INTRODUCTION
Background to the study
The English language has played a crucial role in societal development and is recognized as an international language, as highlighted by a study from Ngo and Hendricks (2018) It serves as a vital tool for communication worldwide, particularly in the context of integration, internationalization, and globalization In English language teaching, its integration into classroom settings significantly enhances student engagement and attention.
In the 21st century, Information and Communication Technology (ICT) resources have become a pivotal force in shaping education, acting as a vital knowledge transfer highway across various countries A study by Grabe and Christopherson (2008) highlights how the integration of ICT in education has driven innovation and societal transformation, fundamentally altering the way individuals think, work, and live.
Jorge et al (2003) discovered that ICT resources offer essential support and supplementary guidance for both teachers and students, facilitating effective learning through the use of computers to achieve educational objectives.
According to Young (2003), computers and ICT resources serve not just as replacements for quality teachers but as essential supplements that enhance teaching and learning These technologies are crucial in helping students access authentic reading materials from diverse sources, thereby facilitating the educational process through broader access to information and knowledge.
English plays a crucial role in education from preschool to university in Vietnam, with both the government and educators striving to enhance English proficiency While learning English offers students valuable knowledge and opportunities for global integration, traditional teaching methods and outdated resources hinder progress The focus remains heavily on grammar exercises, neglecting the development of essential skills Reading is fundamental for academic success, yet students struggle due to a lack of effective reading strategies The integration of ICT resources in education can significantly enhance teaching methods and support students' learning experiences.
Statement of the problem
For years, teaching reading in English has focused on isolated skills like word identification, main idea extraction, and true/false assessments, emphasizing mastery of these techniques (Moats, 2009) Additionally, incorporating ICT resources into reading instruction has significantly enhanced students' comprehension and engagement with the material.
Even if many ICT resources are available for teachers to use in their classrooms, guidance must be given and continuously comforted to be successful
Ertmer and Ottenbreit-Leftwich (2010) emphasize the importance of teachers recognizing the need to focus on initial learning with ICT resources, such as interactive whiteboards, email, and the Internet With adequate preparation and some additional planning time, educators can effectively integrate these technologies into their classrooms, leading to enhanced student motivation and improved test scores.
At Long Khanh High School, despite teachers employing various reading comprehension methods, students struggle to develop effective reading skills due to several factors Many students rely heavily on their teachers, neglecting additional practice at home, and often learn new vocabulary only from textbooks or during lessons English is viewed as a mandatory subject, leading to a lack of motivation for self-directed learning In the classroom, reading comprehension is typically taught through teacher-led reading or turn-taking, which does not foster deeper understanding Additionally, students focus on achieving scores rather than genuinely acquiring knowledge, resulting in limited opportunities to apply their reading skills outside of school Consequently, they tend to forget vocabulary and grammar quickly, even with frequent exposure, highlighting the ineffectiveness of traditional teaching methods in helping them retain what they have learned.
In conclusion, addressing the challenges faced by students at Long Khanh High School is essential This study aims to enhance students' reading comprehension skills by incorporating ICT resources into English reading instruction.
Objectives of the study
This study investigates the integration of ICT resources in teaching reading comprehension skills to high school students, addressing the challenges and prospects of such integration to enhance teaching effectiveness and student outcomes The research aims to provide valuable insights for Long Khanh High School and other institutions in Dong Nai province, focusing on two key objectives: evaluating student learning outcomes with ICT integration and exploring the attitudes of both teachers and students towards this approach in reading instruction.
Research questions
This thesis emphasizes the importance of addressing key research questions to explore the impact of integrating ICT resources in English learning The study aims to investigate the extent of improvement in students' reading achievement through the use of these technologies, as well as to assess the attitudes of both teachers and students towards the incorporation of ICT in reading instruction.
Scope of the study
The research was carried out at Long Khanh High School in Dong Nai Province, focusing on a sample of around 200 Grade 11 students This selection was made as Grade 10 students were new to the school and required time to adjust, while Grade 12 students were occupied with preparations for their university entrance exams.
English teachers (one male, one female) who were willing to support this study and integrate ICT resources in their reading classes.
Significance of the study
The integration of ICT resources has significantly transformed daily life globally, prompting educators to continuously update their knowledge of these tools to enhance student learning across various educational levels As highlighted by Ayub, Bakar, and Ismail (2015), technology-based instruction offers opportunities for visual and virtual learning experiences This study focuses on incorporating ICT resources into English reading comprehension instruction in Vietnamese high schools, underscoring the need to combine these resources with activities that foster awareness of reading comprehension Additionally, it proposes strategies for teachers and students to identify challenges and develop effective techniques to improve reading comprehension skills.
This study is designed with the following aims:
- To provide insights into the process of teaching and learning the reading for high school students
- To investigate the difficulties and effects of ICT resources in teaching and learning reading comprehension in English language
- To contributing to a rethinking and modification of teaching methods currently adopted to develop reading comprehension skills in high schools.
