INTRODUCTION
Rationale
English as a compulsory subject taught at all education levels in many countries worldwide, including Vietnam In Vietnam, the pursuit of English proficiency has become a national priority, reflecting the global significance of the language English is considered a gateway to international opportunities, and the Vietnamese education system has adapted to meet the demands of a rapidly globalizing world (Harahap, 2012; Cakici, 2020) English learning begins early in Vietnamese schools, with a structured curriculum that aims to develop students' listening, speaking, reading, and writing skills
Concerning English learning in the high school context, high schools in Vietnam play a pivotal role in shaping students' English proficiency, as they prepare for higher education and future careers English is a mandatory subject in high school, and the curriculum focuses on building advanced language skills The emphasis is not only on linguistic competence but also on fostering critical thinking and communication abilities in English (Huckin et al., 2013) High school English teachers strive to create an immersive learning environment, incorporating diverse teaching strategies to engage students Despite constraints, efforts are being made to introduce modern teaching tools and technology to enhance the quality of English education The ultimate goal is to equip Vietnamese high school students with the language skills and cultural awareness needed to navigate a globalized society and contribute to Vietnam's development on the international stage
When acquiring any foreign language, learning reading comprehension is a cornerstone, playing a pivotal role in fostering a comprehensive and nuanced understanding of a language Therefore, teaching reading comprehension is the key of any curriculum The landscape of teaching reading comprehension has undergone a profound transformation, moving away from traditional methodologies towards communicative contemporary (Pan & Wu, 2013; Pan & Huang, 2019) In the traditional paradigm, reading comprehension often involved rote memorization, decoding of isolated vocabulary, and passive absorption of information (Jin & Cortazzi, 2014; Pan &
Wu, 2013) However, recognizing the evolving needs of learners and the demands of the modern world, educational practices have shifted towards more student-centered and interactive strategies (Gomleksiz, 2017; Ning, 2017)
Accordingly, communicative methods have emerged as powerful tools for teaching reading comprehension, transforming the traditional approach into an interactive and dynamic learning experience (Brown, 2017) Unlike conventional methods that often focus on decoding and memorization, communicative methods prioritize the use of language for authentic communication and meaning-making (Suh, 2019)
Central to these methods is the concept of interactive reading, where students actively engage with the text through discussions, collaborative activities, and real-life applications This approach recognizes that language is a living, communicative tool rather than a static set of rules According to Tsai (2019), by fostering an environment where students can express their thoughts, opinions, and interpretations, communicative methods promote a deeper understanding of the material
Technology integration is a key aspect of communicative methods Technology plays a significant role in contemporary reading instruction (Pan & Wu, 2013; Gomleksiz, 2017) Digital tools, multimedia resources, and interactive platforms enable educators to create immersive reading experiences These methods not only cater to diverse learning styles but also foster a love for reading by making it a dynamic and participatory process Additionally, collaborative learning, discussions, and real-world applications are integrated into contemporary approaches, fostering a deeper understanding of the text and enhancing critical literacy skills (Ning, 2017)
As stated, in the evolving landscape of language education, technology has become an invaluable ally, enriching traditional teaching methods and providing innovative avenues for interactive learning One such tool that has garnered attention in language classrooms is Hot Potatoes, Produced by Half-Baked Software, Inc., —a versatile suite of quiz authoring tools designed to create interactive and engaging exercises Beyond its application in various language skills, Hot Potatoes has proven particularly effective in the realm of teaching reading, offering educators dynamic ways to enhance comprehension and critical thinking (Ghorbanpour, 2018)
Hot Potatoes provides educators with the capability to design customized reading exercises that go beyond static texts, incorporating interactive elements such as multiple-choice questions, gap-filling activities, and matching exercises (Vargas
& Monge, 2014) This interactive format not only captures students' attention but also actively involves them in the learning process Reading lessons, traditionally confined to passive absorption of information, are transformed into dynamic experiences where students can interact with the text, respond to questions, and receive immediate feedback (Sadeghi, 2015) Owing to the benefits of Hot Potatoes, the researchers performed the studies exploring the use of hot potatoes in English language teaching and learning For instance, Putri's (2014) research delved into the application of Hot Potatoes in reading instruction The findings demonstrated that integrating the Hot Potatoes program not only facilitated students' learning processes but also heightened their motivation to learn In a study by Zinaga (2014), students' perceptions regarding the utilization of Hot Potatoes were examined The data analysis revealed universally positive feedback from all participants, indicating a favorable reception of Hot Potatoes in the learning environment Similarly, Ghorbanpour's (2018) investigation explored the implementation of Hot Potatoes to enhance paragraph writing skills The outcomes indicated that integrating Hot Potatoes into paragraph writing activities offered students valuable opportunities to grasp and reinforce the nuances of rhetorical structure To sum up, previous studies indicated the positive impacts of using hot potatoes on different aspects of language learning, including reading (Erben et al., 2019) and students’ positive perceptions towards hot potatoes
