Skkn cấp tỉnh some effective ways to enhance self study skills in learning english for students at sam son high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGSAM SON UPPER SECONDARY SCHOOL INNOVATIVE EXPERIENCE SOME EFFECTIVE WAYS TO ENHANCE SELF-STUDY SKILLS IN LEARNING ENGLISH FOR 10 GRADE STUDE

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

SAM SON UPPER SECONDARY SCHOOL

INNOVATIVE EXPERIENCE

SOME EFFECTIVE WAYS TO ENHANCE

SELF-STUDY SKILLS IN LEARNING ENGLISH

FOR 10 GRADE STUDENTS AT SAM SON HIGH SCHOOL

Researcher: Nguyễn Văn Hòa Position: English teacher Subject: English

THANH HOA,2025

TABLE OF CONTENTS

1 INTRODUCTION 1

1.1 Reasons for choosing the study 1

1.2 Aims of the study 1

1.3 Scope of the study 2

1.4 Methods of the study 2

2 CONTENT 3

2.1 The theoretical basis 3

2.2 The reality of the study 4

2.3 The results in researching the reality before applying the initiative 5

2.4 Initiatives and solutions implemented to address the problem 5

2.4.1 Raising Awareness of AI in Education 5

2.4.2.Introducing and Training Students in Using AI Tools 6

2.4.3 Designing AI-integrated Self-study Plans 6

2.4.4 Providing Teacher Support and Monitoring 6

2.4.5 Gamification and Motivation Techniques 6

2.4.6 Integrating AI Tasks into Formal Assessment 6

2.4.7 Parental Involvement and Guidance 6

2.5 The results in researching the reality after applying the initiative 13

3 CONCLUSION AND RECOMMENDATIONS 13

3.1 Conclusion 13

3.2 Recommendations 14

REFERENCES

1 INTRODUCTION

1.1 Reasons for choosing the study

With over 20 years of experience in teaching English at the high school level, I have witnessed both the persistent challenges and the evolving opportunities in English language education One of the most significant challenges for students at Sam Son High School is the difficulty in developing effective self-study habits, especially outside the classroom environment Many students still rely heavily on teacher-led instruction and often feel lost when studying English at home without guidance

In recent years, the rapid development of artificial intelligence (AI) has brought about revolutionary tools and platforms that support language learning

in diverse, flexible, and personalized ways Applications such as AI-powered chatbots, grammar checkers, virtual speaking partners, and intelligent vocabulary trainers are now easily accessible and capable of providing instant feedback, adaptive learning paths, and engaging experiences for learners

However, despite the availability of these technologies, most students at Sam Son High School are either unaware of such tools or lack the skills and motivation to use them effectively They need proper orientation, encouragement, and instruction to fully harness the potential of AI for improving their English proficiency, especially in speaking, writing, and vocabulary development

This situation inspired me to conduct this study with the aim of guiding students on how to apply AI tools effectively in their self-study routines at home By doing so, I hope to help them become more autonomous learners, enhance their confidence in using English, and develop skills necessary for lifelong learning in the digital age

Therefore, the topic "some effective ways to Enhance Self-study Skills in Learning English for Students at Sam Son High School " is both timely and

practical It aligns with current educational trends and addresses the urgent need

to innovate teaching methods and promote student-centered learning in the context of Industry 4.0 and digital transformation in education

1.2 Aims of the study

This study is conducted with the following main purposes:

- To raise awareness among students at Sam Son High School about the

benefits and potential of using artificial intelligence (AI) tools in learning English, especially in self-study contexts

- To identify and introduce effective AI-powered applications and

platforms that are suitable for high school students, such as language learning apps, AI chatbots, grammar and writing assistants, and pronunciation tools

- To provide practical guidance and strategies for students on how to

integrate AI tools into their daily self-study routines at home in a way that is consistent, productive, and personalized

- To improve students' English proficiency through increased exposure,

interaction, and practice with AI-based learning tools—focusing on key skills such as vocabulary acquisition, grammar usage, speaking fluency, and writing

- To foster independent learning habits and digital literacy, helping

students become more self-reliant, confident, and proactive in their learning process, while also equipping them with essential 21st-century skills

