interactive activities help you improve English competence?”
CÂU HỎI PHỎNG VẤN PHỎNG VẤN CHO HỌC SINH
Cuộc phỏng vấn này được thực hiện như một phần trong nghiên cứu của tôi
“Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng.” Sự hỗ trợ của bạn trong việc tham gia phỏng vấn được đánh giá cao Tất cả các thông tin được cung cấp chỉ được sử dụng cho mục đích nghiên cứu Cảm ơn bạn rất nhiều vì sự hợp tác của bạn!
Câu hỏi 1: “Bạn có thường xuyên tham gia các hoạt động tương tác trong bài học trực tuyến không?”
Câu hỏi 2: “Bạn thích hoạt động tương tác nào nhất? Và tại sao?"
Câu hỏi 3: “Bạn mong đợi gì về vai trò của giáo viên trong các hoạt động tương tác trong bài học trực tuyến?”
Câu hỏi 4: “Hoạt động tương tác giúp bạn nâng cao năng lực tiếng Anh như thế nào?”
Giấy Đồng Ý Tham Gia Vào Nghiên Cứu
( Phiếu dành cho Giám đốc Trung tâm)
Tôi tên là: Chức vụ: Sau khi được thông báo về nguồn gốc và mục đích của đề tài nghiên cứu; cách thức tổ chức thực hiện nghiên cứu; lợi ích dự kiến của nó, tôi đồng ý tham gia đề tài nghiên cứu mang tên: “Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng” với chi tiết cụ thể như sau:
- Mục đích nghiên cứu: Nghiên cứu nhằm mục đích tìm ra liệu sử dụng các hoạt động tương tác có tăng cường sự tham gia của học sinh trong các lớp học Tiếng anh trực tuyến hay không
- Dự kiến thời gian nghiên cứu: 12 tuần
- Số lượng học sinh tham gia nghiên cứu: 30 học sinh
- Phương pháp tiến hành: Bài kiểm tra, câu hỏi và phỏng vấn
Tôi đã tìm hiểu kỹ nội dung của đề tài nghiên cứu và đồng ý tham gia
Hải Phòng, ngày … tháng… năm 2023 Người tham gia vào nghiên cứu
(Ký và ghi rõ họ tên)
Giấy Đồng Ý Cho Học Sinh Tham Gia Vào Nghiên Cứu
( Phiếu dành cho Phụ huynh học sinh – Dành riêng cho học sinh dưới 18 tuổi)
Là phụ huynh của em : Sau khi được thông báo về nguồn gốc và mục đích của đề tài nghiên cứu; cách thức tổ chức thực hiện nghiên cứu; lợi ích dự kiến của nó, tôi đồng ý cho con của tôi là em: tham gia vào đề tài nghiên cứu mang tên: “Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng” với chi tiết cụ thể như sau:
- Mục đích nghiên cứu: Nghiên cứu nhằm mục đích tìm ra liệu sử dụng các hoạt động tương tác có tăng cường sự tham gia của học sinh trong các lớp học Tiếng anh trực tuyến hay không
- Dự kiến thời gian nghiên cứu: 12 tuần
- Số lượng học sinh tham gia nghiên cứu: 30 học sinh
- Phương pháp tiến hành: Bài kiểm tra, câu hỏi và phỏng vấn
Tôi đã tìm hiểu kỹ nội dung của đề tài nghiên cứu và đồng ý cho con của mình tham gia vào đề tài nghiên cứu này
Hải Phòng, ngày … tháng… năm 2023
(Ký và ghi rõ họ tên)