Name: Nguyễn Như Quỳnh Cohort: Nguyễn Thị Lan Hường

Student’s code : 18045049

1. Aim
In our contemporary society, the opportunities and possibilities of mastering foreign language has become
greater for students, both academically and professionally. In response to this trend, language teachers
are motivated to employ the most recent language teaching methodologies, resources and materials with
their students, such as the use of ICT- Information and Communication Technologies. In this project, I will
explore one digital tool that enhances language learning in engaging, interactive environments. I focus will
be on showing samples of interactive activities developed in their classes, as well as on sharing exemplars of
work done by students. Overall project goal I will plan and implement a change related to technology use in
my classroom.

2. Background
General information of learners:
a.Learners: 10th grade students at A Duy Tien High school. ( age: 15-16)
b.Class: 10A4 - size: 45 students
c.Level: elementary- pre intermediate- intermediate ( non English-major)
I am taking in charge of teaching English to class 10A4 with 45 students of different levels. The class
includes 21 male students and 24 female ones. Most of them are non English-major students and their levels
in language skills also considerably vary. Most of them are quite good at English grammar and reading skill
(just 5-6 students are at very low level). However, considering to other skills like: speaking, writing and
listening, not many students can meet the required level. Just nearly 10 students are able to follow A2+ or
B1 level of listening or speaking, the rest are quite under expectation.
Students’ background:
All my students live in the countryside but not in mountainous or remote area. And they have a good chance
to access to the Internet. Many of them have personal computer connected the Internet at home and the
others have got smart phones, just a few of them get no chance for technology. They are in the age of 15 or
16, and most of them are eager to learn with computer and technology. They are usually motivated by new
things, they love expressing themselves, and quite open with new ideas. More than a half of the class seem
to be extrovert students, who are quite energetic, friendly, open and willing to ask. However, there are
students who always feel shy, and be not readly for English activities in class. My students’ aim is to pass
the final exam at highschool and some of them want to learn English for getting a seat at university.
Classroom setting:
At my school, each class has their own classroom which is quite spacious, airy, good light. But all the
classes are set in a traditional way with a blackboard and teacher’s desk in front of the class, students’ desks
are put in 2 organized columns, so that they can provide a face-to-face interaction between teacher and
students. There is no projector or computer for each class, even no speaker for listening. However, there are
3 rooms at school, which are equipted with advanced technology. There are a computer connected with
internet, IQ board, speakers and overhead projector here. Every week, I let my students study here at least 2
lessons. When ever I have a chance, I try to make use of it and let my students access to technology.
Class 10A4 is using new textbook which require students to do project after each unit. Therefore, at any
“project lesson” (when my students perform their presentation/project) I always let them use technology.
Usually, I use powerpoint to present my lesson in class. Sometimes, I use my “sachmem” account to teach
them.For lessons which are carried out in traditional class (no computer, no speaker, no projector), I just use
blackboard, and bring my own devices to teach. For listening, there are DVD players availlabe but I never
use it because it’s too heavy and inconvenient. I often use bloothooth speaker connected with my smart
phone to play the recording for listening lesson.
For outside class activities, my students are required to work in group for their project. Afer each lesson, 2
groups of students have to present their projects. The choices may be a poster (for the one who has no
computer skill or cannot access to technology), a powerpoint ( encouraged),or video clip. Students are also
required to submit their outline and product via email. For the group who do not have email, I ask them to
send me a hard copy.
3. Issue or problem to be addressed that technology can help with. What’s wrong?
As I mentioned in week 2, my students are in grade 10, and all of them are non English major with different
levels. Now I am teaching them with new textbook which has an online version on the Internet
https://accounts.sachmem.vn .
After nearly 4 months teaching them with this new curriculum and applying quite a lot methods with basic
technology (online textbook, powerpoint, and even some websites...), I can see some problems the class is
facing. First, not all students feel motivated enough. They do not show interest not only in my traditional
lesson, but also in my “high-tech” one, especially in pronunciation lessons. Students can only pronounce
when they repeat right after the recording. Some minutes later, when I call them to read aloud the sound or
the word including the sound by themselves, most of low-level students can not produce accurately. Others
seem struggling to pronounce the sound in sentences. The sounds are usually the ones which do not exist or
sound different from sounds in Vietnamese.
4. Specific technology solution
As I mentioned in last week discussion, the problem my class is facing now is the lack of motivation among
low-level and pronunciation problems.
To boost students’ motivation, I am thinking of replacing some textbook readings in difficult and unfamiliar
topics with podcast as well as utilizing social media in class. I would like to let students listen to podcast in
class about given topic and discuss about the topic in class instead of letting them read silently and do
traditional reading exercises. I realize that students feel bored when they have to read and do the same tasks
every day. Reading texts in textbook seem to vary in different topics, howerver, for low-level students, they
are afraid of reading comprehension. They hate doing exercises individually. I think by listening to podcast
about particular topics, students will feel more motivated because they may access to authentic material with
lastest information about the topic. I will not replace all the texts, but try to find some certain topics which
are suitable with their level. By this way, I can not only change the learning atmostphere in reading class,
but also reduce my students’ fear in reading. They may listen and read the transcript,discuss the topics, then
answer basic questions instead of reading the boring text and answer fix questions in textbook. Normally, I
find postcad in https://learnenglish.britishcouncil.org where a lot of different level podcast with various
topics for students are available.
Besides, in order to improve my students’ pronunciation skills and sound identification ability, I would like
to apply a software supporting pronunciation called “pronunciation power” which was introduced in a
international workshop I attended this year. The software is very easy to installed and easy to use.
Pronunciation power is a multimedia CD-ROM designed to help improve English pronunciation and
listening skills for basic and intermediate learners. The software has 4 main features: the sound menu,
speech analysis, lessons and exercises with games. There are all sounds of 52 phonemes in English on
sound menu. Learners can also record their voice to match the wave form of a sound produced by a native
speaker. Learners may observe articulation through a QuickTime animation showing front and side views of
the human articulatory system. Finally, learners may chose from three kinds of exercise. Practicing the
pronunciation of single words, sentences and listening discri mination of minimal pairs. In the pronunciation
exercises, learners record their voice and compare it with that of the instructor. The software has clearly
been designed and easy to used with short lessons about sounds. These lessons have visual and audio
support which enables learners to observe how each sound is produced. Students can also use it at home by
themselves for practising pronunciation. I try to improve my students’ pronunciation with this software by
introducing them with 3 pairs of difficult sounds they often make mistake : /p/ and /b/, /v/ and /f/, /tʃ/ and /ʃ/

