TEACHING INNOVATIVE The application of games in English teaching on “ActivInspire” software with the help of smart interactive boards at Quy Hop high school FIELD: ENGLISH CODE:……
ABSTRACT
In today's educational landscape, student-centered teaching emphasizes the active role of students in the classroom, with teachers serving as guides To foster student engagement and creativity, educators must cultivate interest while alleviating stress and depression related to learning Enhanced interaction among students and between students and teachers is crucial for this approach In response, the Nghe An Department of Education and Training has invested in advanced educational equipment, including smart interactive boards from Advanced International Joint Stock Company (AIC), to progressively improve the quality of English teaching and learning through the integration of information technology.
Smith (1999) explored the integration of Interactive Board technology across various curriculum subjects, highlighting the necessity for innovative teaching methods in the education sector With the rapid advancement of information technology, teaching and learning must evolve to harness diverse, efficient information dissemination through the Internet Many schools in Vietnam, from primary to high school levels, are now equipped with computers, projectors, and educational software This technological enhancement allows educators to leverage these tools effectively in their teaching practices This article focuses on the advantages of using ActivInspire software and smart boards in English language instruction through interactive games.
In the first semester of the 2023-2024 academic year, I implemented various games during English lessons using the interactive board and "ActivInspire" software in three classes: 11A, 11D1, and 12D2 To evaluate the effectiveness of this approach, I gathered data through interviews with my students and seven English teachers at Quy Hop High School, focusing on the impact of game-based learning in English instruction.
The use of "ActivInspire" software alongside smart interactive boards at Quy Hop High School has significantly enhanced the English teaching process Research indicates that incorporating games into lessons creates a more dynamic classroom environment, encourages student participation, and fosters greater interaction between teachers and students, ultimately leading to more effective teaching and learning outcomes.
INTRODUCTION
Smart interactive boards were developed in the early 1990s and gained popularity in commerce before being adopted in educational settings In Vietnam, Hanoi and Ho Chi Minh City were the initial locations for pilot programs, which later expanded to other provinces According to Betcher (2009), smart boards are poised to play a crucial role in 21st-century digital classrooms, much like blackboards did in previous centuries Quy Hop High School has embraced this technology by equipping three smart-board rooms and providing the specialized software “ActivInspire.” Following comprehensive training, many teachers have successfully integrated this tool into their lesson planning and instruction.
Although Quy Hop high school organizes the entrance examination for grade
Students' performance in English is notably low, primarily because many do not appreciate its importance This poses significant challenges for teachers, who must continually innovate their teaching methods to engage students effectively Various strategies have been implemented, including using English music to enhance listening skills, incorporating movies and visuals for vocabulary acquisition, and utilizing games as effective learning tools Consequently, I have chosen to focus on "The application of games in teaching English using ActivInspire software with smart interactive boards at Quy Hop High School."
The smart board has become an essential teaching tool in modern classrooms, with teachers frequently utilizing software like PowerPoint to create engaging games for their lessons However, a new software option, ActivInspire, is gaining popularity for this purpose After three months of implementing ActivInspire in my classes during the first semester of 2023, I observed positive outcomes A survey revealed that 100% of teachers believe that incorporating games into teaching significantly enhances student engagement and aids in long-term retention of lesson content.
Integrating engaging teaching methods has proven to be highly effective in English classes, resulting in increased student enthusiasm and participation Notably, the percentage of students who enjoy English has risen significantly, with 69.4% in class 12D2, 64.7% in 11A, and 74.4% in 11D1 Conversely, the number of students who dislike English has notably decreased, with only 5.6% in 12D2, 5.9% in 11A, and 0% in 11D1 This study aims to highlight these key findings.
