Sáng kiến kinh nghiệm Some interesting support tools for teaching online effectively

Nội dung tóm tắt: Sáng kiến kinh nghiệm Some interesting support tools for teaching online effectively

1. Some interesting support tools for teaching online effectively Table –Post test result of Quynh Luu 1 high shool CONTROL GROUP (11A1) TREATMENT GROUP (11D1) Number of the Average result Number of the Average result students the post test students the post test 1 8.5 1 9 1 8 2 8.5 2 7.5 4 8 4 7 6 7.5 6 6.5 8 7 5 5 8 6.5 7 5.5 3 5 8 5 3 5.5 3 4.5 3 5 1 4 0 4.5 The above table shows the effect of using online classroom aids in the treatment group compared with the control group that did not use this method. As can be seen from the above data, the scores of the control group ranged from 3.5 to 8.0 points. There were 3 students with scores from 7.5 to 8.0, 13 students with scores from 6.0 to under 7.5 points and 14 students with scores from 5.0 to under 6.0. There are still 8 students in the control group whose hearing loss is less than 5.0. In contrast to the treatment group, out of 38 students with scores between 5.0 and 9.0, eight scored 8.0 or 9.0 and 21 scored between 6.5 and less than 8.0. There are 9 candidates with scores from 5.0 to below 6.5. Taken together, these results suggest that students in the treatment group made better progress after receiving the pre-listening warm-up questions than students in the control group. 38
2. Some interesting support tools for teaching online effectively Table –Post test result of Hoang Mai 2 high shool CONTROL GROUP (11A3) TREATMENT GROUP (11A2) Number of the Average result Number of the Average result students the post test students the post test 0 8 1 9 1 7.5 1 8.5 2 7 3 8 4 6.5 4 7.5 7 5 8 7 7 5.5 8 6.5 9 5 7 5 3 4.5 4 5.5 2 4 2 5 3 3.5 0 4.5 As can be seen from the above table, out of 38 participants in the treatment group, 5 students scored between 8 and 9 points, 20 scored from 6.5 to less than 8.0, and the rest (13 participants). grade) was rated from 5.0 below 6.5, with no student scoring less than five points. Whereas in the control group, none of the participants scored between 8.0 and 9.23 participants and 8 participants scored between 5.0 and below 6.5 and below 5.0, respectively. The number of participants who received between 6.5 and less than 8.0 was seven. These results indicate that there is some difference in the data that the number of participants who scored high was higher in the treatment group than in the control group. Furthermore, no one in the treatment group did not make progress. 5.3. Evaluate 5.3.1 Student assessment. I use questionnaires to see how students react to this method. I gave these questionnaires to students from three schools (as shown above) and the students' comments on this method are as follows: + 0% of students expressed interest in the traditional listening method; + 50% progress in learning English, + 98% of students show their interest in the lessons. 39
3. Some interesting support tools for teaching online effectively In addition, my colleagues at Quynh Luu 1 and Hoang Mai 2 also used the same questionnaire to know students' reactions to this method. They distributed this questionnaire to students in grades 11A1, 11D1 (Quynh Luu 1) and 11A2, 11A3 (Hoang Mai) (as shown above) and student statistics about this method were as follows: + 0% of students said prefer to learn in the traditional way; + 77% improved in learning English, + 96% of students showed interest in the lesson + While only 1% of students in grade 11A2 at Hoang Mai 2 showed interest in following the traditional way; + 64% progress in learning English, + 98% of students show their interest in the lessons 5.3.2. Reviews of my colleagues. (Results from a questionnaire sent to the teacher) . The questionnaire was made to investigate the ideas of English teachers in using online learning aids for 11th grade students. In my high school and other schools. The results are as follows: + 100% of English teachers agree with this method and they give their opinions about it as follows: + 100% of teachers think this method is very important. + All teachers agree that this method can effectively motivate students to learn English. + 100% of teachers admit that this new method has helped students pay more attention to the lesson. + The foreign language ability of students is increasingly improved. + They have the opportunity to prepare what they will learn and develop their language skills. As a result, their English has improved better. (Details of the questionnaire are in the appendix) The result of my work is shown in the following table: How much interest in English After the Before the experiment did the students have? experiment Like very much 10% 20% Like 12% 52% Normal 68% 23% Dislike 10% 5% 40
