MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement TABLE CONTENTS TABLE CONTENTS ….1 PART INTRODUCTION I Rationale II The improvement of the experience PART 2: CONTENT I Literature Review Multiple Intelligences 1.1 Definitions 1.2 MI in Teaching and Learning English Involvement 2.1 Definitions 2.2 The role of Involvement in Learning II Data The Pre-test The Pre-treament Involvement test The Post-test The Pre-treatment Involvement Test III Analyses and Evaluations Factual Problems Drawbacks IV Solutions and Suggestions Teachers 10 Classes 10 Physical Setting 10 Interesting Relevant Class Content 10 4.1 Relevant Class Content 10 4.2 Interesting Lessons 11 V Pedagogic, Scientific, Practical Characteristic and Novelty of the Experience 13 Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Pedagogic Characteristic 13 1.1 Joint Productive Activities 14 1.2 Language Development 14 Scientific Characteristic 14 Novelty 15 Practical Characteristic 16 VI Results 17 The Pre-test 17 The Pre-treatment Involvement Test 17 The Post-test 17 The Post-treatment Involvement Test 18 PART 3: CONCLUSION 24 I Procedure 24 Activities 24 General English Test 32 2.1 The Pre-test 32 2.2 The Post-test 35 The Treatment Involvement Test 39 References 41 Images of Students' Involvement in Classes 42 II Significance 46 III Suggestion 46 Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement PART 1: INTRODUCTION I RATIONALE The students’ participation plays a crucial role in achievement in a wide range of the levels from primary school to university It provides the students the golden opportunity to receive input from fellow students to apply their knowledge and to enhance public speaking skills From the participation, teachers can get a more accurate idea that what is the understanding level of students about the concept being taught (Maznevski 1996) Students are always encouraged to actively participate in classroom Nevertheless, many of them are still reluctant to participate actively Being a high school English teacher, I regularly wonder and raise a question for myself “how to motivate students’ active participation which helps learners to acquire English more effectively and master this extremely challenging subject” In fact, my high school is situated in a mountainous area where the learning condition and facilities are remarkably limited particularly for English This makes students have more obstacles in studying and mastering it Via having taught English at high school for more than 12 years and having applied new methodologies in my numerous classes recently, I explore one thing interesting is that multiple intelligence (MI)-based lessons are absolutely necessary to attract students’ involvement However, there has not any research in using MI-based teaching in order to stimulate the learner’s involvement MI is still relatively new in Vietnam although this concept has been studied since 1983 in Frame of Mind: The Theory of Multiple Intelligences The application of this model in English language teaching to develop students’ involvement has been studied From these above reasons, I acknowledge that MI-based teaching can help students motivate their involvement and English proficiency This experience was written with the purpose of demonstrating MI-based teaching that has some positive effects on learners’ involvement as well as their English proficiency In this experience, I really hope to make a minor contribution to improve the students’ participation II THE IMPROVEMENT OF THE EXPERIENCE The idea of Multiple Intelligences has attracted the sizeable interest of many educators as well as the general public Schools that use MI theory encourage learning that goes beyond traditional books, pens, and pencils MI -based teaching is the way of teaching to help students reach their potential Till to present, MI-based teaching method seems to be one of the most effective solutions for learners’ involvement and for bettering their English profiency There have been many researchers who notice the importance of MI-based teaching in stimulating students to learn better hence a number of them have investigated the relationship between MI and aspects and their role in second and foreign language Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement learning and foreign language teaching such as Richard and Rodgers (2001:120) and Christison (1997:9) Nevertheless, there has not been any research or experience that studies the relationship between MI-based teaching and learners’ involvement It was said that this thesis was a brand-new paper about MI There is evidence that influence schools influenced by MI theory are effective (Gardner, 2006: 83) and with understanding of theory teachers can better understand learners However, nowadays, students have not almost had full awareness about the importance of participation Most of them learn because they are