INTRODUCTION
Background
In contemporary Vietnam, English has gained significant popularity and is now a mandatory subject from primary to high school This global language facilitates communication, enhances knowledge acquisition, and enables individuals to engage with new ideas, fostering integration into the international community.
English education in high schools fosters critical thinking and enhances students' dignity, making it essential for success in today's society Proficiency in English is not only a job requirement but also a vital skill across various fields, emphasizing the need for effective communication In response, the Ministry of Education and Training (MOET) has developed new textbooks for Grades 6 to 9 and encourages the adoption of modern teaching methods The integration of tools such as PowerPoint, web-based learning, video conferencing, and social software has become essential in many schools to enhance English instruction.
Many educational institutions now provide e-lectures to enhance learning experiences An electronic lesson plan is a multimedia lecture that combines audio or video recordings, synchronized slides, a table of contents, and optional supplementary information, such as external links, all within a cohesive learning environment.
Rationale
I choose to conduct a study on the Application of Electronic Lecture in Teaching English for Grade 7 at My Tho Town Junior High School because of many reasons:
Education is crucial for a country's development, and recent decisions and policies from the Party and State have significantly advanced the Education and Training sectors In addition to revising educational programs, adopting innovative approaches is essential for further enhancing educational outcomes.
The rise of information technology has transformed its role in education, making it an integral part of teaching and learning Its application is anticipated to significantly enhance educational development, providing innovative solutions for improved learning experiences.
In recent years, the extensive use of computers in schools has transformed teaching methods, with electronic lesson plans becoming increasingly popular These plans can be created using various programming languages, including FrontPage, Publisher, Violet, and PowerPoint Among these, PowerPoint stands out as the easiest tool for designing electronic lectures, significantly enhancing the teaching and learning of English Its capabilities allow for the creation of more professional presentations, thus maximizing the potential for effective classroom engagement.
Despite advancements in educational innovation, the use of electronic lectures for teaching English at the school level remains a challenge for both teachers and students, leading to ongoing debates about its effectiveness The quality of education continues to be a pressing concern This study aims to examine the current implementation of electronic lesson plans in English instruction and identify strategies to enhance the quality of English teaching.
Research aims
This study aims to explore teachers' perceptions regarding the use of PowerPoint for teaching reading at My Tho Town Junior High School, focusing on key research questions to guide the investigation.
1 What are teachers‟ perception of using Powerpoint to teach English reading?
2 What are students‟ attitudes towards the use of PPT lessons in English reading classes?
3 What are some difficulties in and suggestions for using Powerpoint lesson plans in teaching and learning English reading?
Research scope
The research focuses on the situation of teaching reading English and the current E-learning with PPT for students of grade 7 at My Tho Town Junior High School.
Thesis structure
This research consists of five chapters I would like to summarize as below:
Chapter 1: Introduction: Present a general overview of the study It states the reasons, the importance, the aims, and the scope and the organization of the study
Chapter 2: Literature review: Offer a literature review of the relevant materials, which composes of four parts
Chapter 3: Methodology: Present the thesis design and methodology, participants, data collection and data analysis
Chapter 4: Findings and discussion: Report on the findings from the questionnaires and the interviews with teachers and students at at My Tho Town Junior High School The most important part is the explanation about teachers‟ perceptions of using PowerPoint in teaching reading English and students‟ behavior in reading process with difficulties when using in teaching and learning
Chapter 5: Conclusion and implication: Summarize the results of the study
At the same time, this chapter focuses on the implications of the findings and suggestions for further studies
In addition, the appendix of the questionnaires (English and Vietnamese) and the reference source lists are also included at the end of the thesis
This chapter begins by defining key terms related to the research and explores the advantages and disadvantages of the Microsoft PowerPoint program It includes considerations for designing lesson plans using PowerPoint, specifically focusing on its application in teaching English reading skills The discussion will extend to the procedures involved in creating effective lesson plan presentations with PowerPoint Finally, the chapter will address the current state of PowerPoint usage at My Tho Junior High School and highlight the necessity of conducting this research.
Overview of Microsoft Power Point program
2.1.1 Definition of Microsoft Power Point program?
PowerPoint, as defined by Fisher (2003), is a presentation software that enables users to display colorful text and images, enhanced with simple animations and sound It is important to note that PowerPoint is only one among various types of presentation software available.
Microsoft PowerPoint serves as a versatile presentation tool utilized across both educational and business sectors According to Mammadove (2012), this software is valuable for teachers, students, trainers, and professionals in crafting impactful presentations.
Last but not least, PowerPoint is an efficient assistant to help both teachers and students in education because it is a multimedia tool According to Al-Toutbat
In 2006, PPT was defined as a versatile software package that integrates word processing, desktop publishing, and media playback functions It allows users to combine colorful text—either created within PPT or imported from various sources like word processing documents, online content, and CD-ROM encyclopedias—with images sourced from clip art galleries, the Internet, or digital devices Additionally, PPT supports the incorporation of video clips from the Internet and camcorders, as well as audio elements from CDs, sound galleries, or user recordings.
The advantages and disadvantage of Microsoft Power Point program
Research indicates that using PowerPoint in the classroom enhances student comprehension, motivates interaction, and increases interest by providing structure and organization to lessons Wilmoth and Wybraniec (1998) emphasize that one of the key benefits of PowerPoint is its contribution to students' understanding of material Mayer (1997) highlights the effectiveness of presenting images alongside text, which significantly aids memory retention Additionally, Moody (1998) notes that PowerPoint serves as an effective tool for combining text and images, enabling students to grasp concepts more effectively than with text alone.
Using PowerPoint presentations (PPT) enhances classroom interaction by allowing teachers to dedicate more time to facilitating discussions rather than writing on the board This shift not only increases student talking time but also provides ample opportunities for students to engage in practice, ultimately fostering a more interactive learning environment.
One of the key benefits of using PowerPoint (PPT) in lessons is its ability to provide structure and organization, which enhances the overall presentation of content (Holzl, 1997) It helps in the orderly progression and spacing of lessons (Hlynka & Mason, 1998), allowing teachers to deliver clear summaries effectively Additionally, PPT addresses challenges faced by students who may struggle to read handwritten notes or take coherent notes during lectures (Pence, 1997) Overall, PPT serves as a structured framework for session content, facilitating better understanding and retention (Holzl, 1997).
In other word, advantage of PPT is its ability to heighten student interest PPT can make lesson material more interesting, enjoyable and visually stimulating (Wilmoth
& Wybraniec, 1998) According to Wang (2005), in language teaching and learning using modern teaching equipment like PPT can help teachers create a pleasant, lively and interesting atmosphere for students
Roblyer (2006) highlighted that PowerPoint (PPT) is a preferred multimedia tool for classroom instruction due to its user-friendly nature Additionally, PPT lessons are easily reusable in subsequent years, allowing teachers to share their lesson plans and significantly reduce the time spent on designing new presentations.
