Improving grade 6 students’ English learning by using social media an action research project at a lower secondary school Cải thiện việc học tiếng Anh của học sinh lớp 6 bằng cách sử dụng phương tiện truyền thông
INTRODUCTION
Rationale for the research
Throughout the ages, strategies, methodologies, and tactics in the realm of foreign language education have undergone constant evolution, spurred by diverse influences Mastering a new language presents formidable hurdles, necessitating unwavering support and inspiration for learners Central to the dynamic landscape of language instruction is the pivotal role occupied by students, their needs and experiences serving as the compass guiding pedagogical endeavors Success or failure in understanding well or owning the language bases on the thing how the students can use or work with that process
Teaching English in Vietnam, especially at the lower secondary level, is considered an interesting yet challenging job There are many shortcomings in teaching English to students at the school where I work: the amount of knowledge teachers need to provide to students in one lesson is significant; the environment for students to communicate, use, and practice English is limited; students are passive, one-way learners, often only responding and speaking when called upon by the teacher, with few opportunities for debate, expression of abilities, perspectives, life experiences, etc., which gradually leads to students being disadvantaged in life and learning Coping with tests results in the quality of English subjects not being guaranteed as required
Recognizing the problem that students need to be motivated to learn in order to have a passion for the subject and improve the quality of learning Therefore, the researcher has researched and applied many solutions to solve this problem We are living in the era of information technology explosion The current youth population is deeply immersed in social media, suggesting that technology could be a contributing factor that positively influences students' attitudes toward the teaching and learning process Aforo (2014) categorizes technological tools into two groups: traditional ones such as radio, TV, cassette tapes, CDs, DVDs, and modern educational tools like email, computers, interactive radio and television programs, teleconferencing, and internet conferences, which are utilized in English as a Foreign Language (EFL) classrooms Language education supported by social networks has emerged at the university, high school, and vocational levels in many countries around the world Vietnam is also making progress in applying social networks in teaching within schools And one of the solutions that the researcher has learned and applied effectively in classes teaching, that is: incorporating social media in- class hours to improve the positivity and motivation of students to learn The intergrating of social media in the language classroom is one of new methods in renovating methods of teaching methodology of Vietnamese Ministry of Education and Training.
Aims of the study
The research aims to investigate how effective social media is in improvement English learning of grade 6 students at a lower secondary school in Hai Phong It also seeks to understand the students' attitudes on the advantages of using social media for learning English.
Objectives of the study
The research focuses on the following goals:
- Investigating the effectiveness of applying social media in improvement the process of learning English for grade 6 students at a lower secondary school in Hai Phong
- Exploring these students’ attitudes of social media, including benefits and challenges they encounter when exposed to learning English with the employment of social media.
Researh questions
To accomplish the above-mentioned mains, the study focuses on the following questions:
1 To what extent does the application of social media improve English language learning of the grade 6 learners at a lower secondary school in Hai Phong?
2 What are the attitudes of these students towards the use of social media in English classes?
Scope of the study
This research was conducted with 40 sixth-grade students from a lower secondary school in Hai Phong, Vietnam, to explore the effectiveness of using social media to improve English language learning and the students' attitudes toward the application The study spanned approximately two months, allowing for a thorough examination of its objectives While the findings offer valuable insights into this specific school context, it's important to recognize that they may not apply universally to other schools or educational settings Limitations such as sample size and timeframe are acknowledged, yet within its scope, the research contributes to understanding the impact of creative activities on enhancing English language learning and provides practical recommendations for grammar teaching in the lower secondary school.
Methods of the study
In consideration of the research’s objectives, an Action Research Model proposed by Burns (2010) was employed to investigate the effectiveness of social media in enhancing English learning for the students a lower secondary school, Hai Phong
In order to obtain more reliable and extensive research results, both qualitative and quantitative methods were used in this study for data analysis
Data collection tools of the study consist of a pre-test, a post-test, questionnaire and interview.
Significance of the study
The study holds significant importance in fostering innovative learning that aligns with current technological advancements Furthermore, it will offer students an opportunity for self-assessment during the learning journey by exposing them to technology-driven teaching approaches This will lead to more interactive and inclusive learning experiences as learners engage with novel methods of acquiring knowledge Moreover, the research will serve as a valuable resource for language planners, policymakers, and other stakeholders involved in crafting effective instructional frameworks for English language education.
Organization of the thesis
Apart from references and appendices, this study consists of the five chapters as follows:
Chapter I: Introduction aims at stating the rationale for the study, the aims and objectives of the study, the significance of the study, the scope of the study and the research questions
Chapter 2: Review of literature includes the explanation of key definitions as well as the review on previous works on the role of social media in English language learning
Chapter 3: Methodology comprises of the description of research data, data collection method, research approach, data analysis method and analytical framework
Chapter 4: Findings and discussion reports and discusses the research findings
Chapter 5: Conclusion presents a summary of the research, the implications of the findings, the limitations of the study, and suggestions for further research will be presented in this chapter.
LITERATURE REVIEW
Social media
The widespread adoption of social media has become a global phenomenon, enabling individuals to connect online via platforms like Twitter, Facebook, Myspace, blogs, and other interactive websites (Kallas, 2028) Media encompasses a range of communication channels and technologically- driven tools for sharing information and entertainment, including television, radio, newspapers, computers, social media, and similar platforms (Selwyn,
It's important to note that the terms "social media" and "social networking" are often used interchangeably Social media encompasses various online platforms such as social networking sites and microblogging platforms, where users can engage in conversations, share personal messages, exchange ideas, information, or expand their social and professional networks Essentially, social media, as a growing phenomenon, are platforms designed specifically for social interaction, facilitated by widely accessible communication technology, participatory tools, mobile devices, and web-based applications They integrate social interaction and technology to foster collaborative value creation, with user-generated content taking diverse forms like ideas, text, videos, and images
Social media platforms are defined as internet services that allow users to (1) create a profile within a specific system, either publicly or semi-publicly,
(2) connect with other users, and (3) explore their own connections as well as those made by others within the platform (Ellison, 2007) These platforms vary in characteristics and types across different websites For example, platforms like Facebook and LinkedIn offer users tools to communicate, collaborate, and share information through features such as messaging, evaluation, and content sharing
Dabbagh, N., & Kitsantas (2011) perceive the integration of media into learning programs, involving computers, their software, and learners' understanding of them, as a tool to enhance teachers' presentation, reinforcement, and assessment of materials Likewise, Omar (2015) advocates for this learning approach, suggesting that it diminishes anxiety, encourages oral discussions, fosters social learning, and promotes a more equitable class dynamic, thus boosting student motivation and enhancing writing skills
In conclusion, the notion of social media encompasses various applications like blogs, Zalo, and social networking platforms Furthermore, social media integrates cognitive and socio-cognitive approaches, as well as computer-mediated communication within educational settings Consequently, social media has become ingrained in our daily lives Moreover, leveraging media to support teaching and learning provides teachers and students with opportunities to recognize the linguistic significance of computers and learning strategies within foreign language contexts
2.1.2 Some kinds of social media
The emergence of new technologies significantly impacts various aspects of people's lives, including education Social networking sites (SNS) are now utilized by millions worldwide on a daily basis to maintain existing connections with acquaintances and friends, as well as to forge new relationships with others
