Luận văn thạc sĩ Lý thuyết và phương pháp giảng dạy tiếng Anh: The effects of liveworksheets on high school students'' English grammar learning = Ảnh hưởng của việc sử dụng website liveworksheets đến việc học ngữ pháp tiếng Anh của học sinh THPT

INTRODUCTION

Rationale

Grammar plays an important role in the language curriculum because it provides a foundation for understanding and applying a language Grammar acquisition is paramount in the teaching and learning of any language It is also one of the more difficult aspects of language teaching Teachers teach grammar by explaining the forms and rules and then drilling students with reproductive exercises This results in bored, disaffected students who can produce correct forms in exercises and tests, but consistently make errors when they try to use the language in a natural context (Byrd, 1998) According to Leo (2021), he also provides a general view that language teaching is one of the most challenging things, especially English and its grammar rules Most students think it is boring, or they are not at all interested in learning grammar or English in general Therefore, it is crucial for teachers to adopt suitable methods to appeal to students’ interests and teach them effectively

On the other hand, with technological advances, the integration of technology in education has gradually become inevitable Several applications and technology platforms can be utilized as learning media to support the effectiveness of learning One of the web-based educational platforms newly used is Liveworksheets (https://www.liveworksheets.com/) Through this application, students can participate in interactive classroom activities using their mobile devices to enhance their learning experience It is such a positive thing because learning does not always use books and paper as the media

In addition, in Circular 32/2020 of the Ministry of Education and Training on Lower secondary school, upper secondary school, and multi-level school charter, students are now allowed to use their mobile phones for learning purposes in the classroom when they get teachers’ permission In this view, the use of technology is encouraged in the classroom, especially the use of mobile phones in teaching and learning

Thanks to the improvement of technology, educational applications are now widely used at all levels of education The problem is that few studies have been conducted on the use of online applications for language teaching and learning in high schools in Vietnam Consequently, to fill the research gap concerning the role of online applications in improving English learners’ grammar knowledge in Vietnamese high schools, this study aims to investigate whether Liveworksheets has any significant effects on the grammar learning of EFL high school students This study is expected to contribute to other researchers and teachers by encouraging them to use Liveworksheets as an online tool for their classes to help students improve their English grammar knowledge.

Aim and Objectives of the Study

This paper aims to measure the impact of using the Liveworksheets website as an online tool to enhance high school students’ proficiency in English grammar through interactive exercises

The specific objectives are set as follows:

- To investigate high school students’ attitude towards Liveworksheets in their

- To examine the effect of Liveworksheets on high school students’ English grammar learning.

Research Questions

In an attempt to achieve the above-presented aim and objectives, the study seeks to answer the following research questions:

1 To what extent does the use of Liveworksheets affect their English grammar learning?

2 What are high school students’ attitude towards Liveworksheets in learning English grammar?

Scope of the Study

The study is carried out with the participation of 85 students who have been learning English at a high school located in the Southwestern part of Binh Dinh Province It concentrates on investigating how using Liveworksheets improves students’ grammar learning Moreover, this study focuses on students’ attitude toward using Liveworksheets in grammar teaching and learning The course book that the researcher used in this action research was English TextBook 10, Global Success, published by Vietnam Education Publishing House.

Significance of the Study

Liveworksheets is a new online website, so there has been little research conducted on the use of Liveworksheets, especially in the context of EFL high schools It is significant to carry out the study because the findings will provide valuable information that can significantly contribute to raising awareness among teachers and students of using Liveworksheets in EFL high school contexts The study is expected to shed light on how Liveworksheets can positively affect students’ learning The results of the study are expected to provide implications for teachers who are interested in using Liveworksheets in their classes, as well as for students who want to learn grammar effectively and interestingly.

Organization of the Study

The thesis consists of five chapters:

Chapter 1, Introduction, presents the rationale, which introduces the reasons why the researcher chose to conduct the study, the aim and objectives, the research questions, the scope, the significance, and the organization of the study

Chapter 2, Literature Review, explores some previous relevant studies and the relevant theoretical background for the study

Chapter 3, Methodology, explains the research methods and introduces the research instruments used to collect data for the study and the materials used for the intervention in detail This chapter will come to an end with the procedure to conduct the study and the methods of data analysis

Chapter 4, Findings, reports the results of the study, and some explanations, and comments on these findings

Chapter 5, Discussion and Conclusion, makes a conclusion to the report of the study First, it will interpret the findings and discuss interference with the previous studies Then, it provides the pedagogical implications and some limitations of the study Finally, the suggestions for further research will be the last part of this chapter.

LITERATURE REVIEW

English Grammar Teaching and Learning

Every language has its own rules for combining words to form sentences that convey the meaning of the speakers or writers correctly English is not an exception As Thornbury (2002) puts it:

“Grammar is partly the study of what forms or structures are possible in a language Thus, grammar is a description of the rules that govern how a language’s sentences are formed.” (p 1)

Grammar is also defined as “the way words are put together to make correct sentences” (Ur, 1996) Additionally, grammar is also an important set of rules that should be followed to compose language for expressing oneself Brown (2007) holds the view that grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence Especially, Crystal (2004) stated that a better understanding of how grammar works would result in better monitoring of the meaning and a more effective way of using language In line with the research, Larsen-Freeman (1995) mentioned a three-dimensional grammar framework, including form/ structure, meaning/semantics, and use/pragmatics With the form/structures, students should be able to use grammar correctly in terms of structures and rules of grammatical points, while the meaning/semantics focuses on lexical meaning The use/pragmatics involves social context, deciding when and why that grammar point is used in the specific context

According to the Oxford Dictionary, grammar is (1) the rules in a language for changing the form of words and combining them into sentences; (2) a person's knowledge and use of a language; and (3) a book containing a description of the rules of grammar for a particular language (Hornby, 1995, p 517) Besides, Richards et al (1992) also gave another definition of grammar in the Dictionary of Language Teaching and Applied Linguistics They define grammar as “a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language” (p 161)

To high school students, English grammar is closely associated with elements of structure and rules, as it is emphasized in exercises and exams This has led to a narrow view of grammar in language learning and teaching

In this study, English grammar is simply understood as a system of structures that shows how words and phrases are combined and t h e rules that speakers of English follow to make sentences meaningful

2.1.2 English Grammar Teaching and Learning

Grammar teaching is an important part of language teaching in high schools DeKeyser (1995) believed that grammar teaching is essential for language learning because it provides learners with the basic building blocks of language He also pointed out that awareness of target structures and forms is essential for second language learning

According to Fromkin, Rodman, and Hyams (2017), grammar instruction can help learners acquire and use language because it guides how language is produced They also suggest that form-focused language instruction is necessary for learners to achieve accuracy in the target language

Another significant point made by Zhang (2009) is that grammar instruction is fundamental in second language teaching because grammar is the foundation of the English language Without grammar, learners find it impossible to learn a language The most important goal of language learning is to help learners communicate effectively and appropriately in social situations Thus, grammar teaching can help achieve this goal by empowering students to know how to combine vocabulary to make a meaningful sentence that can be used for their communicative purposes Besides, he argues that grammar learning is not a natural process and requires explicit teaching by teachers who can help learners learn grammar more effectively and accurately Learners can learn other skills such as listening, speaking, reading, and writing on their own, but they need support from teachers to learn grammar Based on the discussion so far, it is obvious to summarize that grammar teaching is an integral part of language teaching This is because grammar is considered a core part of a language and has a decisive effect on second language learning success

According to Agis (2021), English grammar is fundamental to language learning and the basis of several language skills This project focuses on grammar studies because it emphasizes the importance of this skill, which is often neglected by most teachers Some teachers do not know how to teach grammar effectively, and students often find it boring and difficult to understand This is why some students are unable to follow grammatical structures and often fail tests and assignments

In a similar vein, Huang (2005) argues that teaching English grammar as a foreign language class can make a significant contribution to students’ linguistic proficiency This is because learners who do not know grammar or who have limited knowledge of grammar are likely to be confused by complicated expressions Despite being one of the most important factors in developing learners’ language outcomes, a number of students do not know how to use grammar effectively, especially when expressing their own thoughts or feelings