Using PowerPoint presentations for lesson preparation can present several challenges, particularly in lesson design and delivery Research by Wilmoth and Wybraniec (1998) highlights that educators often create presentations with excessive slides and information, which can lead to lessons progressing too rapidly for many students, as noted by Frey and Bimbaum (2002).
Besides, hardware failure is not infrequent problem while technical support is not always available, which often frustrates both teachers and students (Le & Nguyen, 2007; Bennett, Corbin & Auran, 2002)
Teachers must ensure that their technical infrastructure, including equipment and room requirements, is up to date before delivering a PowerPoint lesson According to Wilmoth & Wybraniec (1998), many educators express concerns about these factors Outdated computers can significantly hinder the effectiveness of a lesson, particularly when it involves numerous images and animations.
The integration of PowerPoint (PPT) in language teaching is relatively recent, and it should not be limited to traditional lectures where teachers speak and students passively listen To maximize the effectiveness of PPT in the classroom, educators must understand how to facilitate student engagement and learning through this tool Consequently, when creating a PPT lesson plan, teachers should carefully consider various essential factors to enhance the learning experience.
Some considerations for designing lesson plan on Microsoft Power Point
Technology alone cannot substitute for quality teaching; the focus should be on its effective application (Calvalier, 1996) To enhance the effectiveness of a PowerPoint lesson, it is essential to creatively implement design principles (Clark, 2008).
The effectiveness of a PowerPoint (PPT) lesson is significantly influenced by the teacher's lesson design Experts such as de Wet, Clark (2002), Bitter & Legacy (2006), and Holzl (1997) emphasize key considerations for creating an effective PPT lesson plan.
To enhance readability in presentations, teachers should restrict text to no more than six lines per screen and utilize a combination of upper and lower case letters while keeping sentences concise Additionally, it is advisable to minimize the use of boldface, italics, and underlining in PowerPoint slide design.
For optimal readability on screens, it is recommended to use sans serif fonts like Arial, Tahoma, and Verdana instead of serif fonts such as Courier and Times New Roman Limit the use of different fonts and sizes to two or three per slide, as excessive variety can hinder readability when projected Additionally, ensure that the font size is at least 24 to 28 points for clear visibility (de Wet, 2006; Le & Nguyen, 2007; Clark, 2002).
De Wet (2006) recommends using three to six colors per screen to effectively highlight important information and differentiate concepts Teachers should be mindful of color contrast, as visibility can change when content is enlarged or projected It is essential to ensure that text and background colors are contrasting, such as dark-on-light or light-on-dark combinations (e.g., dark blue on white or black on yellow), while avoiding background patterns that can hinder readability (Clark, 2002; Roblyer, 2006; Biltler & Legacy, 2006).
Teachers should utilize graphics that are simple and large enough to be easily seen from the back of the classroom, as the size of images and text significantly impacts concept comprehension Small images may obscure important details and connections, while excessively large images risk losing resolution and clarity (Iwanski, 2000).
Animation and sound: Clark (2002) and Roblyer (2006) suggested limiting the use of special effects (animation, sound, transition) because sound interferes with communication when used solely for effect.
Procedures of designing lesson plans on PowerPoint
Kenneth Endfinger (2010) provides a presentation on website in PowerPoint 2007 with the following stages:
To have a successful presentation the teachers need follow the preparing steps such as create your slide and insert picture and other content
To create an effective lesson plan using PowerPoint, start by opening the PowerPoint window Next, input the text for your presentation slides and add new slides as needed for design purposes Continue by navigating through the slides to incorporate additional text Enhance the readability of your lesson by applying text indents and formatting Utilize automatic text features to ensure the content fits well within the slides Finally, type your content and review the notes associated with the lesson for a comprehensive overview.
Once the preparation stage is complete, teachers select a theme for their presentation and enhance it with additional content as needed They begin by choosing an appropriate theme and then incorporate relevant images that complement the lesson If necessary, the images are resized, and captions are added to emphasize key points Additionally, both the images and captions are aligned for a cohesive look Finally, incorporating animation effects adds an engaging element to the presentation, making it more captivating for the audience.
During the project stage, it's essential to prepare thoroughly for your presentation Start by previewing the show on your computer to familiarize yourself with the steps you'll follow Next, conduct a careful spelling check to ensure accuracy Seek feedback by sending your presentation to others for their comments Prepare printed handouts to help you remember key points during the presentation, and select a clear color scheme that enhances visibility for learners Review your notes in the notes page view to confirm everything is in order Finally, save your presentation on your laptop or USB for easy access.
The use of Microsoft Power Point program in teaching English reading skill
2.5.1 The use of Microsoft Power point in teaching English
Numerous researchers, including Fisher (2003) and Al-Toubat (2006), emphasize the versatility of PowerPoint (PPT) in the classroom, particularly for English as a Second Language (ESL) instruction Fisher (2003) highlights that PPT can enhance various teaching methods, serving purposes such as initial instruction, practice, games, reviews, and assessments Al-Toubat (2006) further supports this by noting that PPT is effective for teaching vocabulary, grammar, oral exam preparation, and fostering cultural awareness through engaging slide shows.
The increasing popularity of PowerPoint presentations in English teaching is largely due to their effectiveness in direct instruction Teachers can enhance vocabulary learning by displaying images of objects, speaking slowly and clearly, and repeating words for proper pronunciation Additionally, by asking simple, related questions about the pictures, such as "What is this?", teachers engage students and foster motivation in the classroom, ultimately nurturing a greater love for the English language.
Schonik and Kol (1999) highlight two effective uses of PowerPoint (PPT) in language classrooms: as a presentation tool and as a novel writing tool Their research indicates that utilizing PPT for oral presentations enhances meaningful interaction among students.
2.5.2 The use of Microsoft Power Point in teaching English reading skill
Language acquisition, as proposed by Krashen (1982), occurs through comprehension, which is seen in cognitive theory as an active and complex process This involves intentional thinking, where meaning is constructed through the interaction between the reader and the text (Harris and Hodges, 1995) Comprehension enables readers to construct meaning by integrating their prior knowledge and experiences with the information presented in the text (Pardo, 2004).
Reading is a complex activity that requires a blend of perceptual, linguistic, and cognitive skills Integrating PowerPoint presentations (PPT) into reading instruction can enhance student engagement and effectively improve reading abilities Lin and Chen (2007) highlight that the use of visuals, including images and videos, has become increasingly popular in foreign and second language education, particularly for enhancing reading comprehension.