Different kinds of social media can serve multiple purposes It's essential to recognize that the tools around us can be valuable if we know how to utilize them effectively For example, although many people own smartphones, they often underutilize the variety of applications available on them due to lack of direction or time constraints However, this isn't the case for English learners, as smartphone software and applications can facilitate their connection with others and aid in language learning According to many scholars (Dabbagh & Kitsantas, 2011; Ellison, 2007; Kassens-Noor, 2012), the types of social media that are often used by language learners include: a Blogs
Blogs are considered a form of social media, with millions of users worldwide sharing news, opinions, and insights on various topics Sorensen
(2013) highlights their appeal lies in their multimodality, incorporating text, colors, videos, images, and hyperlinks to related websites, encouraging reader engagement through comments They cover diverse subjects and reportedly aid language learners in improving reading speed, vocabulary, grammar, and comprehension (Sun, 2009) Chartrand (2012) suggests blogs can serve different purposes, such as introducing beginners to blogging as a means of interaction and learning new vocabulary in contemporary contexts Obar & Wildman (2015) argue that blog language is accessible, catering to a broad audience, making them a valuable tool for communication Within the realm of education, blogs are seen as an advancement over conventional learning logs, serving as valuable resources for both educators and learners to address deficiencies in traditional lectures or to function as an impactful learning aid With significant shifts in educational methodologies and classroom interactions, blogs have emerged as a crucial educational instrument b Zalo
Leonardi et.al, (2013) points out that “microblogging and social networking facility that users like the most is the small messages This little arrangement is the sole way of communication that has inspired the minds of the users, which in turn, has become a fascinating method for learners to keep in touch with each other as well as with the teacher”
Zalo as a social network site is construed as “networked communication platforms in which participants (a) have uniquely identifiable profiles that consist of user-supplied content, content provided by other users, and/or system-level data; (b) can publicly articulate connections that can be viewed and traversed by others; and (c) can consume, produce, and/or interact with streams of user- generated content provided by their connections on the site.” (Boyd & Ellison, 2013, p 158) It can be seen that students can receive momentous benefits from social web-based sites like Zalo Boyd & Ellison
(2013) express favorable views on this tool, emphasizing its capacity to provide valuable platforms for student interaction, communication, and the exchange of emotional intelligence, while also facilitating connections with individuals of differing attitudes Similarly, Zalo offers opportunities for students to engage, share content, and forge connections, as noted by Gewerc, Montero, and Lama (2014) Their research highlights Zalo's potential for fostering collaboration and visibility Furthermore, these social media platforms serve as effective tools for facilitating collaboration between instructors and learners in an engaging, interactive environment, as indicated by Huffman (2013) The positive aspects of teacher-student and peer-to-peer interactions are also evident on social networking sites like Zalo and Facebook c Facebook
According to Alexa (2016) and Omar et al (2009), Facebook stands out as the leading social network with billions of users, renowned for its rapid growth and widespread presence online Monica (2014) notes that Facebook serves various purposes, including communication, content sharing, customization, and collaborative activities Numerous studies, including those by Al-rahnmi et al (2014), Alwagait et al (2009), and Selwyn (2009), suggest that Facebook's impact on individuals' academic performance is significant, although learners primarily view it as a social rather than educational tool Godwin-Jones (2008) suggests that platforms like Facebook, which facilitate communication and interaction, have potential for language learning and merit further research Despite its educational potential, many users primarily use Facebook to stay in touch with friends and share multimedia content, often accompanied by captions and comments in English (Chou, 2015) The accessibility of social media platforms enables language learners, as highlighted by Bani-Hani et al (2014), to create personalized learning experiences tailored to their needs d Youtube
Recent discussions (Khalid et al., 2012; Watkins & Wilkins, 2011) highlight YouTube and WhatsApp as the most popular educational platforms, praised for their user-friendliness in engaging learners, fostering active participation, and facilitating student-centered learning YouTube offers a plethora of English-language content, including real-life scenarios, live streams, and downloadable videos, alongside features like viewing, liking, sharing, commenting, and uploading, as noted by Ghonim (2016) and Harrison
(2013) Consequently, these platforms encourage learners to stay updated and engaged continuously
Moreover, the latest content on YouTube (Li, 2017; Thang et al., 2016) raises awareness and refreshes students' understanding of current events, while providing free, immediate, and authentic information that supports self-directed learning (Greenhow & Lewin, 2015) This, in turn, indirectly contributes to academic performance (Abdurahman et al., 2016) During leisure time, students often revisit saved videos, reinforcing their language skills for future use in English-speaking environments, such as speeches or brainstorming sessions This illustrates how social media bridges the gap between non- academic and academic accomplishments e Twitter
Twitter, a popular social media platform in recent years, serves various purposes for its users, including communication, seeking guidance, sharing information, and exchanging ideas through conversations and discussions This platform merges user-generated content and communication, leading to a novel form of direct publishing (Dabbagh & Kitsantas, 2011; Jenkins, 2006) Additionally, Twitter provides users with the opportunity to maintain a level of anonymity not typically found on other social networking sites (Huberman et al., 2009) Users are not required to disclose personal information, with the focus instead placed on the content of their messages (Huberman et al., 2009) From an educational perspective, Kassens-Noor (2012) asserts that educators who incorporate Twitter into teaching and learning observe enhanced learner engagement Overall, Twitter offers potential benefits and drawbacks as a social tool and can be effectively utilized in education for professional development and collaboration with learners, serving as both a social networking site and micro-blogging platform in the educational arena
Impacts of social media on language learning
Social media, with its interactive functions, embodies the social- interactionist approach to language learning (Mao, 2014), offering language learners novel avenues for real-time cultural and linguistic exchange (Harrison
& Thomas, 2009; Harrison, 2013) Furthermore, viewed from an ecological perspective that underscores the significance of context in language acquisition, social media emerges as an ideal learning environment, providing contextual cues and conversational elements (Harrison & Thomas, 2009; Harrison, 2013) Scholars also underscore the notion of affordances, denoting the opportunities presented by objects, places, events, or phenomena that learners can leverage, with guidance from educators, to optimize language learning In recent years, these affordances have been encapsulated in advanced mobile devices, featuring enhanced connectivity and interactive capabilities, thereby affording learners greater exposure to the target language and contributing to their academic progress
A fundamental prerequisite for interaction involves acquiring vocabulary in the target language Melchor-Couto (2018) explores how social media contributes to enriching students' English vocabulary Moreover, social media has been demonstrated to be effective in cultivating language production skills, an integral component of language acquisition Chartrand suggests that platforms such as social media can support language learning through the utilization of podcasts and videos Similarly, Tay (2011) contends that multimedia resources can enhance students' motivation to learn a language Social media platforms empower students to refine their grammar, expand their vocabulary, and enhance their writing skills by facilitating information sharing and knowledge acquisition Additionally, these platforms function as online repositories of information, keeping students abreast of developments in their courses Thus, social media emerges as a valuable resource for enhancing language proficiency, encompassing writing and reading skills Through writing, students can gain proficiency by composing various types of messages, while through reading, they have the opportunity to engage with a diverse array of texts, thereby encountering new words in authentic contexts
While some scholars and educators voice concerns regarding the paucity of empirical research on the role of social media in language learning, others argue that its utilization by university students may yield more disadvantages than advantages Selwyn (2009, 2012) posits that social media are not consistently employed for educational endeavors His 2009 study revealed that 95% of Facebook interactions among UK students were unrelated to academic matters, suggesting a tendency to engage in mundane topics on social media platforms Nicholas et al (2009) and Selwyn (2012) assert that students typically do not utilize social media for academic purposes, and the applications they utilize are often simplistic and do not necessitate high cognitive abilities Additionally, they propose that social media usage adversely affects students' academic performance and concentration.