1 The reasons why teachers often utilize games within the teaching and learning process
2 The using Smart-Boards with the “ActivInspire” software will be a great support for teachers when they teach English
3 Introducing some games designed by the “ActivInspire” software and their application in some detail lessons.
LITERATURE REVIEW
1 Why do teachers often utilize games within the teaching and learning process?
Advancements in science and technology have made computers essential tools for enhancing language teaching and learning As the use of information technology (IT) in education grows, teachers increasingly incorporate digital games into their lessons Successful language games are characterized by clear rules, well-defined goals, and an element of fun Therefore, educators must thoughtfully select appropriate games, determine the optimal timing for their use, and effectively integrate them with the syllabus and learning objectives, considering the unique benefits each game offers to students.
Incorporating games and fun activities into English language teaching is essential for engaging both adult and child learners These interactive methods not only enhance student interest but also facilitate connections between vocabulary and grammar, accelerating language skill development Demonstrating games rather than providing lengthy explanations keeps students engaged and aids in better retention of lessons However, it's crucial to limit game duration to maintain interest, ideally concluding when the excitement is at its peak.
Games are an engaging way to energize the classroom, serving as effective tools for warming up before lessons, providing breaks during challenging topics, or reinforcing knowledge at the end of class With countless games available, it's essential for teachers to select those that align with their lesson objectives Incorporating games in English teaching can achieve various goals, such as introducing new vocabulary, reinforcing language concepts, practicing grammar, and enhancing core language skills.
2 How will the using Smart-Boards support for teachers when they teach English?
Utilizing Smart-Boards in conjunction with “ActivInspire” software significantly enhances English language teaching, making it an invaluable tool in the classroom The effectiveness of Smart-Boards as a teaching aid is well-documented, with numerous studies highlighting their advantages According to researcher Stephen Brown (2003), the integration of this technology provides numerous benefits that support both teachers and students in the learning process.
• User friendly, even those teachers who are not on good terms with technology can use it easily
• Teachers can make a presentation by obtaining materials from several spots (an image from the Internet, a graphic from a worksheet, writing from Word) and collecting them together
• Teachers can compose easily and rapidly customized learning objects out of the existing contents and adapt them in a way that will meet their real-time requirements in a lesson
• It enables learners to internalize any input in an easier way
• By lifting the burden of taking notes from students’ shoulders, it enables them to freely participate in discussions
• It enables learners to work around a common area or duty in a cooperative manner
• Once completely integrated into visual learning environments and sources of learning objects, it enables common share
• It provides instant feedback when interactive comprehension is tested for the whole classroom
According to Kung (2013), the implementation of Smart Board and Interactive Whiteboard (IWB) technology offers three key advantages: enhanced student engagement, improved visual representation, and increased classroom activity While the "ActivInspire" software provides numerous benefits for educators, some teachers have yet to fully integrate it into their teaching practices effectively.
3 Introducing some games designed by the “ActivInspire” software and their application in some detail lessons
This article highlights popular games frequently utilized by English teachers in Quy Hop, specifically those designed using "ActivInspire" software It outlines how these games are integrated into lesson plans through five key steps: warm-up, pre-teaching, practice, and post-teaching, effectively reinforcing students' knowledge One notable category of these games is memory games, which enhance learning engagement and retention.
There are three types of this game presented the paper:
Figure 1 The first Pelmanism game (Students will find pairs of same pictures.)
Figure 2 The second Pelmanism game
(Students will find pictures with their meaning.)
* The usage: There are many different pairs of pictures hidden behind the blue squares Students use the special pens touching those squares to find pairs of the same pictures
+ Grade 12: unit 10: Endangered species - Part: reading, speaking, listening and writing
- Teachers can use for the first step which is “warm up”
- Attracting the attention of the students to the lesson All pictures related to the main topic of the lesson, which is talking the endangered animals
- Leading and introducing the lesson
Figure 3 The third Pelmanism game about new vocabulary (unit 3.L5)
Figure 4 The fourth Pelmanism game about ASEAN(Unit 5 L1)
The activity involves various pairs of pictures, each accompanied by vocabulary words concealed within circles Students utilize special pens to touch these circles, allowing them to match the pictures with their corresponding meanings.