Pronunciation power
5. Response and reflection
I applied podcast listening at unit 5-inventions at class 10A4 and also pronunciaton power as a tool to
engage and motivate my students. I used podcast listening in this unit because the topic are quite difficult
and only listening record and reading text in textbook are not enough for them to understand. Students can
learn quite a lot new words and useful structures to talk about modern inventions.
In term of pronunciation, I applied pronunciation power at class in order to teach students to produce
consonant sounds and consonant clusters. Most of students were keen on learning with this software. They
volunteered to record the voice and try their best to imitate native speakers though some students were still
not confident enough. This is the first time I applied this in my classroom and I can see many changes in
class. Students used to repeat what they listen, and tried to imitate as much as they can without
understanding how the sounds are pronounced. The software, however, appears to work well in
demonstrating those sounds. Many students know how to put their tongue and their teeth in order to make an
acurate sound.
6. Changes made or changes to make
These digital tool provide students with the opportunity to work on a variety of language skills
independently, and also interactively, as you will see in the description provided for each tool. Every app is
suitable for any level of proficiency in English and can easily be adapted to meet individual learning
differences and styles. My lesson was easy for them to understand and more interesting. No members felt
sleepy.
Therefore, if I could have more chance to review what I did, I would do more changes. I would apply more
apps or tools such as make more interactive powerpoint lessons, using Edpuzzle and Audioboom tools. If the
condition were allowed me to do more, I would help my students approach to a number of application of
ICT.