As a result, grammatical understanding will ultimately affect students’ ability to communicate effectively Besides, Crystal (2004) states that,

“Grammar is the structural foundation of our ability to express ourselves The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language It can help foster precision, detect ambiguity, and exploit the richness of expression available in English Additionally, it can help everyone, not only teachers of English, but teachers of anything for all teaching grammar is ultimately a matter of getting to grips with meaning” (p 223)

Based on the definition above, it can be concluded that grammar has always been the elements of a language and the rules for how to combine these elements to create meaningful sentences In other words, grammar teaching helps learners quickly identify and understand language patterns and structures so that they can use them in their speaking, reading, listening, and writing In addition, it improves learners’ accuracy and their ability to acquire language

2.1.3 Ways to Teach English Grammar

English grammar can be taught deductively (Woolfork, 2001) or inductively (Lohman, 2002) to high school students In the inductive method, grammar rules can be illustrated by examples, or teachers can tell a story or give a situation so that students make sentences and draw the structure by themselves In the deductive method, the grammar structures are presented to the students before they practice them However, the inductive method may be more useful in high schools because it requires students to focus on the learning process In simple words, a deductive way is a technique that works from general to specific while an inductive way is a technique that works from specific to general

Bastone (1994, p 4) commented that grammar taught purely through controlled exercises may not be retained by learners for long He emphasized that teachers should provide activities that require students to actively manipulate language by thinking about and applying the grammatical rules and principles focused on the lesson

In most high schools, teachers typically employ the deductive method to teach grammar They begin by introducing a grammar rule and then provide examples illustrating how the rule is applied However, this approach has faced criticism for being both tiring and boring In these classes, teachers often dominate the lessons, while students listen passively and take notes Their passivity can give the impression of a lack of motivation, making it challenging for them to learn The absence of active engagement may result in lessons that are teacher-centered and lack creativity and challenge

There are three stages of teaching English grammar: pre-teaching, while- teaching, and post-teaching

Attitudes

In early definitions, attitude was regarded as “feelings, beliefs, and behavior tendencies directed towards specific persons, ideas, objects, or groups” (Baron and Byrne, 1984, as cited in Jain, 2014) Eagly and Chaiken

(1993) expanded the concept by claiming that attitude could be expressed as

“degree of favors and disfavors”

In the tripartite mode of attitudinal structure, Rosenberg and Hovland (1960) also mentioned three main components of attitude, including cognition, affect, and behavior Each of these components fits into a different domain Particularly, the cognitive component refers to a mental state, either conscious or unconscious The affective component is related to “value, belief, or feeling” The behavioral component is conceptualized as “predisposition to behavior or action” (Rosenberg and Hovland, 1960; Crano and Prislin, 2006;

Besides, Altmann (2008) held the same view about the three components of attitude and claimed that attitude is bipolar, meaning that it is a response to a stimulus In particular, many studies have suggested that it is not possible to truly measure attitude However, researchers can infer the results through the measurement of its attributes

A study conducted by Wise (1985) estimated attitudes from both affective and cognitive perspectives Afterward, Eagly and Chaiken (1998) and Van den Berg et al (2006) suggested “attitudes” with three fundamental components, including cognitive, affective, and behavioral This is one of the most cited forms of attitude and is referred to as the ABC model of attitude

First, the cognitive component of attitudes relates to personal beliefs about the attitudinal object Fishbein and Ajzen (1975) claimed that the information that a person has about something is called “belief” Vishal (2014) also stated that the cognitive aspect is considered the storage section where a person organizes the information they have got The cognitive component of attitudes refers to the mental process of perception, conception, and beliefs about the object

Secondly, the affective component relates to how students emotionally respond to an attitudinal object According to Wicker (1969), the behavioral factor, which consists of actions or noticeable responses, is a verbal or nonverbal behavioral tendency of an individual It includes the favorable or unfavorable behavior of an individual to do something concerning an attitude object The affective component encompasses all emotions and feelings, including likes, dislikes, trust, and distrust, among others In Agarwal and

Malhotra’s (2005) view, this component is employed to propose an integrated model of attitude

Finally, the behavioral component reflects how attitudes affect learners’ actions and behaviors (Defluer and Westie, 1963) More concretely, Breckler (1984) regarded the behavioral component as a reflection of how people’s cognition and affects influence their behaviors and reactions to an attitude object In brief, scholars can understand the relationship between attitudes and behaviors based on this component

2.2.3 The Roles of Students’ Attitudes in Grammar Learning

Students’ attitudes towards language learning, including grammar learning, play a significant role in their language learning outcomes Attitudes are a complex mix of emotions, beliefs, and perceptions that learners have towards the language they are studying, the learning process, and the target language community

Borg (2003) argues that students’ beliefs and attitudes play an effective role in many aspects of language learning, including class activities, motivation, anxiety, learning strategies, and proficiency Simultaneously, numerous studies have been conducted that support the idea that there is a strong relationship between learners’ beliefs and the processes of language learning (Horwitz, 1988; Wenden, 1999)

Krashen's Affective Filter Hypothesis (1985) also states that negative emotional states (such as anxiety or boredom) can create a "filter" that impedes language acquisition Positive attitudes help lower affective filter, which allows learners to absorb and process grammar rules more effectively

In addition, Arnold (1999) also asserted that students’ attitudes can have an enormous influence on the success of their learning Aside from those afore-stated views, Cotterall (1995) proved that not only attitudes toward learning but also the perceptions and beliefs that influence them have a profound influence on learning behavior

Moving to a recent study, Finch (2008) suggested that raising learners’ consciousness of the learning process can lead to positive changes in the affective factors that drive learning, subsequently promoting effective and self-directed learning.

Educational Technology in Language Teaching and Learning

Educational technology has made significant advancements in the field of language learning The integration of technology into language education has transformed traditional teaching methods and provided learners with innovative tools and resources that can help them learn more effectively

According to Michael Sailer (2021), teaching and learning with digital technologies have changed education in general and specifically higher education in many ways Digital technologies can promote new ways of learning and can effectively contribute to the successful acquisition of knowledge and skills Additionally, technologies have provided us with essential resources to improve student learning and performance in and out of the classroom

The new era could be challenging for some teachers, but students are more comfortable with technology and are able to achieve their personal academic goals and English language skills Nevertheless, language acquisition can be hindered by several factors, such as students’ limitations in the learning process, especially in grammatical contexts of communication in English This limitation may be due to many factors, but disinterest is one of the most relevant (Tian, 2021)

Using technology in learning English has a strong potential to enhance learners' language skills and promote the process of learning English quickly (Kieu et al., 2021) For instance, teachers can use computer-assisted language learning (CALL) or an even more convenient method, mobile- assisted language learning (MALL), which can take language acquisition outside the classroom, and learners can develop their English language skills anywhere and anytime due to its wireless nature

2.3.2 Technology Application in Grammar Teaching and Learning

In recent years, technology has become very popular, especially for learning new languages Using technology in learning English is very important and effective (Kieu et al., 2021) Schools need to use technologies in the classroom in meaningful and pedagogically effective ways Santhosh and Meenakshi (2015) in their paper “Teaching English through technology: Some perspectives” states that educational technology is an effective teaching tool for second language teachers Teaching English as a second language to a diverse group of students within a limited amount of time can be challenging Therefore, teachers must go for some alternative methods to enhance interest among students, such as using Android applications

Technology does support grammar teaching and learning in a variety of ways Chau (2021) pointed out that ICT plays a key role in supporting students to get access to real input and diverse contemporary learning materials Another way to support grammar learning is through the use of online apps and games (Busy teacher, n.d.) These apps and games allow students to practice grammatical points and memorize rules more effectively More significantly, the funny and engaging games can provide students with an edutainment experience that enhances their excitement and interest in grammar acquisition Besides, the technology-based classes should be exploited to use the time outside the classroom for students to practice and memorize grammatical points Regular practice outside of class has been shown to increase students’ efficiency and activeness in learning English grammar (Nguyen, 2021).