forced to learn and they have become relatively passive in attending lessons and activities Besides, the traditional teaching methodology always focuses on language knowledge such as grammar, vocabulary as well as reading skill and ignores crucial including listening, speaking and pronunciation As a consequence, the lessons are really monotonous Particularly, this present teaching method focuses centered-teacher activities, students only listen therefore students are extremely passive in learning Using MIbased teaching in classrooms seems to blow new wind into teaching English in conventional schools Because MI-based teaching application addresses centredlearner activities or in other word, students are the center of learning process as well as motivates students’ participation actively As a result, the students’ process is going better and better with learners’ increasingly active involvement Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement PART CONTENT I LITERATURE REVIEW This part presents a brief review of the literature on the topics that are generally related to the research in this experience Previous studies on MI in education, MI in teaching and learning In addition, involvement’s role and assessments will be discussed Multiple Intelligences 1.1 The definitions Up to now, there have been various definitions about MI, for learners MI are abilities to something effectively, especially in learning English as second language According to Gardner, we can improve education by addressing the multiple intelligences of our students Gardner (1999) identifies not two, but nine different intelligences: linguistic, logical mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential 1) Linguistics (called Word Smart): The capacity of using a word effectively whether orally or in writing and language to express and appreciate complex meanings There are some characteristics about this intelligence for example the ability of learning other languages; enjoying reading, writing and discussing; remembering what have been said or read; speaking and writing effectively 2) Logical-Mathematical (called Number/Reasoning Smart): The capacity of using numbers effectively as well as calculating, quantifying, considering propositions and hypothesizing, and carrying out complete mathematical operations It is familiar with the concepts of quantity, time, and cause and effect 3) Spatial (called Picture Smart): The ability to perceive the visual-spatial word accurately This intelligence involves the ability to perceive the visual-spatial word accurately This intelligence involves sensitive to color, line, shape, form, space, and the relationship that exist between these elements 4) Bodily-Kinesthetic (called Body Smart): Expertise in using one’s whole body to express idea and feeling and facility in using one’s hands to produce or transform things It is the capacity of using a variety of physical skills such as being good at model building, or participating in role play, games, assembling objects, or physical exercise as well as the ability of demonstrating skills in acting, athletics, dancing, sewing, carving or keyboarding 5) Musical (called Musical Smart): The capacity to perceive, transform, and express musical forms Expressing interest to a variety of sounds including the human voice, Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement environmental sounds, and music, and organizes such sounds into meaningful patterns 6) Interpersonal (called People Smart): The ability to perceive and make distinctions in the moods, intentions, motivations, and feeling of other people It also is the capacity of understanding, communicating and interacting effectively with other 7) Intrapersonal (called Self Smart): This intelligence includes having an accurate picture of oneself, awareness of inner mood, intentions, motivations, temperament and desires as well as use this knowledge in planning one’s life 8) Naturalist (called Nature Smart): having ability of recognizing and classify of the numerous species of an individual’s environment (Armstrong, 2008, pp 6-7) as well as having an interest in and good knowledge of how the body works and keeps abreast of health issues 9) Existential Intelligence: Existential intelligence is sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die, and how did we get here 1.2 MI in Teaching and Learning English There is numerous evidence that students and schools that are influenced by Multiple Intelligence theory effectively (Garner 2006:83) If teachers have good understanding of the theory, they, of course, understand better about their learners Therefore, they can allow the learners to safely explore their own strengths and teachers an help their learners to be in control of their own learning (Guignon, 1998) The main goal of MI in teaching is to encourage students to deeply understand the matter and strengthen