Related studies on the social media adoption in language education
2.3.1 Utilizing social media for fostering self-directed learning and autonomy
One benefit of incorporating social media into English instruction and learning lies in the advancement of self-learning capabilities These interactive platforms provide language learners with a plethora of authentic resources, fostering independent study (Taprial, 2012) Virtually all social media applications can function as tools for students to hone various language skills, encompassing reading, writing, and listening For instance, Chartrand
(2012) illustrated how students can leverage YouTube to access ESL-related videos posted by their instructors or other ESL/EFL educators Additionally, Chartrand (2012) underscored the wide array of topics available for exploration, catering to the distinct needs of individual learners
Moreover, according to Lu et al (2016), Facebook emerges as one of the most advantageous tools for English Language Learners (ELLs) seeking to enhance their language proficiency This platform hosts numerous English teaching pages offering a wide array of lessons covering grammar, vocabulary, reading, and writing (Lu et al., 2016) Blaschke's research (2014) investigated a cohort of students utilizing social media to bolster their English language skills The findings revealed that social media empowered students to freely explore topics and activities conducive to language improvement This self-directed learning approach not only supported but also expanded students' learning experiences by granting them autonomy in determining how and what to learn Bani et al (2014) posited that social media utilization provides ELLs with novel avenues for knowledge acquisition, facilitating the attainment of their language learning goals
2.3.2 Social media and variations in individual learning
Many educators argue that incorporating social media into ESL/EFL classes allows for greater consideration of the individual differences among students (Chartrand, 2012; Erben et al., 2008; Kessler, 2013; McBride, 2009) McBride (2009) highlighted a common issue faced by many English language learners (ELLs) in ESL/EFL environments: the reluctance to express their ideas and opinions In every ESL/EFL class, there are students who struggle to actively participate and articulate their thoughts These learners often remain silent during class, potentially hindering their learning progress (McBride, 2009) Therefore, social media presents an ideal avenue to encourage these students to participate actively and become proficient learners (Erben et al., 2008) As noted by Chartrand (2012), the integration of social media in education allows students who find it difficult to express themselves to become more engaged in the learning process This approach aids shy and reserved students in building confidence by affording them opportunities to express their ideas and thoughts in more comfortable settings (Chartrand, 2012)
Kessler (2013) noted that students who are less inclined to participate actively in class may find social media as a platform where they can comfortably express their thoughts While Kessler emphasized that social media engagement shouldn't entirely substitute in-class participation, it can serve as a tool to bolster students' confidence, empowering them to find their voice and contribute to class discussions Put simply, social media can serve as a conduit that aids reserved and timid students in boosting their confidence and initiating the expression of their ideas and thoughts
2.3.3 Social media and its impact on the learning environment
Seaman and Tinti-Kane (2013) underscored the significant benefits of integrating social media platforms such as Facebook, Twitter, Wiki, YouTube, and blogs into educational settings They argued that these tools not only enhance English language skills but also promote the development of crucial competencies such as information retrieval, evaluation, and meaningful engagement with educational materials Essentially, social media expands the educational landscape for English Language Learners (ELLs) beyond traditional classroom boundaries Furthermore, Tiryakioglu and Erzurum
(2011) observed that while educational activities typically occur within classroom settings, characterized by face-to-face interactions between teachers and students, the proliferation of social media provides ELLs with opportunities to acquire and refine skills outside of class These skills include participating in discussions, articulating thoughts, and providing feedback on peers' work Additionally, Kabilan et al (2010) stressed that platforms like Facebook enable teachers to interact with students outside of scheduled class hours, facilitating discussions on assignments, classroom events, and other lesson-related information
2.3.4 Social media platforms as genuine learning resources
The majority of students engage in various activities such as playing computer games, blogging, browsing the internet, watching TV, and utilizing mobile phones, iPods, and iPhones, providing them access to diverse social interactions Therefore, it is imperative to harness these applications in a manner that enhances their English proficiency levels (Chartrand, 2012; Khalid
& Muhammad, 2012) These real-life experiences serve as potent motivators for learning, rendering the learning process more engaging and captivating Clavel-Arroitia and Fuster-Márquez (2014) define authentic materials in English instruction as texts not specifically created for educational purposes These texts feature natural language that is not simplified, artificial, or tailored to solely develop language skills They emphasize the distinction between authentic and non-authentic materials lies in the intended audience Examples of authentic materials encompass recent newspaper articles, daily magazines, advertisements, movie reviews, train schedules, and nutrition labels
In the Vietnamese educational context, prior research has shed light on integrating social media into second language teaching For instance, Vy (2015) conducted a study to examine the influence of YouTube videos as supplementary materials on enhancing the listening skills of students enrolled in the International Standard Program at the University of Languages and
International Studies, Vietnam National University Hanoi Analysis of quantitative data and comparison of mean scores between two groups through t-test revealed that students exposed to YouTube videos as supplementary materials exhibited better performance in the post-test Additionally, feedback from students through a survey indicated their satisfaction and positive attitudes towards using YouTube videos as listening materials Secondly, the research by Vũ (2019) determined benefits of using a social networking site: Facebook in teaching English More specific finding was to explore that learning English through Facebook affected positively students’ achievement in practicing at a high school in Nam Dinh province and stated Facebook enhanced students’ vocabulary As result, to encourage students to apply technological and suitable methods to improve their language ability To give recommendations for teachers and students to deploy social media, especially Facebook, into their teaching Finally, the author Tran (2019) conducted a research to investigate the attitudes towards the use of technology-enhanced language learning tools in English-language learning among English majors at one university in Vietnam The findings are that the majority of students have positive attitudes towards the use of technology-enhanced language learning tools and the frequency of using these tools is very high, leading to improvement in their language learning performance
However, there is a need for more localized research that specifically addresses the challenges and benefits of implementing social media in the context of Vietnamese lower secondary schools To fill this research gap, this study aims to evaluate the effectiveness of social media, and explore students' attitudes towards intergrating social media with learning English at the lower secondary school in Haiphong
By conducting this study, it is expected to contribute to the existing literature by providing localized evidence and practical recommendations In conclusion, the review of literature suggests that various social media applications have served as platforms for learning the English language Students have utilized these resources to complement their English language skills, potentially enabling them to navigate global interactions more effectively
In conclusion, all the authors mentioned above agree that social media is a useful language learning tool, which helps students a lot in improving communication ability, building confidence so that they learn to speak in an active and interesting way and make them realize the importance of their targets However, the researcher has not found any studies that show that social media helps learning English for 6th graders at a lower secondary school in Hai Phong Therefore, the researcher will conduct research to investigate the role of social media in English language learning to the grade 6 students at a lower secondary school in Hai Phong.
METHODOLOGY
Research approach
This chapter will give the reader more information about the methods used to collect data to analyze the researcher’s research questions In general, tests, questionnaire and interview are the main tools to help collect information
As mentioned, the main aim of this study was to find out if the role of social media in English learning of 6th graders in the context of a lower secondary school by answering the following questions:
1 To what extent does the application of social media improve English language learning of the grade 6 learners at a lower secondary school in Hai Phong?
2 What are the attitudes of these students towards the use of social media in English classes?
The utilization of action research provides a framework for researchers to implement actual intervention strategies, evaluate their impact, and gain more profound insights into their teaching practices The definition, principles, and model to conduct action research have been elaborated below
3.2.1 Definitions of an action research project
Over the years, an action research project has been considered an attractive option for teachers, researchers, school administrative staff, and other stakeholders in the teaching and learning environment Regarding the concept of an action research project, many definitions have been defined by different authors as below:
In the realm of education, an action research project encompasses the systematic examination of a school environment with the aim of comprehending and enhancing the quality of the educational process (Hensen, 1996; McTaggart, 1997; Johnson, 2012) Building upon the research of Burton and Bartlett (2005), Efron and Ravid (2013) note that educators conduct inquiry processes in their own contexts through action research to enhance their practice and improve students’ language learning
According to Reason and Bradbury (2001), an action research project involves an interactive inquiry process wherein problem-solving actions are implemented within a collaborative context, coupled with data-driven collaborative analysis or research Its objective is to grasp the underlying causes of issues and facilitate predictions for personal and organizational change in the future
Burns (2009) defines action research as the combination and interaction of action and research The action component involves developing and implementing interventions within specific contexts like classrooms, schools, or organizations to bring about improvement and change The research component entails systematically observing and analyzing these developments and changes to understand the reasons behind the actions and make further adjustments This definition encompasses the key aspects of action research mentioned earlier and provides a comprehensive understanding of its nature
Based on the above definitions, the researcher can conclude that action research is a method used to enhance practice It is participatory and collaborative, undertaken by individuals with a shared purpose Additionally, action research involves problem-solving, particularly when the solution leads to practice improvement
3.2.2 Principles of an action research project
Regarding principles of an action research project, many principles have been given out by different authors as below:
As being said by Zeichner and Noffke (2001), they propose
“trustworthiness”, or the honesty and authenticity of the data analyses, reports and interpretations Reason and Bradbury’s (2001) “worthwhileness” refers to the values participants gain in the research
According to Burns (2010), an action research methodology is often subject to criticisms of low validity for inadequate rigour, weak replicability, generalizability, unpredictable initial design Proponents argue that these criticisms misinterpret the situational nature and the purpose of promoting the practitioner’s profession development and improving the problematic situation Besides, the term validity is complex and controversial so how to make judgements of the quality of action research is a matter of great concern
In addition to, lastly, Greenwood and Levin’s (2007) clarify that credibility covers internal credibility, the meaningfulness of the knowledge to participants and external credibility, the reliability of outcomes to the uninvolved in the research The term credibility obviously covers the concept of trustworthiness and worthwhileness in action research, so this study aims at satisfying the principle of credibility
Overall, it is agreed that reflective critique, validity and credibility are the main principles of an action research project
Action research models vary among researchers, highlighting the evolving nature of this approach:
Kemmis and McTaggart (1988) propose a four-stage model characterized by a spiral of cycles, each encompassing four stages Initially, a well-informed action plan is developed to address the current situation The plan is then implemented, followed by the observation of its effects These observed effects serve as a basis for reflection and inform subsequent cycles
Somekh (1989) and McBride (1995, p.27) outline another model of an action research project, which involves identifying a focus of interest or problem, collecting and analyzing data, generating hypotheses, planning action steps, implementing those steps, monitoring changes through data collection, analyzing and evaluating the outcomes, and planning for the next cycle
Burns (2010) emphasizes the dynamic and fluid nature of the action research process, as various aspects such as identification, planning, data gathering, analysis, and reflection are interwoven rather than isolated or fixed Furthermore, Burns (2010, p.7) highlights that despite different terminologies, all action research models share the common purpose of conducting a systematic study to address classroom problems, introduce changes, and improve the teaching and learning process This process entails a dynamic four- step approach involving planning, acting, observing, and reflecting The initial cycle commences with devising a plan of action informed by critical analysis to enhance existing practices Subsequently, actions are taken to execute the plan, followed by observing the outcomes within the context where they occur Finally, reflecting on these outcomes forms the basis for further planning in subsequent cycles, if required The successive stages of the action research project's cycle are depicted in Figure 3.1
Figure 3.1 The 4 Stages Action Research Cycle by Burns (2010)
These four broad stages form a research cycle that can be continued or spiraled until the action researcher achieves a satisfactory outcome and decides to conclude the process By going through this cyclical process, teacher- researchers gain a deeper understanding of both practice and action inquiry, utilizing their findings to enact intended improvements in teaching and learning
Utilizing the action research method in this study is crucial In summary, the researcher applied action research based on Burns’ model (2010) This method offers several benefits, such as the opportunity to implement real intervention strategies within a specific context, collect and analyze empirical evidence to evaluate effectiveness, collaborate with colleagues and stakeholders for a comprehensive understanding of the issue, enhance professional growth, and improve outcomes for students or stakeholders The model consists of four stages: planning, implementation or action, observation, and reflection.