When it comes to teaching reading at Nguyen Du High School, English teachers have been experimenting with various instructional methods to enhance students' reading abilities The objective is to enable students to comprehend and analyze written texts with ease and effectiveness The broader aim includes advancing the students' core skills—listening, speaking, reading, and writing The teachers aim to introduce texts that encompass novel ideas, facilitating students in utilizing and building upon their existing knowledge to comprehend texts and acquire more information on the subjects Additionally, efforts are directed towards assisting students in expanding their vocabulary within context, learning new words, and introducing them to new grammatical structures and challenges, thereby aiding students in understanding and mastering these linguistic elements Among different techniques, Hot Potatoes has been employed as a tool to support students’ reading learning The preliminary study indicates the positive impacts of using Hot Potatoes on students’ reading performance illustrated by their increase in test scores However, how the students at Nguyen Du high school use Hot Potatoes and their perceptions towards Hot Potatoes have not been investigated Therefore, the current study attempts to explore EFL students’ perceptions and practices of using Hot Potatoes in reading lessons at Nguyen Du High School.
Research Aim and Objectives
The study aims to examine EFL students’ use and their perceptions of Hot Potatoes in learning reading skills
Specifically, the following objectives are generated:
1) To explore how EFL students use Hot Potatoes to learn reading skills 2) To investigate EFL students’ perceptions of the use of Hot Potatoes in learning reading skills.
Research Questions
In order to obtain research aim and objectives, the following research questions are derived:
1) How do EFL students use Hot Potatoes to learn reading skills?
2) What are EFL students’ perceptions towards the use of Hot Potatoes in learning reading skills?
Scope of the Study
Because the time is limited, the study mainly focused on investigating EFL students’ practices and perceptions concerning how the use of Hot Potatoes promotes their reading skills The study was performed at Nguyen Du High School with the participation of 80 EFL Grade 12 students All these students had experienced the use of Hot Potatoes in learning reading lessons so that they coud reveal the findings concerning the practices and perceptions of Hot Potatoes.
Significance of the Study
Theoretically, the researcher chose this study with the hope that the findings of the study will contribute to the field of using Information and Communications Technologies (ICT) in language learning This study recommends Hot Potatoes in particular as an appealing and user-friendly authoring tool that teachers may use to create activities and as a learning medium to assist students in increasing their reading comprehension Since Hot Potatoes contains a variety of exercises, students can strengthen their reading comprehension by responding to the questions Through those various exercises, teachers can motivate students to learn reading comprehension
Practically, this study is significant because of the following reasons First and foremost, there have not been any studies on the use of Hot Potatoes in learning reading skills at Nguyen Du High School; this study, therefore, will be conducted in the hope of enriching the source of data for future research at Nguyen Du High School In addition, that the study will shed light on how Hot Potatoes has been used by students in learning English reading lessons and their perceptions towards Hot
Potatoes; those findings hopefully make significant contribution to the field of English reading teaching and learning in general and help English teachers at Nguyen
Du High School to recognize the current situation and improve their use of ICT tools in learning and teaching English More worthily, it is expected that the students’ positive perceptions towards Hot Potatoes examined by the use of technology acceptance model (TAM) will generate the useful framework to understand how Hot Potatoes is used by EFL students and their perceptions of Hot Potatoes as a helpful ICT educational tool.
Structure of the Study
The thesis is organized into five chapters as follows:
Chapter 1, Introduction, presents the rationale, aims, and objectives, research questions, the scope of the study, the significance of the study, and the organization of the study
Chapter 2, Literature Review, provides the theoretical background on which the study is based and briefly present a review of previous studies related to this study
Chapter 3, Research Methods and Procedures, deals with the research methods, research procedures, data collection, data analysis
Chapter 4, Findings and Discussions, focuses on exploring how EFL students have used Hot Potatoes to learn reading skills and investigating EFL students’ perceptions towards the use of Hot Potatoes in learning reading skills
Chapter 5, Conclusion, gives a summary of the results of the study It also offers limitations of the study and suggestions for further research.