Definitions of key terms
Reading : Reading is not only an especially important skill that must be consumed by learners but also improving in understanding the meaning of text learnt
6 in the school According to Tarigan (2008), reading is a procedure to get the message of the writer through words and written languages
Reading comprehension involves the integration of various complex processes, including word recognition, knowledge of language and context, and fluency This skill is typically developed through a structured three-step approach guided by teachers: introducing the skills, providing practice opportunities through workbooks or worksheets, and assessing students' successful application of these skills Additionally, the coordination of these processes and procedural steps is referenced in the "Tieng Anh 11" textbook, highlighting the importance of practice in enhancing reading comprehension.
Challenge 2” book In those books, reading comprehension practice test is designed with three mains skills, such as skim, scan, and paraphrasing, which is suitable for students’ level (pre-intermediate)
Technology, as defined by Isman (2012), refers to the practical application of specialized knowledge within a specific domain, serving as a means to accomplish tasks through technical processes and methods It encompasses not only machines and devices, such as computer hardware, but also involves structured interactions among humans, machines, and the surrounding environment.
Information and Communications Technology (ICT) encompasses technologies that facilitate access to information through telecommunications, focusing primarily on communication technologies like the Internet, wireless networks, and mobile phones While similar to Information Technology (IT), which has a narrower scope limited to telecommunications, ICT includes a broader range of communication and information technologies, as noted by Zhang, Aikman, and Sun (2008) This comprehensive approach integrates both voice and data networks, supporting various systems essential for information processing.
ICT resources can be categorized into three main types: Information Resources, Collaboration Resources, and Learning Resources ICT Information Resources offer a spectrum of information, ranging from basic to advanced levels on various topics Collaboration Resources enable users to engage in professional networks and collaboratively create resources Meanwhile, ICT Learning Resources facilitate the acquisition of knowledge, skills, and attitudes during the teaching process, utilizing diverse content and activities Notably, Google Classroom and Kahoot! are two key ICT tools that play a significant role in integrating these resources into teaching reading comprehension.
Organization of the thesis
There are five chapters presented in the study, which includes:
Chapter one provides a comprehensive overview of the study, outlining its rationale and background, as well as detailing the statements of the problems, aims, research questions, scopes, and significance of the research.
Next, in the second chapter, the literature review presented some useful information that is considered essential for the study, especially integrating ICT resources in teaching reading comprehension
Chapter three outlined the study's methodology, focusing on the information gathered, the study's context, the sample and sample size, the experimental methods used, the instruments employed, and the procedures for data analysis.
Chapter four provides a comprehensive analysis of the findings, including the results of the pre-test and post-test, as well as the attitudes of both teachers and students regarding the integration of ICT resources in reading instruction at Long Khanh High School Additionally, it includes relevant discussions on the implications of these findings.
Finally, chapter five gave a conclusion focused on the main findings of the study, the limitation and the pedagogical implication were also introduced
LITERATURE REVIEW
Introduction
This chapter explores the theoretical foundations of reading comprehension in English language teaching, examining various perspectives from specialists who have analyzed the reading comprehension process in light of advancements in their fields It highlights the impact of these discoveries on both theory and the integration of ICT resources Additionally, the researcher discusses the advantages and factors that influence the use of ICT in this context, ultimately revealing the relationship between English reading comprehension and ICT resources.
Theoretical background of reading comprehension in ELT
2.2.1 The importance of reading comprehension
Reading comprehension is a crucial focus in second or foreign language education due to its role in enhancing language acquisition and meeting diverse student needs Well-chosen reading materials not only introduce new topics and stimulate discussions but also facilitate the study of language characteristics For foreign language learners, achieving proficiency in reading comprehension is a primary goal, making it equally important to both students and educators.
Reading comprehension is a vital skill that enhances learning from human knowledge and experience According to Hung & Tzeng (2001), reading is the most efficient method to elevate educational levels It serves as a vibrant window to the past and acts as a reflective lens for our present, fostering personal and intellectual growth.
Reading plays a crucial role in brain cell development, enhancing language skills, and improving organizational abilities It fosters a positive disposition and poise while providing the resilience needed to cope with frustration In summary, reading comprehension is the most effective means for individuals to embrace new experiences and challenge outdated perspectives.
2.2.2 Strategies to teach reading comprehension
Top-down and bottom-up processing are interactive reading processes that significantly impact students' comprehension, highlighting the importance of effective reading strategies (Barnett, 1989) As Barnett notes, strategy involves the mental operations that readers engage in to understand texts, necessitating the integration of various skills for successful comprehension Key strategies include memory, cognitive, compensation, metacognitive, affective, social, and test-taking techniques, as emphasized by numerous reading experts (Caverly, 1997; O’Malley et al., 1985; Oxford, 1990; Zhang, 1993) For the purpose of this research, cognitive, metacognitive, and compensation strategies will be specifically examined and detailed.
Cognitive strategies are essential skills that involve predicting based on prior knowledge, analyzing text organization to identify patterns, and employing techniques such as self-questioning, summarizing, note-taking, translating, inferencing, and transferring information (Chamot & Kupper, 1989; Numrich, 1989; Oxford, 1990) According to Chamot and Kupper (1989, p 14), these strategies enable learners to actively engage with and manipulate task materials, facilitating the completion of tasks effectively.
