BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH Sinh viên : Khoa Thanh Tâm Giảng viên hướng dẫn: Th.S Bùi Thị Mai Anh HẢI PHÒNG 07– 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- APPLICATION OF ACTIVE LEARNING STRATEGIES TO ENGLISH CLASSES IN PRIMARY SCHOOL KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH : Khoa Thanh Tâm Sinh viên Giảng viên hướng dẫn: Th.S Bùi Thị Mai Anh HẢI PHÒNG 07 – 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Khoa Thanh Tâm Mã SV: 1412402087 Lớp : NA1802 Ngành : Ngôn Ngữ Anh Tên đề tài: Application of active learning strategies to English classes in primary school i NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp …………………………………………………………………………………. Các tài liệu, số liệu cần thiết …………………………………………………………………………… ……. Địa điểm thực tập tốt nghiệp ………………………………………………………………………………….
ii CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên : Bùi Thị Mai Anh Học hàm, học vị : Thạc sĩ Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: Application of active learning strategies to English classes in primary school Đề tài tốt nghiệp được giao ngày 30 tháng 03 năm 2020 Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Khoa Thanh Tâm Th.S Bùi Thị Mai Anh Hải Phòng, ngày 01 tháng 07 năm 2020 HIỆU TRƯỞNG iii CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên: Bùi Thị Mai Anh Đơn vị công tác: Trường Đại học Quản Lý và Công Nghệ Hải Phòng Họ và tên sinh viên: Khoa Thanh Tâm Chuyên ngành: Ngôn Ngữ Anh Nội dung hướng dẫn: Áp dụng những chiến lược học chủ động vào các lớp học tiếng Anh ở trường tiểu học 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm.
Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 iv CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:. Họ và tên sinh viên:. Đề tài tốt nghiệp:. Phần nhận xét của giáo viên chấm phản biện.
Những mặt còn hạn chế. Ý kiến của giảng viênchấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm. QC20-B19 Giảng viênchấm phản biện (Ký và ghi rõ họ tên v TABLE OF CONTENTS ABSTRACT…………………………………………………………………….i ACKNOWLEDGEMENTS……………………………………………………ii LIST OF ABBREVIATIONS…………………………………………………iii LIST OF TABLES AND FIGURES………………………………………….iv PART I: INTRODUCTION…………………………………………………. Aims of the study…………………………………………………………….
Scope of the study…………………………………………………………. Structure of the study…………………………………………………………3 PART II: DEVELOPMENT………………………………………………….5 CHAPTER 1: THEORETICAL BACKGROUND…………………………. An overview of active learning strategies……………………………………. Definition of active learning and active learning strategies……….
Definition of active learning…………………………………. Definition of active learning strategies………………………. The basic elements of active learning strategies. Active learning strategies design model.
Active learning strategies framework. Active learning strategies time model. Active learning activities. Visual organizing activities.
Advantages and disadvantages of active learning strategies. Advantages of active learning strategies. Disadvantages of active learning strategies. 17 vi CHAPTER 2: METHODOLOGY.
Survey research method. Data collection instruments and procedures. Frequency of Active learning strategies usage………………………30 3. Effectiveness of Active learning Strategies in primary students in English class……………………………………………………………………32 3.
Aspects to consider of Active learning Strategies in primary students in English class……………………………………………………………………34 CHAPTER 3: FINDINGS AND DISCUSSION. The categories of teacher and child actions observed during periods when the whole class was gathered together at English classes in Primary school…………………………………………………………………………. The categories of teacher and child actions observed during small group time at English class in Primary school…………………………………37 1. Impact of Active learning Strategies in Students’ characteristics….
How to apply the teaching techniques based on active learning for good learner characteristics?. Should we use Active Learning in an Online Class?.41 PART III: CONCLUSION…………………………………………………. Barriers and remedial measures for using active learning strategies………………………………………………………………………. Recommendations to teachers in Active learning at Primary school………………………………………………………………………….
Recommendations to students in Active learning at Primary school…………………………………………………………………………. 49 viii ABSTRACT Quality of teaching and learning, particularly in Primary school, is a subject of increasing importance and attention by public opinion in general. It is because primary schools deal with young learners aged 6-12 years and this period is believed as the best moment to gain knowledge. It is in line with the basic principle stating that young learners can learn English better.
Teaching and learning English in primary schools provides both benefits and challenges. If the schools have the sufficiency of English teachers, media, and textbooks, will they be ready to teach English? And if school is ready, what about the students’ proficiency level? Understanding these problems, this study has been developed to introduce the whole new strategies: Active learning strategies. The aim of the research presented in this paper is to observe outcomes of utilizing from active learning strategies in Primary school and help people understand the application of Active learning strategies in teaching and learning process. Various methods, ideas and researches are discussed in order to acquire information about how to use active learning activities, technology tools and multimedia to help enhance the atmosphere of the classroom and engage students in two aspects – doing things and thinking about the things they are doing.