solving-problem ability Classroom activities often activate more than one of the Multiple Intelligences For example, consider the following classroom activities: Writing passage, report, journal or essay is one of the best ways to activates Linguistic Intelligence; Composing a song is an active activity to not only promote Musical but also Linguistic Intelligences; Making a video is combination many Intelligences such as Logical-Mathematical, Musical, Linguistic, Interpersonal, and Spatial Intelligences; Making graphs, constructing timelines and designing poster activates logical-mathematical and spatial intelligences It is very common that schools have been emphasizing the reading skill, writing skill and grammar in learning teaching Multiple Intelligence theory opens the door to the variety of teaching strategies which can easily be applied in the language classroom It gives teachers opportunities to wide modern teaching strategies by using various Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement assignments and activities (Armstrong 2000:51) These new strategies brought students many ways to acquire knowledge subconsciously and effectively Involvement 2.1 Definitions Astin (1984) defined learner involvement as “the amount of physical and psychological energy that the student devotes to the academic experience” (p 300) Involvement may be solely scholastic, such as devoting considerable energy to studying, spending ample time on campus, or interacting frequently with faculty and other students 2.2 Involvement Roles Until present, there have been numerous evidences that have shown the effective effects of students’ participation on learning process Maznevski (1996) gives out many benefits of class participation including encouraging students to be active participants in classroom activities and encourage them to take responsibility for their learning; encouraging students to prepare for class; encouraging students to reflect on issues and problems that relate to the class; supporting students in developing their communication and presentation skills; enabling students to demonstrate their communication and presentation skills through their interactions with peers and teachers; fostering students’ analytical skills and their capacity to critique ideas and concepts in a supportive environment as well as supporting students in developing their collaborative and team-working skills Discussing about the role of participation, Dr Ken Shore's believe that class participation is an important aspect of student learning When students speak up in class, they learn to express their ideas in a way that others can understand Besides, class participation also is a valuable learning tool for teachers Through students' questions, teachers learn what they don't understand, and can adjust your instruction accordingly I DATA This section describes detailed statistics that have been selected in progress of the implementing this experience Besides, obsered facts on the topics that are generally The Pre- test Table 2.1 The average total scores of the pre-test in the control group and experimental group Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Measure The pre- test Mean Control group Treatment group 13.27 14.27 The Pre-treatment Involvement Test Table 2.2 The average total scores and standard deviations of the pre-treatment involvement test in the control group and experimental group Measure The pre-treatment involvement test Mean Control group Treatment group 68.53 69.13 The Post- test Table 2.3 The average total scores of the post-test in the control group and experimental group Measure The post- test Mean Control group Treatment group 13.37 16.73 The Post- treatment Involvement Test Table 2.4 The average total scores the post - treatment involvement test in the control group and experimental group Measure The post- treatment involvement test Mean Control group Treatment group 68.93 73.3 III ANALYSES AND EVALUATIONS This section presents and discusses analyses and evaluations of practical problems carefully in order to find out the drawbacks which the experience has mentioned Factual Problems Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement The initial average score of the control group and the treatment group for general English test is 13.27 and 14.27 in 25 scores total respectively This score level indicates that the students’ English proficiency is quite slow Besides the average score of the pre-treatment involvement test of the control group is more than average with 68.53 scores and the treatment group’s score is a minor higher with 69.13 It can be seen from the above data that the students’ English proficiency and the students’ involvement are a little bit higher than average Moreover, at a wide range of traditional schools, activites regularly address teacher-centered roles, teachers are responsible for explaining, lecturing