Procedures of the study
The research adhered to a prescribed procedure, incorporating four primary phases of the action research methodology outlined in Burns’ model (2010): plan, action or implementation, observation, and reflection This approach involved an 8-week period during which the researcher executed four lesson plans within the textbook Global Success English 6, and the detailed process description can be found in a preceding section
- The first stage “plan”: The researcher initiated the study by having students undergo a pre-test to assess their learning abilities Subsequently, the students were directed to execute four lesson plans, spanning 8 weeks and covering units 8, 9, 10, and 11 in Global Success English 6 The English learning was integrated with social media
After conducting a literature review in the field, the researcher devised an online program template to offer an alternative instructional setting for traditional in-person classes Within the context of this study, learners were invited to join a Facebook group created by the researcher Every two weeks, each participant was tasked with completing various assignments, both online and offline These tasks included recording audio, with one student acting as an examiner and the other as the candidate, responding to questions assigned as homework during face-to-face classes The recorded interviews, either individual or in pairs, were then shared on the Facebook group, where classmates provided feedback under the researcher's supervision Upon logging into the Facebook group using their personal accounts, students were prompted to review their peers' audios and offer feedback through an asynchronous computer-mediated discussion forum, formatted in the style of Facebook This allowed students to engage with and provide feedback on the same audios that others had reviewed
The primary rationale for utilizing this website in the research was its provision of tools aimed at enhancing interaction between students and teachers, along with features for security, administration, and backup support, which were deemed sufficient for the study's objectives Furthermore, Facebook served as a valuable platform for students to pose questions regarding the webpage and for instructors to make research-related announcements such as schedules The discussion forum was integrated within the familiar Facebook format, enhancing user engagement Additionally, Google Drive and YouTube were employed in the study because the majority of hyperlinks used originated from these platforms
Within the Facebook group, supplementary content modules were incorporated, encompassing the Syllabus, Extra Material Module, Timetable, and Facebook account
The Syllabus module provided students with resources like PDF lecture notes and PowerPoint presentations, aimed at refreshing their methodological understanding The supplementary materials within this module comprised PDF handouts from in-person sessions, among others These materials weren't designed to introduce new topics but rather to stimulate and revive students' existing knowledge acquired during previous methodology programs
By selecting the lesson title, students could upload their recorded audio files, allowing peers, instructors, and researchers to leave comments or feedback on each submission Utilizing the Facebook discussion board format, students could interpret and analyze feedback on their audios, engage in speaking practice, present their viewpoints, and provide additional information to substantiate their ideas Moreover, the discussion board feedback made visible the input from other participants regarding the speaking audios
This tool offers students the convenience of time and place for both peer- to-peer and student-instructor interactions, serving as a shared space and meeting point for all participants
Every fortnight, students and the teacher convened in a classroom to discuss program-related topics, including the challenges encountered in learning English
As the first stage, the administrators, instructors and learners in the participating classes were informed about the research process in the researcher's first classroom observation, which could be also considered as the first contact meeting for the researcher to establish the first contact with the class as well as the class instructors Within the same week, the researcher finished designing and setting the Facebook group including setting the organizational and official procedures of the group Furthermore, during the meeting, the researcher explained carefully the learners and instructors" responsibilities as well as their assignments for each week The nature of the study and the participant involvement were also explained in detail The participants were then informed about the schedule of the whole course including face-to-face meetings and deadlines to submit their weekly assignments The participants were also divided into pairs that they can do pair-werk assignments in the following lessons
As confirmed in the first week, participants had to subenit their recorded andios in pairs to the researcher on the Facebook group due to the scheduled time After receiving the recorded audio of each pair, the other pairs had responsibilities to write their critics and give peer feedback to their friends through discussion forum on scheduled time Before giving her feedback for the learners assignments, the researcher listened to their recorded audios carefully, as well read the participants messages and comments and wrote her feedback for the audios on papers which would be given to the students in the next meeting In order to case the process and provide more time for the traditional face-to-face sessions, participants were also allowed to raise any questions about previous lessons and read the preview of the next lesson on the Facebook group in advance so that they would grasp the main content of the next lesson, which was rather beneficial not only for learners to prepare for the next lesson but also the instructors to save time for the face-to-face sessions
Following the previous lessons about the assignment in which students had to work in pairs, participants must submit their recorded audios individually to the researcher on the messenger on the scheduled time After receiving the recorded audio of each learner, the other students had responsibilities to write their crities and give peer feedback to their friends through discussion forum scheduled time Before giving her feedback for the learners assignments, the researcher listened to their recorded audios carefully, as well as read the participants' messages and comments and wrote her feedback for the audios on papers which would be given to the students in the next meeting, In order to ease the process and provide more time for the traditional face-to-face sessions, participants were also allowed to raise any questions about previous lessons and read the preview of the next lesson on the group in advance so that they would grasp the main content of the next lesson, which was rather beneficial not only for learners to prepare for the next lesson but also the instructors to save time for the face-to-face sessions
Following the previous lessons about the assignment for writing and grammar which students had to work personally, participants must submit their homework to the researcher on the website on the scheduled time Before giving her feedback for the learners assignments, the researcher read the participants' messages and comments and wrote her feedback for the homework on papers which would be given to the eighth weeks students in the next meeting In order to ease the process and provide more time for the traditional face-to-face sessions, participants were also allowed to raise any questions about previous lessons and read the preview of the next lesson on the groupin advance so that they would grasp the main content of the next lesson, which was rather beneficial not only for learners to prepare for the next lesson but also the instructors to save time for the face-to-face sessions
- The second and third stage “implementation & observation”: The initial lesson plan was practiced, and based on the outcomes, adjustments were made for the subsequent lesson plans (2, 3, and 4) to enhance their effectiveness Simultaneously, the researcher observed the implementation of these plans
In this stage, the teacher assisted students in developing their group projects, offering support as needed Additionally, the teacher guided them in utilizing technology to gather information, with each group member contributing a relevant information source Group members then collaborated to design a PowerPoint presentation or create a product for the final stage The researcher implemented various activities to enhance their learning experience (see Appendix I in the lesson plan)
The teacher concentrated on instructing students on language and presentation etiquette After receiving instructions, groups rehearsed their presentations at home, taking turns presenting to the audience While one group presented, others listened and provided comments for feedback The teacher observed all student activities, listened attentively, and made notes for further comments the instructor provided feedback on her students’ performance and endeavors Evaluating the students' products involved assessing English learning competence The teacher encouraged students to share their comments and assessments of the teaching process and the final products Ultimately, the teacher identified strengths and weaknesses, aiming for suitable adjustments in preparation for subsequent lectures
- The last stage “reflection”: Continuous assessment of students’ English proficiency occurred throughout, with feedback provided after the completion of all lesson plans During the review of lesson plans 1, 2, 3, and 4, an analysis was conducted on the data gathered from pre-tests, students’ English performance, and feedback from peers in the final product This process allowed the teacher to assess students' speaking abilities, their attitudes, and identify strengths and weaknesses in the interventions applied throughout lesson plans 1, 2, 3, and 4 Consequently, evident modifications were identified for incorporation into future lesson plans This iterative process facilitated clear insights for making necessary improvements in future projects
Following this, the collected data were evaluated against the predetermined criteria for a successful plan established by the researcher This assessment aimed to determine whether proceeding with the next cycle was warranted If the predetermined success criteria were not met, a decision to initiate the subsequent action cycle would be made.