Indeed, Cheek & Beeman (1990) state that a visual aid refers to any thing the audience can see and helps the speakers get his or her message across to the audience
Generally speaking, reading can be classified into intensive reading and extensive reading Firstly, the term “extensive reading” means “reading book after book” and
Extensive reading, also known as "free voluntary reading" or "sustained silent reading" (Krashen, 1989), allows learners to achieve a general understanding of texts (Richards, Platt & Platt, 1993) This approach not only helps students acquire background knowledge but also requires significant time investment from teachers, especially when suitable materials are scarce.
Long and Richards (1987) define "intensive reading" as a thorough in-class analysis conducted by the teacher, focusing on vocabulary and grammar within a brief text This approach emphasizes reading line by line, concentrating on the target language, fundamental grammar, and new vocabulary, with the primary aim of understanding forms and information.
2.5.3 The process of designing a reading lesson plan including Microsoft Power
According Braniac (2010) states that the process of designing a reading lesson consists of these following parts
The primary component of lesson plans is the goal, which should be broad and clear, such as "To educate the HR department on the new computer system" or "To instruct individuals on effective energy conservation techniques."
In your lesson plans, clearly define specific and measurable objectives for student learning, phrased as "The student will be able to " For instance, you might state objectives like "to enter records into the computer program and save their work" or "to reduce gasoline use by 5 gallons a week."
To effectively teach your objective, identify the essential tasks for your students, which may include reading instructions or articles, engaging in group brainstorming and discussions, and completing hands-on projects Ensure your lesson plans are detailed enough to serve as a reminder of the necessary steps and materials required for each activity.
After crafting your lesson plans, the next step is to effectively teach the material, requiring flexibility in your approach It's essential to be prepared for the possibility that your students may not possess the expected foundational knowledge, necessitating a review of certain concepts For instance, before diving into Photoshop, you might need to assist students with basic computer skills, such as double-clicking a mouse.
Effective teaching requires assessment to ensure students have learned the material In your lesson plans, include the type of assessment you will use at the end of the class to gauge understanding This assessment can take various forms, such as group presentations on energy savings or showcasing knowledge of a computer program through a sample project, rather than relying solely on traditional tests.
A well-structured lesson plan is crucial, particularly for reading lessons, as it begins with defining general goals The reading lesson is typically divided into three key stages: pre-reading, while reading, and post-reading To ensure clarity and effectiveness, teachers should develop a detailed lesson plan that outlines specific aims and activities for each stage, along with the essential knowledge and focus areas of the reading lesson.
Using PowerPoint to enhance teaching procedures through various activities is essential For each reading task, educators should select appropriate graphic images to maintain student focus and prevent distractions from the text.
Fourth, draft- performing, correcting and completing the reading lesson plan on Power Point
2.5.4 Steps of designing a reading lesson on Microsoft PowerPoint
According to Erin Finton (2010), there are many steps in designing a reading lesson plan as follow:
First, turn on your computer and open the PowerPoint program
Second, click file and then click new presentation, if one does not appear automatically upon opening the program
Third, type the title of the presentation into the first slide (e.g Food Vocabulary, Present Perfect Practice, etc.)
Fourth, click insert and click New Slide
To practice English vocabulary or grammar, enter the desired words or exercises into the title box, ensuring to leave the answers blank or include a space for them.
The reality of Application Technology in the classroom in Vietnam
In Vietnam, many policies have been applied to encourage to use information technology (IT), especially the multimedia in classroom Realizing the necessity of
IT, the Ministry of Politics issued the instructions N0 58-CT/TW on November 17,
2000 – “ Furthering and Developing Information Technology to Support the Cause of Industrialization and Modernization” The Ministry of Education and Training (MOET) also issued the instructions N0 29/2001/CT-BGD&DT on July 30, 2001 –
Between 2001 and 2005, significant advancements were made in enhancing teaching and training through the application of Information Technology in education The school year 2008-2009 was notably designated as “The School Year of Information Technology Applications.” During the IT steering committee meeting of the Ministry of Education and Training (MOET) on January 7, 2008, Vice-Prime Minister Nguyen Thien Nhan emphasized the importance of promoting IT initiatives within educational institutions across Vietnam As a result, the Vietnamese education system has achieved considerable success in integrating IT into teaching practices.
PowerPoint lesson plans using at My Tho Town (MTT) Junior High School
In My Tho Town, junior high school teachers are actively transforming their teaching methods by integrating new technology, particularly through the increased use of IT in the classroom They are encouraged to incorporate PowerPoint (PPT) presentations in their lessons, with numerous PPT-based contests held to promote this practice Teacher trainees receive bonus marks for utilizing PPT during their teaching practice, and the number of PPT lessons taught is a key factor in evaluating teachers at the end of each semester or school year Specifically, teachers are required to conduct at least two PPT lessons if they do not frequently use this tool Additionally, the 2012-2013 school year has seen enhancements in technical infrastructure, with MTT School providing an IT room, an audiovisual room, and six projectors across classrooms.
Teachers at MTT School have shown both encouragement and concern regarding the use of electronic devices in English teaching as the school transitions to a standard national school Conducting PowerPoint lessons has proven challenging due to inadequate facilities, such as thin, temporary walls between classrooms, which contribute to a noisy environment Additionally, large class sizes of approximately 40 students make it difficult to manage lessons effectively The preparation for PowerPoint lessons requires significant effort and can be costly when utilizing handouts and other resources.
PowerPoint (PPT) lessons are increasingly popular for reading instruction in electronic classrooms due to several advantages Firstly, the private setting of these rooms allows students to engage actively without disrupting other classes Secondly, while preparing PPT lessons may require more time, they facilitate smoother classroom management, enabling teachers to better control activities and time Additionally, students often express high levels of interest and enthusiasm for PowerPoint lessons, finding them enjoyable, visually appealing, and intellectually stimulating.
The integration of PowerPoint in classrooms is less common than expected, as many teachers struggle to create original lessons Instead, some opt to download pre-made PowerPoint lesson plans from online sources, often using them without customizing the content or design to suit their specific classroom needs.
Personally I always try to make my lesson interesting by combining traditional lessons with PPT lessons What I am concerned is how to design reading lessons which are easy to control and to fit the large, active class at MTT School so that students can really enjoy the lessons and they can also learn something that I intended to teach or remind them This forms the basis of this research project.
The previous relevant studies
In Vietnam, several studies have explored the integration of IT in education, highlighting both its advantages and potential cautions Notable contributions include Bui (2006) and Tran (2007), who discuss the benefits and challenges of using IT, while Nguyen (2006) provides a guide on lesson design utilizing common software Additionally, Le and Nguyen (2007) contribute to this discourse Research by Nguyen (2008) examines classroom interaction in PowerPoint-based EFL classes in Binh Dinh province, and Dang (2009) investigates the application of PowerPoint in EFL teaching and learning at high schools in Can Tho.