Using Liveworksheets in Grammar Teaching and Learning

Now, some approaches and tools support students’ learning in virtual education, where worksheets constitute a teaching medium Worksheets allow students to work independently or cooperatively, use language resources more safely and accurately, establish interdisciplinary relationships, and develop listening, speaking, writing, and reading skills (Shirley and Rosa, 2022) Additionally, worksheets create a better link between the teacher, the English subject, and the students

Worksheets make it easier for users, both teachers and students, to work directly and get immediate feedback on student work Furthermore, they save time and paper for teachers, and they are interactive and motivating for students

In short, interactive learning through worksheets is a practical approach that helps students learn more and more and strengthen their problem-solving and critical thinking skills (Novikova, 2020)

Liveworksheets is a website that transforms traditional printable worksheets (doc, pdf, jpg, etc.) into interactive online exercises with self- correction, which creators call “interactive worksheets” Students can complete these worksheets online and submit their answers to the teacher This is good for students (it’s motivating), for teachers (it saves time), and for the environment (it saves paper) (Liveworksheets, 2021)

In addition, Liveworksheets is a web-based and mobile-assisted educational platform that enables teachers to convert traditional printable worksheets into interactive online exercises with self-correction, referred to as “interactive worksheets” Liveworksheets offers a wide range of tasks, making them engaging for students It also helps teachers save paper, save time in designing tasks, and conduct formative assessments Additionally, it supports students in practicing all language skills, including listening, reading, writing, and even speaking, and language areas such as grammar and vocabulary (Van and Denchai, 2023)

Additionally, Liveworksheets is another interactive worksheet maker that uses the latest technologies to help teachers provide a better learning experience for their students It lets teachers convert traditional PDF worksheets to interactive, self-correcting ones Another great feature is that

Liveworksheets can support comments, notes, email notifications, and feedback to enhance the online learning experience (Liveworksheets, 2021) One of the ways to achieve the goal of education in the age of technology is to use interactive learning technology Novikova (2020) pointed out that teachers can use Liveworksheets to diversify language lessons It is noted that dynamism, versatility, accessibility, ease of use, and the possibility of use as a training simulator, etc are the main advantages of an interactive book That’s why teachers can diversify language lessons by using interactive workbooks

Among the advantages of using Liveworksheets, teachers can create an interactive workbook for each student with instructions on which worksheets to complete Students do the worksheets online and send their answers to the teacher This motivates students to complete their homework at a set time It makes teachers’ work easier and saves time scoring students’ work, and communicating with students individually online Having a workbook of each student’s worksheets makes it easy to track progress and review It also saves schools money on resources by eliminating the need to print worksheets Moreover, the Free Accounts version of Liveworksheets allows teachers to register up to ten groups of students and create up to ten workbooks per group for a total of 100 students Each workbook can hold up to 120 worksheets

Besides, the potentialities of Liveworksheets are: The platform has a free version and belongs to the Web 2.0 tools It facilitates the development of digital content where information can be displayed in a digital medium It also adapts to any area of knowledge, such as English, Mathematics, and Natural Sciences It is versatile because it supports the teaching and learning process in different subjects (Liveworksheets, 2021)

Following this line of research, Valverde (2022) presented the use of the Liveworksheet platform as an English language teaching and learning tool for students Valverde’s main findings highlighted the interactive nature of the learning process, both in terms of teacher preparation and student learning The work concluded by recommending that these new teaching channels be kept active, as they can become powerful tools for facilitating language acquisition through practice

In short, Liveworksheets is a tool that allows teachers to create interactive worksheets for their students Teachers upload traditional print worksheets in PDF or as Word documents and can then transform these into interactive exercises using different formats such as multiple choice, drag and drop, or join the arrows, which can include audio or videos if necessary A variety of worksheets already created by other users can also be accessed.

Literature on Liveworksheets and Language Learning

Shirley and Rosa (2022) found that using the Liveworksheets platform improved grammatical skills in the English language learning process for senior students at Dr Miguel Angel Zambrano High School The research used an experimental research design, which allowed the researchers to collect data, analyze it, and draw conclusions about the input and output of the findings The data collection instruments included observation of teachers and students i n the virtual classroom, a questionnaire with approximately ten Likert scale questions for an interview with the high school principal and English teacher to obtain information about the pedagogical procedures during the learning process from 2021 to 2022, and a satisfaction questionnaire to measure student interest and disposition towards the topic learned The results showed that using the Liveworksheets platform is efficient, and students indicated that they consider it important to improve their English grammar skills in English classes through Liveworksheets because it provides them with more support Furthermore, Liveworksheets makes live classes more didactic and engaging, where students can interact better with English grammar It is also worth mentioning that a communicative approach is an approach that facilitates the acquisition of grammatical and linguistic skills through the learning experience, which can also improve the language skills of high school students

In a 2022 study by Hidayah and Asari, they explored that Liveworksheet provides many convenient features and a creative, innovative, and interactive platform that makes online learning activities more engaging and motivating for students, which can help them improve their listening skills This study used a quantitative research design and collected data through questionnaires about the effectiveness, preservation, accordance, and ease of access, as well as test survey instruments The participants in this study were 52 second-grade students from Ban Kaengsriphum Junior High School in Loei, Thailand The results of the pre-test and post-test showed that Liveworksheets can help students to enhance their listening skills Concretely, 43.4% strongly agree that Liveworksheet is an effective platform, 44.2% strongly agree that the platform needs to be maintained, 43.4% strongly agree that Liveworksheets are the expected media, and 39.6% of students strongly agree that Liveworksheets are easy-to-reach media for listening skills

Mukti et al (2021) indicated the effect of the use of online platform media learning, namely Liveworksheets.com on students’ willingness to communicate and acquire their second language in an online classroom This study is considered essential because it is relevant to the current situation, where many classes are being conducted online To collect the data, questionnaires were distributed to third-semester students who are learning English as a foreign and second language at Universitas Islam Negeri

Maulana Malik Ibrahim Malang By using a mixed-method research design, the study found that there were four main factors affecting students’ willingness to communicate when using liveworksheets.com This included learners’ behavioral intention, interlocutors, motivations, and affective- cognitive skills The research results showed that the Liveworksheet platform can be used to measure student readiness to interact with and gain knowledge in their learning process

In the study about the impact of the Covid-19 pandemic on modes of teaching science in UAE schools, Saleh (2020) revealed that teachers more commonly used Liveworksheets than Google Forms, Zoom, Google Meet, Kahoot, and so on A qualitative study was conducted with a sample of 62 science teachers Questionnaires were administered online The study found that the COVID-19 pandemic requires different teaching practices and competencies in science in order to make the best use of available resources and learning technologies Researchers believe that online learning platforms like Liveworksheets.com provide effective learning similar to classroom learning By providing the right topic, creating a practical learning situation, clarifying learning outcomes, and having good preparation, teachers can help students learn effectively This is evidenced by the fact that students are likely to respond enthusiastically to questions on familiar topics on Liveworksheets

Khalid and Abdul Aziz conducted a related study in 2022, titled

“Interactive Liveworksheets: Enhancing vocabulary for upper primary ESL learners” The purpose of this research is to investigate the effectiveness of learners’ achievements and explore students’ perceptions and attitudes towards acquiring vocabulary by implementing interactive Liveworksheets in English lessons The outcomes of this study can also aid teachers in modernizing their teaching materials and transitioning from paper to paperless methods to help students acquire a richer vocabulary The study was based on a mixed-method case study approach, involving 14 upper primary learners Data were collected through pre-test and post-test, Likert scale questionnaires, and classroom observations The most significant finding in the study revealed that the implementation of interactive Liveworksheets improved vocabulary meaning and spelling but did not significantly impact correct usage within context or different grammatical forms of words Additionally, the positive perceptions and attitudes of the learners indicate their comfort, enthusiasm, and willingness to use interactive Liveworksheets in English lessons as it enhances their confidence and motivation

Azzahra and Kowiyah (2022) also analysed differences in students’ ability to solve math problems with Quizizz interactive quizzes and Liveworksheets This quantitative research used a quasi-experimental approach The data for this study were collected through interviews and a problem-solving ability test in the form of open-ended essay questions The study sample consisted of two classes, divided into an experimental group that applied the Quizizz interactive quiz and an experimental group that applied the Liveworksheet interactive quiz The data analysis of this research began with validity testing, reliability testing, discriminatory power testing, difficulty level testing, normality testing, homogeneity testing, and hypothesis testing on the post-test questions The results showed that students who used the Liveworksheets interactive quiz had an average score of 22.8 on the post-test, while those who used Quizizz interactive quiz had an average score of 19.4 It can be concluded that the Liveworksheet interactive quiz is better than the the Quizizz interactive quiz because it is easier for students to use, more engaging, and helps students develop mathematical problem-solving skills