+ Grade 11: unit 3: Cities of the future - Lesson 5: listening
+ Grade 11: unit 4: ASEAN and Vietnam – Lesson 1: getting started
- Teachers can use for the second step which is “before you teach” in teaching new words, or the fourth step “after you read” to review the lesson
Teachers enhance vocabulary learning by providing definitions or encouraging students to discover meanings that correspond to images This interactive approach also serves as an effective review tool for previously studied vocabulary.
- Besides, teachers can also design to lead in the lesson in this game (Figure 4)
- Learning vocabulary, grammar and structures through the pictures and game will help students memorize words longer and easier
Figure 5 The fifth Pelmanism game about the synonyms
Figure 6 The sixth Pelmanism game about antonyms
Students engage in a fun activity by using special pens to uncover various pairs of antonyms hidden within squares To enhance the learning experience, teachers utilize different colors, aiding students in distinguishing these word pairs effectively.
* The application: teachers can use for the second step which is “before you teach” in teaching new words or review the old lessons
Teachers can enhance vocabulary learning by teaching antonyms and encouraging students to identify pairs of opposing words Additionally, this engaging game serves as an effective review tool for previously studied vocabulary.
- Teachers can also create many groups of the synonyms in the game (Figure 5) b Who is faster?
Figure 7a: Who is faster? Figure 7b: Who is faster?
* The usage: This template can be used by two learners at the same time, or by a teacher and a learner It can be used in prefix activities
In this engaging game, students can select the animal that represents their group, prompting it to swim a certain distance The group that answers more questions correctly enables their animal to reach the opposite bank more quickly, ultimately leading them to victory.
- Choose the star to answer a question
- If they have the correct answer, their animals will swim a short distance
- The group whose animal reaches other bank first will win the game
* The application: teachers can use for the second step which is “before you teach” in teaching new words or review the old lessons
- Teachers teach vocabulary, synonyms, antonyms, and family words or can ask students to answer the questions
- This game helps students enlarge their vocabulary, improve general knowledge c Magic mirror/ magnifier:
Figure 8 The picture of the magic magnifier
- Teachers ask a student to move the magnifier to guess the hidden picture in 1 or 2 minutes After that, students will give the content of the picture
- Teachers ask students to move the magnifier and list all things which they find out in the hidden pictures
+ Grade 12: unit 10: Endangered species - Part: reading, speaking, listening and writing
+ Grade 11: unit 4: ASEAN AND VIETNAM - Part: reading, speaking, listening and writing
- Teachers can use the game for the first step “warm up” and the second step which is “before you teach” in teaching new words or review the old lessons
- The picture must relate to the new lesson, and teachers will use it to introduce the lesson
- Teachers can also teach vocabulary through the picture or use this game to review the vocabulary students have already studied d Word-guessing game:
Figure 8 The picture of the word-guessing game
* The usage: The teacher provides students with a clue Each one gives the letter of the key word If a student gives the right letter, she/ he will get a mark
- Grade 12: Unit 4: School education system
- The key word must relate to the new lesson, and teachers will use it to introduce and leads students to the lesson e Crossword game:
Figure 9 The picture of the crossword game
In this engaging classroom game, students select a number, and the teacher presents questions linked to their chosen number When a student answers correctly, they earn a mark, promoting both participation and learning.
* The application: teachers can use the game for the first step “warm up” and the fourth step “after you teach”
- The words must relate to the new lesson, and teachers will use it to introduce and leads students to the lesson
- Teachers can also use the game to consolidate and confirm the content of the lesson
- Even teachers can use this game to review the grammar and structures what students have already learnt
The games mentioned require the use of magic ink to create a magic mirror or magnifier game (see figure 7) Additionally, several games are designed using the resources available in the ActivInspire software (see figure 6) The basic functions of ActivInspire software facilitate the design of these games on paper.