- To evaluate the effectiveness of AI-supported self-study through feedback, learning outcomes, and student engagement, thereby contributing practical insights for broader application in teaching and learning [7]

By achieving these goals, the study aims to enhance the quality of English language education at Sam Son High School, making it more adaptive to technological advancements and responsive to the diverse needs of students in the digital age

1.3 Scope of the study

The subjects of this study are students of grade 10 at Sam Son High School who are learning English as a compulsory subject under the Vietnamese national curriculum [1]

Specifically, the study focuses on:

- Students’ self-study habits and behaviors related to English learning

outside the classroom, particularly at home

- Students’ ability to access and use artificial intelligence (AI) tools to

support their English learning, including their awareness, motivation, and skill level

- The effectiveness of integrating AI tools into students’ self-study

routines in improving core language skills such as vocabulary, grammar, reading, writing, speaking, and listening

- The attitudes and perceptions of students toward the use of AI in

language learning, and how these perceptions may influence their learning outcomes and self-study motivation

This research also indirectly involves English teachers at Sam Son High

School, who play a supporting role in introducing, guiding, and monitoring students’ use of AI tools, though the primary focus remains on students

1.4 Methods of the study

To achieve the objectives of this study, a combination of both qualitative and quantitative research methods was employed The specific methods include:

- Survey Questionnaire

A set of structured questionnaires was designed and administered to grade

10 students at Sam Son High School to collect data on their current self-study habits, familiarity with AI tools, frequency of use, and perceived effectiveness in learning English

- Observation

Direct observation of students’ engagement with AI tools during assigned self-study sessions at home and in class-based activities was carried out to monitor how effectively they applied the tools and followed instructions

- Interviews

Semi-structured interviews were conducted with a selected group of students and English teachers to gain deeper insights into their experiences, challenges,

and attitudes toward using AI in language learning.

- Experimental Method (Pre-test and Post-test)

A group of students was guided to use specific AI tools regularly over a period of time Their English proficiency was measured before and after the implementation using standardized tests to assess the effectiveness of AI-supported self-study [7]

- Document Analysis

Related materials such as student assignments, test results, AI app usage reports, and teacher notes were reviewed to support findings and evaluate changes in learning outcomes

- Data Analysis

Both statistical and descriptive methods were used to analyze the collected data, identify patterns, draw conclusions, and propose recommendations

By combining these methods, the study ensures a comprehensive understanding of the impact of AI tools on students’ self-study habits and English language development

2 CONTENT

2.1 The theoretical basis

The foundation of this study is based on a combination of educational theories, language learning principles, and recent developments in educational technology, especially artificial intelligence (AI) The key theoretical underpinnings are as follows:

- Constructivist Learning Theory

Constructivism emphasizes that learners actively construct knowledge through experience and reflection AI tools, such as interactive chatbots or personalized language learning apps, provide learners with opportunities to engage, practice, and receive immediate feedback, which helps deepen their understanding and ownership of the learning process

- Autonomous Learning Theory

This theory highlights the importance of self-directed learning, where students take responsibility for their own progress The use of AI in education supports learner autonomy by allowing students to choose their own pace, focus

on their weaknesses, and access learning materials anytime, anywhere [5]

- Blended Learning and Flipped Classroom Models

These approaches combine traditional instruction with digital tools, shifting part of the learning process to the home environment AI applications serve as effective tools in these models, reinforcing in-class content and encouraging students to engage more actively outside the classroom

- Second Language Acquisition (SLA) Theories

According to SLA research, consistent exposure to the language, meaningful communication, and timely corrective feedback are crucial to mastering a second language AI-powered tools such as speech recognition, grammar correction, and adaptive vocabulary apps address these needs by offering real-time interaction and personalized learning paths

- 21st Century Skills Framework

One of the core competencies of 21st-century learners is digital literacy By integrating AI into English self-study, students not only improve their language skills but also develop essential technological and critical thinking skills required for future academic and professional success

- Motivation and Engagement Theories

Motivation plays a vital role in language learning AI tools often use gamified elements, personalized content, and interactive interfaces to increase student motivation and engagement, making self-study more appealing and effective