Bratel et al (2001) stated that teachers in Ukraine have the opportunity to use online resources that they consider most appropriate for the needs of their groups So, while preparing test tasks for students, teachers agree that some online platforms are good for creating different tasks for both formative and summative assessment, depending on the settings of Quizizz, Liveworksheets, and Wizer.me

Besides, Rusdan and Mulya (2023) state:

“Some of the advantages of using Liveworksheets are (a) interactive and engaging, Liveworksheets offer a more interactive and fun learning experience because students can interact directly with learning content in a variety of exciting and fun formats; (b) personalized, Liveworksheets allow teachers to create learning activities tailored to the needs and level of understanding of students, so that each student can learn in the most effective and efficient way; (c) self-directed learning, Liveworksheets allow students to learn independently, as learning activities can be accessed from anywhere and anytime, as well as provide immediate feedback on student performance; (d) facilitate examination, Liveworksheets make it easier for teachers to check and evaluate student performance quickly and easily because learning activities can be evaluated automatically; (e) time and cost savings, Liveworksheets can help save time and costs because teachers no longer need to print and copy learning materials manually (Damayanti & Lestyanto, 2021) Thus, Liveworksheets can assist teachers and students in improving the quality of learning and achieving better learning outcomes” (pp 992-993)

In line with students’ cognitive learning outcomes in grammar achievement, Vy (2021) conducted the study on the online educational platform called Kahoot!, titled “The Effects of Classroom Use of Kahoot! on

Students’ learning of Grammar at CEFALT” To achieve the study’s objectives, a quasi-experimental design was employed, which included a questionnaire survey and pre-test-post-test activities after implementing Kahoot! in the classrooms Following their exposure to Kahoot! enhanced grammar instruction, students in the experimental group demonstrated positive grammar outcomes across all three components of the attitude – cognition, affect, and behavior, and gave favorable feedback on their experience with Kahoot! Additionally, the survey results indicated that students hold positive attitudes and express eagerness for more Kahoot!-infused lessons in the future

Research instruments used in the study

Improving grammar in online classes to senior high school students

Dr Miguel Angel Zambrano High school’s students, Los Helechos

Students’ listening skill Test, Questionaire 2 nd -grade students at

Ban KaengSriphum Junior High School, Loei, Thailand

Facilitating students’ willingness to communicate and acquire their second language in an online classroom

Questionnaire, a mixed-method research design

Universitas Islam Negeri Maulana Malik Ibrahim Malang

The impact of Covid-19 pandemic on modes of teaching science in UAE

Research instruments used in the study

Enhancing vocabulary for upper primary ESL learners

Differences in the ability of students to solve math problems with Quizizz interactive quizzes and Liveworksheets

The effect of using Liveworksheet-based Electronic Student Worksheets to measure cognitive learning outcomes

Students at Cimanggung State Senior High School class XI for the 2022/2023 academic year

The effects of classroom use of Kahoot! on students’ learning of grammar at CEFALT

CEFALT, Ho Chi Minh city

Regarding previous related studies and available literature in the field of using the Liveworksheets platform in English grammar learning, the problem is that only one study has been conducted within an online class environment This indicates that a significant gap exists in investigating the impact of Liveworksheets in face-to-face high school classes Consequently, the research gap in the investigation of the impact of Liveworksheets in face-to- face high school classes is necessary to be filled since it can substantially enhance our understanding of Liveworksheets’ effectiveness as an educational tool for teaching grammar learning in Vietnamese high schools.

Conceptual Framework for the Present Study

Based on the comprehensive literature review of numerous studies in the investigated field, a conceptual framework has been developed to guide the subsequent steps in addressing the research questions Jabbar and Felicia (2015) introduced two key aspects of learning outcomes - cognitive and affective learning outcomes The cognitive learning outcomes centered on assessing students’ achievement and their cognitive processes, while the affective learning outcomes encompassed students’ feelings, motivational aspects, and behaviors in the classroom Rosenberg and Hovland’s (1960) attitudinal theory perfectly aligned with the cognitive, affective, and behavioral components examined in this study Consequently, in order to address the research questions, students’ grammar achievements and their attitudes towards learning grammar with Liveworksheets have been selected as measures to assess learning effectiveness.

METHODOLOGY

Research Design

A quasi-experimental design was employed in this study because it was designed to be as similar as possible to the true experimental design (Muijs, 2004) More particularly, the research was conducted under a quantitative approach, using a pre-test and post-test design and Likert-scale-based questionnaires for the research participants According to Dugard and Todman (1995), the pre-test and post-test design was “well-suited” and common in educational research for thoroughly investigating the effects of educational innovations This approach was suitable to explore how students’ scores changed when an intervention was applied in the teaching and learning process Meanwhile, the survey questionnaire was considered an appropriate tool to assess such factors that could not be observed easily as “behaviors, beliefs, ideas, perceptions, and attitudes” (Onalan, 2004) Besides, the Likert- scale questionnaire was considered to be one of the most widely used instruments for measuring components such as motivation and attitudes It greatly facilitates researchers in collecting data from respondents with ease and convenience (Nemoto and Beglar, 2014)

The intervention of the study lasted within 8 weeks Given that the proper time length for the intervention of this study to be effective should be from 8 weeks to 12 weeks (Mclnemey and Elledge, 2013) In this light, the length of the intervention in the current study was appropriate

During the intervention, both groups received traditional face-to-face instruction in English from unit 8 to unit 10 of the coursebook (Tieng Anh 10, Global Success) The control group was taught new grammatical points from the lessons using the traditional method Meanwhile, for the experimental group, the teacher provided students with interactive exercises on Liveworksheets in virtual classes and at home every week, and then the teacher measured students’ progress in improving their English grammar knowledge The implementation of Liveworksheets activities was monitored during the study

Clearly, the pre-test and post-test design played a significant role in this research, providing data on students’ achievements in cognitive learning outcomes, which focused on the improvement of grammar knowledge after the course Simultaneously, the survey questionnaire was also exploited appropriately to reveal students’ attitudes towards the use of Liveworksheets in research contexts Based on students’ answers in the questionnaire, the cognitive, affective, and behavioral components of attitude would indicate students’ cognition, feelings, motivation, and behaviors in grammar lessons in the classrooms.

Research Site

A public high school located in the Southwestern part of Binh Dinh Province was chosen as the research site The school was established fifty- eight years ago and currently employs nearly seventy teachers, including 8 English teachers, and has approximately 1300 students To enroll at this school, 9 th graders from specific areas of Tay Son had to pass a competitive exam As a result, the quality of teaching and learning is of paramount importance at the school, and both school administrators and teachers prioritize maintaining the school’s reputation

Furthermore, students at this school come from various areas within the district, including mountainous, rural, and urban areas This implies that students had varying levels of English proficiency and interest in learning English Consequently, students from this school could be considered representative of mainstream schools at this educational level in Binh Dinh and Vietnam.

Participants

The participants of the study were eighty-five 10 th -grade students from two intact classes at a high school located in the Southwestern part of Binh Dinh Province They were taught English using the new coursebook, Global Success 10, as part of the General Education Program 2018 The two classes were randomly assigned to the experimental group and the control group There were no differences between the two groups in terms of textbooks, course material, the course outline, or the tests used The only difference between the two groups was that the students in the experimental group were introduced to Liveworksheets, a learning platform for grammar lessons in the classroom

The target participants of the study were displayed in the following table:

Gender Age Years of learning

Table 3.1 presents the background of student participants from both the control and experimental groups The table above shows that the two groups shared many features in common There were slightly more female students than male students in both groups Students’ age and years of learning English in the two groups were similar.