Context of the study
Implementing the 2018 General Education Program, English is a compulsory subject in the general education curriculum from grades 3 to 12
By learning English to explore about different cultures, students may better understand and love the language and culture of the nation The researcher’s school in Haiphong is no exception in regard to English as a crucial subject According to the requirements and program of the Ministry of Education and Training with the number of periods: 3 periods/week (2 main teacher periods and 1 foreign teacher period), the school also strengthens 6-8 more lessons/week for all grades to help students ensure the content of the Ministry’s curriculum, adding a number of lessons according to the Cambridge international standard program, contributing to improving and improving skills
The school designed the traditional face-to-face environment with the supplements of some technological tools such as Zalo, E-mail or Facebook, which helps students access and improve their information technology skills so that they can better integrate with the world in accordance with the school's orientation: helping them learn comprehensive biological development, etc; create connection and cooperation between parents and the school in supporting their children in learning and practicing skills at home
In each face-to-face lesson, the students are monitored by the teacher and participate in a lesson related to a specific lesson in terms of the textbook materials of the school The students are improvided a variety of English learning strategies, the provision of grammar and vocabulary related to the topic as well as the pronunciation focus are provided along with a wide range of classroom activities for students to practice speaking The students also receive instant feedback from what they perform in class Within the context of the present study, it could be observed and experienced by the researcher that leamers were encouraged to practice and reflect on their experiences and to exchange their thoughts with the class instructor or sometimes with their partners,
The Global Success English textbook series places significant emphasis on the development of foreign language skills for students in alignment with the Ministry of Education and Training's competency framework This commitment is evident in the principles and methodologies employed in compiling the series, which aims at fostering the comprehensive growth of students' knowledge and language abilities A noteworthy feature of the present
Global Success English textbooks is their diversity and ongoing updates, serving as valuable resources for teachers and students through innovative teaching and learning methods Table 3.1 illustrates the structure of the Global
Success English textbook for grade 6, encompassing 12 units distributed across two semesters
Table 3.1: 10 Units in Global Success English 6
2 MY HOUSE 8 SPORTS AND GAMES
3 MY FRIENDS 9 CITIES OF THE WORLD
4 MY NEIGHBOURHOOD 10 OUR HOUSES IN THE FUTURE
OF VIET NAM 11 OUR GREENER WORLD
The literature review on social media inspired the researcher that during the implementation of web-based instruction or an online learning environment in such a learning program, which also means a blend between the traditional face-to-face and online learning environments, could be beneficial for casing the observed issues of learners The blended course might facilitate the peer feedback and instructor feedback for the web-based assignments, along with discussing ideas and opinions thanks to discussion forum, which in turn supports the learners’ improvement in their English skills All of the benefits from the blended course encourage students to practice and learn outside the classroom beside the on-ground face-to-face meetings, so that the students could achieve their highest enhancement in their learning process in general.
Research participants
The researchers randomly selected 40 students at grade 6 in a lower secondary school – Hai Phong Most of them lived in Hai Phong City and they had studied English for over eight years
The students all had the same as well as good educational backgrounds and were very familiar with learning supported by technology The reason why the researcher chose the 6th grade students as the subjects of the study is because the researcher has been teaching the 6 th grade students for many years and they are so enjoyable to participate in new methods The majority of students exhibit a greater inclination towards engaging with internet connections rather than dedicating themselves to reading their assigned books, and they even encounter challenges in completing their homework The researcher possessed a deep understanding of the students and had already established a strong rapport with them.
Data collection instruments
With the aim of achieving multidimensional data, the study used both qualitative and quantitative methods through the employment of three research instruments, namely pre- and post-tests, questionnaire, and interview for students.
3.6.1 Pre-test and Post-test
Brown (2004, p.3) states that “test is a method of measuring a person’s ability, knowledge, or performance in a given domain A well-constructed test is an instrument that provides an accurate measure of test-takers ability within a particular domain” Therefore, a pretest and a posttest were administered to evaluate English proficiency The effectiveness of integrating social media into English learning instruction is gauged by comparing post-test results of students with those of peers at the same proficiency level on the pre-test All the test materials were adopted from the school’s test bank (see Appendix 2), encompassing sections on listening, speaking, reading, and writing skills With the majority of exercises from tasks introduced in the textbook, the pre-test occurred before the experimental intervention, at the start of the academic semester, without specific instructional techniques or English language practice A post-test that was similar with the pre-test was utilized for the students after eight weeks of the treatment to work out how much the students improved their English ability
Additionally, the research utilized the p-value to assess the significance of social media on students’ learning capacity Student classification followed the scale specified by the Vietnamese Ministry of Education and Training, with a maximum score of 10, as outlined below:
Table 3.2 Classification of students on a 10-point scale
A questionnaire is useful for collecting answers from a large number of people in a short period of time (Brown, 2001) Moreover, Dửrnyei (2003) states that questionnaires can be used to investigate students’ perspectives and their problems towards the classroom activities In this study, the participants were 40 six-graders, so the researcher could not interview this large number of students Therefore, the questionnaire is an appropriate research tool to collect data to analyze students’ opinions on the use of social media in learning English
All items in the questionnaire (see Appendix 3) have been adjusted from previous related studies thanks to five-point Likert entries that include different variables, so the original language is English After that, all items are translated into Vietnamese to ensure that students can fully understand and answer the questions The translation must ensure the original meaning of the English version and the language familiar to the students
To test the validity and reliability of the research instrument, a pilot study was conducted Five lower secondary school students were randomly selected to complete the questionnaire Then, feedback from these students was also collected Based on student feedback, several changes were made to finalize the question items
The questionnaire consists of 10 questions focusing on students' perspectives on the use of social media in their English learning process In other words, this passage highlights how social media platforms such as social networks, online forums, and English learning applications can provide learning resources, encourage communication, facilitate access to English language and culture, and enhance students' positive learning attitudes
The entries are adjusted based on the theories of Stoller (2006), Haines
(1989), and Kriwas (1999) Firstly, students are asked to bring about positive changes in self-control through social media Questions 5 to 10 are related to determining learning goals, identifying learning content, selecting learning materials, applying learning methods, self-assessing learning effectiveness, and self-adjusting learning plans In the second part, questions are posed to gather students' opinions on the implementation of social media Finally, the last question presents whether students would like to use social media more in future English lessons
The researcher conducted semi-structured interviews with volunteer participants to address the research inquiries Merriam (2014) suggests that in semi-structured interviews, researchers typically maintain flexibility in posing questions and accepting responses not outlined in the interview guide Additionally, Brown (2001) asserts that interviews foster greater participant engagement and motivation and are superior to questionnaires in managing complex and open-ended inquiries
In this study, the researcher utilized a single interview topic, namely:
"How does engaging in English learning through social media positively influence your English competence?"
The interview was conducted in Vietnamese to facilitate the participants’ expression of their viewpoints Consequently, the participants were granted autonomy to engage in discourse pertaining to any topic relevant to the acquisition of English vocabulary that spontaneously arose in their thoughts
As a result of time constraints, a subset of 10 students was randomly selected to participate in the interview process, as indicated in Appendix 4 Ultimately, the timing and venue for student interviews were arranged based on each participant's convenience These interviews were recorded on video to facilitate transcription and analysis of participants' responses Additionally, notes were taken during the interview sessions to augment the analysis and interpretation of the data.
Data collection procedure
First, the researcher spoke with the school board and principal about my intention to conduct a study on adopting the application of social media and asked for their permission After the approval of the school administration and all participants, the researcher began to conduct research in the experimental class To get the reliability of the study as well as to know the level of English of the study participants before the study, a pre-test was conducted in the experimental class in week 1 To start the pre-test, the researcher performs the first part - social interaction and then she delivered the first test Students answer these questions on the paper The researcher assessed the students’ English ability according to the assessment criteria
Second, after implementing every lesson plan, the following tests was also administered to assess the students' progress in English competence These tests were recorded and analyzed to collect data for the study
Subsequently, students were presented with a questionnaire containing multiple-choice options Before distributing the questionnaires, the researcher provided an overview of the study's objectives and instructed the students to respond to the items accordingly Each student was allotted a minimum of 35 minutes to complete the questionnaire Additionally, they were assured that their responses would remain confidential and would not impact their test scores, thus encouraging them to feel at ease while completing the questionnaire
In the end, 10 deliberately selected students were invited for interviews They were asked to answer questions in the interview protocol These interviews were recorded and then analyzed to collect data for the study Collected data is sorted, analyzed to draw conclusions and implications for further research.