or presenting the lessons and students are passive listeners In addition, most of the lessons are designed academically with a heap of bookish knowlegde which is not extremely practical for students The prevailing lessons concentrate on language knowlegde with vocabulary, rules of grammar and seem to neglect communicative skills –listening and speaking skill that are potentially decisive factors to master one foreign language A few lessons or activites are created in order to enhance full development of learners’ essential skills such as, study skill, reading, writing, communication skill Particularly, lessons which are prepared to teach students integratedly practical skills including survial skill, negotiating sdkill, social skill, problem-solving skill have remained remarkably limited The ratio of students participates in learning process is urgently raised as well as their awareness of importance of involvement has become a alarming problem Since they have not deeply understood the integral role of active participation in learning process Students seem to attend passively or in other words, most of them are told to learn and they are not completely eager to learn and participate learning activities in the classroom Drawbacks There have been a small number of teachers who have full awareness of involvement importance as well as development of skills in learning process Therefore, teachers seem not to spending much time on designing interesting activites to attract learners’ participation Additionally, creating fascinating activities to develop students’ skills is the time-consuming task, it requires the teachers have to be patient and hard – working and intelligence IV SOLUTIONS AND SUGGUGESTIONS In this part, solutions as well as suggestions are introduced with the aim of increasing students’ involvement There are some factors which encourage students to participate more actively including positive teachers, supportive classmates, physical setting together with Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement interesting and relevant class content Nevertheless, in this paper, only the last factor is concentrated on analysing and studying and the three ones are in a brief introduction Teachers Understanding teachers make students feel comfortable enough to share their ideas, answer or thoughts because they not fear to be scolded for answering wrongly Teachers should be considerate, enthusiastic, sympathetic and postitive ones In lessons, teachers explain detailedly and carefully so that all of the learners can acquire new knowledge and accomplish their homework Besides, teachers with sense of humor are highly appriciated by majority of students since these teachers could make the learning and participating fun for the learners, make the class more enjoyable to attend Classmates One of methods which stimulates students to participate in the learning process actively is the assessment Students are assessed by their involvement as well as their contributions in learning activities It is the tremendous opportunity to help students to become supportive members These supportive students stimulate their partners to work and cooperate better This makes all of the students attend the class more actively and the whole class could have more involvement the learning process Physical Setting Teams, small groups or pairs are regularly a good opportunity for students to communicate because students seem to feel more comfortable to discuss than they have to stand in front of the whole class to talk, especially shy or introverted students Depending on objective and task of the lesson, class should be divided into suitable types such as individual, pairs, groups or teams Besides, desks in class could rearranged for the each task Interesting and Relevant Class Content Engaging class content is one of most frequent factors mentioned as influencing students’ participation Firstly, to encourage a great number of students to participate in class’ discussion, the content of the lessons are highly compatible with students’ English proficiency In addition, the topic of the lecuture must be truly fascinating and tremendously varied 4.1 Relevant Class Content To design tasks or exercises which are appropriate with students’ English level, Bloom’s Taxonomy is applied carefully There are levels in Blooms Taxonomy, Page | 10 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement 10 It’s time for lunch Would you like a drink? How much was your new shirt? Do you speak English? A Oh good! B One hour C Half past twelve A I don't like coffee B I prefer tea C Coffee, please A It's a red shirt B It was 10 dollar C It was in a shop A No, I'm not B Only a little C Yes, very much For questions 11-14, mark the correct letter A-H on the answer sheet EXAMPLE ANSWER Mechnic: Good morning, Madam What's the problem? Woman: Mechanic: What you mean? Woman: A I'm not sure The brakes aren't working very well 12 Mechanic: I'm sorry We're completely full on C Saturday Woman: I'd prefer the afternoon 11 Mechanic: I see We can probably repair that B easily Can you leave the car now? Woman: B The engine is hard to start in the morning 13 Mechanic: Yes, all right Could you come in the morning? D Woman: Oh! One other thing, how much will it cost? E I work on Mondays Oh Could you it on Monday? Page | 33 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Mechanic: I'm not sure, but probably about £30 Woman: That's fine I'll see you on Monday Answer 11 12 13 PART QUESTIONS 14-17 Read the information about three books and then answer the questions Circle the best answer A, B or C New books this month The Long Night Hard Work Hospital or Cinema? This is David Reilly's first book David This became a writer after exciting story is Joanna teaching English for Jones's twentieth several years Hard Work is about Maha is a nurse Sombat, who works, in northern with his father, a Australia, carpenter, in Thailand where she They work long, hard works in a small hours making tables and hospital One day a baby chairs, but they not is so ill that Maha has to have any money Then dive all night to get her one day a man dressed to the nearest big city all in black buys the They have a lot of most beautiful table in problems getting there the shop and Marcie Jacome, who studies English in London, wrote this story earlier this year Tina is a young Brazilian woman whose dream is to become a doctor She goes to London to study English and medicine but one day she meets a man who asks her to go to the USA with him to become a film star What will Tina do? EXAMPLE ANSWER Which book is about somebody who works with doctors? A The Long Night B Hard Work 14 A C Hospital or Cinema? Which book is by somebody who has written a lot of books? A The Long Night B Hard Work C Hospital or Cinema? Page | 34 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement 15 Which book is about somebody who is very poor? A The Long Night 16 B Hard Work Which book is about somebody who would like to work in a hospital? A The Long Night 17 C Hospital or Cinema? B Hard Work C Hospital or Cinema? Which book is by somebody who worked in a school? A The Long Night B Hard Work C Hospital or Cinema? PART QUESTIONS 18-25 Complete this letter Write ONE word 28 Long Road Brighton 22nd March Dear Pat, I arrived (Example: here) three weeks ago I'm studying at a language school to Brighton The students come 18 many different countries and I have made a lot of new friends There 19 classes for five hours every day I like my teacher very much .20 name is John and he helps me 21 I make a mistake I want 22 visit London next weekend because I 23 going back to my country 24 Monday Can I see you there? Please write to 25 soon Answer: With best wishes from me, 18Maria 22 Answer : 18………………… 19 20 21 22 23 24 25………………… TEST (POST ENGLISH GENERAL TEST) Full name: Class PAPER READING AND WRITING (45 minutes) PART QUESTIONS 1-5 Which notice (A-D) says this (1-3)? EXAMPLE ANSWER You can leave your suitcase here NO SERVICE STATION ON MOTORWAY A DANGER! ICE ON THE ROAD B Teaching Experience 2019-2020 C Police notice road closed C Page | 35 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Joe’s Snack Bar Lowest Price on the Town! PLEASE USE OTHER DOOR D E You must drive carefully here because the road is icy You can eat cheaply here You must not go in this road Answer: PART QUESTIONS 4-6 Read the sentences (4-6) about a birthday Choose the beat word (A, B or C) for each space EXAMPLE ANSWER Nina up early that morning because it was her birthday A stood B woke B C came They got off bus when the stopped outside a small village A doctor B driver C teacher They at the map to check which road to go A look B watch C saw It was lovely place so they down and had a picnic on the grass A sat B put C stood PART QUESTION 7-10 Complete the five conversations Hello Sue This is my boss, Mrs Smith A.How old is she? B How much is it? C How you do? Have you got a ticket? A At the ticket office B Here it is C Yes, please Let go to Brighton tomorrow? A What a pity! B Yes Why not? Page | 36 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement C It doesn’t matter 10 Tell Bell to come upstairs? A That’s right B All right C Is that right? QUESTIONS 11-13 Complete the telephone conversation What does Peter say to James? For questions 11-13, mark the correct letter A-E on the answer part EXAMPLE ANSWER James: Hello, 345920? Woman: E James: No I don’t think so why? Peter: 11 James: Where are they playing? Peter: 12 James: I’d love to come How much are the ticket? Peter: 13 James: Will we have to leave early? Peter: I suppose so There may be a lot of traffic James: What time we should meet? Peter: I will call you again on Friday to arrange the time James: Thanks, Peter Goodbye Peter: Go A Hello, it’s Peter Are you busy on Saturday? B They are free My father gave them to me C In London We can go on my car D My car is very small E I got some tickets for the football- England against France Answer 11 12 13…… PART QUESTIONS 14-17 Read the article about London police and then answer the questions For questions 14-17, mark A, B or C Page | 37 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement THE HISTORY OF THE LONDON POLICE Today there are policemen everywhere, but in 1700 London had no policemen at all A few old men used to protect the city street at night and they were not paid very much About 300 years ago, London was starting to get bigger The city was very dirty and the people were poor There were many thieves who stole money in the street that many people stayed in their home as much as possible In 1750, Henry Fielding started to pay a group of people to stop thieves They were like policemen and were called ‘Bow Street Runners’ because they worked near Bow Street Fifty years later, there were 120 Bow Street Runners, but London had become very big and needed more policemen So in 1829, the first Metropolitan (London) Police Force was started with 3000 officers Most of the men worked on foot, but a few rode horses Until 1920 all police in London were men Today, London police are quite well paid and a few police officers ride horses, the pay is better than the others EXAMPLE ANSWER In 1700, there were? A policemen everywhere C B policemen only in London C no policemen in London 14 In 1700, the men who protected the street were paid A A lot B A little C Nothing 15 300 years ago, many people A came to live in London B wanted to leave London C had a big house in London 16 People did not leave the houses because A the city was not clean B they had no money 17.Of the first 3000 Metropolitan policemen, C they were afraid A all of them rode hors B some of them rode horses C most of them rode horses PART QUESTIONS 18-25 Complete these letter Write ONE word for Page | 38 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement each space (18-25) For questions 18-25, write your words on the answer part 14 Sheffield Road Rotherham 20 May 2019 Dear Mary, I will(Example: be) in London 18 Thursday morning Would you like ……19… lunch 20 me? Write 21……… tell 22 when are you free and where I 23 meet you Hope ……….24 see you 25……… Yours, Joan Answer: 18…………………… 19…………………… 20………………… 21………………… 22…………………… 23………………… 24…………………… 25…………………… The Treatment Involvement Test BỘ CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH THPT Thông tin chung Bộ câu hỏi khảo sát phần nghiên cứu giá trị, có, việc áp dụng thuyết Đa thông minh dạy học tiếng Anh cho học sinh THPT Các thông tin cá nhân nội dung câu trả lời bạn hoàn toàn bảo mật người nghiên cứu Bạn nên trả lời sau đọc câu hỏi lựa chọn câu trả lời với thực tế thân Thông tin cá nhân người khảo sát a Họ tên: ……………………………… b Lớp: ………………………………………… c Giới tính:………………………………… d Số năm học tiếng Anh: …………………… Câu hỏi khảo sát Hãy đọc câu vịng trịn vào sơ cột có câu trả lời tương ứng gần với thực tế thân bạn Tôi học đầy đủ Không Hiếm bao Thỉnh thoảng Thường Luôn xuyên Page | 39 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Tơi trả lời câu hỏi yêu cầu Tôi phát biểu biết câu trả lời Tôi làm theo yêu cầu giáo viên lớp 5 Tôi ghi chép đầy đủ Tôi lắng nghe giáo viên giảng cách nghiêm túc Tơi tích cực tham gia hoạt động làm việc theo nhóm hay làm việc theo cặp Tôi tận dụng hội để giao tiếp Tiếng Anh với bạn Trong lớp học, tơi nói tiếng Anh nhiều 10 Ngày nay, Tiếng Anh ngoại ngữ quan trọng 11 Tôi chuẩn trước đến lớp cách chu đáo 12 Tôi thường hỏi giáo viên không hiểu 13 Tôi thường ghi chép lại lỗi nhóm khác hay cá nhân khác để rút kinh nghiệm 14 Tôi thường tích cực hồn thành nhiệm vụ giao 15 Tôi tham gia đầy đủ buổi học khóa phụ đạo 16 Tôi chăm học giáo viên yêu cầu 17 Tôi đọc sách tiếng Anh Page | 40 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement 18 Tôi xem phim chương trình TV tiếng Anh 19 Tôi nghe nhạc tiếng Anh 20 Tôi thực hành tiếng Anh với bạn tham gia câu lạc tiếng Anh References Astin, A W (1984) Student involvement: A developmental theory for higher education Journal of College Student Personnel, 25, 297-308 Bean, J.C and Petersen, D (n.d) Grading Classroom Participation, [Online] http://www.csufresno.edu/academics/documents/participation/grading_class_partic ip ation.pdf, Accessed 3rd May 2016 Fredrick & Dean Effects of Student Participation in Classroom Decision Making on Attitudes, Peer Interaction, Motivation, and Learning Journal of Applied Psychology 1980, Vol 65, No 1, 74-80 https://sciencing.com/five-characteristics-scientific-method-10010518.html Knight, D (2008) “A Useful Strategy for Assessing Class Participation”, Faculty Focus, [Online] http://www.facultyfocus.com/articles/educationalassessment/educationalassessment-a-useful-strategy-for-assessing-classparticipation/, Accessed 