Materials

The researcher provided formal face-to-face instruction in English for the control group and the experimental group using the coursebook Tieng Anh 10, Global Success, designed for the General Education Programme 2018 In the second term, grade 10 students had to learn 5 units and 2 reviews Each unit includes 8 lessons: Getting Started, Language (Vocabulary, Pronunciation, Grammar), Reading, Speaking, Listening, Writing, Communication and Culture/CLIL, and Looking Back and Project

Below is a review of the grammatical points in each unit

Review of the Grammatical Points in Units

6 Gender equality Passive voice with modals

7 Viet Nam and international organisations

8 New ways to learn Relative clause

9 Protecting the environment Reported speech

10 Ecotourism Conditional sentences Type 1 and Type 2

Data Collection

A survey questionnaire regarding students’ attitudes toward the use of Liveworksheets was distributed to the target participants in the experimental group at the end of the course The completed questionnaires were collected immediately after the participants had finished filling them out The collected data were quantitatively processed and presented in tables and charts to address the second research question

Two tests were administered during the course The first test, known as the pre-test, took place in the first week of the course to assess students’ grammar knowledge and their readiness for the course The second test, referred to as the post-test, was conducted in the eighth week of the course to measure students’ achievements throughout the entire course and to observe any differences in grammar knowledge between the experimental and control groups

The research was conducted using the following steps:

Step 1: The purpose of this step was to prepare for participant enrollment and the study instruments During the pre-test stage at the beginning of the course, students from two randomly assigned classes - the experimental group and the control group - completed a general grammar test, and their scores were collected for subsequent analysis

Step 2: In phase 2, the intervention was administered over eight weeks, which corresponded to the time allocated for teaching three units of the coursebook Throughout the intervention, the experimental group utilized Liveworksheets activities as supplementary materials alongside their regular face-to-face English instruction

Step 3: Following eight weeks of intervention, a post-test, which focused on the grammar points covered in the course, was promptly administered to both the control group and the experimental group The procedure for administering and grading the post-test was identical to that of the pre-test, and the scores were collected for subsequent analysis

Step 4: During the final week of the course, a questionnaire regarding students’ attitudes toward the use of Liveworksheets was administered to students in the experimental class to collect their feedback on the integration of grammar lessons with Liveworksheets

Step 5: Once all the data had been collected, the researcher employed SPSS for result analysis The test scores were utilized to determine the cognitive learning outcomes, as indicated by the students’ grammar achievements Additionally, the data from the survey questionnaire were analyzed to investigate students’ attitudes toward grammar activities integrated with Liveworksheets in the classroom

For the experimental group, the teacher could apply Liveworksheets to grammar lessons during pre-teaching or post-teaching There were three Liveworksheets sections in total, with various question forms related to the grammar points they studied in the course Students were asked to complete Liveworksheets activities as a team or as individuals

To start the section, the teacher instructed students to connect their mobile phones to the website Liveworksheets.com Then students typed their information, performed exercises, and clicked “Done” Next, they selected

“Send my teacher answers” and entered the teacher’s email address The teacher could then receive the responses and check them in the inbox After submission, students could see the results on the screen: correct answers, keys, and scores Subsequently, the teacher encourages students to discuss in pairs or in groups The teacher could give the rule of “Five students who give more correct answers in the shortest time will get bonus points for the next oral test” to stimulate students’ interest

The teacher could send the exercise link to students as homework The other way is for the teacher to create her own interactive workbooks, choose

“Add to my workbook” or “Add to my favorites”, and then register her students and assign them workbooks After that, students could open workbooks with their usernames and passwords and do the exercises The teacher could check their work at any time, assign homework, and add comments or notes Students might optionally register their email to receive notifications of homework and teacher comments Interactive workbooks are easy to customize, allowing teachers to leave comments and save all of their students’ answers indefinitely

However, there are some limitations in interactive books, but for most teachers, these limitations are not a problem Teachers can create up to 10 interactive workbooks (120 pages each) and enroll up to 100 students This means that students can save up to 120,000 answers from different students for free in the teacher’s account If the teacher needs more students, workbooks, or personal letters, they can pay a premium subscription to increase these limits Moreover, there is no limit to the number of emails students can send to the teacher, but all their responses will be deleted in 30 days

The study used a questionnaire and tests to collect data Each of these was described as follows

Grammar achievement tests were used to assess students’ cognitive learning outcomes, especially their language achievement Grammar knowledge achievement was shown as academic achievement here and was defined with the assistance of the results derived from the grammar achievement tests

Grammar has three dimensions of form/ structure, meaning/ semantics, and use/ pragmatic (Larsen-Freeman, 1995) The tests should be able to measure students’ ability in all three dimensions above However, Hoang

(2015) states that the level of English proficiency for Grade 10 is level 3-1 (the first level of three levels of CEFR - level B1), and their grammar knowledge of form and meaning is more directed at the teaching and learning of grammar in class Students at this level still made mistakes and had some trouble using correct grammatical forms and meaning In other words, they learned grammar in class to consolidate their basic knowledge before they could use it confidently and appropriately in specific contexts For that reason, the written tests were compiled with the aim of testing students’ grammar knowledge in terms of forms and meanings

Data Analysis

The data collected for the study included two pre-tests and two post-tests from both the control and experimental groups, in addition to a survey questionnaire on students’ attitudes toward the use of Liveworksheets in grammar lessons in the classroom for the experimental group

In order to determine the effect of using Liveworksheets on students’ cognitive learning achievement, specifically in grammar, independent sample

T-tests and paired sample T-tests were employed to analyze the test scores before and after the intervention The pre-test and post-test results were analyzed and presented as descriptive statistics The results aimed to ascertain if there were any significant differences between the control and the experimental groups

Data collected from the aforementioned questionnaire were analyzed using a five-point Likert scale, as mentioned in Dawes’s (2008) study The ranges of the mean scores for the five-point Likert scale can be calculated as (5-1) / 5 = 0.8, with an interval between the answers approximately equal to 0.8 The researcher utilized the Likert Scale to assess students’ attitudes in the form of five statements: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD) Participants were required to indicate the degree of agreement and disagreement using a five-point Likert scale, ranging from 1 = strongly disagree to 5 = strongly agree Therefore, the total score interpretation can be summarized as follows:

1.00 – 1.80 Strongly disagree Finally, the researcher described the data in narrative form The data were also presented on both a table and a bar chart.

FINDINGS AND DISCUSSION

The Effectiveness of Liveworksheets on Students’ Grammar Achievement

As mentioned in Chapter 3, the pre-test, and the post-test were used to measure the grammar achievement of the participants in both groups during the intervention of 8 weeks The scores of the grammar achievement tests ranged from 0 to 10 points

The pre-test results of the control and experimental groups were shown in the tables and charts below The descriptive statistics of both groups were displayed in the following tables:

Pre-test Scores of the Control and Experimental Groups

No Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10 Mean

Pre-test results, as shown in Table 4.1, highlighted the score difference between the control group and the experimental group The number of students scoring between 3-4 in the control group was only half that in the experimental group Additionally, there was a slight variation in the number of students with average scores between 5-6 in both groups In the control group, 20 students accounted for 47.62%, while in the experimental group, 19 students represented 44.17%

The control group performed better than the experimental group in the 7-

8 score range Sixteen students in the control group made up 38.09% of their group, while 18 students in the experimental group accounted for 41.86%

In the category of students achieving excellent scores of 9-10, the control group had 5 students, making up 11.90% This was a greater number compared to the experimental group, which had only 4 students

The following Chart 4.1 will illustrate what has been mentioned above

Results of the Pre-test of the Control and Experimental Groups

Besides, with mean scores of 6.67 for the control group and 6.56 for the experimental group in the pre-test results, there was only a slight difference in the level of English proficiency between the two groups This result indicates that there were no significant differences in the pre-test scores of the two groups before the implementation of Liveworksheets Therefore, we proceeded to apply Liveworksheets in grammar lessons to determine whether it had positive impact on students’ achievement of grammar

Table 4.2 indicated that there was a difference in students’ grammar achievement between the two groups after the intervention