Metacognitive strategies significantly impact students' achievement by enhancing their metacognitive knowledge and application According to Chamot and Kupper (1989), these strategies involve reflecting on the learning process, planning for learning, monitoring tasks, and evaluating one's understanding As noted by Pintrich and De Groot (1990), planning activities not only assist learners in organizing their cognitive strategies but also help activate their engagement in the learning process.
10 or prime relevant aspects of prior knowledge, making the organization and comprehension of the material much easier”
Compensation strategies play a crucial role in enhancing vocabulary knowledge, which is essential for successful reading (Caverly, 1997; Yang, 2004) Additionally, Sinatra and Dowd (1991) emphasize that students employ active compensation strategies to improve comprehension, utilizing a comprehensive framework that incorporates both syntactic and semantic clues from context.
2.3 Theoretical background of integrating ICT resources in EFL teaching and learning reading comprehension 2.3.1 ICT defined in language teaching and learning reading comprehension
According to Toro and Joshi (2012), ICT, which stands for Information, Communication, and Technology, emerged in the 1980s The acronym emphasizes the integration of information and communication technologies, highlighting their combined role in assembling, collecting, recovering, analyzing, and conveying information.
Yuen, Park, and Friedman (2012) highlight that ICT resources play a crucial role in understanding human needs and objectives, particularly through the use of contemporary devices like the Internet In today's rapidly evolving landscape, which includes video phones, mobile computing, blogs, and Skype, it is essential to broaden our definition of modern devices beyond just the Internet.
Information and Communication Technology (ICT) plays a crucial role in enhancing foreign language classrooms when utilized effectively Heeks (2017) emphasizes the Internet's importance as a valuable resource in language education, while the extent to which teachers and students leverage its capabilities varies significantly Additionally, Donnelly, McGarr, and O’Reilly (2011) define ICT resources as technological tools that facilitate the creation, display, storage, manipulation, and exchange of information, underscoring their relevance in modern education.
The rapid evolution of the Internet and multimedia computers has significantly transformed teaching and learning in EFL classrooms Research by Sạithra and Patil (2013) highlights the impact of these technological resources on educational practices.
This approach enables teachers to enhance the clarity of their instruction and effectively analyze and organize information By exposing students to diverse media, texts, styles, and registers, it significantly improves their language comprehension and production skills.
ICT resources play a vital role in language teaching and reading comprehension, providing both teachers and students with unprecedented opportunities to explore and use English By integrating English with ICT tools, students can engage in a more natural and practical learning environment, enhancing their ability to communicate effectively in the new language.
2.3.2 ICT resources use in integrating ICT resources in EFL teaching and learning reading comprehension
According to Dang Xuan Thu (2013), various methods exist for integrating ICT resources, including position and retrieval tools, interactive tools, teaching tools, and material creation tools Mbalamula (2016) emphasizes that teachers utilize position and retrieval tools to search the Internet for learning materials that enhance their preparation and teaching Zhang et al (2013) highlight that interactive tools facilitate human-computer interaction, catering to users' needs and purposes Serdyukov (2017) notes that students have the flexibility to choose their own study times and locations, allowing for personalized learning experiences Peeraer & Van Petegem (2012) argue that teaching tools, such as computers connected to data projectors, enable effective classroom instruction by allowing teachers to present pre-prepared materials Finally, Kirkwood & Price (2014) point out that the Internet provides teachers with access to a variety of digital resources, including e-books, photos, audios, and videos, enhancing the material creation process as discussed by Montrieus et al.
Teachers can effectively leverage ICT resources to create tailored reading comprehension materials using digital content available online (2015) According to Çebi (2018), word processing and explanation applications are popular tools that enable educators to design various language practice activities, while submission software fosters engaging resources for the entire class (Rendall & Davies, 2012) Additionally, Dang Xuan Thu (2013) highlights that audio and video editing tools empower teachers to modify audio and video files by cutting them into smaller segments, merging them into larger files, adjusting playback speed, and adding sound or video effects.
ICT resources in teaching English
2.4.1 Advantages of ICT resources in teaching English
Research has consistently highlighted the benefits of ICT resources in English language teaching According to Hennessy (2005), integrating ICT activities fosters motivation among both teachers and learners, encouraging innovative approaches to learning When educators empower their students to think and act independently, it promotes greater autonomy Additionally, Lee (2000) noted that the use of ICT resources positively impacts learners' attitudes towards learning and boosts their self-confidence.
Utilizing ICT resources in education offers several advantages Primarily, it encourages active participation among learners, enhancing their retention of information Additionally, it fosters independence as students engage in follow-up discussions that provide deeper insights Empirical studies, such as those by Costley (2014) and Tutkun (2011), demonstrate that learners can effectively adapt to new educational materials, leading to improvements in their language learning skills.
Warschauer (2000a) highlights two distinct perspectives on integrating technology into English teaching The cognitive approach emphasizes providing learners with opportunities to engage meaningfully with language and develop their own linguistic skills Conversely, the social approach focuses on facilitating authentic social interactions that enhance real-life skills Achieving these goals can be accomplished through collaborative activities among learners.
2.4.2 Factors influencing the integration of ICT resources Student motivation
ICT resources are one of the most effective methods for students It is like as a significant part of their learning process Bennett, Culp, Honey, Tally, and Spielvogel
The integration of ICT resources significantly enhances both teaching and learning experiences in the classroom, fostering connections between local and global communities (Bransford, Brown, & Cocking, 2000) However, the positive impact of ICT is not automatic; it is contingent upon the effective utilization of these resources by teachers in language education.