Games serve a dual purpose in education by enhancing vocabulary acquisition while reinforcing grammar and sentence structures Additionally, teachers can effectively integrate games at various stages of their lesson plans to maximize engagement and learning outcomes.
* Notes: The purpose of the paper only presented some games are taught on the
“ActivInspire” software and its application, not focus on the guiding how to design the above games.
METHODOLOGY
For the past two years, I have been teaching English at Quy Hop High School, where I conducted a survey on the use of games in the “ActivInspire” software for English instruction To gather insights, I interviewed students from three classes—12D2, 11A, and 11D1—as well as seven English teachers, each providing their feedback in 3-5 minute sessions Additionally, I created a sample lesson plan using “ActivInspire” for grade 12 to assess student engagement This research aims to compare traditional teaching methods with modern approaches utilizing smart-board technology.
Over a three-month period, I invited English teachers to observe my classes to assess students' interest in English and the impact of games on learning After implementing the “ActivInspire” software, I conducted interviews with my 11th and 12th-grade students to identify common challenges they face in their English studies Additionally, I organized interviews with English teachers at Quy Hop High School to gather further insights These interviews provided valuable data to support my findings.
Some classes utilize traditional teaching methods, while others incorporate technology and gaming elements throughout the first three months of the semester.
A brief interview was conducted in three classes—11D1, 11A, and 12D2—at Quy Hop High School, allowing both teachers and students to respond to questions either verbally or in writing on paper sheets.
FINDING, DISCUSSION AND SOLUTIONS
After applying smart interactive boards with Active Inspire software for 3 months, I carried out a small interview with my students about their interest in English learning, and I obtained quite optimistic results
With question 1, all teachers and students know the smart-board and
Quy Hop High School is equipped with three smart-board rooms utilizing ActivInspire software The frequency of software usage by teachers is illustrated in the accompanying figures.
Figure 10 The figures of applying smart interactive boards and “ActivInspire” software of English teachers
The pie chart indicates that all English teachers at Quy Hop utilize smart interactive boards and "ActivInspire" software in their teaching, resulting in a 0% rate of non-use However, the frequency of application varies among the teachers: 42.8% reported using the software very often, 28.6% often, while 14.3% used it sometimes and another 14.3% rarely applied it.
Through Question 3: “Which skills are taught and learnt with the smart board and
“ActivInspire” software?” After the interview, the figures are illustrated below:
Figure 10 The figures of skills are taught and learnt by the smart interactive boards and “ActivInspire” software sometimes often very often rarely never
Listening Speaking Reading Writing Language
Teachers can utilize ActivInspire, similar to Microsoft PowerPoint, to create engaging games for their lessons, particularly focusing on listening and reading skills, which are often perceived as less exciting The software supports various language skills, but listening and reading are emphasized due to their frequent use in classrooms Games serve to enhance interest in teaching and learning, making them an effective method for improving these skills In contrast, writing and language focus are less frequently taught through games, with rates of 12.3% and 16.4% respectively, as teachers typically prioritize direct knowledge acquisition in grammar and structure lessons.
Teachers and students largely agree that incorporating games into teaching makes classes more engaging and enjoyable, with some students reporting they no longer feel sleepy during these sessions Learning through games enhances student motivation and improves retention of lessons Evidence from the collected data, illustrated in Figures 11, 12, and 13, shows that students highly value learning English through games on the Active software, with ratings indicating a strong preference for this method.
Figure 11 The figures of students' appreciation of learning English before and after playing games on the “ActivInspire” software
Figure 12 The figures of English teaching before applying smart interactive boards
Figure 13 The figures of English teaching after applying smart interactive boards
A recent survey conducted among students from classes 12D2, 11A, and 11D1 revealed their varying levels of interest in learning English Prior to the introduction of new teaching software, the percentage of students who disliked English classes surpassed those who expressed a strong liking for them Specifically, 9.4% of students in 12D2, 23.5% in 11A, and 46.5% in 11D1 reported a lack of interest in English, highlighting a significant challenge in engaging students effectively.