Post-test Scores of the Control and Experimental Groups

No Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10 Mean

The post-test results revealed differences in the scores Notably, no students in either the control or experimental group received weak marks However, there was a significant disparity in the number of students achieving average scores in both groups In the control group, 16 students, comprising 38.10%, scored between 5 and 6, which was double the number in the experimental group, where 8 students, representing 18.60%, fell into this category The difference was more pronounced among students who achieved fairly good marks, ranging from 7 to 8, in these two groups In the control group, 45.53% of students were in this category, compared to 55.81% in the experimental group The number of excellent students in both groups increased compared to the initial pre-test results In the control group, the percentage of excellent students was 16.67%, while in the experimental group, it was 25.59% Chart 4.2 below provides a clearer visualization of the presented data

Results of the Post-test of the Control and Experimental Groups

As can be inferred from the figure above, it appears that students tended to have achieved and improved their grammatical knowledge throughout the course It can be observed that not only did the experimental group have a higher number of fairly good, good, and excellent students compared to the control group, but the mean scores in the post-test results were also higher, with values of 7.05 and 7.72, respectively, for the two groups This data suggests that the achievement of the experimental group was superior to that of the control group Therefore, it is reasonable to conclude that students in the experimental group attained a better understanding of grammar than those in the control group

A paired sample t-test was conducted on two sets of data: one from the control group and one from the experimental group This analysis aimed to provide information about the changes in grammar knowledge achievement within these groups The statistical results were summarized in Table 4.3 to provide a brief overview of the differences in students’ test scores between the pre-test and post-test within each group

Statistical Results from the Pre-test and Post-test of the Control and Experimental Groups

Control group Pre-test CG 42 6.67

Post-test CG 42 7.05 Experimental group Pre-test EG 43 6.56

It is evident from Table 4.3 that a significant difference existed in the mean grammar achievement scores between the pre-test and post-test for both groups At the pre-test stage, there was a relatively small gap in grammar achievement between the two groups (control group M= 6.67; experimental group M= 6.56) This result was quite reasonable because participants in both groups had similar levels of language competence While the post-test revealed an upward trend in the mean grammar scores of both groups, it cannot be denied that the post-test result of the control group (M= 7.05) was significantly lower than that of the experimental group (M= 7.72)

Furthermore, based on the statistical results, it was easily recognised that there was a slight decrease (.38) in students’ post-test scores compared to their pre-test scores in the control group Meanwhile, the experimental group experienced a significant increase of 1.16, indicating a higher level of achievement in grammar forms and meanings among students in this group during the course with Liveworksheets In other words, the control group, with a mean difference of 0.38, unveiled no significant differences in the test scores In the meantime, based on the results of the experimental group, which had a mean difference of 1.16, it can be concluded that the group using Liveworksheets in class achieved better results in the test score compared to the control group that did not use Liveworksheets

In summary, it can be inferred that with the assistance of Liveworksheets in the classroom, students’ test scores increased significantly in comparison with the results of students in the control group who did not use the educational platform This implies that there was an improvement in grammar achievement for students who used the Liveworksheets platform in their English grammar learning

Besides, the mean scores of students in the experimental group were higher than those of their counterparts in the control one at every level, showing an increase among high-achieving students and a decrease among those with below-average performance from the pre-test to the post-test In general, both classes achieved promising results in learning English However, it was likely that the experimental students who studied grammar with Liveworksheets learned grammar more effectively than the control group In order to gain further insight into the other effects of Liveworksheets on students’ English grammar learning, the results of the questionnaires will be discussed below

4.2 Students’ Attitudes Towards Learning Grammar with Liveworksheets in the Classroom

As mentioned in Chapter 3, the questionnaire was utilized for data collection in the research To ensure the reliability of the questionnaire, the coefficient of Cronbach’s Alpha was employed to assess the reliability of the questionnaire items in the study (Forman and Nyatanga, 2001) After the students in the experimental group completed their questionnaires, the data were entered into SPSS to measure the questionnaire’s reliability Specifically, questionnaire items No 4, 5, and 6 corresponded to cognitive components; questionnaire items No 7, 8, and 9 pertained to affective components, and questionnaire items No 10, 11, and 12 were related to behavioral components The results were presented as follows:

The Results of the Reliability of Questionaire Items No 4, 5 and 6

Total 237 100.0 a Listwise deletion based on all variables in the procedure

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

The Results of the Reliability of Questionaire Items No 7, 8 and 9

Total 237 100.0 a Listwise deletion based on all variables in the procedure

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

The Results of the Reliability of Questionaire Items No 10, 11 and 12

Total 237 100.0 a Listwise deletion based on all variables in the procedure

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

As illustrated in above Figures, the reliability coefficient of three attitude components could be interpreted as high reliability (with 0.900 > α > 0.700) With the results of 706, 734, 753 respectively, the questionnaire is reliable enough to be used as an instrument in this research

In the first section of the questionnaire, students were asked to provide information about their backgrounds Data related to students’ gender, email address, and the number of years they have been learning English were collected through question items No 1, 2, and 3, respectively Question item

No 1 aimed to determine the gender ratio of participants in the study Question item No 2 was used to collect students’ email addresses for potential follow-up inquiries if necessary Question item No 3 was designed to ascertain the duration of students’ overall English language learning experience, including English grammar

4.2.2 Students’ Attitudes Towards Liveworksheets in Grammar Lessons

Students’ opinions and beliefs about the use of Liveworksheets were revealed through their answers to the following three questionnaire items

Students’ Beliefs and Thoughts about Liveworksheets Activities

Disagree Neutral Agree Strongly agree

6 Memory retention of grammar lessons

Questionnaire items No 4, 5, and 6 were used to examine the cognitive factors, revealing students’ thoughts and beliefs regarding the effectiveness of Liveworksheets for learning grammar

The mean score for questionnaire items No 4 and 5 was 4.23, which was interpreted as strongly agree, while the mean score of questionnaire item No

6, 3.44, was interpreted as agree according to the calculation of the Likert scale

Summary

This chapter presents the findings from the grammar achievement test and the questionnaire regarding the effects of Liveworksheets on high school students’ English grammar learning and their attitudes toward Liveworksheets in learning English grammar Firstly, a majority of the participants have a positive perspective on the necessity and benefits of using the Liveworksheets platform in the classroom The findings also shed light on the students’ preferences and concerns related to Liveworksheets Based on these findings, the next chapter will provide a discussion, implications, limitations, and some suggestions for further studies.

CONCLUSION

Summary of Key Findings of the Study

The research aimed to identify an effective tool for enhancing grammar learning This tool should not only engage students in the classroom but also improve their academic performances With the rapid advancement of technology, various educational platforms have been developed and implemented in the field of English teaching and learning Liveworksheets, in particular, has seen widespread adoption in classrooms worldwide in recent years This study sought to contribute to the educational technology research field by investigating the effects of Liveworksheets on both students’ engagement and grammar achievement

The research aimed to identify a convenient tool for facilitating the learning of grammar This tool should engage students in the classroom, and simultaneously, enhance their academic performance Thanks to the rapid advancement of technology, many game-based learning systems have been developed and implemented in teaching and learning contexts In particular, Liveworksheets has found extensive use in classrooms worldwide This study is expected to contribute to the field of educational technology as it intends to uncover the effects of Liveworksheets on both students’ engagement and grammar achievements Many studies in the field have previously discussed how Liveworksheets motivate students to learn (Shirley and Rosa, 2022; Mukti et al., 2021) Moreover, the use of technologies as pedagogical tools contributes significantly to academic reinforcement, especially when integrated into educational methods that support the formation of grammatically correct sentences This incorporation of technological tools can foster a greater interest in learning English grammar This result is parallel to what Shirley and Rosa (2022) investigated

The results accumulated from the current study indicate that Liveworksheets have had a positive impact on students’ cognition, affect, and behavior in the classroom More specifically, students have shown increased interest, become more competitive in-class activities, and actively engaged in the grammar lessons Moreover, they have also become more aware of their grammatical mistakes and have reported greater improvement in their grammar skills compared to traditional classroom learning This improvement is evident in their test scores

Additionally, this study aligns with the research conducted by Rusdan and Mulya (2023) on the advantages of using Liveworksheets in the classroom The advantages highlighted in their studies include:

- Interactive and enjoyable learning experience

- Immediate feedback on student performance

- Enhanced engagement in class activities

The results of self-directed learning and automatic scoring are consistent with the findings of Yusuf and Ali (2022) In their study, they also discovered that accessing the website was easy, which aligns with the results of the current study