3rd May 2016 Lai, K (2012) ‘Assessing participation skills: online discussions with peers’, Assessment & Evaluation in Higher Education, Vol.37, No.8, pp 933-947 Also available online: DOI: 10.1080/02602938.2011.590878 Lombardi, M.M (2008) Making the Grade: The Role of Assessment in Authentic Learning, [Online] http://net.educause.edu/ir/library/pdf/ELI3019.pdf, Accessed 3rd May 2016 Maznevski, M (1996) ‘Grading Class Participation’, Teaching Concerns: A newsletter for faculty and teaching assistants, [Online] https://tlc.temple.edu/sites/tlc/files/resource/pdf/GradingClassParticipation%5BAc cess ible%5D.pdf, Accessed 3rd May 2016+ University of New South Wales (n.d.) Grading Class Participation, [Online] https://teaching.unsw.edu.au/assessing-classroom-participation, Accessed 3rd May 2-16 Yin, D., & Lei, S A (2007) Impacts of campus involvement on hospitality student achievement and satisfaction Education, 128(2), 282-293 Page | 41 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Images of students’ Involvement in classes The lesson which is used with MI-based teaching The lesson which is not used with MIbased teaching The lesson which is used with MI- based teaching Page | 42 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement The lesson which is used with MI-based teaching The lesson which is not used with MI -based teaching The lesson which is used with MI -based teaching Page | 43 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement The lesson which is not used with MI based teaching The lesson which is used with MI -based teaching The lesson which is used with MI -based teaching Page | 44 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement The lesson which is used with MI -based teaching The lesson which is used with MI –based teaching Page | 45 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement II SIGNIFICANCE The results of the present experience show the effect of MI-based teaching on EFL high school students’ involvement, these following recommendations can be made for instructional practice These pedagogical implications need to be taken with a great awareness by instructors As mentioned above, the using MI-based lessons made significant contributions to students’ English proficiency with score increase Therefore, one possible implication is that teachers should design more MI-based lessons, which seem to be suitable to the students’ innate intelligences and straightforward for students to understand If MI-based lessons are prepared carefully and interestingly, students’ strengths will be certainly explored more and more effectively Additionally, after implimenting this paper, the writer have had full awareness of MIs’ crucial role in teaching and learning process Therefore the writer always tries to observe and evaluate exactly about each student’s strengths, which helps the teacher to design the suitable MI-based lesson plans for many students in the class More particularly, lessons seem to more fascinating for students to attend class more actively, in other word, learners are more eager to participate the activities and learning procedure SUGGESTIONS Because of the limited number of participants and activities, some suggestions are proposed for further research The first suggestion is that the next experience should be carried out with larger numbers of participants and more than nine MI-based activities if there is more time As a result, the experience would be more effective, reliable and convincing Next, in this experience, only one grade is taught with the MI-based lessons therefore, another suggestion is that these MI-based activities should be used in a wide range of levels from primary education to upper-secondary education Particularly, high school students’ involvement is quite low in general Therefore, teachers should focus on its importance to students by proposing good models whose involvement are so successful in career as well as in studying When teachers inspire students to improve themselves, they will definitely remarkable process In short, despite the above shortcomings, it is hoped that it will contribute to the success of students’ English proficiency and students’ involvement Therefore, it can help students and give them encouragement as well as knowledge they need for their involvement Page | 46 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Page | 47 Teaching Experience 2019-2020 ... involvement Page | 46 Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement Page | 47 Teaching Experience 2019-2020 ... between MI and aspects and their role in second and foreign language Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement learning... going better and better with learners’ increasingly active involvement Page | Teaching Experience 2019-2020 MI-based Teaching Methods and Its Effects on EFL Grade 10 Students’ Involvement PART CONTENT