In 2014, it was highlighted that incorporating ICT resources into education significantly boosts student motivation and enhances their enthusiasm for learning Utilizing these resources not only deepens students' understanding of the subject matter but also fosters the development of higher-order thinking skills The effective integration of ICT tools with teaching methodologies is crucial for engaging learners in English reading Overall, the combination of technology and pedagogical approaches plays a vital role in capturing students' interest in their studies.
According to Frick and colleagues (2001), increased student motivation leads to higher engagement levels, and when students are successfully engaged, they are more likely to accomplish their learning objectives.
Susikaran (2013) highlighted the need for significant changes in teaching methods, as traditional chalk-and-talk approaches are inadequate for effectively teaching English According to Raihan and Lock (2012), a well-planned classroom setting enables students to learn how to study efficiently Furthermore, lecture-based classes are less effective compared to environments that utilize ICT resources Even if students lack expertise in ICT, teachers should explore ways to incorporate these resources as valuable learning tools.
The integration of ICT resources has significantly transformed English teaching methods, providing diverse alternatives that enhance engagement and productivity (Patel & Patel, 2013) Traditional lecturing approaches, where teachers rely on blackboards or whiteboards, are becoming obsolete as ICT resources facilitate familiarity with vocabulary and language structures in reading comprehension These resources incorporate print texts, films, and the internet, thereby enriching students' reading skills and offering unique materials for analyzing and interpreting language and context (Arifah, 2014) Ultimately, the use of ICT resources empowers students to explore and discover knowledge rather than just passively listen and memorize.
Adequate and effective ICT tools and facilities significantly impact users Ely (1999) emphasizes that technological resources, including hardware, software, and audio-visual media, are essential tools that support effective learning and engagement.
Effective integration of Information and Communication Technology (ICT) in education relies on the availability of essential tools and resources According to Ellsworth (2000), ensuring that these resources are accessible to all students and teachers is crucial for achieving educational goals A study by Goktas, Yildirim, and Yildirim (2009) identified significant barriers to ICT integration in Turkey's teacher preparation programs, including insufficient hardware, inadequate materials and software, and a lack of in-service training Without these ICT resources, fostering creativity in educational settings becomes increasingly challenging.
Previous studies
At least three previous studies have been conducted by researchers talking about integrating ICT in teaching reading comprehension
Maduabuchi and Emechebe (2016) conducted a study on the role of ICT in teaching reading comprehension in English as a Second Language at the secondary school level, involving 25 English teachers from 5 private and 4 public schools The findings highlighted that the primary benefits of using ICT in this context are significant improvements in vocabulary building and usage through online dictionaries However, the study also identified challenges such as classroom control issues, distractions from irrelevant websites, poor maintenance, and inadequate infrastructure that hinder the effective integration of ICT in ESL reading comprehension instruction.
A study by Bindu (2016) examined the impact of Information and Communication Technology (ICT) on teaching and learning, highlighting how the integration of ICT in education can enhance the educational experience.
This study explored the quality of education, highlighting how teaching and learning can become engaging and actively connected to real-life situations The findings indicate that Information and Communication Technology (ICT) can enhance student learning by offering improved instructional methods.
Yunus, Nordin, Salehi, Embi, and Mahamod (2013) investigated the management of challenges and the planning of ICT activities in teaching ESL reading and writing across three regions in Malaysia, involving teachers from Kuala Lumpur, Alor Setar, and Tawau The findings revealed that teachers struggled with problem management while utilizing ICT for ESL instruction, and their creativity was notably low, as the planned activities tended to be of a lower complexity This study aims to provide teachers with improved strategies for effectively managing challenges and planning ICT-based activities in ESL reading and writing instruction.
In their 2013 study, Ly Thanh Hue and Ab Jalil examined the attitudes of university lecturers in Vietnam regarding the integration of Information and Communication Technology (ICT) into the curriculum and its application in the classroom The research aimed to guide lecturers' perceptions and approaches to effectively incorporate ICT in educational settings.
Peeraer and Van Petegem (2010) identified key factors influencing the integration of ICT in teacher education in Vietnam, emphasizing the importance of various teacher-level factors and the foundational role of teacher education in effectively incorporating ICT into teaching practices.
This study shares similarities and differences with previous research regarding the integration of ICT in education, particularly in terms of aim, methodology, tools, and participants Like the previous studies, it focuses on identifying the benefits and challenges of incorporating ICT in teaching and learning Additionally, it employs the same experimental method used in earlier research Notably, there is a scarcity of studies that specifically explore the integration of ICT resources in teaching reading.
This chapter explores the integration of ICT resources in teaching reading comprehension in high schools in Vietnam, an area that has not been extensively studied compared to secondary schools and universities The primary objectives include clarifying relevant theories and reviewing existing literature on this topic Additionally, the chapter addresses the challenges and impacts of using ICT resources in enhancing reading comprehension skills.
Conceptual framework
The study examined the impact of incorporating ICT resources into English reading comprehension instruction It identified independent variables, such as teaching materials and ICT resources, which the researcher cannot alter The effectiveness of teaching and learning reading comprehension serves as the dependent variable, as depicted in the conceptual framework.