Data analysis procedure
To obtain crucial data for this study, the researcher utilized specific research tools, comprising pre-tests, post-tests, survey questionnaires and interview These instruments played a pivotal role in acquiring the requisite information for drawing meaningful conclusions
To evaluate the progression of students' English ability, the researcher employed SPSS v.20 software for data entry and the computation of descriptive statistics The mean, serving as a measure of central tendency, was used in the analysis It represented the average value within the data distribution, calculated by summing individual scores and dividing by the total number of scores The mean offered sensitivity to overall performance, especially when working with smaller sample sizes Furthermore, the impact of the social media on English skills was determined through the calculation of p-values P-values indicated the likelihood of observing a specific data set under the null hypothesis assumption Smaller p-values suggested a higher probability of rejecting the null hypothesis The alpha levels, signifying confidence levels, were adjusted based on the researcher's discretion
In the context of the survey questionnaire, it was structured using a Likert scale, enabling students to express their attitudes and experiences with social media Students rated their responses on a five-point Likert scale, ranging from 'Strongly Agree' to 'Strongly Disagree.' Excel software was employed for processing the questionnaire data, uncovering insights into students' perspectives on social media and its influence on their active English skills The research findings were subsequently presented in a reader-friendly format, incorporating tables and figures to facilitate a clearer understanding of the outcomes
The qualitative data taken from the interviews with students will be processed by content analysis method
This chapter presents a thorough examination of the research methodology, the data collection tools, the process of collecting data, and the participants in the study The research adopted an action research approach over an 8-week period, employing instruments for data collection duch as pre-test and post-test, questionnaires, and inteview The study involved 40 students from a class 6 Evaluation of the action plan was performed by analyzing the results of data interpretation Chapter 4 will subsequently present the findings and engage in further discussions.
FINDINGS AND DISCUSSION
Discussion
In summary, the study’s findings indicate that incorporating social media into learning positively influences students' academic achievements, and students exhibit favorable attitudes when using social media for English learning
4.2.1 The effectiveness of applying social media on English learning for 6th grade students at a lower secondary school in Hai Phong
The study outcomes further illustrate that adopting the social media approach positively influences students’ performance and enhances the overall learning experience This method proved effective in elevating their skills, enhancing comprehension abilities, and achieving notable progress in mastering the English language Given the complexity of English learning for school students and the challenges some faced in quickly grasping English knowledge, this strategy provided valuable support, particularly with challenging tasks The consistent application of lessons in the classroom contributed significantly to meaningful improvements in students' language comprehension
In this research, 40 student participants were instructed to complete pre- tests, post-tests, questionnaires, and interviews The initial mean scores for all skills in the pre-test were 6.54, while the post-test mean scores increased to 7.31 Upon comparing the pre-test and post-test results across the four English skills, it is evident that the post-test scores show a positive increase and are higher than the pre-test scores (7.31 > 6.54, with a difference of 0.77) This suggests that learning English with social media has a more positive impact on students’ learning capacity compared to traditional learning methods Furthermore, the p-value indicates that social media significantly influences students’ English learning
The students under study exhibited favorable responses in both the questionnaire and interviews This strongly suggests that applying the social media approach, regardless of its specific implementation, has a positive impact on enhancing English proficiency
Moreover, the research highlights an improved comprehension ability among students, particularly in deductive observation, as they gain insights into the upcoming topics of study
These findings align with previous studies conducted internationally and in Vietnam Researches by scholars such as Tiryakioglu & Erzurum (2011), Chartrand (2012) and Khalid & Muhammad (2012) have highlighted the benefits and the importance of integrating meaningful social media into language learning instruction Vietnamese studies, such as the research conducted by Vy (2016), Vũ
(2019) and Tran (2019), have also supported the effectiveness of social media in enhancing students' second language learning competence
Drawing conclusions from the findings and gathered data, it is evident that learning integrating with social media has significantly enhanced students’ English learning abilities Therefore, educators are encouraged to incorporate this method when teaching English to students
4.2.2 The attitudes of 6 th grade students at a lower secondary school in Hai Phong towards social media in English lessons
Overall, upon analyzing responses from 40 students through questionnaires, the research concludes that the integration of social media into English learning yields numerous valuable benefits, enhancing students' autonomy Specifically, many students reported increased motivation in English following their engagement with the integrated social media model Moreover, this approach not only facilitates the improvement of essential English skills but also provides opportunities for the development of social skills such as communication, interaction, teamwork, information gathering, analytical, and critical skills
Because the learning model prioritizes students’ freedom, initiative, and creativity, many students expressed heightened confidence in their lessons
Most importantly, the majority of students affirmed that their participation in the study enabled them to establish clear English learning goals, delineate detailed learning content, choose appropriate resources, gain a solid understanding of relevant materials, employ effective learning methods, self- assess their English learning effectiveness, and adjust study plans based on assessments of their learning progress
Additionally, in the analysis of interviews with 10 students, the research documented numerous favorable reactions and attitudes when questioning the students about their interest in learning English integrated with social media Additionally, the students acknowledged the value of the learning content and the teachers’ role during lessons that employed the integrated social media model for English learning Furthermore, the students affirmed noticeable effects of increased motivation in their learning activities through this approach Expressing enthusiasm, the students shared their positive responses to this learning model when discussing their future learning plans and aspirations
The findings of this study are consistent with and add to previous international studies conducted by Tiryakioglu & Erzurum (2011), Chartrand
(2012) and Khalid & Muhammad (2012), which collectively address the research gap These studies have offered extensive insights into the advantages of using social media as practical resources for second language acquisition Based on various international studies, this research aims to expand our understanding by focusing on the effects of the app Facebook on English ability of 6th-grade students at a lower secondary school in Hai Phong, Vietnam The research conducted by Vy (2016), Vũ (2019) and Tran (2019) in Vietnam provides additional evidence for the positive impact of social media platforms on learning English Contrasting with international studies, this study focuses specifically on the Hai Phong context, highlighting the beneficial effects of the social media platforms on students' English acquisition
In conclusion, it can be reiterated that adopting the approach of learning English integrated with social media proves to be a suitable method that enhances students’ interest, fosters freedom, and promotes comprehensive self- development Consequently, it is recommended that schools at all levels, not just lower secondary schools, consider widespread implementation of this approach To summarize the findings, the researcher has successfully addressed the two initial research questions posed at the beginning of the article Regarding the first question, it is affirmed that social media positively influences student learning outcomes As for the second question, the researcher confidently asserts that students exhibit a positive attitude when learning English with social media
In this chapter, the researcher undertook an action research project incorporating a social media within the English teaching and learning process
The research aimed to assess the role of the social media on the development of English skills in lower secondary school students The analysis of the research results conclusively demonstrates an enhancement in students' English proficiency This outcome effectively addresses the research question, affirming the important role of employing the social media approach in English teaching and learning Additionally, based on the questionnaire responses from students, this method received positive feedback Students enjoyed English lessons as they could freely express their ideas, speak confidently, and practice
English effectively Moreover, some students reported overcoming their fear of learning English due to dedicated practice time and submit assignments on time, especially receiving tips for learning foreign languages from their peers.
CONCLUSION
Recapitulation
This research aimed to assess the impact of incorporating social media on the learning abilities of 6 th grade students in a Hai Phong lower secondary school class over an 8-week period In the first stage of this study, before the intervention, all students were asked to take a pre-test to investigate their English learning ability (including listening, speaking, reading and writing skills) When performing the application of social media in the study, the students were guided and taught English through the use of social media with the content of Unit 8 to Unit 11 from the English 6 Textbook Post-tests were performed the intervention with the employment of social media in English lessons After having the test results, the researcher compared the students’ English learning capacity before and after the intervention to see if there is any difference Additionally, a questionnaire gauged the students’ attitudes toward social media use in English classes Lastly, selected 10 students were invited for the interview to have more data on their thinking on learning with social media
In conclusion, the findings suggest a positive influence of social media on students’ English learning abilities accompany with their favorable attitudes toward this instructional method.
Concluding remarks
As commonly understood, the participants in this research are sixth- grade students from a lower secondary school in Hai Phong The aim of the study is to investigate the beneficial impact of social media on the students’ learning capabilities and their attitudes toward learning English Through the collection and analysis of data, significant conclusions can be derived
The results from both the pre-test and post-test indicate that the sixth- grade students achieved higher scores in the post-test compared to the pre-test
This confirms that social media contributes to enhancing the students’ English learning proficiency across various skills (listening, speaking, reading, writing), effectively addressing the initial research question
Findings from both student surveys and interviews reveal that learners exhibit a favorable and engaged stance regarding the incorporation of social media in English lessons Furthermore, all students, totaling 100%, expressed their eagerness to learn English using social media, thereby providing a conclusive answer to the second research question.