The data presented in Figure 13 reveals a significant decline in the number of students who disliked English classes after the implementation of "ActivInspire" software and engaging games This innovative approach has notably increased student enthusiasm and participation, with the percentage of students who expressed a strong liking for English rising sharply: 69.4% in class 12D2, 64.7% in class 11A, and an impressive 74.4% in class 11D1 These results indicate a substantial boost in students' motivation to learn English.
Question 5 (Appendix 2): Why do teachers not adequately use smart boards in their classes?
Many teachers infrequently utilize smart board technology in their English teaching due to various challenges Interviews reveal that a significant factor is their uncertain attitude towards technology, leading to a lack of motivation to explore the benefits of smart boards and ActivInspire software Additionally, a lack of familiarity with these devices hampers their effective use, as many teachers possess limited IT skills and struggle to troubleshoot technical issues during lessons Furthermore, the time-consuming process of lesson preparation, which involves sourcing or creating suitable materials for smart board use, discourages teachers from incorporating this technology into their classrooms.
Extremely liked Liked Disliked their lesson plans Moreover, teachers also should prepare for 5 minutes before beginning the lesson to test technical problems
The implementation of games on smart interactive boards using ActivInspire software has significantly enhanced teaching efficiency, demonstrating the appropriateness of technology in education This approach empowers English teachers to innovate their teaching methods, fostering creativity and making lessons more engaging and dynamic Additionally, it promotes continuous interaction between teachers and students, reducing student passivity in the classroom However, Quy Hop High School faces challenges, as only three classrooms are equipped with this technology due to high investment costs Consequently, it is essential for teachers to receive adequate training to enhance their technological skills and maximize the effective use of these resources.
Term: 1 Week: 11 Period: 30 Date: November 17 th , 2023 Class: 11D1
By the end of this lesson, Ss will be able to:
- Gain an overview about the topic ASEAN and Viet Nam
- Gain vocabulary to talk about AYVP
- Get to know the language aspects: Gerunds as subjects and objects
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
- Proud of our country and responsible for the regional issues
- Grade 11 textbook, Unit 4, Getting Started
- Computer connected to the Internet
- Hardware: a smart board and a laptop for a teacher and 43 students, a smart TV
- Software: Active board, Microsoft Word 2016
Form Pronunciation Meaning Vietnamese equivalent
1 Apply (v) /əˈplaɪ/ to officially ask for something such as a job, a place on a course, or a loan, usually by completing a special form or writing a letter Ứng dụng, ứng tuyển
(n) /kəˈmjunɪti/ all the people who live in a particular area, or a group of people who are considered as a unit because of their shared interests or background
(n) /kɑntrəˈbjuʃən/ something that you contribute or do to help produce or achieve with other people, or to help make something successful
Sự đóng góp, cống hiến
(v/n) /vɒlənˈtɪər/ to do/ a person who does something that you do not have to do, often without having been asked to do it and/or without expecting payment
Tình nguyện/ tình nguyện viên
Students are reluctant to work in groups
- Encourage students to work in pairs and in groups so that they can help each other
- Provide feedback and help if necessary
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail
- Continue to explain task expectations in small chunks (before every activity)
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other
- To stir up the atmosphere and activate students’ knowledge on the topic of ASEAN
- To set the context for the listening and reading part
- To enhance students’ skills of cooperating with teammates b Content:
- Map quiz: Guessing the countries through magic mirror in “ActivInspire” software c Expected outcomes:
- Students can identify countries in ASEAN and their shapes d Organisation
The pictures of slide 1 and 2 e Assessment
- Teacher observes the groups and gives feedback
- To get students to learn vocabulary related to the topic basing on the hidden techniques b Content:
- Pre-teach vocabulary related to the content of the dialogue c Expected outcomes:
- Students can comprehend the new words and prepare for the listening and reading of Getting Started d Organisation