7. Conclusion and suggestions

How has your teaching changed?
The past few decades have seen many changes and advances in teaching, with technology playing a part in
the way some teachers present and deliver lessons - many of us will remember a time before interactive
whiteboards, email and social media.
We have also seen some positive changes to the school curriculum, as well as increased diversity and
opportunities for students with learning challenges. There are some changes I want to refer after my results
of my project.
- Communication is more open and regular
- The classic chalkboard is a thing of the past
- The National Curriculum
- Teaching assistants are there to help
- Individuality is celebrated as learner autonomy
What are the overall suggestions you would give others as a result of your project?
For students: Students should learn through Twitter, blogs, online conferences etc is just part of my day-to-
day life. This is extremely foreign to many teachers. Students need to become learners autonomy by self-
studying through typical websites : https://www.tienganh123.com/tin-tuc-tienganh123/22477-co-hoi-nhan-
the-tieng-anh-123-mien-phi.html (Links to an external site.)Links to an external site.
, https://www.teachingenglish.org.uk/user/login?destination=comment/reply/452%23comment-form (Links
to an external site.)Links to an external site., http://a4esl.org/a/g7.html (Links to an external site.)Links to an
external site., and http://iteslj.org/ (Links to an external site.)Links to an external site., ect…
For teachers: The role of teachers are also very impotant because teachers play vital roles in the lives of the
students in their classrooms. Teachers are best known for the role of educating the students that are placed in
their care. Beyond that, teachers serve many other roles in the classroom. Teachers set the tone of their
classrooms, build a warm environment, mentor and nurture students, become role models, and listen and
look for signs of trouble. Teachers take on new roles such as counselor, organizer, material developer,
evaluator, and manager, resource…Therefore, teachers are just guiders to help students find out the easy
ways they have to study.
8. Resources
www.faapi.org.ar/ajal/issues/401/AlvaradoAJALVol4(1).pdf (Links to an external site.)Links to an external
site.

http://edadvance.org/uploads/files/Adult%20Learners%20FIles/ATDN/Digital%20Tools%20to%20Support
%20English%20Learners.pdf (Links to an external site.)Links to an external site.

http://kahoot.it/ (Links to an external site.)Links to an external site.

http://www.teachersfirst.com/single.cfm?id=15292 (Links to an external site.)Links to an external site.

http://quizlet.com/ (Links to an external site.)Links to an external site.

9. Day-to-day notes of what happened and reflections
Keep a journal and record the implementation of technology in your course and your thoughts about it.
Day What Happened My Thoughts
I introduced the students to the idea of creating a
Students are not as excited about this as I
Kahoot their own at( http://create.kahoot.it). I gave
thought they may be. I will need to
Day 1 them the handout, “How to creat kahoot” for
carefully help them create their kahoot so
homework and asked them to read the instructions.
that they do not become confused.
We will create a kahoot next class meeting.
I thought all my students could do but 1/3
I asked them to send me the link of the kahoot they
students could not do because they had
had created yesterday. I checked the link at my
problems with connecting, lacking devices,
Day 2 home before going to the class. If they did not creat
and felt confused with introductions. I will
a kahoot I would introduce again for her or him
tell them again.
carefully.

I completed to check the links that students had

Students tried to finish their task. Most of
Day 3 created their own kahoot. I will give marks or
them know how to create a kahoot.
feedbacks for them.
I created many types of question (multiple choice,
I showed them the way to subcrible in the
true or false, sentence completion, etc.) and to add
kahoot that I had created before. I also
pictures, as well. While playing a Kahoot game, my
Day 4 introduced the tasks thay had to play and
students will be able to see their scores and their
the rules of playing. I suppose that all can
place in the general scoreboard after each
take part in the kahoot game.
question, which can be very motivating.
I asked my students to join in kahoot game. I gave
them a code for my game. My students can then go
My students will play with the game
to http://kahoot. it/ on their mobile devices (or
Day 5 enjoyably. They can review vocabularies
computers) and type in the code as well as their
and grammar strutures in unit 5 easily.
names or nicknames. My students could answer
questions as well as true or false.
My students are engaged with interesting
tasks and they can immediately get their
I went on practising with kahoot in different types marks or know your order in learning. I
Day 6
such as multiple choice and sentences completion. can show them some typical mistakes as
well as improve their skills. My students
seem to cooperate and stimulate the game.