Pedagogical implications
Drawing insights from the post-test outcomes, analysis of questionnaires, and interviews, the following suggestions are put forth for both teachers and students to employ this tool effectively:
5.3.1 Increasing the benefits of social media for students
One of the important recommendations for future pedagogical practices is to actively apply and integrate social media into English language teaching activities Social media is not just a tool for entertainment but also an effective educational medium when used properly With its widespread popularity and high interactivity, social media provides students with a diverse, flexible learning environment that is closely connected to their daily lives Students can access a wealth of learning materials, from videos and articles to discussion forums, all of which can effectively support their learning process Particularly, social media allows students to connect with the global English-learning community, helping them expand their knowledge, engage in cultural exchange, and practice language skills in a natural way
In the context of rapidly advancing technology, incorporating social media into English language teaching not only helps students improve their language skills but also aids in developing technological skills, self-learning abilities, and confidence in communication Therefore, teachers should be encouraged and trained to use social media as an effective teaching tool This includes designing lessons that integrate social media, guiding students on how to use these platforms purposefully and responsibly, and creating innovative, engaging learning activities through social media
5.3.2 Enhancing the role of coordination between teachers, schools, and parents
The responses to the interview question highlighted the students’ views on the crucial role played by the teacher in facilitating the successful integration of English learning with social media
Firstly, when utilizing a social media approach, teachers should assist students in adequately recognizing the significance of English for their future endeavors This way, students can discern motives, cultivate positive learning attitudes, and employ effective learning strategies Teachers should refrain from pressuring less proficient or unmotivated students Instead, they should encourage self-directed learning and assess students’ strengths to tailor requests accordingly
Additionally, there needs to be close coordination between schools, teachers, and parents in managing and supervising students' use of social media to ensure they can learn in a safe and healthy environment This not only enhances learning outcomes but also contributes to the development of smart and responsible technology usage habits
In summary, social media, with all its potential and benefits, should be regarded as an indispensable part of English language teaching pedagogy The application of social media in teaching not only helps students improve their language skills but also equips them with the necessary skills to succeed in the modern world.
Limitations of the study
While the research objective has been met, there are several limitations and shortcomings in evaluating the effectiveness of social media to enhance students’ English competence The study, conducted at a Hai Phong lower secondary school, spanned only 8 weeks with 4 units Additionally, the research involved only 40 students from a Hai Phong lower secondary school, which significantly restricts objectivity and reliability The suitability of teaching and leaning English with social media for other student groups remains uncertain
Moreover, the study lacked specified requirements or evaluation criteria for the group of 40 students involved in the test, hindering a comprehensive and specific assessment of the important role of social media in teaching and learning English
Lastly, learning with social media is interesting and useful to engage students into the lesson if the students are confident wih technology and they have stable access with internet However, the learning process becomes challenging and learning English with social media was sometimes a painstaking task because of low internet reception in some areas and lack of internet-connected devices Therefore, more investment should be made by the school to upgrade teaching and learning facilities, such as internet connection smart boards, and computers, which are useful teaching aids for implementing social media in teaching English classes.
Suggestions for further study
To enhance the objectivity and applicability of social media, future studies will be expanded to include diverse proficiency levels and extended over a more prolonged duration as follows
Firstly, rigorous evaluation criteria need be implemented to guarantee the authenticity and reliability of research outcomes These evaluation criteria should be provided to the students at the very beginning of each school year so that the students will be well-aware of the requirements of the English course
Furthermore, subsequent studies will provide clearer definitions of the learning program and students’ knowledge content, enabling a more precise assessment of autonomy effectiveness across various knowledge and skill domains
Lastly, further studies on the use of social media in teaching specific language skills and features, such as reading, writing, listening skills, grammar and pragmatics should be extensively conducted to get better insights into the effectiveness of social media implementation in teaching and learning English
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APPENDIX 1: SAMPLE OF LESSON PLAN
By the end of the lesson, students will be able to:
- use the lexical items related to the topic Sports and games;
- express and respond to congratulations;
- talk about sports and games that they like
- Grade 6 textbook, Unit 8: Sports and Games
1 Students may have underdeveloped speaking and co-operating skills
- Encourage students to work in pairs, in groups so that they can help each other Provide feedback and help if necessary
2 Some students will excessively talk in the class
Define expectations in explicit detail Have excessive talking students practise Continue to define expectations in small chunks (before every activity)
* Warm-up: Game: Lucky numbers
Expressing and responding to congratulations
Task 1: Listen and read the conversation
II The sports/games you like
Task 3: Read and tick the questions you think are suitable to ask a new friend at school
Task 4: Work in groups Interview your partners using the following questions You may ask for more information
Stage Stage aim Procedure Interaction Time
Students (Sts) and Teacher’s (T) introduction
Speaking warm-up: Sts work in pairs, ask and answer some questions about themselves, which is a way for all Sts to get familiar with each other T goes around the class to help them if necessary and give feedback after all
Feedback T gives feedback on previous homework assignment on website
T gives plenty of feedback on students’ speaking performance based on the recorded audio
Sts’ prior knowledge and to increase Sts’ interest
- Class is divided into 2 teams
- T prepares 7 numbers which includes 5 questions about their school, and 2 lucky numbers Each team takes turns, chooses a number and answers the question behind the number If the team answers the question correctly, they will get 1 point If the team chooses the lucky number, they get 1 point without answering the question and get another turn
… watch TV more than 3 hours a day It’s bad for your eyes
… you have dinner with your parents yesterday?
4 Look at the picture and complete the sentence:
Jane … with her brother last weekend
6 Look at the picture and complete the sentence:
… to the instructor at the gym Answer key: Listen
7 Translate the following sentence into English:
Tôi chiến thắng trong cuộc thi đánh vần Thứ Hai tuần trước
Answer key: I won in the spelling contest last Monday
Lead in To lead in the lesson about vocabulary and pronunciation
- T leads Sts into the lesson by repeating the answer in question 7 of the game (I won in the spelling contest last Monday.) and asks Sts how will they respond in such situation
Presentation To introduce the structure of expressing and responding to congratulations
Expressing and responding to congratulations
Task 1: Listen and read the short conversation below, paying attention to the highlighted parts
- T lets Sts listen and read the dialogue, asks them what the characters say when they hear good news from other people
- T calls some Sts to share their opinions
- T gives more explanations and writes down the structure of expressing and responding to congratulations
Practice To practice the structure of expressing and responding to congratulations
Task 2: Work in pairs St A has won a prize in the school’s singing contest/ sports competition St B congratulates him/her Make a similar dialogue Remember to use the highlighted sentences in Task 1, then change roles
- T allows Sts to work in pairs, practice the situation, using structures above
- T calls some pairs to present their answers
- T gives feedback and corrections (if necessary)
* THE SPORTS/GAMES YOU LIKE
Practice - To have Sts revise/learn some knowledge of sports/games;
- To help Sts communicate through a quiz about sports/games
Task 3: Read and tick the questions you think are suitable to ask a new friend at school
- T asks Sts to work in pairs and find the answers to the quizzes
- T checks and gives the correct answers
1 There are usually 22 players (11 on each side)
2 It normally lasts 90 minutes (divided into two halves)
3 They take place every four years
4 A marathon is 42.195 kilometres long (26 miles and 385 yards)
5 They took place in Olympia (in
Production To help students ask and answer questions about themselves concerning the field of sports/ games
Interview your partners using the following questions You may ask for more information
- T divides the class into groups of 5 or 6
- T appoints one St to be the interviewer, others the interviewees, then gives Sts plenty of time to ask and answer questions Encourage them to talk and raise as many questions as possible
- T goes round the class and gives support if necessary
- After a fixed amount of time, choose the interviewer of some groups to present to the class T and other Sts listen and make comments
Consolidation To consolidate what Sts have learnt in the lesson
- T asks Sts to talk about what they have learnt in the lesson
Homework To revise what they have learnt in the lesson
- T gives Sts several questions about games as the homework assignment and asks them to record their voice for the task
- T also reminds the deadline for their homework and asks Sts to prepare for the next lesson by reading an article about the topic of the next lesson on website
Homework Activity with Facebook: Collective Story Telling
- T posts several photos on the Facebook groups, explains that students should continue the sentence the T has started: e.g “The person in the picture 1 is handsome but….”