4. Some interesting support tools for teaching online effectively Through the survey results, students' liking increased from 12% before the experiment to 52% after the experiment, and students disliked it also decreased by 50%. Before the I like English because After the experiment experiment English is one of the final 76% 43% exam subjects, university Interesting lessons 10% 43% Receptive knowledge 7% 14% From the obtained data, it is found that changing teaching methods by using supporting tools will attract more students. How do you like to study in After the Before the experiment English online class experiment Focus on listening to lectures, 45% 50% expressing opinions, discussing and working Listening to lectures, taking 35% 15% passive notes Play games through support tools 20% 35% From the data, it can be seen that the students' desire is to practice through games and applications more than listening to lectures and taking traditional lessons. Teaching content Before the After the experiment experiment No need to do much exercises 11% 5% Increase theoretical learning 29% 20% Reduce theoretical load, apply knowledge into practice,by doing 60% 75% exercises through applications. From the statistical data, it was found that there was a change before and after the experiment. Realizing that the teaching method using supporting tools has partly changed the perception of English subject of many children, helping them not to be afraid of English anymore and to explore, discover and love to learn more English 41
5. Some interesting support tools for teaching online effectively Before doing experiments After doing experiments Do not love Love to learn Do not love to Love to learn Year Class to learn English learn English English English ( % Students) ( % Students) ( % Students) ( % Students) 2021-2022 11D2 40% 60% 72% 28% (1st term) 11D5 50% 50% 74% 26% 12A1 30% 70% 65% 35% 2021-2022 11D2 45% 55% 79% 21% (2nd term) 11D5 55% 45% 85% 15% 12A1 36% 74% 82% 18% The image shows the atmosphere of learning English in my online classroom 5.4. Comments from my colleagues: 42
6. Some interesting support tools for teaching online effectively PART C: CONCLUSION We could see that online support tools can provide students and teachers with motivation, besides offering opportunities to create a good environment and relationship among them by breaking barriers between teachers and students by reducing students’ anxiety and inhibition during the teaching – learning online process. Moreover, it can expose students to vocabulary, good pronunciation, grammar and some cultural aspects of the English language through authentic materials. Besides, it is a way of helping them to improve the four main skills. Therefore, we can conclude that online support tools used in online classroom is a great way of keeping students highly motivated, besides the English will be used. In other words, students will be learning and having fun at the same time, which brings impressive results to the teaching – learning online process. Integrating games, doing exercises through supporting tools in the online classroom promotes a new learning style for learners. It is the learning style "Learn to play, play to learn". 43
7. Some interesting support tools for teaching online effectively PART D: REFERENCE Suggested online music resources: This website shows us how to use the quizizz support tool. This website shows us how to use the quizlet support tool. http:// name of wheel.com/ This website shows us how to use the name of wheel support tool. http:// Azotar.com/ This website shows us how to use the Azotar support tool. http:// google form.com/ This website shows us how to use the google form support tool. 44
8. Some interesting support tools for teaching online effectively TABLE OF CONTENTS CONTENT Page Part A Introduction I Reasons for the study 1 II Aims of the study 2 III Methods of the study 2 IV Scope of the study 2 Part B Content I Theoretical and practical background 2 1 Theoretical background 2 2 The applicable manner of online support tools . 6 II Techniques for using support tools in English online classroom. 6 III The solutions 6 1 Keys to success 6 2 Practical background 6 3 Description of online support tools and success measures 7 Samples of techniques for using online support tools to help 4 students get movitated and improve the learning atmosphere in 16 online English classroom. Sample 1: Use “word catcher online games” to introduce a 16 new theme of topic Sample 2: Use “Quizlet” to teach vocabulary. 19 Sample 3: Use “Name of wheel” to ask students for the right to 21 answer first. Sample 4: Use "Quizizz" to consolidate lesson knowledge. 23 Sample 5: use Azotar to test students taking regular tests . 25 Sample 6: use “google form” to conduct student surveys after 31 each lesson and give homework to students. 5 Findings and evaluation 34 Part C Conclusion 41 Part D Reference 42 45
9. Some interesting support tools for teaching online effectively 46