Furthermore, Rusdan and Mulya (2023) employed quantitative research methods Data for this research was collected through questionnaires and tests given to respondents as assessment material to measure cognitive learning outcomes The results of both the pre-test and post-test in both groups indicated significant differences in terms of language achievement for students who used Liveworksheets in the classroom Therefore, in effect, the current study findings generally match Rusdan and Mulya’s results in terms of improving students’ learning outcomes

Besides, the aforementioned studies were mostly conducted on elementary, high school, and university students, spanning various age groups The number of female participants significantly outnumbered the number of male participants In the current research, the participants consisted of 10th graders, approximately 16 years old Furthermore, the number of participants in the two groups was nearly equal, and the gender ratio was also balanced Therefore, it is evident that Liveworksheets can have a positive impact on students’ attitudes, regardless of age and gender

Another aspect addressed in the present study was the actual change in students’ academic performance Unlike the research conducted by Shirley and Rosa in 2022, which relied solely on observation, questionnaires, and interviews to assess senior high school students’ opinions about grammar improvement in online classes, this research employed both questionnaires and tests to provide more insightful results regarding students’ grammar achievement after implementing Liveworksheets in the classroom

In this research, it was found that a slow Internet connection can be a distracting factor when using Liveworksheets in the classrooms More specifically, a majority of students provided negative feedback about the slow internet connection, which reduced their interest and engagement in the activities These findings matched Yusuf and Ali’s study (2022), where they mentioned that one of the main limitations of this research is the occasional slow Internet loading or access issues with the Internet network Therefore, if this problem cannot be solved, it may gradually discourage students from participating in the activities

In conclusion, the present study has revealed that Liveworksheets, when used in the classroom, has a positive impact on students’ learning of grammar This impact extends to their academic performance as well as their engagement and motivation in class However, a significant concern arises in the form of a “wear-off” effect, which must be carefully considered in the future It is worth noting that Liveworksheets itself cannot bring out all these benefits Therefore, teachers’ roles in designing class activities, providing instructions and explanations should also be taken into consideration.

Conclusion

As mentioned in the literature review above, grammar is essential in high school language teaching as it is tested in exams and forms the foundation for all language skills: reading, writing, speaking, and listening Therefore, this study was conducted to find an effective tool to maintain students’ interest and improve their performances in grammar lessons

The first research question explored the effects of Liveworksheets on students’ grammar achievements The researcher analyzed students’ scores in both pre-tests and post-tests to assess the impact of Liveworksheets on their grammar performances Based on the scores taken in the post-tests of both the control group and the experimental group, it can be inferred that students in the classroom where Liveworksheets were applied in the lessons showed better results, while the control group experienced a slight decrease in test scores From this evidence, it can be concluded that Liveworksheets have a positive impact on students’ grammar performances

The second set of questions focused on how students responded to the use of Liveworksheets in grammar lessons in the classroom A survey questionnaire was distributed to the students at the end of the course to gather their opinions and attitudes towards learning with the use of Liveworksheets The survey results indicated that students had positive attitudes and feelings about using Liveworksheets in the classroom In fact, many students expressed their desire for more lessons involving Liveworksheets in the future.

Implications

On the analysis of the findings of the research, some implications for improving the integration of the Liveworksheets platform to enhance students’ grammar achievement can be drawn for school administrators, teachers, and students

Although the role of the educational administrators is indirect in using education technology in teaching and learning, it is important to involve them in improving the quality of English teaching and learning at the school Satisfying the expectations of teachers is crucial

First, school administrators should be aware of the importance of the positive results that educational platforms can bring to students Subsequently, school administrators should consider updating the latest trends in using educational platforms in the classroom They should inform and assist teachers who are not familiar with online interactive learning activities The school can support teachers with more professional training and provide opportunities for them to share their teaching knowledge and gain more information about new technology that can be used efficiently in the classroom

Secondly, as shown in the findings section, a low Internet connection is the biggest problem in the classrooms Therefore, the school should ensure wireless Internet access so that both teachers and students can access the Internet whenever they need it

Lastly, another important aspect is that rewards or prizes should be given to teachers who attend professional development programs to encourage and motivate them to implement educational technology in the classroom to help improve students’ learning outcomes

The study contributes to the identification of a potential tool for engaging students in grammar lessons and improving their grammar learning The importance of positive attitudes and the effectiveness of Liveworksheets in the classroom have a significant impact on the learning and teaching process

According to the results derived from the students’ attitudes towards learning grammar with Liveworksheets in the classroom, it is evident that Liveworksheets can be used as an effective tool for teachers Not only does it help students identify their grammatical mistakes, but interactive learning platform, such as Liveworksheets, also motivates students to be encouraged and focused in the lessons

Moreover, the application of Liveworksheets can create a positive learning environment The use of Liveworksheets in the classroom has also been shown to have a positive effect on students’ grammar achievement test scores Therefore, teachers can apply learning platform such as Liveworksheets in the classroom to establish a comfortable and exciting learning environment where students can effectively learn grammar

The study also revealed students’ preferences and concerns regarding the use of Liveworksheets, as presented in Section 4.2.2.4 of Chapter 4 Students mentioned their enthusiasm for competitive, practical activities as well as their desire for immediate feedback through its automatic marking system This information allows teachers to make adjustments to their teaching methods and find appropriate activities for their students Understanding the positive features that students enjoy and dislike, teachers can explore other online learning systems that share similar features to replace Liveworksheets in cases of website issues with diverse classroom activities Considering the effects of Liveworksheets on students’ grammar achievement, teachers can also incorporate educational platforms, such as Liveworksheets, into other areas of English teaching, including vocabulary, reading and listening

Based on students’ feedback regarding what they did not like about using Liveworksheets, it could be observed that the most distracting factor was the slow Internet connection Since it will take a long time to request an upgrade to the school facilities, students can mitigate this negative factor through their own preparation If students equip their devices with 3G/4G connections, they will not have to rely on the school’s internet Consequently, students will not feel discouraged when they cannot win the game due to internet-related issues.

Limitations

Despite the efforts of the researcher and the effectiveness of Liveworksheets in enhancing students’ grammar skills, there are still some limitations and shortcomings

First, the current study was conducted in the natural setting of English teaching at a high school in Binh Dinh province, where the researcher worked As a result, it failed to adhere to random sampling The participants were drawn from two intact classes chosen at the beginning of the school year, prior to the study Furthermore, the study included only eighty-five participants Therefore, the findings cannot be generalized to all high school English students

Secondly, the time frame might have been short This research was carried out in only eight weeks, which may have limited the extent to which the results could be applied If the study had been conducted over a longer duration, it could have had a more profound impact on the teaching program, as there are numerous approaches to teaching various language aspects, including grammar Consequently, if Liveworksheets was used extensively, students might find it monotonous to follow the lessons

Also, certain factors affecting students’ performance in the grammar achievement test could not be excluded from this study The researcher had no control over the amount of time students dedicated to practicing extra grammar exercises to master the grammar points or whether students engaged in grammar practice with their peers outside of the classroom While the researcher made efforts to ensure the similarity between the two groups, it’s important to acknowledge that human-related factors are complex and require more careful and thorough consideration

Finally, the study demonstrated that Liveworksheets can be an effective tool for grammar learning in the classroom Nevertheless, the study did not provide a clear explanation of the necessary interventions when teacher incorporate Liveworksheets in their lessons Furthermore, the study lacks sufficient information about the extent of teachers’ explanations, group discussions, or students’ tasks after each question in Liveworksheets.