- Each student should write at least 10 sentences
- At the end of the story should be revised and corrected if any mistakes
APPENDIX 2: TESTS Appendix 2.1: PRE-TEST
I Choose the word whose underlined part is pronounced differently from the others
II Fill in each blank with a word in the box racket boat ball shoes goggles badminton playground sporty players goal
1 _ can be played by two or four people
2 The golf _ rolled for a while and fell into the hole
3 Is _ racing a type of water sports? - Yes, it is
4 Skiers wear _ to protect their eyes from the sun
5 How many _ are there in a football team?
6 They scored a fantastic _ and won the match
7 This shop sells sports goods such as sports clothing and sports _
8 Similar to badminton, you have to buy a _ to play tennis
9 Her personal trainer is a healthy, fit, and _ young woman
10 Mr Dawson would like to build an adventure _ for the orphans
III Write the verbs in brackets in the past simple to complete the sentences
1 They _ (hold) the Olympic Games in Tokyo in 2021
2 It _ (be) great to have a family gathering last weekend
3 Last Sunday, I _ (travel) around by bus with some of my friends
4 They _ (not visit) many interesting places during their trip
5 Yesterday afternoon he _ (go) to his basketball club
6 What _ Patrick _ (eat) _ at the night market 2 days ago?
7 We _ (not learn) English with Mrs Dorris last semester
8 She _ (meet) some talented people in the competition
9 The first ancient Olympic Games _ (take) place in 776 BC
10 _ your family _ (have) a good holiday last month?
IV Choose the best answer to complete the sentences
1 _ watch too much TV, Jack! Turn it off
2 Don’t _ the animals in the zoo
A feeds B feeding C feed D to feed
3 Daisy _ swimming with her friends last weekend
A went B go C is going D goes
4 Terry _ any sports when he was in grade 5
A don’t play B didn’t played C doesn’t play D didn’t play
5 _ there the Olympic Games in 2017?
6 _ the marathon on TV last night, Jonathan?
A Do you watch B Did you watch
C Did you watched D Do you watched
7 _ late because the match will start soon
A Don’t come B Didn’t come C Not coming D Won’t come
8 I _ to practise karate about 3 months ago
A was start B am starting C started D start
9 Pele _ his first World Cup at the age of 17 in 1958
A is winning B win C wins D won
10 They are playing chess _ loudly
A Don’t talk B Not to talk C Not talk D Doesn’t talk
V Choose the word or phrase that needs correcting
1 I play table tennis with George some hours ago
2 You look tired now, so stop exercising and to rest
3 Talk loud! They are listening to the coach
4 What did you usually do at break time at school?
5 Change your clothes, and you can’t swim in the pool
VI Read the passage and answer the questions
Football was played hundreds of years ago and many people believe that it originated from England Football is also called soccer in the US It is a team game In each team, there are eleven members, ten players and one goalkeeper In a football match, two teams play against each other during 90 minutes in a rectangular field The match is divided into two halves with each half lasting 45 minutes Between the two halves is a break of 15 minutes Football players try to kick the ball into the other team’s goal, and the goalkeeper tries to stop the ball from getting into the goal Whichever team scores more goals will win the game In a football game, only two goalkeepers can keep the ball in their hands
Football is the most popular game all over the world Whenever we turn on the TV, there are football matches on different channels
The Football World Cup, an international football event, is held every four years It is so popular that there are millions of people watching it
2 How many goalkeepers are there in each football team?
3 How long does a football match last?
4 What does the goalkeeper do?
5 Can all football players keep the ball in their hands?
6 Do people hold the Football World Cup every four years?
VII Fill in each blank with a word in the box better win us than free and useful homework
There are different kinds of sports games They are necessary and (1) _ for all of us Sports games help us to keep fit and healthy so that we can study and work (2) _
When we play a sports game, we come to learn many things We learn how to keep calm and make our mind strong so that we can overcome a difficult situation and (3) _ the game
Playing a sports game helps us to be strong, cheerful, happy and gives (4) _ energy and strength Many students say that they feel happier in a playground (5) _ they do in a classroom because while playing a sports game they temporarily forget their lessons and (6) _ Schools and universities also encourage students to play sports games in their (7) _ time
How about you? What sports games do you like? Choose one (8) _ practise it to have joyful time!
VIII Complete the second sentence so that it means the same as the first one
1 Could you help me buy a good tennis racket?
2 You mustn’t go out late at night
3 Pele won his first World Cup at the age of seventeen
Pele won his first World Cup when ………
4 Every football team has a goalkeeper
5 Harry is the same height as other players in his volleyball team
6 Don’t take off the blindfold when playing blind man's buff
7 Let's participate in the international marathon next month!
8 Why don’t you play a sport in your free time?
IX Listen to a friend talking about his sports activities every week On which day does he do the kinds of sports below? Put a tick into the correct column
X Listen again Decide if the following statements are true (T) or false (F)
1 He goes swimming at 6 o’clock on Monday
2 He plays basketball between 7a.m and 9 a.m on Tuesday
3 He can’t do any sports on Thursday
4 On Friday morning, he join a chess club at his school
5 His football team often loses the matches
I Choose the word whose underlined part is pronounced differently from the others
II Fill in the blanks with the words and phrases in the box night market palace tasty building tower river bank floating market street food stall landmarks
1 My parents used to run a fruit and vegetable _ in the market
2 Westminster Abbey is one of the most famous _ in London
3 A _ is a market where goods are sold from boats
4 Every year, millions of visitors climb to the top of the Eiffel _ in Paris
5 This smoothie is really _ - where did you buy it?
6 Banh mi is a familiar _ in most cities in Viet Nam
7 Da Lat _ offers diverse shopping experiences to tourists
8 _ erosion causes severe damage to the communities in the Mekong Delta
9 A skyscraper is an extremely tall _ in the city, and it may be up to over 160 floors
10 The Independence _ is a must-see tourist attraction in Ho Chi Minh City
III Choose the best answer to complete the sentences
1 Big Ben is the most famous _ in England
2 Quiet villages with cool air, blossom, and bird singing are ideal places for visitors who want to escape from _ cities
3 They can’t buy a house because of the _ cost of housing
4 Hoi An _ Town is really beautiful, especially at night with the lanterns
5 The _ Opera House was the youngest building to be included on the UNESCO World Heritage list
A London B Sydney C New York D Singapore
6 Asia is the Earth’s largest and most populous _
7 Canada is one of 23 _ in North America
8 Umbrellas and raincoats are what people need in _ days
9 In this city, people are _, food is _, and the weather is always _
A nice - delicious - friendly B friendly - nice - delicious
C friendly - delicious - nice D delicious - friendly - nice
10 Ben Thanh Market is a famous _ of Ho Chi Minh City
IV Choose the best answers to complete the sentences
1 _ son caused some trouble at _ school yesterday
A Her - his B His - her C Hers – his D Her - her
2 The bird is flapping _ wings against the bars of _ cage
A it - it B it - its C its – its D its - it
3 There’s a big contrast between _ neighbourhood and _
A him - hers B his - her C hers – his D her - his
4 I’ll show you to _ room _ is across the hall
A your - Ours B yours - Ours C yours – Our D your - Our
5 We gave them _ address, and they gave us _
A ours - their B our - theirs C our – their D ours - theirs
6 He decorated _ room with pictures of all _ favourite sports figures
A his - mine B his - his C his – hers D his - theirs
7 Bob, are these old books in this drawer _? - Yes, they’re all _
A yours - mine B your - my C your – mine D yours - my
8 _ mother is a T She started _ job fifteen years ago
A My - hers B Mine - hers C Mine – her D My - her
9 _ work is bad, but _ is worse, and _ is the worst of all
A Yours - hers - mine B Yours - her - my
C Your - her - my D Your - hers - mine
10 Arthur and William are good friends of _ I often visit _ hometown
A mine - theirs B my - theirs C mine - their D my - their
V Choose the word or phrase that needs correcting
1 You can use my computer until you is repaired
2 Their house is very similar to ours, but ours is bigger than
3 Mrs Harley is in the living room, and hers baby is crying
4 My relatives all lives in Ho Chi Minh City while his are in Ha Noi
5 I from Da Nang, and most of my friends are from there too
VI Answer the questions Use the words in brackets
1 When should I visit Nha Trang? (in spring)
2 Which country is famous for tulip flowers? (the Netherlands)
3 How far is it from your house to the city centre? (about 7 kilometres)
4 Who is the most popular British writer? (William Shakespeare)
5 Where is the centre of Ho Chi Minh City? (District 1)
6 Does she like to live in the city or in the countryside? (in the city)
7 How often do you go cycling in the suburbs? (never)
8 What is the weather like in Liverpool today? (mostly cloudy)
VII Read the passage and decide whether the statements are TRUE or FALSE