LITERATURE REVIEW
In this chapter, the researcher reviews the existing literature concerning the use of Hot Potatoes in teaching reading Specifically, theoretical foundation of reading, learning and teaching reading is established at the beginning of the chapter Then, Computer Assisted Language Learning (CALL) is discussed with reference to its origin, development and application in foreign language (L2) learning Other areas of focus in this chapter involve Hot Potatoes, its features, strengths and weaknesses of Hot Potatoes, and the use of Hot Potatoes in teaching reading Finally, related studies are examined to find out empirical findings of how Hot Potatoes is used to promote EFL students’ reading skills and to identify the literature gaps that are addressed in the current study
There are three steps in a reading lesson The first one is pre – reading strategy, where readers preview the material before delving into it This involves scanning headings, subtitles, and visual aids to activate prior knowledge and establish a mental framework for understanding the content (Richards & Renandya, 2012)
During the reading process, active engagement is key Annotation, highlighting, and note-taking help in focusing attention on essential points, promoting a deeper understanding of the material Additionally, readers can employ the questioning strategy, constantly asking themselves queries about the text to foster critical thinking and engagement with the material (Brown, 2001)
Furthermore, according to Richards and Renandya (2012), post-reading strategies play a vital role in consolidating comprehension Summarization is an effective technique where readers articulate the main ideas and key details in their own words This not only reinforces understanding but also aids in retention Discussion and reflection are other valuable post-reading strategies, allowing readers to share insights, clarify doubts, and connect the material to personal experiences or prior knowledge Metacognition, or thinking about one's thinking, is an overarching strategy that spans all stages of reading It involves being aware of comprehension processes, monitoring understanding, and adjusting strategies accordingly (Brown, 2001) Developing metacognitive skills empowers readers to take control of their comprehension, making reading a more purposeful and strategic endeavor
In sum, a combination of pre-reading, during-reading, and post-reading strategies, coupled with metacognitive awareness, forms a holistic approach to reading comprehension Tailoring these strategies to individual preferences and the nature of the material can significantly enhance one's ability to comprehend and derive meaning from diverse texts
Moreover, when mentioning reading comprehension it is crucial to explore the factors influencing the learners’ reading comprehension achievement, regardless of internal or external Reading comprehension is a nuanced process influenced by a myriad of internal and external factors (Kahayanto, 2014) Internally, individual perceptions play a pivotal role in shaping how readers approach and interpret text Beliefs about one's own reading abilities, attitudes toward the subject matter, and confidence in comprehension skills all contribute to the cognitive landscape of reading Motivation, another internal factor, acts as a driving force, impacting the level of effort and attention a reader invests in understanding the material Effective problem-solving strategies, cultivated through experience and education, also shape internal factors, guiding readers in navigating and comprehending complex texts (Dorn & Soffos, 2005)
Sadeghi (2013) also states that external factors, on the other hand, encompass elements outside the reader's cognitive domain Text modality, including the use of visuals, graphs, or multimedia, can significantly impact comprehension Visual aids can enhance understanding, while a dense or convoluted layout may pose challenges The characteristics of the text itself, such as vocabulary complexity and sentence structure, contribute to external factors influencing comprehension Time and place are additional variables, as reading in a quiet, focused environment may yield different results than reading in a distracting or time-pressured setting
Recognizing the interplay between internal and external factors is crucial in understanding the complexities of reading comprehension An individual's beliefs, motivation, and problem-solving strategies interact dynamically with the inherent characteristics of the text, its presentation, and the context in which it is encountered
By acknowledging and addressing these multifaceted influences, educators and readers alike can develop strategies to optimize comprehension outcomes and foster a more effective reading experience (Dorn & Soffos, 2005; Sadeghi, 2013)
Alderson (2010) recommends specific assessment methods for evaluating reading comprehension, including multiple-choice, cloze tests, matching exercises, true-false evaluations, and ordering tasks These assessment approaches are well- suited for integration into web-based tasks using platforms like Hot Potatoes
In sum, there are many definitions of reading stated by the scholars While some researchers view reading others look reading as an interactive communication process between the writer and the reader, emphasizing comprehension Reading comprehension is also mentioned as the main goal of reading that involves complex processes such as word reading, knowledge, and fluency The scholars also revealed internal and external factors influencing reading comprehension While internal factors influencing reading comprehension include perceptions, beliefs, motivation, and problem-solving strategies external factors involve text modality, characteristics, time, and place