This research highlights the role of three types of ICT resources—information, collaboration, and learning—in enhancing reading comprehension Specifically, it focuses on the use of Google Classroom and Kahoot! as key ICT tools to foster effective teaching and learning The study emphasizes that ICT resources, which include reading exercises and vocabulary quizzes, are essential for improving reading comprehension Moreover, successful integration of these resources relies on the positive attitudes of both students and teachers, ultimately leading to improved outcomes in English reading comprehension.
Figure 2 2 Conceptual framework of integrating ICT resources in teaching
METHODOLOGY
Introduction
This chapter outlines the research design, participants, instruments, data collection procedures, and data analysis methods It begins by detailing the research type and the location of the study Following this, a comprehensive description of the participants and the sampling procedure is provided The chapter also presents the research instruments, including survey questionnaires and interview questions Finally, it describes the data collection procedures, outlining how the study was conducted, the steps involved, the duration of the treatment, and the approach to data analysis.
Research design
Experimental research, as noted by Nunan (1992), investigates the relationship between multiple variables and is widely applied in analyzing the enhancement of reading comprehension through the integration of ICT resources in teaching.
Experimental research, as outlined by Fraenkel et al (2012), investigates the relationship between cause and effect by directly manipulating specific variables This approach allows researchers to reliably test hypotheses regarding causation Key characteristics that distinguish experimental research include the ability to control independent variables, such as instructional methods, assignment types, and research materials After an appropriate duration for the treatment, researchers can utilize post-tests to measure the outcomes effectively.
In a study involving 21 participants subjected to different treatments, researchers aim to identify any significant differences in post-test results If a notable disparity is observed and cannot be logically explained, it can be concluded that the treatment has a measurable effect on the group.
Experimental research involves testing a hypothesis by systematically measuring outcomes It requires two essential conditions: the presence of at least two groups for comparison and the ability for researchers to manipulate variables directly Typically, this research includes an experimental group that receives the treatment and a control or comparison group that does not, allowing for a clear assessment of the treatment's effects.
The control and comparison groups are essential in experiments, enabling researchers to determine the effectiveness of different variables Researchers can manipulate these variables in various ways, such as comparing one form of a variable against another, examining the presence versus absence of a specific variable, or assessing varying degrees of the same variable For instance, in a study on teaching reading comprehension, the experimental group integrates ICT resources while the control group does not It is crucial that every member of the population has an equal chance of being selected for the sample, and participants must start at equivalent levels to ensure research reliability, following the static-group pretest-posttest design.
A comparison between the experimental group and the control group
Pre-test (reading comprehension size test)
Treatments (two months of integrating ICT resources in learning reading comprehension)
Post-test (the same reading comprehension size test)
Experimental research aims to identify differences between two groups, starting with a hypothesis that, if proven true, indicates reliable findings This method was particularly effective in assessing the impact of ICT resources on students' reading comprehension improvement By utilizing pre-tests and post-tests, the study provided concrete evidence to conclude the effectiveness of the intervention Ultimately, the researcher could determine the success of the study based on the comparative results of the two groups.
In a study conducted at Long Khanh High School, two groups of students received English instruction from the same teacher and followed the same curriculum One group benefited from the integration of ICT resources into their reading lessons, enhancing their learning experience.
After conducting the experiment, the reading comprehension levels of two groups were assessed to determine any differences in their performance If the experimental group, which utilized integrated ICT resources, achieved significantly higher scores, it would indicate that incorporating technology into reading comprehension instruction is effective.
Research site
The research was carried out at Long Khanh High School in Long Khanh City, Dong Nai Province, during the 2019-2020 academic year The school was chosen for its accessibility to the researcher, who is also a teacher there Long Khanh High School boasts modern facilities, featuring 36 classes for grades ten to twelve, each accommodating approximately 40 students Additionally, the school is equipped with various ICT tools, including a blackboard, smart board, television, speakers, and computers, as well as specialized facilities like a language laboratory and two computer labs.
Sample and sampling procedures
Long Khanh High School, located in Long Khanh City, Dong Nai Province, is recognized as the leading high school in the area, boasting the highest passing rate in the General Certificate of Secondary Education examination With nearly 1,500 students across 36 classes, the school caters to students aged 16 to 19, who are admitted based on entrance examinations after completing secondary school Students specialize in various fields, including Math-Physics-Chemistry, Math-Literature-English, and Literature-History-Geography, with English being a compulsory subject for all The school fosters a positive and engaging learning environment, supported by highly qualified teachers, and has been chosen to pilot the new English language curriculum introduced by the Ministry of Education and Training of Vietnam.
The study focused on English language teachers and 11th-grade students at Long Khanh High School, involving 200 students across five classes and two English teachers A purposive sampling of 160 students was selected, consisting of 97 females and 63 males, all of whom had studied English for at least six years, averaging 2 to 3 hours per week The students were categorized into pre-intermediate to intermediate levels and divided into two groups of 80: an experimental group that used ICT resources and a control group that did not Both groups were taught by the same teacher using the same curriculum After two months, reading comprehension was assessed through pre-tests and post-tests to evaluate differences in performance between the two groups.