- Teacher checks students’ pronunciation and gives feedback
- Teacher observes Ss’ writing of vocabulary in their notebooks
- To help students get to know the topic
- To introduce words and phrases related to AYVP using Pelmanism game
- To help Ss identify the functions and goals of AYVP b Content:
- Task 2 Read the conversation again and write T (True) or F (False) (p.43)
- Task 3 Match each word with its definition (p.43)
- Task 4 Complete the sentences using words and phrases from exercise 1 (p.43) c Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully d Organisation e Assessment
- Teacher’s observation on Ss’ performance
- Teacher’s feedback and peers’ feedback
- To help Ss practise speaking skills;
- To help Ss memorize the basic information about the AYVP b Content:
- Students can recall the information they have listened and read, then give a short talk about the AYVP d Organisation
The pictures of slide 4 The pictures of slide 5
The pictures of slide 6 The pictures of slide 7
The pictures of slide 8 e Assessment
- Teacher’s observation on Ss’ performance
- Teacher’s feedback and peers’ feedback
The pictures of slide 9 The pictures of slide 10
This lesson plan is designed for educators to facilitate Lesson 1: Getting Started, where students engage in activities such as filling in missing information, determining the truthfulness of statements, and discussing comprehensive details about the AYVP program.
SURVEY OF EMERGENCY AND FEASIBILITY OF PROPOSED
The research addresses the pressing need for innovative teaching methods in English education, specifically through the integration of games using "ActivInspire" software and smart interactive boards at Quy Hop High School This approach not only enhances student engagement but also demonstrates the practicality and effectiveness of utilizing technology in the classroom to improve language learning outcomes.
The survey focused on two main issues:
- The proposed solution “The application of games in English teaching on
“ActivInspire” software with the help of smart interactive boards at Quy Hop high school” is really urgent at the moment
The proposed solution effectively addresses the research problem of utilizing "ActivInspire" software and smart interactive boards for game-based English teaching at Quy Hop High School This approach is not only practical but also aligns with current educational technology trends.
2.2 Survey method and rating scale
- The method used for the survey is Exchange by questionnaire; with a 4-level rating scale (corresponding to a score from 1 to 4):
+ Not urgent, Less urgent, Urgent and Very Urgent
+ Unfeasible, Less feasible, Feasible and Very Feasible
- Calculate the average score X according to the software Average
- Investigate the urgency and feasibility of the proposed solution
* Sample survey form for teachers
Dear teachers, we kindly ask you to thoroughly read and objectively respond to the questions below by marking (✓) the level of urgency and feasibility that best represents your viewpoint.
Not Urgent Less Urgent Urgent Very Urgent in English teaching on
“ActivInspire” software with the help of smart interactive boards at Quy
Hop high school” is really urgent at the moment?
“The application of games in English teaching on
“ActivInspire” software with the help of smart interactive boards at Quy
Hop high school” is feasible at the moment?
Less feasible Feasible Very feasible
* Sample survey form for students:
Please take a moment to carefully read the questions below and provide your objective answers by marking (✓) the level of urgency and feasibility that best represents your opinion.
The integration of games in English teaching through "ActivInspire" software, utilizing smart interactive boards at Quy Hop High School, is increasingly urgent This innovative approach enhances student engagement and improves language acquisition, making it essential for modern educational practices By leveraging technology, educators can create a dynamic learning environment that fosters collaboration and interactive learning, ultimately benefiting students' language proficiency and overall academic performance.
The integration of games in English teaching through "ActivInspire" software, utilizing smart interactive boards at Quy Hop High School, is currently feasible This innovative approach enhances student engagement and promotes interactive learning By leveraging technology, educators can create a dynamic classroom environment that fosters language acquisition and improves educational outcomes Implementing this method aligns with modern teaching practices and meets the needs of today's learners.