According to Kimble and Garmezy (2010), teaching reading is a dynamic and evolving process that encompasses a range of strategies aimed at fostering literacy skills and a love for reading At its core, successful reading instruction begins with the development of foundational skills, such as phonics, fluency, vocabulary, and comprehension These skills form the building blocks that enable students to decode, understand, and derive meaning from written text
Effective reading instruction also involves a balanced approach that combines both explicit and implicit teaching methods Explicit instruction, including direct explanations and modeling, helps students grasp specific skills and concepts, while implicit instruction allows for exploration, critical thinking, and the application of these skills in authentic reading situations Striking the right balance ensures a comprehensive and well-rounded approach to reading education (Nuttall, 2005)
Kimble and Garmezy (2010) also affirm that differentiated instruction is a key principle in reading teaching, recognizing the diverse needs, abilities, and learning styles within a classroom Tailoring instruction to accommodate individual differences ensures that each student receives the support and challenges necessary for their reading development This may involve adjusting the complexity of texts, providing additional resources, or implementing varied instructional methods
Furthermore, the integration of literature and authentic texts is essential in fostering a genuine appreciation for reading Exposing students to a diverse range of genres, authors, and cultures not only enhances their comprehension skills but also instills a lifelong love for reading Literature acts as a gateway to new worlds, perspectives, and ideas, enriching students' understanding and broadening their horizons (Anderson, 2013)
Particularly, in the contemporary educational landscape, technology has become an integral component of reading teaching Educational apps, digital platforms, and online resources offer interactive tools that cater to diverse learning styles and provide opportunities for personalized learning Leveraging technology in reading instruction not only enhances engagement but also prepares students for the digital literacy demands of the 21st century (Anderson, 2003)
METHODOLOGY
This chapter explains the researcher’s choice of research methodology concerning the use of mixed methods as research method for data collection and analysis concerning the students’ practices and perceptions of using Hot Potatoes in reading lessons A description of research site, samples, and sampling procedures is accordingly provided Other areas of focus in this chapter include how three research instruments, including observation, the questionnaire, and the semi-structured interview to collect data Finally, the procedures of data analysis to answer research questions are discussed at the end of the chapter
The choice of a mixed methods research design for the present study is a strategic decision aimed at providing a comprehensive and nuanced understanding of the research questions This design combines both quantitative and qualitative approaches, recognizing the unique strengths each method brings to the study The application of these methods can take place at various stages throughout the research process (Caruth, 2013; Creswell, 2011; Ponce, 2011; Teddlie & Tashakkori, 2009; Greene, 2007), encompassing:
1) In the initial planning phase, where the research blueprint is formulated, delineating the scope of the investigation and outlining how both quantitative and qualitative methodologies will be employed
2) Conjoining or harmonizing research inquiries from both quantitative and qualitative perspectives to guide the researcher in comprehending the intricacies of the studied problem
3) Employing quantitative measurement tools alongside qualitative research techniques to produce both quantitative and qualitative data relevant to the research problem
4) Merging or integrating quantitative and qualitative data during the analysis phase of the study
5) Consolidating or merging quantitative and qualitative data in the presentation of the study's findings
Specifically, quantitative methods were employed to gather numerical data on students' practices and perceptions of Hot Potatoes This data offered a quantitative lens to analyze trends, patterns, and correlations, providing a statistical overview of the students' interactions with the tool and their perception These numerical insights can help identify broader trends and patterns that may be crucial in informing general practices or perceptions (Caruth, 2013)
On the other hand, qualitative methods, such as interviews or open-ended surveys, will be used to delve into the depth of students' perceptions and experiences with Hot Potatoes This qualitative approach allowed for a more nuanced exploration of the reasons behind certain quantitative trends, providing rich insights into the students' practices and attitudes when using Hot Potatoes in reading lessons Qualitative data can capture the intricacies of individual experiences and shed light on the context-specific factors that may influence students' perceptions (Creswell, 2011)
The mixed methods approach is particularly relevant in this study as it allows for triangulation, where findings from both methods can be compared and contrasted to provide a more robust and holistic interpretation of the research questions By employing a sequential explanatory design, the study firstly collected and analyzed quantitative data, followed by qualitative data collection and analysis This sequential approach allows the researcher to use qualitative data to explain or elaborate on quantitative findings, offering a more comprehensive understanding of the complexities involved in students' interactions with Hot Potatoes in reading lessons