Recommendations for Further Studies

In terms of suggestions for further research, in light of the limitations of the aforementioned study, the following recommendations are forwarded for further studies

First of all, a highly promising avenue for future research lies in conducting studies with a larger participant pool over an extended duration to yield more comprehensive results

Secondly, given the rapid advancement of technology, numerous new websites and online tools, apart from Liveworksheets, have been developed and have made significant contributions to enhancing the quality of teaching and learning processes Consequently, it is imperative to conduct further studies that compare the use of Liveworksheets with other types of educational platforms

Another aspect that future researchers should consider is the necessary roles of teachers’ interventions in each Liveworksheets activity to enhance students’ utilization and retention of the grammar concepts learned in the lesson These interventions may include teachers’ explanations, assigned tasks for students, and students’ discussions Conducting research to determine the optimal extent to which these factors should be employed could provide insights into maximizing the effectiveness of Liveworksheets in the classroom

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PHIẾU KHẢO SÁT

Khảo sát này nhằm mục đích tìm hiểu ý kiến của các em trong việc sử dụng Liveworksheets cho việc học ngữ pháp Tiếng Anh Khảo sát chỉ sử dụng cho mục đích nghiên cứu, do đó thông tin các em cung cấp sẽ được giữ bí mật tuyệt đối Rất mong các em trả lời theo suy nghĩ thực sự của mình cho phiếu khảo sát này

Phần 1: Thông tin cá nhân:

3 Em học tiếng Anh được bao lâu? ………… ………… ….…….… năm

Phần 2: Ý kiến của em đối với việc sử dụng Liveworksheets trong việc học ngữ pháp Tiếng Anh

Dưới đây là một bảng các câu phát biểu Các em vui lòng cho biết mức độ đồng ý của các em đối với các nhận định bằng cách đánh dấu X vào các ô tương ứng

STT NỘI DUNG Ý KIẾN CỦA HỌC SINH

4 Liveworksheets giúp tôi cải thiện Ngữ pháp Tiếng Anh

5 Liveworksheets giúp tôi nhận ra những lỗi và điểm yếu ngữ pháp của mình

6 Khi học với Liveworksheets, tôi nhớ bài Ngữ pháp tốt hơn so với cách học truyền thống

7 Liveworksheets khiến bài học ngữ pháp thú vị và sinh động hơn

8 Tôi không muốn bỏ lỡ bất cứ buổi học nào có

9 Nhờ Liveworksheets, tôi cảm thấy có động lực học ngữ pháp

10 Nhờ Liveworksheets, tôi học tập trung hơn trong các buổi học ngữ pháp

11 Tôi muốn trở thành một trong những người có điểm cao nhất trong bảng xếp hạng của

Liveworksheets nên tôi học ngữ pháp chăm chỉ hơn so với trước

12 Để nắm vững điểm ngữ pháp và thắng trong trò chơi khi làm bài tập ngữ pháp trên

Liveworksheets, tôi lắng nghe bài giảng của giáo viên chăm chú hơn

Phần 3: Những điểm tôi thích và không thích về Liveworksheets

13 Những điểm tôi thích về Liveworksheets (Có thể chọn nhiều hơn 1 đáp án) 13.1 Dễ tiếp cận

13.2 Cảm giác thi đấu và chiến thắng trò chơi

13.3 Trải nghiệm học tập thú vị và có tính tương tác

13.5 Sự thuận tiện trong việc dùng điện thoại và các thiết bị thông minh để tham gia

13.6 Biết đáp án và kết quả bài làm ngay sau khi nộp bài

13.7 Khác (vui lòng ghi cụ thể)

14 Những điều tôi không thích về Liveworksheets (Có thể chọn nhiều hơn 1 đáp án)

14.5 Tốc độ đường truyền Internet chậm

14.6 Ghét cảm giác thi đấu và cạnh tranh

14.7 Khác: (vui lòng ghi cụ thể)

15 Trong tương lai, em muốn có Liveworksheets trong các buổi học ngữ pháp nữa không?

Cảm ơn sự hợp tác của các em.

QUESTIONNAIRE

This questionnaire aims to gain better understanding of students’ attitude towards the use of Liveworksheets in learning grammar This questionnaire is used for the research purpose only Please answer all of the questions as well as you can Any information you provide will be kept confidential Thank you for your cooperation!

3 How long have you studied English? ………….………… years

Section 2: Students’ opinion about using the use of Liveworksheets in learning English grammar

Below is a list of statements Please indicate how you feel about each statement by putting a tick X to indicate your degree of agreement or disagreement with each statement

Disagree Neutral Agree Strongly agree

4 Liveworksheets helps improve my grammar

5 Liveworksheets helps me identify my grammar mistakes and weaknesses

6 I remember grammar lessons better on

Liveworksheets than with traditional exercises

7 Liveworksheets makes grammar lessons more fun and enjoyable

8 I don’t want to miss any

9 I feel more motivated to learn grammar with

10 I focus more on grammar lessons with

11 I want to be one of the highest-scoring students on the Liveworksheets leaderboard, so I study grammar harder than I used to

12 To master the grammartical points to win

I listen carefully to what my teacher says during the lessons

Section 3: What I like and dislike about using Liveworksheets in learning Grammar

13 What do you like about Liveworksheets ( you can choose more than one answer)

13.2 The feeling of competing and winning the games

13.3 Interactive and fun learning experience

13.5 The convenience of using mobile phones or other devices to play

13.6 Feedback – I like getting feedback right after every question

14 What don’t you like about Liveworksheets ( you can choose more than one answer)

15 Would you like to have more the use of Liveworksheets in the future?

GENERAL ENGLISH TEST (PRE-TEST)

GENERAL ENGLISH TEST (PRE-TEST) Part 1 Complete each sentence with the correct form of the words in brackets (3pts)

1 In my opinion, education should _ (improve) in rural areas

2 The rubbish should _ (sort) out before throwing away

3 This city becomes (crowded) _in the summer than in other seasons

4 Some female workers might _ (pay) wages this Saturday

5 This city has become one of (attractive) _ destinations for foreign visitors

6 They will choose (good) _ experts to join the peacekeeping activities in the region

Part 2 There is a mistake in each sentence Underline the mistake and correct it (2pts)

0 Researchers find that women can be made better surgeons than men make

1 European markets are usually the more competitive than Asian markets

2 In many jobs women might pay less than men

3 The WTO is the larger trade organisation in the world

4 Should women be worked after getting married?

5 The United Nations is a largest international organisation

6 Today's women can find serving in many parts of the army and police forces

7 Some men may be asked their wives to stay at home

8 Viet Nam has become one of the more popular destinations for foreign tourists in Asia

Part 3 Choose the correct answers to complete the sentences (2pts)

1 I think everybody should provide/ should be provided with equal access to health services

2 WTO rules have made trade easier / more easily for developing countries

3 The organic products are now becoming more popular/ the most popular than they were in the past

4 Your package has to wrap/ be wrapped carefully before it is mailed

5 Child marriage might lead/ might be led to domestic violence

6 Some imported goods are cheaper/ cheapest than locally produced goods

7 Girls may face / may be faced serious health problems if they get married young

8 This place was named the more/ the most popular attraction in our country

Part 4 Rewrite the sentences using comparative and superlative adjectives or the passive voice without changing their meanings (3pts)

1 Mount Everest is higher than every mountain in the world

2 Parents should give children a lot of love

3 This economic organisation has the most members in the region

No economic organisation in the region has ……….………… this one

4 Last year the export of dragon fruits was not as competitive as it is now

The export of dragon fruits now is ……….………….…

PROGRESS TEST (POST-TEST)

PROGRESS TEST (POST-TEST) Part 1 Complete the sentences, using which, that, who or whose (2pts)

1 This is an electronic device _ students can use without a lot of training

2 Smart boards, _ bring many benefits to students are being used in many schools

3 This school is only for children _ first language is not English

4 Students _ are good at managing time often have better results at school

5 There are interactive activities _can be easily downloaded from the Internet

6 Students _ don't hand in their papers on time will fail the exam

7 Teachers _ computer skills are not good may have a problem with giving online classes

8 Mr Lan encouraged his students, _ project was on smart digital books to register in the innovative Idea Competition

9 Teacher can upload videos and other materials on the classroom blog, _ can help students understand the lesson

10 Parents _ complain about their children's performance may be happy with the new teaching methods

Part 2 Choose the best answers to complete the sentences (2pts)

1 If I were rich, I a lot of books and clothes for poor children

A buy B will buy C bought D would buy

2 My friends promised that they would come to my birthday party _

A the previous day B The following day C tomorrow D yesterday

3 She told me that she to me the Sunday before

A wrote B has written C was writing D had written

4 A tablet is perfect for people work is to draw and write

5 If you your best, you will be successful

A try B will try C tried D would try