Table 3: Summary of survey objects
Students of grade 11 and 12, experimental classes at working school
4 Survey results on the urgency and feasibility of the proposed solution
4.1 The urgency of the proposed solution
Assess the urgency of the proposed solution (See appendix 8)
Do you think “Integrating environmental education into project activities for students at
Quy Hop High School” is really urgent at the moment?
Do you think “Integrating environmental education into project activities for students at
Quy Hop High School” is really urgent at the moment?
Table 6: Calculate the average score X according to the software Average
The integration of games in English teaching using "ActivInspire" software and smart interactive boards at Quy Hop High School is crucial at this time This innovative approach enhances student engagement and learning outcomes, making it an urgent necessity in modern education By leveraging technology, teachers can create interactive and dynamic lessons that foster a more effective learning environment for students.
The integration of games in English teaching using ActivInspire software and smart interactive boards at Quy Hop High School is increasingly urgent This innovative approach enhances student engagement and facilitates interactive learning experiences By leveraging technology in the classroom, educators can create a dynamic environment that promotes language acquisition and retention Implementing such methods not only addresses the current educational needs but also prepares students for a more interactive and digital future.
From the data obtained in the above table, the following conclusions can be drawn:
A survey conducted at Quy Hop High School highlights the urgent need for implementing the "ActivInspire" software in English teaching through interactive games The findings emphasize the effectiveness of utilizing smart interactive boards to enhance student engagement and learning outcomes in English language education.
In a study involving 20 English teachers across three high schools, the results revealed that no teachers (0/20) fell into the Non-urgent category, while 1 teacher (5%) was classified as Less urgent, scoring 2 points The Urgent level comprised 5 teachers (25%), totaling 15 points, whereas the majority, 14 teachers (70%), were categorized as Highly Urgent, accumulating 56 points The average score across all four urgency levels was calculated based on these findings.
In a study involving 150 students in grades 11 and 12 from experimental high school classes, the distribution of urgency levels was assessed The Non-Urgent level had 0 students, resulting in 0 points The Less Urgent level included 5 students, totaling 10 points The Urgent level accounted for 35 students, contributing 105 points, while the Very Urgent level comprised 110 students, yielding 440 points The average score across these urgency levels reflects the varying degrees of urgency experienced by the students.
The survey results indicate an average score of 3.65 for teachers and 3.7 for students, highlighting the urgent need for integrating Environmental Education (EE) into project lessons.
4.2 Feasibility of the proposed solution
Evaluate the feasibility of the proposed solutions
Do you think “The application of games in English teaching on
“ActivInspire” software with the help of smart interactive boards at
Quy Hop high school” is feasible at the moment?
Do you think “The application of games in English teaching on
“ActivInspire” software with the help of smart interactive boards at
Quy Hop high school” is feasible at the moment?
Table 9: Calculate the average score X according to the software Average
Teachers Do you think “The application of games in
English teaching on “ActivInspire” software with the help of smart interactive boards at Quy Hop high school” is feasible at the moment?
Students Do you think “The application of games in
English teaching on “ActivInspire” software with the help of smart interactive boards at Quy Hop high school” is feasible at the moment?
From the data obtained in the above table, the following conclusions can be drawn:
A survey conducted on the feasibility of implementing games in English teaching using "ActivInspire" software and smart interactive boards at Quy Hop High School indicates positive results The integration of interactive technology and gamification in the classroom enhances student engagement and learning outcomes This innovative approach not only fosters a more dynamic learning environment but also aligns with modern educational practices, making English language acquisition more effective and enjoyable for students.
The study involved 20 English teachers across three high schools, revealing that none (0/20) rated their teaching methods as Not feasible, while 1 teacher (5%) rated them as Less feasible, contributing 2 points In contrast, 4 teachers (20%) found their methods Feasible, resulting in 12 points, and a significant majority, 15 teachers (75%), deemed their approaches Very feasible, amassing 80 points The overall average of the ratings indicates a positive perception of the teaching methods employed.