In summary, the mixed methods research design for this study is driven by the need to capture both the breadth and depth of EFL students' perceptions and practices with Hot Potatoes By integrating quantitative and qualitative approaches, the study aims to provide a more comprehensive and contextually rich understanding of the role and impact of Hot Potatoes in the reading lessons at Nguyen Du High School
In the current study, the researcher selected Nguyen Du High School as the research site to perform the study Nguyen Du High School is situated in a rural commune in Binh Dinh Province The school was established in 1999 and currently employs nearly seventy teachers, including 8 English teachers, and has approximate 1500 students The whole school has 38 classes equipped with televisions and free wi-fi system, and a laboratory room for English, which is proof that teaching and learning English is really concerned As a working teacher at school, the researcher is encouraged to carry out this study
The English teachers at Nguyen Du High School are likely to implement various reaching strategies and techniques that help motivate students to read and involve students in the lessons Among these strategies and techniques, Hot Potatoes is adopted by English teachers to improve students’ reading comprehension; however, there has been no study conducted to measure the effects of using Hot Potatoes and students’ perceptions towards Hot Potatoes Therefore, the current study was performed at Nguyen Du High School to examine the students’ practices and perceptions of using Hot Potatoes in reading lessons
In the present study, the research population encompassed Grade 12 students enrolled at Nguyen Du High School The study involved 80 students from two intact classes There were 34 males and 46 females These two classes were randomly selected from 12 classes of 12 th grade The number of participants depended on the total of students of each class They all had around nine years’ experience of learning English at primary and secondary schools With the random selection of two classes of 12 grades, the researcher hoped to get accurate, effective, comprehensive and reliable survey results
The participants of the study are taught English, using the new course book for the ten-year curriculum assigned by the Ministry of Education and Training (English
12) This coursebook for grade 12 costs the total time of 105 forty-five-minute periods Eighty-eight 45- minute periods are allocated for teaching and seventeen 45- minute periods are allocated for reviews, tests and reserves The coursebook for grade
12 consists of 10 units and 4 reviews Each unit includes 8 headings or lessons: Getting Started, Language (Vocabulary, Pronunciation, Grammar), Reading, Speaking, Listening, Writing, Communication & Culture, and Looking Back & Project Each lesson is instructed in one 45-minute period
In summary, the sample size comprised 80 Grade 12 students who had all encountered Hot Potatoes with textbooks assigned by the Ministry of Education and Training (English 12) in their reading lessons and willingly participated in the study
To examine the students’ practices and perceptions of using Hot Potatoes in reading lessons, the researcher adopted the questionnaire, semi-structured interview, and observations for collecting quantitative and qualitative data respectively Details of instrument design and development are discussed in the following sections
The initial tool employed for data collection in this study was a questionnaire, utilized to gather quantitative data Johnson and Onwuegbuzie (2004) define a questionnaire as a research instrument comprising a series of statements or questions that researchers use to collect data from respondents They emphasize its utility, noting that questionnaires enable the collection of quantitative, qualitative, or a combination of both, depending on research objectives and questions In studies exploring participants' opinions, beliefs, attitudes, or perceptions, questionnaires prove particularly appropriate Hence, in this study, the researcher chose a questionnaire to investigate students' practices and perceptions of using Hot Potatoes in reading lessons
Moreover, questionnaires featuring closed and/or open-ended questions that elicit written responses are well-suited for classroom activities Closed questions garner concise answers, offering qualitative data for deducing themes, patterns, and trends, while open-ended questions provide qualitative data for deriving themes, patterns, and trends Crafting questions poses a significant challenge, and piloting is recommended to minimize issues like lack of clarity, ambiguity, bias, and leading questions Decisions regarding language proficiency, whether responses should be in the mother tongue or an alternative language, are crucial To avoid potential misunderstandings, the researcher designed the questionnaire in Vietnamese, the students' mother tongue, and translated it into English for analysis
RESULTS AND DISCUSSION
In this chapter, the researcher presents findings and discussion of the study, concerning the students’ practices of Hot Potatoes and their perceptions of the use of Hot Potatoes in learning reading Quantitative data collected from the questionnaire are validated by qualitative data collected from the interview and observation protocols At the end of the chapter, discussions are generated in alignment with previous studies