Conclusion
PowerPoint has long been a staple in education globally, but its adoption in Vietnamese schools and ESL classrooms is relatively recent Increasingly, educators are acknowledging the effectiveness of PowerPoint as a valuable tool for teaching English Despite the recognition of its benefits, many teachers encounter challenges, particularly regarding the integration of technology in developing reading lessons.
While numerous resources such as books, articles, and websites offer PowerPoint reading samples, a comprehensive reading lesson specifically tailored for grade 7 students is lacking This absence poses a challenge for junior high school teachers, particularly MTT junior high school educators, who require accessible materials Consequently, my research aims to address this gap and provide valuable insights into developing effective reading lessons for this demographic.
METHODOLOGY
Introduction
This chapter outlines the research methodology, detailing the approach taken, the participants involved, and the research site Additionally, it will describe the instruments used for data collection and provide a clear overview of the data analysis process and procedures.
Research approach
In this research, both qualitative and quantitative methods were implemented because they seek reliable and valid results
Swann (1994) highlights that the distinction between quantitative and qualitative methods is often ambiguous in practice Utilizing a blend of these approaches can enhance research, offering a more comprehensive understanding of language.
Research site
The research took place at My Tho Junior High School in Dong Thap Province, selected for its well-equipped computer labs The school utilizes PowerPoint (PPT) for teaching various subjects, and students are already accustomed to using this technology.
Participants
This research involved 80 seventh-grade students, aged 13, and 5 English teachers from My Tho Town Junior High School The students were from two classes and had prior experience using PowerPoint presentations (PPT) in their studies during previous years and the first semester of 2012.
2013 They equipped with a private projector are in their class
Eighty students participated in questionnaires to share their information with the researcher To obtain more detailed and clearer data, the researcher planned to select eight students, four from each class, for follow-up interviews.
At My Tho town junior high school, five English language teachers, comprising three females and two males, are dedicated to educating students Their ages vary between 30 and 55 years, and they bring a wealth of experience to the classroom, with teaching tenures ranging from 5 to 20 years.
Interviews and questionnaires were conducted with a group of teachers, including two interviewees from MTT Junior High School, aged between 30 and 50, who each had over five years of experience teaching English Both educators actively integrated information technology into their teaching methods and expressed a strong interest in the research, demonstrating enthusiasm for participating in the interview process.
Instruments for Data Collection
The researcher utilized a survey to gather data, employing a methodological triangulation approach that included questionnaires, interviews, and observations This strategy, as defined by Mackey and Gass (2005), involves using multiple independent methods to achieve consistent research findings By collecting data through diverse means, the study aims to minimize observer or interviewer bias, thereby enhancing the validity and reliability of the information (Johnson, 1992; cited in Mackey & Gass).
2005) Every instrument would be presented in detail in the following sections:
The study utilized a quantitative data collection method through the implementation of survey questionnaires, which are recognized for their efficiency in gathering large-scale information (Brown, 1997) These questionnaires enable researchers to collect self-reported data from respondents regarding their beliefs, motivations about learning, and responses to classroom instruction and activities (Mackey & Gass, 2005) Consequently, employing questionnaires as the primary data collection method was deemed appropriate for this research, resulting in the development of two distinct questionnaires—one tailored for students and the other for teachers.
Students: 80 English students at My Tho town junior high school
Teachers: 5 English language teachers at My Tho town junior high school
There were two questionnaires – Questionnaire for student (see appendix 1&1A) and questionnaire for teacher (see appendix 2&2A)
The student questionnaires included close-ended questions presented in both English and Vietnamese, while the teacher questionnaires featured a mix of close-ended and open-ended questions.
To ensure the effectiveness of the questionnaires, the researcher prioritized validity and reliability, allowing students to remain anonymous by not requiring their names or class information To avoid misunderstandings, the questions were translated into Vietnamese and distributed to the students A pilot group of 20 students was selected to assess the quality of the questionnaires, enabling the researcher to identify any potential misunderstandings This pilot testing facilitated necessary modifications, resulting in improved questionnaire design.
The questionnaires began with a brief explanation in Vietnamese regarding the purpose of data collection, assuring participants that the data would be used solely for research purposes The student questionnaire consisted of 24 questions, while the English teacher questionnaire included 13 questions, all designed to address the research questions The focus of these questionnaires was primarily on key issues relevant to the study.
1 What are teacher‟s perception of using Powerpoint to teach English reading?
2 What are students‟ attitudes towards the use of PPT lessons in English reading classes?
3 What are some difficulties in and suggestions for using Powerpoint lesson plans in teaching and learning English reading?
Regarding the research questions, the interview focused on four main clusters The detailed descriptions of each cluster were presented in Table 3.1
Table 3.1 Detailed descriptions of each cluster in students’ questionnaire
1 Students‟ attitudes towards cognitive learning 1, 4, 5, 6, 7, 17, 21
According to Mackey and Gass (2005), interview is one of the most important data gathering tools in qualitative research
In these interviews, the researcher used a written list of questions as a guide while still having freedom to digress and probe for more information (Mackey & Gass, 2005)
The interviews aimed to investigate student attitudes towards PowerPoint (PPT) applications and teachers' implementation of PPT, while also enhancing the understanding of questionnaire results A handbook was utilized to document the experiences of the interviewees.
To interview the teachers, the researcher designed questions that explored teachers‟ ideas about PPT in their lesson
Informal interviews were conducted with two EFL teachers and eight seventh-grade students at My Tho Town Junior High School The interview questions, developed in English and translated into Vietnamese, were based on a questionnaire designed to validate participants' responses This approach enhanced the practicality of the research Specifically, the interview guide for English teachers included seven questions (refer to Appendix 4 & 4A), while the guide for seventh-grade students contained three questions (see Appendix 3 & 3A).
Before the interviews, all of the interviewees were explained about the reasons for doing interview and the time the interview might take (about 20 minutes for each interview)
All interviews were conducted in Vietnamese to ensure that the students felt confident expressing their thoughts and feelings Using their mother tongue allowed the interviewees to communicate more clearly and accurately Additionally, conducting informal interviews in Vietnamese helped the researcher minimize misunderstandings in the exchange of information.
Especially, all of the interviews were recorded or taken note as proofs of the research
Class observation at My Tho junior high school provided valuable insights into the teaching and learning environment Conducted during regular class hours, the observation aimed to assess teachers' instructional methods, students' attitudes, and their diverse learning styles in a real classroom setting.
The observation time took place in two classes The researcher observed 2 periods in two classes, 1 per a class for PowerPoint lesson
Prior to conducting the observation, the researcher developed specific observation forms that outline the criteria for data collection, facilitating easier analysis in the future (refer to appendix 5 for the observation sheet).
Data analysis
The data collected from the questionnaires were analyzed using the Statistical Package for the Social Sciences (SPSS) version 16.0, which provided both descriptive and inferential statistical results.
The interview responses were recorded and transcribed, allowing for the collection of valuable information This data was then categorized into various types, enabling the researcher to sort the relevant transcript information into smaller categories Following this process, the researcher conducted a comparison and contrast of the data, ultimately leading to the presentation of the results from the data analysis.
The data gathered from questionnaires and observations will be organized into sub-categories and analyzed based on statistical frequency and percentages To enhance reader comprehension, the analyzed data will be clearly presented in tables and figures.
Procedure
In early March 2013, the researcher reached out to the school to gather demographic data on the number of teachers and students, as well as information regarding the implementation of lesson plans for teaching English reading skills Two classes were selected to participate in the study.
After discussing and arranging the date and the classes for observations, the researcher observed lessons conducted with PPT in each class
Then, the survey questionnaires were hand-delivered and administered to the participating students in the chosen classes a week after observation date
After administering the questionnaire, semi-structured interviews were conducted with a randomly selected group of 2 teachers and 4 students from each class to gather their responses to the questions.
The researcher documented the participants' responses, capturing qualitative data for future analysis alongside the quantitative data obtained from closed-ended questionnaires.
Conclusion
This chapter outlines the research methodology, highlighting the use of both quantitative and qualitative approaches It details the participants involved, consisting of five EFL teachers and eighty seventh-grade students The research utilized three primary data collection methods: questionnaires, interviews, and observations Subsequent sections provide insights into data collection and analysis, with a comprehensive report and in-depth analysis of the research findings to be presented in the following chapter.
RESULTS
Introduction
This chapter presents the findings from a study that analyzed data collected through questionnaires, interviews, and observations The results highlight teachers' perceptions of using PowerPoint (PPT) for teaching reading skills to seventh-grade students, as well as students' attitudes towards the incorporation of PPT software in their reading instruction.
Results from students‟ questionnaires
To assess participants' attitudes toward the use of PowerPoint (PPT) in teaching reading skills, a twenty-four-item questionnaire was administered This questionnaire was previously piloted with a sample of 20 students, yielding a Cronbach's Alpha coefficient that indicates its reliability.
=.799 (See Appendix 6), which meant that the questionnaire was reliable to be used in the research
Chapter 3 presented a questionnaire designed to assess students' attitudes towards cognitive learning, classroom interactions, student interests, and challenges faced in learning reading skills using PPT lessons The findings from the student questionnaire were categorized into these four key clusters.
4.2.1 Students' attitudes towards cognitive learning
To explore students‟ attitudes towards cognitive learning when learning reading with PPT, the Descriptive Statistics Test was used Results were described in Table 4.1
Table 4.1: Students’ attitudes towards cognitive learning
N Minimum Maximum Mean Std Deviation
The analysis of student participants' attitudes towards cognitive learning revealed a mean score of M=3.89 (SD=.58), as shown in Table 4.1 A One-Sample t-test was performed to compare this mean score with the accepted mean score of M=4 The results indicated no significant difference (p=.101, t=-1.66, dfy), suggesting that students' attitudes towards cognitive learning are at a high level For further details, refer to Table 4.2.
Table 4.2: Sample test about cognitive
95% Confidence Interval of the Difference
In order to investigate students‟ interest in learning reading with PPT, a Descriptive Statistics was conducted The results were presented in Table 4.3
N Minimum Maximum Mean Std Deviation
The analysis presented in Table 4.3 indicates that the mean score of students in this cluster is M=3.74 with a standard deviation of SD=.65 To assess the significance of this mean score in comparison to the accepted mean score of M=4, a one-sample t-test was conducted, with the results detailed in Table 4.4.
Table 4.4: Sample test about interest
95% Confidence Interval of the Difference
Table 4.4 reveals a significant difference in interest levels, with M(interest) showing a p-value of 001 (t=-3.55, dfy) when compared to M=4 This indicates that students have an average level of interest in reading skills when utilizing PowerPoint presentations (PPT).
N Minimum Maximum Mean Std Deviation
The analysis of students' attitudes towards classroom interactions while using PowerPoint presentations revealed a mean score of M=3.77 (SD=.62), indicating a significant difference from the accepted mean of M=4, as confirmed by a One-Sample t-test (p=.001, t=-3.34) These findings suggest that students perceive their classroom interactions during PPT-based learning to be slightly above average, though not reaching a high level.
Table 4.6: Sample test about interactions
95% Confidence Interval of the Difference
To measure students‟ difficulties in learning reading with PPT, the Descriptive Statistics was employed and the results were illustrated in Table 4.7
N Minimum Maximum Mean Std Deviation
The analysis presented in Table 4.7 shows a mean score of M=2.57 (SD=.73), which is significantly lower than the accepted mean score of M=4 This finding is further validated by the One-Sample t-test results, revealing a significant value of p=.000 (t=-17.39, dfy).
(See Table 4.8) It can be concluded that students experienced few difficulties when learning reading with PPT
Table 4.8: Sample test about difficulties
95% Confidence Interval of the Difference
Results of teachers‟ questionnaires and class observations
4.3.1 Overall information about teachers’ use of PPT
A questionnaire comprising five items was administered to five English teachers at My Tho Town Junior High School in Dong Thap Province to assess their perceptions of using PowerPoint (PPT) in teaching reading skills The study aimed to explore three key areas: the most common task types that teachers design using PPT, the motivations behind their use of PPT for teaching, and the methods employed by junior high school teachers to create reading skill lessons with PPT.
In addition to the questionnaire, observations conducted during two periods yielded valuable supplementary data on the application of PPT in junior high schools, focusing on teachers' lesson designs and common tasks utilized in PPT reading skill lessons.
The results of My Tho town junior high school teachers‟ PPT perception in English classes will be shown in the next sections
(1) Teachers’ frequency of using PPT
Among 5 teacher participants, most of them (80%) very often (more than 3 times a week) used PPT lessons One teacher (20%) often (from once to twice a week) used it Therefore, total of five teachers responded to the questions about teachers‟ PPT perception
Figure 4.1: Teachers’ frequency in teaching reading skill through PPT teachers' frequency in teaching reading skill through
(2) How teachers get used to using PPT
The researcher explored English teachers' perceptions of PowerPoint (PPT) by examining the factors that influence their lesson designs Teachers reported utilizing various methods to learn how to effectively use PPT in their classrooms.