Many students had ample opportunities to utilize ICT resources for learning English at their school Additionally, reading skills, particularly reading comprehension, were assessed through a 45-minute test administered at the end of each semester The selection of student participants was conducted using purposive sampling, a method defined by Etikan, Musa, and Alkassim (2016) as intentionally choosing participants based on their relevant qualities for the study This non-random technique relies on the researcher's expertise and field experience to identify suitable participants for the research.
The following table presents the background information of the students:
Background information of the research participants
Control group Total number of participants
Age 17-18 years old 17-18 years old 17-18 years old
Pre-intermediate Pre-intermediate Pre-intermediate
Research instruments
This study utilized pre-tests and post-tests to evaluate the improvement in students' reading comprehension skills through the integration of ICT resources The test design was refined by two teachers to ensure clarity and relevance, with a focus on multiple-choice and cloze-test formats familiar to students Collaboratively, three teachers selected representative reading comprehension materials to ensure the test covered essential vocabulary and grammar structures The pre-test and post-test, designed at the same difficulty level, aimed to demonstrate improvements in reading comprehension following ICT resource integration A higher post-test score compared to the pre-test would indicate enhanced reading comprehension Additionally, questionnaires and speaking interviews were prepared to investigate factors influencing ICT integration in the classroom and to gauge the attitudes of both teachers and students.
Integrating ICT resources in teaching reading involves the use of both closed- and open-ended questions in questionnaires and interviews Closed-ended questions, as noted by Friborg and Rosenvinge (2013), provide respondents with a limited set of answers, making them easier to complete and analyze, while also allowing for a greater number of variables in research studies In contrast, open-ended questions, as discussed by Phellas et al., offer respondents the opportunity to express their thoughts more freely.
(2011) state that they give participants the opportunity to show their opinions concerning the subject of this study and conceiving their answers without any restriction.
According to Siniscalco and Auriat (2005), a questionnaire is considered standardized when all respondents receive identical questions and follow the same response coding system This standardization aims to ensure that variations in responses accurately reflect differences among respondents, rather than discrepancies in the methods used to generate the answers.
This study investigated how integrating ICT resources in teaching reading comprehension promoted reading and comprehension acquisition of students and students’ attitudes of integrating ICT resources An attitude questionnaire including
A questionnaire consisting of 12 closed-ended questions was developed using a five-point Likert scale ranging from strongly disagree to strongly agree In English language teaching research methodology, questionnaires are widely utilized due to several advantages (McDonough, 1999) Firstly, they are quick to prepare and manage Secondly, administering the questionnaire to all participants simultaneously ensures that the collected data is accurate and standardized Lastly, the use of multiple-choice questions facilitates easier certification for researchers.
In this study, learners would be given the questionnaire (see Appendix B & C) in the written form at the same time So as to get the most objective results from
In a study involving 80 participants, a carefully adapted questionnaire consisting of 12 questions was developed to assess learners' attitudes and opinions regarding the integration of ICT resources in reading comprehension The questionnaire, based on reliable previous research and translated into Vietnamese, aimed to create a comfortable and truthful environment for students to respond It was structured into two main parts: foreign-language learning without ICT and foreign-language learning with ICT, ensuring that students understood the information and could provide meaningful feedback.
The first part focused on the students’ attitudes about their learning reading comprehension with materials/ books or traditional methods (questions 1, 2, 3, 4, 5, and 6)
The second part concentrated more specifically on :
- reading comprehension learning attitudes with integrating ICT resources (questions 7, 8, 9, and 10)
- students’ favorite activities and ICT applications of technology for improving reading comprehension skill integrating ICT resources (questions 11 and
This article explores the impact of integrating ICT resources on reading comprehension learning It details the analysis of collected data to assess the effects of extensive reading and the incorporation of technology in educational settings.
The study focused on 160 Grade 11 students and 2 subject teachers at a high school, exploring the teachers' perceptions of integrating ICT resources in reading instruction Preliminary investigations revealed that teachers utilize various ICT tools based on diverse selection criteria To delve deeper, five open-ended interview questions were designed to assess the teachers' attitudes towards ICT integration in teaching reading, their actual use of these resources, and the criteria they employ when selecting ICT tools The interview questions were meticulously crafted to ensure the objectivity and reliability of the responses.
To assess students' reading comprehension, a pre-test was administered, featuring a reading comprehension size test designed to select two participant groups This test ensured that most participants were unfamiliar with reading comprehension assessments prior to enrolling in the integrating ICT course Ten carefully chosen questions were selected to guarantee they had not been covered in the participants' coursebook The unannounced pre-test included 5 multiple-choice questions and 5 items requiring the selection of the best options to fill in missing information from a reading passage Students earned 1.0 point for each correct answer, with a total possible score of 10 The test was monitored by the researcher and two additional teachers to prevent cheating.
Upon completing the course on integrating ICT resources in reading comprehension, learners participated in a post-test designed to assess their reading comprehension achievement Notably, the post-test was aligned in difficulty with the pre-test.
The test was administered under the supervision of both a researcher and an additional teacher to prevent any cheating Following the test, the learners' results were analyzed using the Statistical Package for Social Sciences (SPSS 19) A higher score on the post-test compared to the pre-test would confirm the hypothesis.
During the treatment phase, the experimental group received instruction in English reading comprehension skills through ICT resources, while the control group followed a traditional teaching method Both groups were taught by the researcher over a period of two months.
The experimental group participated in four 45-minute lessons that integrated ICT resources, primarily using Microsoft PowerPoint for reading comprehension activities The lessons covered four units from the "Tieng Anh 11" book: Nature in Danger, Sources of Energy, The Asian Games, and Hobbies, with students expected to complete and understand each unit bi-weekly The researcher selected graded readers due to their availability and alignment with the Ministry of Education and Training's format Students were encouraged to read at home, discuss content with peers, and seek teacher assistance for any difficulties Careful selection of materials was essential to prevent any negative impact on the study, and attendance was monitored in collaboration with the school manager The study spanned two months, during which the teacher tracked student progress through exercises on ICT platforms like Google Classroom and Kahoot!, providing guidance as needed Sample lesson plans for both groups can be found in Appendix E.
Teaching contents during the time conducting the research
Two primary ICT tools utilized for teaching and learning are Google Classroom and Kahoot! Google Classroom, as noted by Mersand (2014) and Phan (2015), allows teachers and students to create, distribute, and grade assignments digitally, facilitating communication and resource sharing through a user-friendly platform It enables educators to upload various materials, including files, videos, and assignments, enhancing the learning experience On the other hand, Kahoot! offers a game-based platform where teachers can create interactive quizzes, promoting an engaging and competitive learning environment Graham (2015) highlights that Kahoot! transforms traditional learning methods by encouraging students to learn, play, and socialize actively in classrooms Long Khanh High School is well-equipped with modern technology, including smart boards and computer laboratories, ensuring that these ICT tools effectively support teaching and learning.
Integrating ICT resources into the reading comprehension process can lead to student frustration due to additional distractions and the burden of learning multiple subjects To alleviate this, teachers can motivate students by offering rewards for their efforts.
Data collection procedures
The experiment lasted eight weeks When conducting the experiment, the pre- test and post-test and questionnaires were used to collect quantitative data
The data collection was as follows:
The teacher introduced students to ICT resources, such as Google Classroom and Kahoot!, highlighting their significance in enhancing reading comprehension Participants were divided into two groups, and a pre-test was conducted to assess their reading comprehension skills prior to the experiment.
Prior to the pre-test, clear instructions were provided in Vietnamese to ensure students understood the process: "You will participate in a 20-minute reading comprehension test consisting of 10 questions Please select the most appropriate options that best answer each question." The test duration was set at 20 minutes for a total of 10 questions.
Following the pre-test, two equally skilled reading comprehension groups were selected The control group continued with traditional English instruction, while the experimental group utilized ICT resources, specifically Google Classroom and Kahoot!, to engage with a variety of books aligned with the school curriculum, receiving teacher support at the end of each week.
At the end of each week, the teacher monitors students' reading progress by inquiring about their reading activities If any challenges arise, the teacher provides guidance to help students overcome them To enhance vocabulary comprehension, the teacher clarifies the meanings of new words that may hinder understanding Additionally, various ICT resources are utilized to motivate students to engage in diverse learning methods and achieve their educational objectives.
The integration of ICT resources, specifically Google Classroom and Kahoot!, was implemented in reading comprehension activities for an experimental group of students over two months This approach aimed to maintain student motivation and engagement while participating in the course Collaborative discussions and group tasks were encouraged, and at the end of each reading session, answer keys were provided to help students assess their comprehension.
After eight weeks of incorporating ICT resources into reading comprehension instruction, a post-test equivalent in difficulty and content to the pre-test was administered to both groups to assess their reading comprehension It is crucial to note that the post-test was conducted without prior notification to the participants, ensuring an unbiased measurement of progress in reading comprehension skills resulting from the integration of ICT resources.
At the conclusion of the treatment, students in the experimental group completed questionnaires to assess their attitudes towards the integration of ICT resources in reading comprehension To ensure clarity, the questionnaires were provided in both English and Vietnamese, allowing students to seek clarification from the teacher in their native language if needed The selected questionnaire items were adapted from prior research conducted by Nagy and Habók (2018).
The questionnaire aimed to assess students' attitudes towards integrating ICT resources, specifically Google Classroom and Kahoot!, in reading comprehension It featured five response options: strongly disagree, disagree, neutral, agree, and strongly agree The first part of the questionnaire, consisting of questions 1 to 6, focused on students' perspectives on traditional reading methods, including their preferences for reading materials and their emotional responses to reading without ICT resources.
The second part of the study, covering questions 7 to 12, focused on the impact of integrating ICT resources on students' attitudes towards reading and comprehension It explored the significance of incorporating technology in enhancing reading comprehension, the challenges students encountered during the process, and their future strategies for improving reading comprehension skills.
Following the collection of questionnaires, the researcher invited two subject teachers from each of the four classes for interviews (refer to Appendix E) During these interviews, the researcher posed several open-ended questions, aiming to create a comfortable environment that encouraged the teachers to respond honestly.
Data analysis procedures
The study utilized post-test results to evaluate the effectiveness of integrating ICT resources, specifically Google Classroom and Kahoot!, in enhancing reading comprehension Data analysis was conducted using IBM SPSS Statistics 19, employing a T-test to compare scores between two groups Additionally, questionnaires and interviews were administered to assess learners’ attitudes and identify factors influencing the integration of ICT resources in reading instruction The data analysis procedures were outlined clearly to ensure comprehensive understanding.
Pre-test and post-test
The researcher conducted a pre-test for eleventh-grade students at Long Khanh High School, subsequently gathering data from their scores and analyzing it using established formulas.
In the reading comprehension test, scores were multiplied by 1, resulting in a maximum possible score of 10 Consequently, the researcher computed the mean scores of students from both the pre-test and post-test using the specified formula.
Some key terms to be noted:
S: Standard deviation number n: Participant number
The researcher analyzed the means of the pre-test and post-test scores for both the experimental and control groups Subsequently, the researcher calculated the deviations and squared deviations for each group to determine the mean deviation and sum of squared deviations Finally, a t-test was conducted to assess the significant differences between the two groups using the formula t = !"#!$.
Some key terms to be noted:
M": mean deviation of the experimental group
My: mean deviation of the control group
∑" ! : the sum of the square deviation of the experimental group ∑, ! : the sum of the square deviation of the control group
Nx: the number of students of the experimental group
Ny: the number of students in the control group
(Arikunto ,2006) Last, the researcher found the degree of freedom based on the formula of Brown (1988) below: df= (Nx-1) + (Ny-1) = (80-1) + (80-1) 8
Some key terms to be noted: df: the degree of freedom
Nx: the number of students of the experimental group
Ny: the number of students in the control group
In the listening test, after getting the results, the researcher used the formula by Arikunto (2006) to calculate the standard scores of students:
The researcher calculated standard scores and utilized formulas from the reading comprehension test to determine the mean, deviation, square deviation, mean deviation, and sum of square deviation Additionally, a t-test was conducted with a degree of freedom (df = 8) and p-value analysis to assess any statistically significant differences between the experimental and control groups.
The researcher utilized IBM SPSS Statistics 19 to analyze the closed questionnaire results, calculating the mean (M) and standard deviation (SD) of students' responses This analysis aimed to assess students' attitudes towards the integration of ICT resources in teaching English reading comprehension.
Besides questionnaires, open-ended interview questions were collected to show teachers’ opinions concerning the integration of ICT resources in teaching reading comprehension and conceiving their answers without any restriction.
Validity and reliability
According to Brown (2005), validity refers to the extent to which a test accurately measures what it intends to measure There are three primary types of validity: content validity, face validity, and construct validity, with this study focusing specifically on content validity Brown (2010) further explains that content validity can be assessed through observation.
The research highlights the connection between student achievement and the study's objectives, with the researcher dedicating significant time to formulating questions and instructions prior to test creation Key factors influencing test validity were carefully considered, including the direction of the tests, the provision of clear instructions to enhance student comprehension, and the selection of appropriate language and structure Ultimately, the tests comprised a balanced mix of essential and advanced questions, ensuring they were neither too easy nor overly challenging for the students.
The researcher collaborated with an English teacher to evaluate tests measuring reading comprehension skills for 11th graders, ensuring content validity as suggested by Mitake et al (2020) The tests assessed students' knowledge in the relevant content area, reflecting their achievements in understanding topics, selecting correct answers, and using grammar and vocabulary appropriately Additionally, the tests were designed in accordance with the syllabus of English for Long Khanh High School.
Amrahi and Baghei (2011) emphasize the importance of validity in research, advocating for its use alongside quantitative methods to evaluate tests They recommend that measurement instruments encompass content, predictive, concurrent, and construct validity In this study, the measurement tool consists of vocabulary, grammar, and content pre-tests and post-tests formatted as multiple-choice questions The reading comprehension test items are derived from both graded readers and textbooks, ensuring that they represent the full scope of the test Consequently, the selected vocabulary, grammar, and content items are critical for accurate assessment.
The 37 content items in the textbook are integral to the curriculum, selected for their popularity among graded readers This approach demonstrates the test's validity, ensuring it accurately measures reading comprehension Most students who took the test showed improvement in their vocabulary knowledge, supporting both predictive and concurrent validity This study effectively utilized the reading comprehension test to assess students' word knowledge, while also employing questionnaires and interviews to gather data on attitudes related to construct validity.
At Long Khanh High School, the testing approach primarily emphasizes multiple-choice and cloze-test questions To enhance the reliability of assessment results, it is essential to incorporate a wider variety of test formats.
Ethical issues
This section outlines the consent process and execution of the research conducted at Long Khanh High School With the principal's approval, the study was carried out to minimize disruptions to other students' classes while addressing issues related to teaching reading comprehension through ICT resources The school served as a key location for evaluating students' progress in reading comprehension using these resources A consent form is included in the research documentation, as seen in Appendix I.
Summary
This chapter outlines the research design, focusing on the experimental method employed in the study A questionnaire was utilized to assess teachers' attitudes following the integration of ICT resources in the reading comprehension course The participants consisted of pre-intermediate students from Long Khanh High School The data collected from these subjects will be analyzed and discussed in the subsequent chapter.