In a study involving 150 students in experimental classes of grades 11 and 12, no students were rated as Not feasible, while 5 students received a Less feasible rating, totaling 10 points A total of 30 students were deemed Feasible, contributing 90 points, and 115 students were classified as Very feasible, resulting in 460 points The average score across these four levels reflects the overall performance of the students.
RECOMMENDATION AND CONCLUSION
The integration of games in English teaching through "ActivInspire" software is essential for engaging students who often show disinterest in the subject Teachers are continually seeking innovative methods, particularly through the use of information technology, to capture students' attention "ActivInspire" offers valuable resources not only for English educators but also for teachers across various subjects at Quy Hop High School It is crucial for the Board of Directors to provide support and resources that enable teachers to effectively explore and implement this technology in their classrooms.
Moreover, teachers’ role is also important because when teachers build a positive relationship with students, which increases students’ interested in and enjoyment of the class; “students’ academic achievement” (Murray, 2002); and
Effective teaching strategies can significantly reduce classroom disruptions (Phelan, 1992) Students tend to appreciate teachers who are supportive and willing to assist them with challenges Additionally, educators should continuously refine their teaching methods while emphasizing the importance of learning English to boost student motivation Given that students typically spend only around six hours in school, it is crucial for teachers to foster greater student autonomy in their learning journey.
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Good morning/ afternoon, I would like to have an interview with you today
This interview aims to explore your interest in learning English before and after using games on the "ActivInspire" software The insights gathered will assist me and fellow English teachers in understanding the advantages of incorporating games into language instruction.
"ActivInspire" software, find solutions to improve more English teaching skill Please answer below questions:
1 Do you know the smart-boards and the “ActivInspire” software? Please tell me some information about it?
2 How often does your English teacher use the smart-boards and the “ActivInspire” software to teach in your classes?
□ never □ rarely □ sometimes □ often □ very often
3 What period do you study with the interactive whiteboard and “ActivInspire” software? - you can choose many answers
□ listening □ speaking □ reading □ writing □ language
4 How do you feel when you learn the English classes with playing games learnt by
“ActivInspire” software? phần mềm ActivInspire?
Do you enjoy English classes that incorporate interactive whiteboards and the “ActivInspire” software for engaging games? Please indicate your level of interest in English by checking (X) the table below, reflecting your feelings before and after the implementation of games using “ActivInspire” in your English lessons.
Thanks you for your cooperation!
Good morning/ afternoon, I would like to have an interview with you today
This interview aims to assess your interest in English teaching both before and after incorporating games using the "ActivInspire" software The insights gathered will assist me and fellow English teachers in gaining a deeper understanding of the advantages of utilizing games in the classroom.
"ActivInspire" software, find solutions to improve more English teaching skill and engage the students’ spirit in learning English Please answer below questions:
1 Do you know the smart-boards and the “ActivInspire” software? Please tell me some information about it?
2 How often do you use the smart-boards and the “ActivInspire” software to teach in your classes?
□ never □ rarely □ sometimes □ often □ very often
3 What period do you teach with the interactive whiteboard and “ActivInspire” software? - you can choose many answers
□ listening □ speaking □ reading □ writing □ language
4 How do you feel when you teach the English classes with playing games taught by “ActivInspire” software?
5 What could be the reasons of why teachers do not adequately use smart boards in their classes?
Thanks you for your cooperation!
Dear teachers, we kindly ask you to read the following questions thoroughly and provide your responses by indicating (✓) the level of urgency and feasibility that best represents your perspective.
“The application of games in English teaching on
“ActivInspire” software with the help of smart interactive boards at Quy
Hop high school” is really urgent at the moment?
Not Urgent Less Urgent Urgent Very Urgent
“The application of games in English teaching on
“ActivInspire” software with the help of smart interactive boards at Quy
Hop high school” is feasible at the moment?
Less feasible Feasible Very feasible