Figure 4.2: Teachers know how to use PPT
Studying from books and VCD
A significant 80% of teachers reported becoming proficient in PowerPoint (PPT) by collaborating with colleagues and sharing experiences Additionally, 40% of educators utilized VCDs or books for their learning, while another 40% honed their skills through hands-on practice on computers.
Figure 4.3: The time when teacher using PPT in teaching reading
40% below a year three years four years five years teachers' length of year using PPT
A study on teachers' experiences with PowerPoint (PPT) revealed that 20% of educators had utilized the tool for less than a year, while another 20% had used it for four years Additionally, 40% of the participants reported using PPT for three years, and 20% had experience with it for five years.
In response to the question, “Do you think reading skills can be taught more effectively with PPT?”, all teachers affirmed its effectiveness, highlighting the use of engaging games and interactive lessons They emphasized that PPT's features, such as images, animations, transitions, colors, sounds, and graphics, enhance lesson design and increase the variety of activities PPT allows for the incorporation of more visual aids, like pictures and video clips, which help elicit answers during reading lessons Furthermore, teachers reported that PPT saves time in providing feedback, as answers are readily available in the lessons Overall, they agreed that PPT significantly motivates students and encourages their participation in reading activities.
4.3.2 Teachers’ design of PPT lesson
The questionnaire results revealed that teachers employed a mix of textbook tasks and adapted activities, with the most popular types being games, brainstorming, true/false predictions, gap-filling, grids, picture ordering, matching, and comprehension questions While some educators favored role play, discussions, vocabulary teaching, and sentence ordering, fewer utilized multiple choice questions or retelling exercises Notably, answer given and network tasks were seldom used, and transformation writing and picture story recalling were not utilized at all.
In the observations of two reading lessons, teachers created a total of 11 tasks, with 5 tasks (45.45%) sourced from the textbook and 6 tasks (54.55%) adapted from other materials Additionally, it was noted that students often lacked sufficient time for the post-stage activities, as only one of the two observed lessons was completed on time.
Task types Percentage of teachers Percentage of teacher using the tasks using the tasks in the questionaire in the observation
Table 4.9: The questionnaire and observation’ results from teachers designed the tasks
Teachers involved in the research had specific motivations for designing reading skill lessons Findings from questionnaires and observations indicated that they utilized various font types, sizes, colors, effects, handouts, and blackboard materials to facilitate student comprehension In two observed lessons, all information presented was accurate, highlighting the effectiveness of their strategies.
(2) Font types and number of fonts in a slide
In a recent questionnaire, teachers revealed their preferences for font types in PPT reading lessons, with 60% favoring Times New Roman Arial was used by 20% of teachers, while another 20% opted for Verdana Educators regarded sans serif fonts like Times New Roman, Arial, and Verdana as ideal for presentations due to their popularity and visibility on screens However, those using Times New Roman noted concerns about its encoding issues.
Teachers reported using one to three fonts on their slides, believing this limited use facilitated quicker creation of animations and transitions.
In the observed lessons, the researcher noted that two teachers utilized a single font type each, with one teacher (50%) opting for sans-serif fonts like Verdana and Arial, while the other employed the serif font Times New Roman Additionally, both teachers incorporated WordArt for their titles.
(3) Font size and number of lines in a slide
According to a survey, 40% of teachers frequently utilized font sizes ranging from 38 to 40 points for headings, while 60% opted for sizes between 32 and 36 points Additionally, all teachers incorporated WordArt for their headings.
In terms of font sizes for content, 60% of teachers used the sizes of 24 to 28 points
20 % of teachers responded font size of 32 points Only one teacher used the sizes of 30 to 36 points
In searching for the number of lines in a slide, 60% of teachers used 7-10 lines while 20% used 5-8 lines 20% used 4-6 lines
In the observed lessons, teachers utilized a range of font sizes, typically employing 28 to 40 points for headings and 18 to 24 points for content Most teachers adhered to a maximum of 9 lines per slide; however, one teacher exceeded this by designing a slide with 14 lines, opting for a font size of 18 for the text.
Results from interviews
Following the administration of a questionnaire, the researcher conducted interviews with eight students from two classes and two out of five teachers, focusing on understanding the responses to the questionnaire Students were randomly selected to participate, with interview questions designed to explore their feelings, attitudes, and suggestions regarding the use of PowerPoint (PPT) in teaching reading skills While the questionnaire results indicated a generally positive attitude towards learning reading skills with PPT, some negative opinions emerged The subsequent sections will present the interview findings from both students and teachers about the integration of PPT in teaching reading skills Participants were assigned pseudonyms for confidentiality, with teachers identified as Teacher 1 and Teacher 2, and students labeled as Student A through F.
Many educators frequently utilize PowerPoint presentations in their teaching, particularly when assigned to classes equipped with projectors This integration of technology facilitates the instruction of reading skills, as noted by Teacher 1.
I always use the reading lesson with PPT except when it is out of electricity or the computer is out of order
The interviewed teachers also mentioned that PPT kept the students engaged and interested and helped students learn better Teacher 1 said:
I can make use of illustrations to make the answer in reading through pictures
I believe PPT can help students guessing the true-false prediction, answer the questions, gap-fill, and summary or retell the story
They also believed that the use of PP helped them facilitate their teaching process
In addition, PPT could help them create better-looking lessons that could be repeated used and easily adjusted to fit their classes Teacher 2 said:
Using PowerPoint lessons allows me to spend less time writing on the board and more time engaging with my students Additionally, the PPT format is easily editable and can be tailored to suit students of all levels This versatility makes it effective for use across different classes and academic years.
Teacher 2 thinks that teacher should use PPT frequently because it is the best way to prepare a good lesson According to teacher 1, PPT helped her class be lively, fun and interesting
A teacher said that he had not got any difficulties in teaching reading skill because PPT helped teachers give more practice to students Teacher 2 said:
As I teach reading with PPT, I give many tasks for students Therefore, students have the chance to practice reading skill better
In contrast, the other stated that PPT had sometimes made her not be self-confident in case the power was cut off Teacher 1 said:
Although I prepared the lesson well at home, the power is cut off This makes me embarrassed and lose the control of my lesson
In addition, teacher 1 said that she could not move much in class because of adjusting the mouse
Two teacher interviewees emphasized the effectiveness of PowerPoint presentations when fonts, colors, and effects are utilized appropriately They noted that PPT not only enhances the visual appeal of lessons but also aids teachers in conducting demo lessons prior to actual classroom instruction Teacher 1 highlighted the significant benefits of using PowerPoint in educational settings.
To remember what the content and the next steps are, I often watch and try teaching on the computer before teaching in class
When designing the reading skill on PPT, they noted that teachers should not add too many tasks in a reading lesson Teacher 2 said:
Teachers should remember that students require adequate time to take notes and fully understand the material If students do not keep pace with the lesson, they may struggle to retain knowledge for future revision.