2.2 The reality of the study

Before implementing this initiative, the self-study habits of grade 10 students at Sam Son High School in learning English faced several limitations, which directly affected their learning outcomes and motivation Based on surveys, observations, and discussions with students and teachers, the following issues were identified:

- Lack of Effective Self-study Strategies

Most students were unaware of how to study English efficiently at home Their self-study mainly consisted of doing homework or passively reading textbooks, without engaging in interactive or skill-specific activities

- Low Motivation and Autonomy

Many students depended heavily on teacher guidance and lacked the motivation to study English independently Without supervision, they often struggled to maintain consistent learning routines at home

- Limited Exposure to English

Outside the classroom, students had minimal opportunities to practice English, particularly listening and speaking skills This led to poor pronunciation, limited vocabulary usage, and a lack of confidence in communication

- Unfamiliarity with AI Tools

Although AI-based language learning tools (e.g., Duolingo, Grammarly, ChatGPT, Elsa Speak) were available, students either had never heard of them

or did not know how to use them effectively for learning purposes

- Overdependence on Traditional Learning Methods

The majority of students relied mainly on rote learning, grammar translation methods, and paper-based exercises, which often failed to inspire curiosity or improve communicative competence

- Lack of Guidance on Technology Use

While students had access to smartphones and the internet, there was no structured guidance from teachers or the school on how to use these technologies productively for English learning

As a result, students’ overall English performance remained average or below expectations, especially in speaking and writing Their progress in vocabulary development, grammar accuracy, and language fluency was slow and inconsistent These realities underscored the urgent need for a new approach

—one that would motivate students, personalize learning, and integrate technology in a meaningful and accessible way

2.3 The results in researching the reality before applying the initiative

The implementation of AI-supported self-study strategies brought significant improvements in students’ learning habits, language proficiency, and engagement levels To evaluate the effectiveness of the initiative, we conducted

a comparative analysis before and after applying the solutions The following table presents the results based on data collected from a sample group of 45 grade 10A10 students: [7]

Criteria

Observed Reality Before Applying the Initiative

Number of Students (out

of 45)

Percentage (%)

1 Frequency of

Self-study at Home

Study English less than 2 times per week 30 66.7%

2 Average Time

Spent on Self-study

Less than 20 minutes per

3 Awareness of AI

Learning Tools

Have never used or heard

of AI-supported learning tools

40 88.9%

4 Use of AI Tools

in English Learning

Rarely or never used AI

5 Motivation to

Self-study English

Low or passive motivation, mainly dependent on teachers

33 73.3%

6 Ability in

Vocabulary and

Grammar

Weak vocabulary and grammar application 37 82.2%

7 Speaking and

Pronunciation Skills

Poor pronunciation and lack of speaking

confidence

38 84.4%

8 Writing Accuracy

and Organization

Frequent errors and unclear ideas 34 75.6%

9 Test Scores in

English (Average) Below 6.0 out of 10 31 68.9%

2.4 Initiatives and solutions implemented to address the problem.

To address the limitations identified in students’ self-study habits and to promote the effective use of artificial intelligence in learning English, the following solutions and initiatives were implemented:

2.4.1 Raising Awareness of AI in Education

Students were introduced to the concept of artificial intelligence and its applications in language learning through classroom discussions, presentations,

and visual aids Real examples of AI tools were demonstrated to help students understand their benefits and functions

2.4.2.Introducing and Training Students in Using AI Tools

A list of suitable AI-powered tools was selected and introduced, including:

- Duolingo: For vocabulary and grammar practice.

- Grammarly: For writing correction and grammar feedback.

- Elsa Speak: For improving pronunciation and speaking skills.

- ChatGPT: For practicing writing, asking questions, and engaging in

English dialogues

- Students were trained on how to download, use, and integrate these tools into their daily self-study routines

2.4.3 Designing AI-integrated Self-study Plans

Weekly self-study schedules were created, guiding students on how to use specific AI tools for 15–30 minutes per day, focusing on different skills (e.g., listening on Mondays, grammar on Tuesdays, speaking on Wednesdays, etc.) Students were encouraged to reflect on their learning and keep a self-study log

2.4.4 Providing Teacher Support and Monitoring

Teachers regularly monitored students’ use of AI tools through homework tasks, usage reports, and student reflections In-class discussions and check-ins were organized to provide feedback, solve technical issues, and encourage peer sharing

2.4.5 Gamification and Motivation Techniques

AI tools with gamified features were promoted to increase engagement Competitions, rewards, and recognition were used to motivate students to maintain regular use and track their progress

2.4.6 Integrating AI Tasks into Formal Assessment

Some assignments and speaking/writing exercises were designed around students’ interactions with AI tools For example, students were asked to write a short paragraph using Grammarly, or record a speaking task using Elsa Speak and submit their scores

2.4.7 Parental Involvement and Guidance

Parents were informed about the initiative and encouraged to support their children in maintaining regular practice at home using the recommended AI tools

Through these structured and practical solutions, students gradually developed more independent and technology-supported learning habits, leading

to improved motivation, language performance, and digital competency

Sample Techniques Used in Guiding 10 Grade Students to Enhance Self-study Skills

Unit 1: FAMILY LIFE

To support students in mastering the content of Unit 1 – Family Life,

several AI-integrated and student-centered techniques were implemented to enhance self-study effectiveness at home:

*Vocabulary Reinforcement Using AI Flashcards

- Students used Quizlet (an AI-assisted flashcard app) to:

+ Practice new words from Unit 1 (e.g., “household chores,”

“breadwinner,” “homemaker,” etc.)

+ Listen to pronunciation and complete matching/gap-fill games

- Teachers created custom sets for Unit 1 and shared the link with students

- Students reviewed 5–10 words daily and took mini self-tests at the end of the week

*Listening and Pronunciation Practice with Elsa Speak

- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”)

- Students practiced reading them aloud using Elsa Speak, which provided

AI feedback on:

+ Pronunciation clarity

+ Intonation and stress

- Progress scores were tracked weekly to show improvement

*Grammar Practice Using ChatGPT

- Students were guided to use ChatGPT to:

+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)

+ Request example sentences or quizzes related to household tasks

+ Practice writing short dialogues using the correct tenses

Example prompt:

“Can you help me write 5 sentences about daily routines at home using Present Simple?”

* Writing Skill Development with Grammarly

- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”

- Students first drafted their writing, then used Grammarly to:

+ Check grammar, punctuation, and word choice

+ Make revisions based on AI suggestions

- Final version was submitted to the teacher

*Speaking Practice with ChatGPT Role-play

- Students used ChatGPT to role-play conversations about family life

Example prompt:

“Pretend to be my classmate Let’s talk about how we help our families at home.”

This activity helped students build fluency and confidence in real-life topics

*Self-study Logbook and Reflection

- Students recorded:

+ Daily practice time

+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)

+ One thing they learned or improved

- Teachers checked the logbooks weekly and gave short oral feedback

Students are using Quizlet to practice new words from Unit 1

UNIT 2: HUMANS AND THE ENVIRONMENT

To help students deeply understand and independently explore the theme

“Humans and the Environment” in Unit 2, a variety of targeted techniques

combining artificial intelligence tools and self-regulated learning strategies were applied These techniques aimed to improve vocabulary retention, reading comprehension, grammar application, and productive skills (speaking and writing)

* Vocabulary Learning with AI Flashcards (Quizlet)

- Created a Quizlet set for key terms in Unit 2 (e.g., “deforestation,”

“renewable energy,” “pollution,” “greenhouse gases,” “conservation”)

- Included definitions, example sentences, and pronunciation audio

- Students practiced for 10–15 minutes daily using AI-powered games like

“Learn,” “Match,” and “Test” modes

- Encouraged students to track their word mastery progress on the app

*Reading Comprehension Enhancement Using ChatGPT

- Students were assigned to input reading passages from the textbook into

ChatGPT and ask for:

+ Summaries of the passage in simpler English

+ Clarification questions (e.g., “What does this sentence mean?” or “Can you explain this paragraph?”)

+ Vocabulary explanations or synonyms for difficult words

- This helped students understand complex content and build reading strategies

*Grammar Practice with ChatGPT – Focus on “Relative Clauses”