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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY PHUNG THI XUAN TRANG EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING HOT POTATOES IN READING LESSONS AT NGUYEN DU HIGH SCH
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY PHUNG THI XUAN TRANG EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING HOT POTATOES IN READING LESSONS AT NGUYEN DU HIGH SCHOOL Major: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc Prof Dr Nguyen Quang Ngoan Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN PHÙNG THỊ XUÂN TRANG NHẬN THỨC VÀ THỰC HÀNH CỦA HỌC SINH TRONG VIỆC SỬ DỤNG PHẦN MỀM HOT POTATOES TRONG CÁC TIẾT ĐỌC TẠI TRƯỜNG THPT NGUYỄN DU Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: PGS TS Nguyễn Quang Ngoạn Bình ĐỊNH - 2023 i DECLARATION OF AUTHORSHIP I hereby declare that this thesis titled "EFL students’ perceptions and practices of using Hot Potatoes in reading lessons at Nguyen Du High School" and all the work presented within it are my original contributions, unless otherwise stated I confirm that this thesis has not been submitted in whole or in part for any other academic award/degree, and it has not been previously published Wherever the work of others has been used, credited references have been provided, and appropriate acknowledgments have been made Any contributions of others to this thesis have been duly recognized, and their works have been cited accordingly ii ACKNOWLEDGEMENTS I would like to take this opportunity to express my heartfelt gratitude to all the individuals and institutions who have supported me throughout the journey of completing this thesis Their unwavering encouragement, guidance, and assistance have been instrumental in shaping the outcome of this work First and foremost, I am deeply grateful to my supervisor, A Prof Nguyen Quang Ngoan, whose expertise, patience, and valuable feedback have been the driving force behind the successful completion of this research His mentorship has not only refined my understanding of the subject but has also instilled in me the spirit of resilience and dedication I extend my sincere appreciation to all the lecturers of Quy Nhon University, whose passion for academia has left a lasting impact on my intellectual growth Their commitment to excellence and willingness to share their knowledge have inspired me throughout this academic journey I am also grateful to the participants of Nguyen Du High School in this study Their willingness to share their time and insights has been invaluable Without their cooperation, this research would not have been possible, and their contributions will undoubtedly benefit future studies in this field I would like to express my gratitude to my friends for their unending support and camaraderie The late-night brainstorming sessions and the exchange of ideas have been pivotal in shaping the direction of my research Their friendship and belief in my abilities have provided me with the motivation to overcome challenges and persevere I am indebted to my family for their unconditional love and unwavering support Their belief in my potential has been a constant source of strength Their understanding, patience, and encouragement have helped me maintain a balance between my personal and academic life iii TABLE OF CONTENTS DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT vi LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER I INTRODUCTION 1 1.1 Rationale .1 1.1.1 Theoretical Reasons 1 1.1.2 Contextual Reasons 3 1.2 Research Aim and Objectives 4 1.2.1 Aim 4 1.2.2 Objectives 4 1.3 Research Questions 4 1.4 Scope of the Study 5 1.5 Significance of the Study 5 1.6 Structure of the Study 6 CHAPTER 2 LITERATURE REVIEW 7 2.1 Reading Learning and Teaching 7 2.1.1 Reading 7 2.1.2 Teaching Reading 10 2.1.3 Learning Reading 15 2.2 Computer-Assisted Language Learning (CALL) 17 2.3 Hot Potatoes .21 2.3.1 Programs and Functions of Hot Potatoes 23 2.3.2 Features in Hot Potatoes 32 2.3.3 Strengths and Weaknesses of Hot Potatoes 33 2.4 Previous Studies .35 iv CHAPTER 3 METHODOLOGY 39 3.1 Research Methods 39 3.2 Research Setting 41 3.3 Research Participants .41 3.4 Research Instruments .42 3.4.1 Questionnaire 42 3.4.2 Semi-structured interview 43 3.4.3 Observation 44 3.5 Data Collection and Analysis Procedures .45 3.6 Reliability and Validity .47 3.7 Ethical Considerations 48 CHAPTER 4 RESULTS AND DISCUSSION 50 4.1 Participants’ Demographics .50 4.2 Students’ Perceptions of Hot Potatoes 51 4.2.1 Results from the Questionnaire 51 4.2.2 Results from the Interview 54 4.3 Students’ Practices of Hot Potatoes 57 4.3.1 Results from the Questionnaire 57 4.3.2 Results from the Interview 59 4.3.3 Results from the Observation 62 4.4 Chapter Summary .66 CHAPTER 5 CONCLUSION .67 5.1 Summary of Key Findings 67 5.2 Concluding Remarks .68 5.3 Implications 69 5.3.1 Theoretical Implications 69 5.3.2 Practical Implications 70 5.4 Limitations 72 5.5 Suggestions for Further Studies .72 v REFERENCES 74 APPENDICES vi ABSTRACT The current study aims to explore EFL students’ practices and perceptions of using Hot Potatoes in learning reading skills In order to obtain the research aims and objectives, the researcher adopted the mixed-methods research design Three research instruments used by the researcher to collect data included the questionnaire, interview, and observation 80 Grade 12 students from Nguyen Du High School Quantitative data collected from the questionnaire and qualitative data gathered from the interview and observation were used to answer the two research questions concerning the students’ practices of Hot Potatoes and their perceptions Data analysis revealed: (1) Students used all six programs of the Hot Potatoes application, including JCloze, Jmatch, Jquiz, Jcross, Jmix, and The Masher to gain more vocabulary for reading comprehension; (2) Students can approach different types of exercise when using the Hot Potatoes application; (3) Students’ learning engagement, autonomy and motivation were improved owing to the use of Hot Potatoes; (4) Students used the Hot Potatoes application to gain interactive feedbacks for their performance and progress; and (5) Students expressed their positive perception of Hot Potatoes because of its benefits Based on the research findings, the researcher generated the implications for the effective use of Hot Potatoes in learning and teaching reading skills Keywords: EFL students, Hot Potatoes, perceptions, practices, reading skills vii LIST OF ABBREVIATIONS 1) CALL: Computer Assisted Language Learning 2) EFL: English as a Foreign Language 3) ICT: Information and Communications Technologies (ICT) 4) L2: Foreign Language 5) TAM: Technology Acceptance Model viii LIST OF TABLES Table 2.1 Micro skills of Reading Comprehension 14 Table 2.2 Types of exercises in Hot Potatoes 32 Table 4.1 Participants’ demographics 50 Table 4.2 Students’ perceptions of Hot Potatoes 51 Table 4.3 Students’ practices of Hot Potatoes 58 Table 4.4 Observation results 63