This study analyses the effects that some Active learning strategies and instruments have had in changing the classroom environment. Through active learning activities and modeling by the teacher, students changed the traditional role as passive receptors and learn and practice how to apprehend knowledge and skills and use them meaningfully. A variety of strategies, namely conceptual questions, group projects, reading tasks, assignments with tutorial review, problem solving and a platform of e-learning is used. These strategies have been used in English classes of Primary school in Haiphong city.
After completing the course, which is lasted for 3 months, students were asked to compare the course and the process with previous ordinary courses and evaluate it. Although the study is in its early stages the results are promising. It appears that students ix are more engaged in the classroom, more interested in the subjects that are taught. However some strategies had not been well understood by the students and so it will be necessary to reformulate them.
But, in general, the results indicate that the reactions of the students about those innovative strategies are quite positive. In line with this purpose, the present study was carried out with 40 students in English class studying at Primary school. Activities based on active learning were used in the treatment group, while teacher-centered instructional methods were used in the control group. The data in the study were collected using the ‘attainment test’ and ‘attitude scale’ for English lesson.
The purpose of the study is to investigate the impacts of active learning and teacher-centered instruction on learners’ academic attainment, attitudes and retention of what is learned. x ACKNOWLEDGEMENTS Foremost, I would like to send my special thanks to Ms. Bui Thi Mai Anh, M. my enthusiastic thesis advisor, for her encouragement and direction.
Her care and spirit of open-minded thought have been a great inspiration and guidance for me. Without her help it would have been difficult to finish my graduation paper. Additionally, I would not have been able to finish my thesis without the valuable support of all the teachers at the Department of Foreign Languages of Hai Phong Technology and Management University for the useful lectures, helpful support and encouragement throughout four years of my studies. I would like to give my heartfelt thank for all that you’ve done for me.
Last but not least, I cannot express enough my gratitude to my family and friends. I have received a lot of assistance, guidance, and encouragement from them in the process of doing the graduation paper. xi LIST OF ABBREVIATIONS No. Abbreviation English full name Vietnamese Meaning 1 Eg For example Ví dụ 2 P Page Trang 3 etc et cetera vân vân xii LIST OF TABLES AND FIGURES No Name Content Page 1 Picture 1 ENGAGEMENT PYRAMID adapted from National Training Laboratories.
Maine 2 Picture 2 A balance of four trends (Paul Nation 2001) Castle Top model (L. Dee Fink, 3 Picture 3 2003) 4 Picture 4 BOOKEN MODEL for class design Adapted from Thinking Together: Collaborative learning in Classroom (Harvard University, 2003) 5 Picture 5 Spectrum arranges active learning techniques by Chris O’Neal and Tershia 6 Table 1 General methodology of design research (Vaishnavi and Kuechler, 2004/07) 7 Figure 1 Breakdown of responses based on discipline for English class taught in Active learning Strategies 8 Figure 2 Proportion of Active learning Strategies usage. 9 Figure 3 Frequency of Active learning Strategies usage 10 Figure 4.1 Effect of Active learning Strategies 11 Figure 4.2 Effect of Active learning Strategies 12 Figure 5 Agreement of Active learning Strategies 13 Figure 6 Test results in English active learning class xiii PART I: INTRODUCTION 1. Rationale Children between three and fourteen years of age are at the optimal age for learning foreign languages.
Children have brains, which are more active, connected, and flexible than adults. If it is acquired after the optimal period, it will become more challenging to learn the language. There have been many common controversy rages by parents is over which of the many different ways of transferring knowledge from teacher to student helps the student at the optimal age learn English effectively, get better pronunciation and fluency. Teaching English in primary schools will give more advantages rather than the disadvantages.
The benefits are in terms of awareness, language aptitude, time, and confidence: Learning in their age is going natural, exciting and enjoyable; they are self-confidence; in primary schools, the students have more time to learn the foreign language instruction… Teaching English in primary schools is not easy. Students may come with excellent English; the others may know nothing about English at all. There are some challenges: several characteristics of young learners are active, self- centered, get bored easily, and find difficulties to differentiate the concrete and abstract things; teaching materials are not attractive, there is a pedagogy competence dealing with the proper use of teaching strategies… Several new learning strategies are applied in language teaching and learning. However, the teachers may find it challenging to introduce those strategies for several reasons.
English in Indonesia becomes one of the foreign languages that are taught in the schools besides local and national languages. From simple techniques that get students involved in lecture to complex assignments that incorporate critical thinking and problem solving, active learning strategies increase student learning and develop instructor flexibility with diverse learning environments. Active learning includes any activity or approach that makes students engage the material through meaningful activities that promote active learning 1 as “instructional activities involving students in doing things and thinking about what they are doing” (Bonwell and Eison, 1991). Such activities occur in the classroom during instruction and involve all students.