Before exploring the participants’ practices of Hot Potatoes to learn reading and their perception of using Hot Potatoes, the researcher used three items in the questionnaire to explore the participants’ demographics Results are summarized in Table 4.1
Time spent on learning reading skills per day
Apps or softwares usually used by the teacher in reading lessons
As shown in Table 4.1, among 80 Grade 12 students participating in the current study more than half of the students (57.50%) are female students while the rest (42.05%) are male students This result implies the equal gender distribution among the research participants Another issue explored by the researcher was the amount of time the participants spent on learning reading skills It is reported that 1-
2 hours was the average amount of time used by half of the participants for learning reading skills One third of the participants learnt reading skills for less than 1 hour per day Particularly, only 12 participants, accounting for 15%, affirmed that every day they spent more than two hours learning reading skills Finally, the researcher attempted to explore which apps or softwares were used as the tool to teach reading to the students Hot Potatoes was perceived as the most frequently used app when 64 students, making up 80% of the participants, affirmed that their teacher usually used Hot Potatoes to teach reading skills Other apps less prevalent than Hot Potatoes included Quizizz (16.25%) and Quia (3.75%) The participants’ responses to the application of which apps were usually used to teach reading skills indicated that among different applications for reading learning and teaching, Hot Potatoes was relatively preferred by the teachers In the next sections, data collected from the questionnaire, interview and observations to answer the questions concerning the students’ perceptions of using this application in learning reading skills and their perception of Hot Potatoes are interpreted
4.2 Students’ Perceptions of Hot Potatoes
In the current study, the researcher also explored the students’ perceptions of the use of Hot Potatoes in learning reading skills 15 items in the questionnaire were used by the researcher to understand the students’ participants Results are shown in Table 4.2
Students’ perceptions of Hot Potatoes
1 The interactive web-based exercises provided by different modules of Hot Potatoes are interesting
2 The degree of difficulty of interactive web-based exercises provided by different modules of Hot Potatoes are appropriate to my level of proficiency
3 It is easy to access modules of Hot Potatoes 4.01 54
4 Hot Potatoes provides effective, interactive feedbacks that facilitates my progress in English
5 Hot Potatoes provides a variety of exercise formats 4.59 80
6 I enjoy learning reading lessons using Hot
7 Hot Potatoes is an interesting software to learn English 4.18 43
8 I understand English texts better by using Hot Potatoes 4.03 72
9 My scores on reading are higher when using Hot Potatoes 4.12 58
10 I comprehend the content of the text better after using Hot
Potatoes as a method of learning
11 I am likely to be more active in learning reading by using Hot
12 I pay more attention to the reading materials delivered through
13 I am enthusiastic about learning reading text using Hot
14 Range of applications in Hot Potatoes is highly relevant to learn reading
15 Learning reading with Hot Potatoes provides me more autonomy
It is shown in Table 4.2 that mean values of all the questionnaire items ranged from 4.01 to 4.59, indicating the students’ positive perceptions of the use of Hot Potatoes in learning reading skills Specifically, the highest level of agreement was reported with the item 5 stating that Hot Potatoes provided a variety of exercise formats (M = 4.59; SD = 80) This finding affirmed the perspective of Half-Baked Software Inc (2009) that emphasized the diversity in exercise formats as a superior advantage of Hot Potatoes that is created by six functions of Hot Potatoes
A high level of agreement was also identified with the item 14 concerning learning reading with Hot Potatoes provides them more autonomy (M = 4.47; SD 85) So far, it is questioned that how Hot Potatoes activities relate to learner autonomy, but the connection is straightforward In the realm of traditional paper- based reading materials, students review the given text, complete teacher-assigned questions or activities, and await the teacher's feedback Generally, this marks the conclusion if students have no questions Conversely, in Hot Potatoes activities, immediate feedback is provided through a grade, highlighting incorrect answers Researchers have observed that this prompts students to read attentively and repeat the activity until achieving a satisfactory grade Such iterative engagement is less likely in paper-based exercises, where the primary feedback source is the teacher, and revising responses is cumbersome One could argue that writing on paper implies an implicit expectation of permanence Additionally, uncertain students may hesitate to question the teacher to avoid revealing difficulties to peers, a situation altered by Hot Potatoes When working individually, students can privately rectify errors, learning without the fear of embarrassment, and proceed at their own pace Hot Potatoes empowers students to independently address challenges, underscoring the importance of autonomous practice in skill development It's crucial to recall that practice makes perfect, and that's precisely what Hot Potatoes facilitates for students—it encourages autonomous practice