Both of the respondents suggested that the principal should make improvement of technological infrastructure better
We want every class to have a computer and a projector and undated computers to deal with PPT lessons
They suggested the school‟s web should have a library of pictures and sounds of the English words for teachers to download the documents for serving the lessons
We need to have an available picture‟s library so that we can design lesson with PPT conveniently
In addition, teacher 1 suggested that an electronic library be found by DOET so that teachers can share PPT lessons as well as materials to save time designing PPT lessons
I often use the PPT on the web and then adjusted to fix my lesson because I do not have enough time to prepare the lesson with PPT
Teachers expressed that reading skill lessons using PowerPoint presentations (PPT) could enhance student learning They emphasized the importance of visibility, clarity, and appropriateness in PPT lessons Despite facing technological challenges in delivering these lessons, they remained optimistic that PPT would effectively motivate students' engagement in learning.
Students appreciated the teacher's investment in their learning through the use of PowerPoint presentations for reading lessons This method not only facilitated easier practice of reading skills but also sparked their interest in learning As a result, students were able to better recall lessons during tests, enhance their comprehension of the reading material, and achieve higher test scores.
Teachers who engage deeply with their slide content demonstrate their commitment to effective teaching Additionally, incorporating games and visuals into reading lessons enhances the learning experience, making it enjoyable This interactive approach with PowerPoint presentations not only boosts my reading skills but also leads to improved test performance and higher grades.
Most students acknowledged that the visuals and effects in PowerPoint presentations sparked their curiosity and enhanced their interest in learning Consequently, PowerPoint not only increased their focus on reading skills but also created a more engaging classroom environment As a result, students enjoyed learning English through the use of PowerPoint.
When teachers used PPT in reading skill, I often watch pictures and the effect of slides motivates me to learn
PPT significantly enhances student engagement during English lessons, encouraging active participation and observation Additionally, it extends skill practice time, motivating students to explore lesson content at home Student C noted this positive impact on their learning experience.
As I study reading skill with PPT, I always look at the screen to discover the lesson and the pictures and the effects interestingly Therefore, my classroom becomes livelier when answering the questions given by the teachers
Students often struggled to take notes during lessons due to the rapid pace of the teachers' presentations Consequently, they focused on listening and engaging in class activities, but neglected to transcribe the lessons into their notebooks Student D expressed this common challenge.
I must look at the screen and take part in activities frequently Therefore, I sometimes forgot to copy the lesson down
When teachers utilize PowerPoint presentations (PPT) for reading instruction, students often face challenges Over half of the students reported that the limited time made it difficult for them to take notes effectively Additionally, many found the font sizes too small and the color combinations confusing, hindering their ability to read clearly Students E and C highlighted these issues, emphasizing the need for more accessible presentation formats.
Many students struggle to take effective notes during lectures due to inadequate visibility of the content, as some friends seated at the back cannot see the slides clearly The teacher provides insufficient time for note-taking, compounded by tiny font sizes and an overwhelming variety of colors on the slides, which distracts from the main message Additionally, the encoded font further complicates the situation, leaving students unable to accurately transcribe the information presented.
Most of students suggested that teachers should use the reflexive colors together, the font size was bigger Student F said:
DISCUSSION, IMPLICATIONS AND CONCLUSION
Introduction
In this concluding chapter, we will summarize the key findings of the study, followed by a discussion of their implications Additionally, we will address the limitations of the research and present the final conclusions drawn from the study.
Summary of the key findings
The research investigates teachers' perceptions of using PowerPoint (PPT) in English reading lessons, students' attitudes towards PPT in their classes, and the challenges encountered along with suggestions for improvement Utilizing a mixed-methods approach, the study addresses three key questions: the perceptions of teachers regarding PPT's effectiveness in teaching English reading, students' attitudes towards PPT-enhanced lessons, and the difficulties faced in implementing PowerPoint lesson plans, along with recommendations for better integration of this tool in the learning process.
The study comes to the following key findings
5.2.1 Teachers’ perception of PPT use in teaching reading
Teachers found PowerPoint (PPT) beneficial for reading lessons due to its multimedia features, including images, sound, colors, animations, and interactivity This allowed educators to create engaging games and activities that enhanced student participation Consequently, students became more active and involved in their learning, displaying eagerness to engage in activities organized by their teachers, which fostered a more dynamic reading environment in the classroom.
Teachers highlighted the benefits of using PowerPoint presentations (PPT) in enhancing the teaching and learning of reading skills PPT not only helped students maintain focus during lessons but also increased their motivation to study English reading Furthermore, it facilitated timely and accurate feedback, ultimately saving valuable instructional time.
Using PowerPoint (PPT), educators can effectively design reading lessons that incorporate visuals, making it easier for students to comprehend and practice their reading skills This tool allows for the selection of diverse task types tailored to specific reading lessons, enabling teachers to utilize existing textbook tasks or create their own Additionally, they can pilot model lessons prior to actual instruction, ensuring a well-prepared teaching approach.
5.2.2 Students’ attitudes towards PPT use
The questionnaire results reveal that students have a high level of positive attitudes towards cognitive learning (M=3.89) However, their interest in learning reading through PowerPoint presentations (PPT) is only average (M=3.74) Additionally, students perceive classroom interactions during reading lessons with PPT as average (M=3.77), while they face notable challenges in this learning method, reflected in a lower score (M=2.57).
5.2.3 Difficulties in and suggestions for using PPT in teaching and learning English reading
Although PPT brought about many benefits, it had some drawbacks to teachers and students when using PPT in reading lessons
Teachers recognize that PowerPoint presentations offer numerous benefits for classroom instruction; however, they face challenges when technology fails, such as power outages or computer malfunctions These situations can undermine their confidence and disrupt effective classroom management during reading lessons.
The Department of Education and Training (DOET) should establish a dedicated website featuring a library of resources, including pictures, sounds, and lesson plans, to facilitate teacher collaboration and knowledge sharing Additionally, schools must implement alternative strategies to enhance teaching methods in the event of power outages.
Students faced greater challenges than teachers, struggling to read words on the screen due to small or encoded fonts Additionally, the color combinations of text and backgrounds on the slides made it difficult for them to take effective notes, especially when teachers transitioned between slides too quickly.
Teachers should utilize appropriate font sizes and color contrasts for text and backgrounds to enhance readability Additionally, students express the need for more time to accurately copy lesson content.
Discussions
Benefits of PPT in teaching and learning reading lessons
Students accustomed to traditional teaching methods found that using PowerPoint presentations (PPT) significantly enhanced their reading skills The engaging use of sounds, vibrant images, videos, and songs allowed them to better infer word meanings from context This interactive approach improved their ability to understand reading material effectively Additionally, students learned to deduce meanings through contextual clues, word families, synonyms, antonyms, and teacher guidance, making PPT an essential tool in teaching reading lessons.
According to Wong and Cheung (2003), visual and auditory stimuli significantly impact learning, with individuals acquiring 83% of knowledge through sight and 10% through hearing, while the remaining senses contribute minimally This highlights the crucial role that visuals and sounds play in the learning process.
Advancements in technology allow for the effective integration or separate presentation of various media Wong and Cheung (2003) emphasize that well-designed visuals can enhance student motivation and engagement by capturing their attention and catering to visual learners.
The students benefited from a conducive environment for practicing English, as PPT effectively motivated them through its visual and interactive features Froehlich (1999) highlighted the positive impact of visual aids, which also resonated well with Vietnamese learners.
Research shows that individuals tend to respond better to visual stimuli compared to sound alone Today's learning environment emphasizes the importance of being both informed and entertained through a blend of engaging and easily digestible sensory signals In this context, foreign language education must prioritize enjoyment to enhance the learning experience.
Teaching reading through PPT empowers students to seek external materials that enhance their learning, addressing the limitations of outdated textbooks This approach aligns with the goal of improving students' communication skills in everyday life, which traditional methods often fail to achieve.
Most students anticipated that their teacher would incorporate relevant information into the lessons, which contributed to creating an engaging and welcoming classroom atmosphere.
Time constraints pose significant challenges for teachers, as 45-minute periods are often insufficient to convey extensive knowledge to students PowerPoint presentations (PPT) effectively address this issue by streamlining the lesson delivery process, eliminating unnecessary tasks such as writing titles or posting materials on the board This time-saving tool allows educators to focus more on interactive activities, enhancing student engagement Additionally, using PPT for teaching reading connects this skill with writing and speaking, fostering a more integrated learning experience.
Utilizing PowerPoint (PPT) for teaching reading has enabled educators to incorporate current societal information into their lessons This interactive tool fosters an engaging learning environment, enhancing student motivation and comprehension As Brinton (2001:460) noted, “Such video cameras and computers assist teachers in their jobs, bringing the outside world into the class, and, in short, making the task of language learning more meaningful and exciting.”
Drawbacks of PPT in teaching and learning reading lessons
While integrating PowerPoint (PPT) into reading lessons can enhance teaching, many educators face challenges A significant issue is that not all teachers possess the skills to design effective PPT lessons, leading to a time-consuming and energy-draining process As noted by Herrell (2000), inexperienced teachers may feel overwhelmed by both the opportunities and obstacles presented by this technology Additionally, Brinton (2001) highlighted that creating media materials requires more time and effort than standard lesson planning Consequently, many teachers are reluctant to use PPT unless mandated for observations.
Furthermore, students got used to being taught with textbooks, board and chalk Therefore, they were not acquainted to the modern technological teaching method
Many students engaged with the lesson by listening and participating in tasks, yet they often neglected to copy the content into their notebooks, leading to difficulties in reviewing the material at home The use of unclear fonts and color combinations further hindered their ability to see the content effectively Additionally, the rapid pace of the lesson left students with insufficient time to complete their note-taking.
Many schools lack adequate facilities for teachers to effectively utilize PowerPoint presentations in their lessons For example, despite thorough preparation, teachers often encounter issues such as missing projectors or unexpected power outages during presentations This not only leads to embarrassment for the teachers but also causes frustration and hesitation among students, disrupting the learning experience.
Implications
The crucial findings of the research shed lights for some implications in using PPT in teaching and learning English reading
School leaders should enhance opportunities for teachers to utilize PowerPoint (PPT) in their lessons by equipping each classroom with a projector, facilitating convenient English teaching and learning Additionally, educational leaders must publish a syllabus that promotes the frequent and effective use of PPT Encouraging English teachers to adopt PPT is essential, and it is equally important to provide training for teachers to enhance their PPT skills.
English teachers should design their PowerPoint lessons logically, ensuring appropriate font sizes and color contrasts between text and backgrounds to prevent breakdowns in communication Additionally, teachers need to enhance their PowerPoint skills to create more effective lessons Research indicates that many teachers struggle to allocate sufficient time for student practice during the post-stage of lessons, highlighting the need for a better balance between pre-stage and post-stage activities Furthermore, it is advisable for teachers to limit the use of animations, transitions, and graphics to maintain simplicity, avoiding unnecessary sounds that could distract students' attention.
Students should familiarize themselves with PowerPoint lessons, minimizing distractions from visuals, colors, effects, and sounds This adaptation will help them concentrate more on the lesson's content and enhance their learning experience.
Students must adjust their learning styles to effectively engage with PowerPoint presentations, enabling them to quickly copy lessons and keep pace with slide transitions Additionally, participation in various task activities is essential, as it benefits both teachers and students alike.
Large class sizes pose challenges not only in traditional teaching methods but also when using PowerPoint presentations Noisy students can make it difficult for teachers to maintain control over the classroom Additionally, rigid school syllabi and the use of authentic materials can complicate the teaching and learning process To address these issues, teachers should consider dividing students into smaller groups and assigning varied tasks This approach can help minimize noise, save time, and provide better support for struggling students.
Limitations of study
While the research met its objectives, it faced notable limitations Primarily, it was a descriptive study reliant on self-reported data from teachers and students, with questionnaires being the main tool for data collection Additionally, the focus on a single junior high school restricts the generalizability of the findings The validity of the results is further constrained by the observation of only two lessons, which may have been specially prepared for the study, potentially skewing student performance Furthermore, the impact of students' learning styles on their attitudes was not explored, leaving a gap in understanding the relationship between learning styles and the use of PowerPoint presentations (PPT).
Suggestions for further research
Future research on the application of PowerPoint (PPT) in reading instruction should extend beyond grade seven at My Tho town junior high school to encompass a broader scope, thereby enhancing the richness and validity of the findings.
To enhance data collection in educational research, it is essential to utilize a variety of instruments beyond questionnaires and interviews Incorporating methods such as field notes from pre-test and post-test classroom sessions on reading skills can provide valuable insights Additionally, future researchers should consider exploring the impact of PowerPoint presentations (PPT) on reading instruction by conducting self-led teaching sessions and recording these interactions in the classroom for analysis.
Conclusions
Teaching and learning English present challenges for both educators and learners The integration of Information Technology enables teachers to implement engaging activities, making lessons more dynamic and fostering creativity among students Utilizing PowerPoint presentations (PPT) in teaching reading skills has proven to offer significant benefits However, this study also highlights some challenges associated with the use of PPT in English reading instruction.
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