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. 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. 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. 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. vi LIST OF ABBREVIATIONS.
vii LIST OF TABLES. viii LIST OF FIGURES. Research Aim and Objectives. Scope of the Study.
Significance of the Study. Structure of the Study. Reading Learning and Teaching. Computer-Assisted Language Learning (CALL).
Programs and Functions of Hot Potatoes. Features in Hot Potatoes. Strengths and Weaknesses of Hot Potatoes. Semi-structured interview.
Data Collection and Analysis Procedures. Reliability and Validity. RESULTS AND DISCUSSION. Students’ Perceptions of Hot Potatoes.
Results from the Questionnaire. Results from the Interview. Students’ Practices of Hot Potatoes. Results from the Questionnaire.
Results from the Interview. Results from the Observation. Summary of Key Findings. Suggestions for Further Studies .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. Micro skills of Reading Comprehension.
Types of exercises in Hot Potatoes. Students’ perceptions of Hot Potatoes. Students’ practices of Hot Potatoes. 63 ix LIST OF FIGURES Figure 2.
A Model of Reading Comprehension. Data collection and analysis procedures. Theoretical Reasons English as a compulsory subject taught at all education levels in many countries worldwide, including Vietnam. In Vietnam, the pursuit of English proficiency has become a national priority, reflecting the global significance of the language.
English is considered a gateway to international opportunities, and the Vietnamese education system has adapted to meet the demands of a rapidly globalizing world (Harahap, 2012; Cakici, 2020). English learning begins early in Vietnamese schools, with a structured curriculum that aims to develop students' listening, speaking, reading, and writing skills. Concerning English learning in the high school context, high schools in Vietnam play a pivotal role in shaping students' English proficiency, as they prepare for higher education and future careers. English is a mandatory subject in high school, and the curriculum focuses on building advanced language skills.
The emphasis is not only on linguistic competence but also on fostering critical thinking and communication abilities in English (Huckin et al. High school English teachers strive to create an immersive learning environment, incorporating diverse teaching strategies to engage students. Despite constraints, efforts are being made to introduce modern teaching tools and technology to enhance the quality of English education. The ultimate goal is to equip Vietnamese high school students with the language skills and cultural awareness needed to navigate a globalized society and contribute to Vietnam's development on the international stage.
When acquiring any foreign language, learning reading comprehension is a cornerstone, playing a pivotal role in fostering a comprehensive and nuanced understanding of a language. Therefore, teaching reading comprehension is the key of any curriculum. The landscape of teaching reading comprehension has undergone a profound transformation, moving away from traditional methodologies towards communicative contemporary (Pan & Wu, 2013; Pan & Huang, 2019). In the traditional 2 paradigm, reading comprehension often involved rote memorization, decoding of isolated vocabulary, and passive absorption of information (Jin & Cortazzi, 2014; Pan & Wu, 2013).
However, recognizing the evolving needs of learners and the demands of the modern world, educational practices have shifted towards more student-centered and interactive strategies (Gomleksiz, 2017; Ning, 2017). Accordingly, communicative methods have emerged as powerful tools for teaching reading comprehension, transforming the traditional approach into an interactive and dynamic learning experience (Brown, 2017). Unlike conventional methods that often focus on decoding and memorization, communicative methods prioritize the use of language for authentic communication and meaning-making (Suh, 2019). Central to these methods is the concept of interactive reading, where students actively engage with the text through discussions, collaborative activities, and real-life applications.
This approach recognizes that language is a living, communicative tool rather than a static set of rules. According to Tsai (2019), by fostering an environment where students can express their thoughts, opinions, and interpretations, communicative methods promote a deeper understanding of the material. Technology integration is a key aspect of communicative methods. Technology plays a significant role in contemporary reading instruction (Pan & Wu, 2013; Gomleksiz, 2017).
Digital tools, multimedia resources, and interactive platforms enable educators to create immersive reading experiences. These methods not only cater to diverse learning styles but also foster a love for reading by making it a dynamic and participatory process. Additionally, collaborative learning, discussions, and real-world applications are integrated into contemporary approaches, fostering a deeper understanding of the text and enhancing critical literacy skills (Ning, 2017). As stated, in the evolving landscape of language education, technology has become an invaluable ally, enriching traditional teaching methods and providing innovative avenues for interactive learning.
One such tool that has garnered attention 3 in language classrooms is Hot Potatoes, Produced by Half-Baked Software, Inc., —a versatile suite of quiz authoring tools designed to create interactive and engaging exercises. Beyond its application in various language skills, Hot Potatoes has proven particularly effective in the realm of teaching reading, offering educators dynamic ways to enhance comprehension and critical thinking (Ghorbanpour, 2018). Hot Potatoes provides educators with the capability to design customized reading exercises that go beyond static texts, incorporating interactive elements such as multiple-choice questions, gap-filling activities, and matching exercises (Vargas & Monge, 2014). This interactive format not only captures students' attention but also actively involves them in the learning process.
Reading lessons, traditionally confined to passive absorption of information, are transformed into dynamic experiences where students can interact with the text, respond to questions, and receive immediate feedback (Sadeghi, 2015). Owing to the benefits of Hot Potatoes, the researchers performed the studies exploring the use of hot potatoes in English language teaching and learning. For instance, Putri's (2014) research delved into the application of Hot Potatoes in reading instruction. The findings demonstrated that integrating the Hot Potatoes program not only facilitated students' learning processes but also heightened their motivation to learn.
In a study by Zinaga (2014), students' perceptions regarding the utilization of Hot Potatoes were examined. The data analysis revealed universally positive feedback from all participants, indicating a favorable reception of Hot Potatoes in the learning environment. Similarly, Ghorbanpour's (2018) investigation explored the implementation of Hot Potatoes to enhance paragraph writing skills. The outcomes indicated that integrating Hot Potatoes into paragraph writing activities offered students valuable opportunities to grasp and reinforce the nuances of rhetorical structure.
To sum up, previous studies indicated the positive impacts of using hot potatoes on different aspects of language learning, including reading (Erben et al., 2019) and students’ positive perceptions towards hot potatoes. Contextual Reasons 4 When it comes to teaching reading at Nguyen Du High School, English teachers have been experimenting with various instructional methods to enhance students' reading abilities. The objective is to enable students to comprehend and analyze written texts with ease and effectiveness. The broader aim includes advancing the students' core skills—listening, speaking, reading, and writing.
The teachers aim to introduce texts that encompass novel ideas, facilitating students in utilizing and building upon their existing knowledge to comprehend texts and acquire more information on the subjects. Additionally, efforts are directed towards assisting students in expanding their vocabulary within context, learning new words, and introducing them to new grammatical structures and challenges, thereby aiding students in understanding and mastering these linguistic elements. Among different techniques, Hot Potatoes has been employed as a tool to support students’ reading learning. The preliminary study indicates the positive impacts of using Hot Potatoes on students’ reading performance illustrated by their increase in test scores.