Accordingly, the participants also expressed their agreement to other questionnaire items including Hot Potatoes provides effective, interactive feedbacks that facilitates their progress in English (M = 4.43; SD = 77); Range of applications in Hot Potatoes is highly relevant to learn reading (M = 4.41; SD = 52); The degree of difficulty of interactive web-based exercises provided by different modules of Hot Potatoes was appropriate to the students’ level of proficiency (M = 4.35; SD = 58); and the students were likely to be more active in learning reading by using Hot Potatoes (M = 4.35; SD = 73)
Other questionnaire items received a lower level of agreement included i) They are enthusiastic about learning reading text using Hot Potatoes (M = 4.28; SD
= 84); ii) They comprehend the content of the text better after using Hot Potatoes as a method of learning (M = 4.26; SD = 69); iii) The interactive web-based exercises provided by different modules of Hot Potatoes are interesting (M = 4.19; SD = 63); iv) They pay more attention to the reading materials delivered through Hot Potatoes (M = 4.19; SD = 56); v) Hot Potatoes is an interesting software to learn English (M
= 4.18; SD = 43); vi) Their scores on reading are higher when using Hot Potatoes (M
= 4.12; SD = 58); vii) I understand English texts better by using Hot Potatoes (M 4.03; SD = 72); and viii) It is easy to access modules of Hot Potatoes (M = 4.01; SD
In sum, responses from the questionnaire revealed the students’ positive perception of Hot Potatoes because of its user-friendly programs, a wide range of exercise format, relevance and interactive web-based exercises, and benefits of Hot Potatoes such as facilitation for reading comprehension, improved motivation and enthusiasm to learning and enhanced autonomy Owing to the positive perception of Hot Potatoes, the students affirmed that they enjoyed learning reading lessons using Hot Potatoes (M = 4.32; SD = 51)
In order to support the results from the questionnaire, the researcher used the interview to clarify the students’ perceptions of Hot Potatoes Three major themes emerging from the participants’ responses are their perception of interactive web- based exercises, the improvement in motivation, and enhancement of autonomy that lead to their positive perception
To begin with the learners' perspectives on the interactive web-based exercises, the interview findings indicated that participants showed interest in the exercises, suggesting that the overall enjoyment of engaging in the web-based, self- paced interactive activities was moderate Additionally, participants generally perceived the exercises as quite challenging, requiring careful reading and a thorough understanding of the text Regarding the perceived benefits of these exercises, the results unveiled participants' high satisfaction with features such as easy access, interactive feedback, multiple attempts, and the absence of time limits for exercise completion The value attributed to receiving interactive feedback and having multiple attempts was particularly noteworthy, with self-paced learning without time limits being the second-highest rated feature
When questioned about the effectiveness of the interactive web-based exercises, participants affirmed their belief in the exercises' utility for enhancing text comprehension, deeming them highly effective in improving reading comprehension The analysis of interview data regarding the learning effectiveness of the created exercises corroborated the questionnaire findings, establishing that the interactive web-based exercises contributed to improvements in participants' English reading comprehension and vocabulary knowledge
In summary, a majority of participants recognized the educational value of exposure to the interactive web-based exercises in enhancing their reading comprehension and vocabulary Noteworthy improvements in both reading comprehension and vocabulary were observed between the mid-term and end of the semester The perceived benefits of learning with Hot Potatoes in second/foreign language contexts, as identified in this study, align with previous research findings (Torlakovic & Deugo, 2004; Wang & Wang, 2010) This study extends existing research by presenting positive outcomes for learner perceptions and language learning following exposure to Hot Potatoes' interactive web-based exercises
Moreover, it can be hypothesized that learners' overall positive perceptions of the created exercises, coupled with significantly improved learning outcomes, might lead to increased engagement with and utilization of the interactive web-based exercises This outcome aligns with the assertions of Wang and Wang (2010) and Zapata and Sagarra (2007) that consistent utilization of reading texts with appended comprehension and vocabulary questions, offering easy access, immediate feedback, and multiple attempts without time constraints, contributes to enhanced learning gains
CONCLUSION
This chapter summarizes the key findings concerning the effects of using Hot Potatoes on their reading skills and students’ perception of Hot Potatoes Based on research findings, concluding remarks and implications for English learning and teaching Finally, the limitations and suggestions for further studies are also generated
Hot Potatoes is a suite of easy-to-use authoring tools that allows educators to create interactive learning activities such as quizzes, crossword puzzles, gap-fill exercises, and matching exercises The current study was expected to investigate whether the use of the Hot Potatoes application was useful for the improvement in students’ reading skills and the students’ perception of Hot Potatoes The mixed research method was adopted by the researcher for data collection and analysis 80 Grade 12 students were selected as the research participants While the questionnaire was used to selected to collect quantitative data, the interview and observation were utilized to gather qualitative data that was used to support quantitative data Data analysis revealed the following research findings:
1) Students used all six programs of the Hot Potatoes application, including JCloze, Jmatch, Jquiz, Jcross, Jmix, and The Masher to gain more vocabulary for reading comprehension
2) Students can approach different types of exercise when using the Hot Potatoes application
3) Students’ learning engagement, autonomy and motivation were improved owing to the use of Hot Potatoes
4) Students used the Hot Potatoes application to gain interactive feedbacks for their performance and progress
5) Students expressed their positive perception of Hot Potatoes because of its benefits
Based on the aforementioned findings, the concluding remarks and implications are generated on the next sections
In conclusion, the current study reveals that the utilization of all six programs within the Hot Potatoes application, namely JCloze, Jmatch, Jquiz, Jcross, Jmix, and The Masher, has proven to be a valuable strategy for enhancing students' vocabulary in the context of reading comprehension The diversity of exercises offered by Hot Potatoes allows students to engage with different types of activities, catering to varied learning styles and preferences This versatility not only broadens their exposure to language but also fosters a more comprehensive understanding of reading materials
The impact of Hot Potatoes extends beyond vocabulary acquisition, as evident from the observed improvements in students' learning engagement, autonomy, and motivation The interactive nature of the exercises within the application contributes to a more dynamic and participative learning environment Furthermore, the incorporation of Hot Potatoes has empowered students to take charge of their learning, enhancing their autonomy and intrinsic motivation in the process
One notable strength of Hot Potatoes is its provision of interactive feedback, allowing students to receive real-time insights into their performance and progress This feature promotes a continuous feedback loop that is instrumental in shaping and refining their reading comprehension skills The application serves not only as a learning tool but also as an immediate assessment mechanism, aiding both students and teachers in gauging the effectiveness of the learning process
Perhaps most importantly, students have expressed a positive perception of Hot Potatoes, underscoring its effectiveness and benefits in the realm of reading comprehension Their endorsement is a testament to the application's ability to create an engaging and fruitful learning experience In light of these research findings, the implications for the effective use of Hot Potatoes in learning and teaching reading skills are significant Educators can leverage this powerful tool to create dynamic, personalized, and interactive reading activities that cater to the diverse needs of students, fostering a more enriching and enjoyable learning journey
Hot Potatoes, the software suite for creating interactive educational content, has indeed shown promise in enhancing reading comprehension and fostering positive attitudes among students The theoretical contributions of these findings can be multifaceted
Firstly, the interactive nature of Hot Potatoes exercises requires students to actively engage with the reading material This cognitive engagement can lead to deeper comprehension as students interact with the content in a more dynamic way compared to traditional methods
Secondly, Hot Potatoes allows for the creation of customized exercises that cater to individual learning styles and pace This aligns with theories of personalized learning, acknowledging that students have unique preferences and strengths in how they approach and understand textual information
Accordingly, the use of Hot Potatoes aligns with constructivist theories of learning, emphasizing that learners actively build their understanding by connecting new information with their existing knowledge The interactive nature of the tool facilitates this process, as students construct meaning through exploration and interaction
Furthermore, Hot Potatoes often provides immediate feedback to students This aligns with theories of formative assessment, where timely feedback is crucial for learning The ability to reflect on their performance in real-time can contribute to metacognitive development, helping students become more aware of their learning processes
Moreover, the findings contribute to the broader field of Technology-Enhanced Learning by demonstrating the effectiveness of a specific tool in improving reading comprehension This supports the idea that well-designed digital tools can play a significant role in educational settings
Finally, positive attitudes towards Hot Potatoes may be rooted in theories of motivation, where engaging and interactive learning experiences contribute to increased motivation The positive correlation between student attitudes and the use of Hot Potatoes suggests that technology can be a motivational factor in the learning process
These theoretical contributions collectively support the idea that technology, when integrated effectively into the educational process, can positively influence both cognitive and affective aspects of learning They also underscore the importance of considering pedagogical theories when designing and implementing technology- enhanced learning tools like Hot Potatoes
Hot Potatoes is an application that allows teachers and students to create interactive exercises for language learning When it comes to developing reading skills, here are some effective ways for teachers and students to use Hot Potatoes: