Sáng kiến kinh nghiệm ICT in english language teaching

 SỞ GIÁO DỤC VÀ ĐÀO TẠO VĨNH PHÚC
 TRƯỜNG THPT NGÔ GIA TỰ 
 BÁO CÁO KẾT QUẢ r
NGHIÊN CỨU, ỨNG DỤNG SÁNG KIẾN
 Tên sáng kiến: ICT IN ENGLISH LANGUAGE TEACHING
 Tác giả sáng kiến: Nguyễn Thị Nhung – Tổ Văn – Ngoại ngữ
 Mã sáng kiến:
 Năm học: 2019 – 2020
 January 2017 LIST OF ABBREVIATIONS
ICT Information and Communication Technology
 Ss students
 T teacher
 2. The study title: ICT in English Language Teaching
3. The author: 
 - Nguyen Thi Nhung
 - Ngo Gia Tu High School
 - Mobile phone: 0987483683 
 - Email: hongnhung22281@gmail.com
 4. The investor for the study: The author
 5. The field applied: Using technology in teaching English at secondary schools
 6. Date of implementing the study: 30 September 2019
 7. Conditions needed for the implementation of the study:
 - Language classrooms
 - Modern language teaching and learning devices
 8. Expected benefits from the study:
 - Promoting students’ participation and motivation in language learning
 - Improving the effectiveness of language lessons
 9. List of participants:
 - Students from 3 classes 12A3, 12A4, 12A8 at Ngo Gia Tu High School
 2 hand for a long time in education, particularly in language teaching and have 
 contributed as teaching tools in the language and second language classroom.
 There are the benefits of the use of ICT in language learning:
1. Images can be easily used through ICT in teaching and improving student retentive 
 memory. 
2. Teachers can easily explain complex instructions through ICT, and ensure 
 understanding for students.
3. Teachers can create engaging classrooms through ICT, and make the lessons more f
 un, which could increase student participation and concentration. 
4. ICT can speed up the process of language learning by offering additional resources 
 outside the classroom for practice.
5. Understanding real life, virtuality reality. There is little doubt that language teaches
 need to concentrate on language use, and ICT makes it easy for us to do so, especia
 lly after using the internet as an educational tool. Bringing a sense of reality also 
 helps to make learners less dependent and helps promote their autonomy. Of course 
 this has created an intense demand on the teacher to be selective (to tell the trees 
 from the forest) and to adapt the wide variety of resources at hand to the variety of 
 students.
6. Meaningful learning, through the use of ICT teachers can demonstrate that it 
 provides the material in real life. Students get a clear visualization of the material 
 being taught.
7. The teachers will certainly find teaching tips and strategies that may boost and 
 improve their teaching.
 Although ICT is very helpful in increasing the learning process, the use of ICT in 
 the field of language learning also has some drawbacks:
 4 as a whole benefit from seeing the ideas on the board. All the students gets to learn 
about new bunch of ideas that the participants are typing.
I.2.3. Kahoot!
Kahoot! is a game-based learning platform, used as educational technology in 
schools and other educational institutions. Its learning games, "Kahoots", are 
multiple-choice quizzes that allow user generation and can be accessed via a web 
browser or the Kahoot app.
For teachers
 - assign kahoots as homework to make it awesome
 - turn learners to leaders: encourage students to create kahoots
 - reinforce learning
 - save time on correcting assignments (students get instant feedback)
 - assess learning progress in real time
For students
 - join classroom kahoots
 - play quizzes on your own to train your superpowers
 - challenge your friends for some competition
 - create your own games for fun or as school projects
I.2.4. Google Forms
Google Forms
Google Forms is a free online tool from Google which allows users to create forms, 
surveys, and quizzes as well as to collaboratively edit and share the forms with 
other people. Educators can use Google forms to assess their students at the 
beginning of the class and gauge pre-existing knowledge. Furthermore, Google 
 6 Lumen5 is used in Warm-up activity. The teacher aims to get Ss to know the topic 
of the lesson. Ss can get the idea authentically. The video also stimulates Ss to get 
ready fro the lesson.
4.2. Mentimenter
The teacher uses this tool in Pre-listening activities.
 4.3. Kahoot!
Kahoot is used in while – listening activity. Ss listen to the recording and then give 
their answer by taking part in Kahoot quiz. I appreciate having Kahoot! As investor 
in the education sector. My role is far more complex than just teaching English to 
my students. I need to encourage interest, build trust and build future leadership. I 
am thrilled to have a tool that helps me with all of that and more. It is exciting to 
see these students speeding up their learning and closing their academic gaps. I 
appreciate opportunities for global and authentic learning, because we are not just 
here to close gaps in academic skills.
4.4. Google Forms
The teacher uses this tool in while-listening activity. Ss listen to the recording and 
then do a multiple choice exercise. Forms is a convenient technology in the 
classroom tool for bringing together information from a large set of individuals and 
displaying that information in a way that makes it easy to use. By using Google 
Forms, Ss can give their answers in a creative way quickly.
III. A design brief
 ENGLISH 12 (THE NEW TEXTBOOKS)
 UNIT 2: URBANISATION
 LESSON 5: LISTENING
I. Objectives:
 8 WHILE- -
LISTENING - T asks Ss to listen to - a T Ss
Activity 3 talk about urbanization 
 and choose the best title 
(10mins) - Group work
 for it
 - T plays the CD two ICTtool: Kahoot
 times
 - T Ss
 - T gets feedback from 
 SS by asking Ss to take 
Activity 4 part in a Kahoot quiz. 
 -
 Ss are allowed to use a 
(13mins) - Pair work
 smartphone to give their 
 answer.
 - T asks Ss to read the- Individually ICT tool:Google 
 instruction and the forms
POST– questions in activity 4 - Group work
LISTENING - T asks Ss to guess the 
 answers
(8 mins)
 - T plays the CD 2 times
 - T asks Ss to give their 
 answers by submitting 
 them on the Google 
 classroom.
COMMENTS 
 - T asks Ss to read the 
– 
 statements in Activity 4 
HOMEWORK
 10 CONCLUSION
With the assistance of ICT tools which are freely available on the Internet, can 
make the second language teaching a productive one. It becomes advantageous for 
teaching a foreign language in the hands of creative and knowledgeable language 
teachers. 
ELT has now entered the evaluation period in which new inventions enter our day-
to-day activities.The elements mentioned above have an impact on the learning 
path, especially in English language teaching. Thus, it is shown that due to the 
influx of technologies, ELT has evolved to a greater extent.
 12 APPENDIXES
 ii https://docs.google.com/forms/d/e/1FAIpQLScawHy2Df78dTW2XRUJbB_PtV_7jTmiSUHuJsylyeLLxNd4
Ow/viewform
 iv