(SKKN 2022) Using Internet-based websites to optimize English learning capability of Yen Dinh 3 high school students at home

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT YÊN ĐỊNH 3

SÁNG KIẾN KINH NGHIỆM

USING INTERNET- BASED WEBSITES TO OPTIIMIZE
ENGLISH LEARNING CAPABILITY OF YEN DINH 3 HIGH
SCHOOL STUDENTSS AT HOME

Người thực hiện: Nguyễn Thị Nga
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Yên Định 3
SKKN thuộc lĩnh vực (môn): Tiếng Anh

THANH HOÁ NĂM 2022
1


Contentts
Contentts.....................................................................................2
.....................................................................................................2
1- PREFACCE................................................................................2
1.1. REASONS FOR CHOOSING THE THEME:............................2
1.1.1. Basis of theory:...........................................................2
1.1.2. Basis of practice:.........................................................2
1.2. AIMS OF THE RESEARCH....................................................3
1.3. OBJECTS OF THE RESEARRCH...........................................4
1.4. METHODS OF THE RESEARCH...........................................4
2.CONTENTS................................................................................5
2.4.RESULTS OF THE RESEARCH.............................................16

3.CONCLUSION AND SUGGESTIONS..........................................17
3.2.SUGGESTIONS..................................................................17
REFERENCES..............................................................................18


1- PREFACCE
1.1. REASONS FOR CHOOSING THE THEME:
1.1.1. Basis of theory:
Nowadays, the Internet has significantly changed how we communicate with
one another, along with how we access, share and facilitate information. In this
context, youngsters show their most agile and sensitive access to a plethora of
digitalized open-source data. This very fundamental uplifting change questions
the roles of schools for a new function. As a person who works in the field of
education, a teacher needs to be flexible with the way they convey their ideas to
students. The issue is not only about how to use technology to teach, how to take
advantage of it as a tool, but about how teachers acknowledge the way the world
is already developing and understand the significance of online literacy and the
role that collaboration and online engagement plays in students’ learning career
and their future work environment.
Within a countryside environment where the access to smart devices has just
been spreading on a large scale recently, many schools still prefer to rely on
traditional methods of teaching, without admitting that the possibilities opened
when technology is brought into the classroom are endless. Yet the COVID-19
crisis warns us about any unexpected scenarios that could happen, and that we
need to be ready, and prepare to change.
English is a language- a bridge of communication, and helping students learn to
use this new code (other than Vietnamese) to convey their inside ideas is
enormously difficult just in on-campus teaching. To be good at English, learners
should immerse themselves in different ways, should know how to expose and
approach the world news out there, pick up what interests them and dig more

deeply into it. This is all the beginning. Their self-education skills and habits
become vital, which is to combine and support, not oppose their school learning.
Based on these above-mentioned contexts, I decide to choose “Using Internetbased websites to optimize English learning capability of Yen Dinh 3 high
school students at home” as the theme to contribute my ideas.
1.1.2. Basis of practice:
Although online learning is a revisited topic and highly-recommended solution,
there are not many good suggestions for teaching online, which is learning
online having the teacher involved. Because we need to objectively admit that
(1) online teaching is not synchronized with the school’s official agenda; (2) it is
not effective randomly because teachers do not control students' learning, (3)
teachers do not get paid for online teaching. However, easily dismissing the idea
without noticing about the various ways of teaching and considering their
benefits to our students can limit us from some possibilities to improve our jobs
and students’ quality of learning English.
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Therefore, at the beginning of March, I did a survey participated by 73 students
in 3 classes of 12B7, 12B8 and 12B9 of Yen Dinh 3 High School, to study the
Internet habits and effectiveness of online learning among this group. And below
are some survey results:

Firstly, the time for surfing Internet among grade-12 students was relatively
stable. Almost one half of the participants was reported to keep online for about
3 hours or more per day, the other half used the range of 1-2 hours. Only 5
students asked used the Internet for less than 1 hour a day.

Secondly, the most popular platforms among students included Facebook,
Youtube and Zing MP3. Meanwhile, about 35% of the students came to
Facebook first when accessing the browser. This shows that the Internet was

often seen as an entertainment tool, rather than learning one.

Third, nearly 70% used the Internet for learning purpose, but only a half said
that their method is effective.
1.2. AIMS OF THE RESEARCH
As an English teacher with over ten-year experience, I have continuously been
wondering and researching the techniques to better the quality of teaching
English. Knowing that the students’ psychophysiology is doing what they fancy,
enjoying new things, putting their noses on pleasure rather than studying, I have
3


-

been trying my best to offer them lectures in which they can work for both study
and relaxattion.
Demonstrating that the teacher's role in interacting and teaching online with
students is necessary and important
Analyze the impact of interactive online learning with teachers on students
Suggest some effective methods for teachers in promoting student learning
through the internet
Help students create a new breakthrough in revision for the National High
School Exam,
I have been trying my best to offer them beyond on-class lectures which was the
reason why I chose the internet as a modern platform to help students effectively
practice their English and have more motivation in their studying. This
technique has been applied for more than four months since 2021 and in the first
step, I can see its promising future. Therefore, I decisively exchange my
initiative experience with my colleagues.
1.3. OBJECTS OF THE RESEARRCH

In each lesson of English grade 12, I prepared 50 multiple-choice questions for
my students to review their knowledge about this unit. And now I decided to use
it as the main material for my research, to assist the online reviewing process.
In this report, I will take Unit 14’s questions package to be an example, so that
the process can be explicitly understood.

-

-

1.4. METHODS OF THE RESEARCH
During the application process, I used some applications and websites as
followed:
Zoom: to open online meetings (teaching through powerpoint lecture) and play
Kahoot!
Kahoot.it: an online multiple-choice game played in a group setting, boosting
students' language reflexes and ability to remember lessons. I use this game to
help students master the latest lessons. It can also increase the wholesome
competition in learning and change the class atmosphere and students’ attitudes.
This is also a good way for me to measure students' participation in the online
learning process.
Facebook (Messenger): Social media platform to create an open space for
discussion and Q&A on the topic that has been learned at class or through
Zoom. (I focus on one main function of Facebook is Messenger)
Youtube: where materials are provided with audio and video. After the
discussion about the subject, I attached interesting and useful youtube links for
students to refer to.
SHub classroom: Releasing tests, review questions, and measure students’
performance.
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2. CONTENTS
THE RATIONALE FOR ONLINE TEACHING
Before going to detail content of the idea, some definitions meaningfully
contributed to the initiatives and should be cultivated:
2.1.

First, teaching online here can be considered online tutoring which is the
process of tutoring in an online, virtual, or networked, environment, in which
teachers and learners participate from separate physical locations. Aside from
space, literature also states that participants can be separated by time. It
especially includes both the first-hand teaching style through video meetings,
but also any interactions with them through text chat and question posts…
Meanwhile, reviewing activities constructed are those that help students with (1)
their specific lesson from class, (2) their general knowledge related to every
English grammar unit and also (3) the one that is useful for them in practice as
well their upcoming National Examination. Therefore, the knowledge that has
been transferred by the teacher can range variously from the textbook to
extended material of assistance.
As a highlight, the initiatives in this research were based on theory related to
Online learning communities Idea (OLC). As being seen by many other
researchers, learning is often conceptualized as an activity merely taking place
in school settings. Säljö (2000) asserts that learning within an institutional
setting can be seen as a complement to all forms of learning. People are
participants who may collaborate in practices like school, at work, and in their
spare time. Lave and Wenger (1991) describe the process of legitimate
peripheral participation, in which participants becomes full member within a
community of practice. Therefore, learning is here understood as a situated
activity. In social practices of online learning, learning can be divided into

educational learning, professional learning, and learning on basis of shared
interest. The use of the two factors, participants and environment, can further
elaborate the participants’ activities in practice.
2.2. EMPIRICAL REVIEWS BEFORE APPLYING THE EXPERIENCE
INITIATIVES
Practicing English at home is a difficult task that can sometimes be vague and
ineffective. Learners must make a constant effort to understand, produce and
manipulate the target language. Games are highly stimulating thanks to their
both amusement and challenges, social media and the online test is friendly to
them thanks to the interactive communication and transparency. In addition, they
can use the language more empirically.
- The way you can convey knowledge through the Internet is diverse. You can
combine games and online video calls and quick tests and video watching and
Q&A… anywhere, anytime.
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- Instead of struggling with a wide range of information, having teachers help
them to initially get familiar with the online environment, as well as provide
them with available learning materials is a very fresh start for students.
- Of course, students can now combine and take the best use of conventional and
new methods of learning English, which can improve their learning ability the
quickest.
- By creating habits to access the Internet for learning instead of entertainment,
students can change their mindset and come close to the effective online selfsearching and self-learning process in the future.
2.3. THE EXPERIENCE INITIATIVE AND ITS SAMPLE OF
APPLICATION
2.3.1. Reviewing materials
It includes official textbooks and added materials.
In this research report, besides Unit 14, I would like to take the Unit 14’s

questions package as an example for reviewing the package after each unit:

1.
2.
3.
4.
5.

1.
2.
3.
4.
5.

6.

QUESTION PACKAGE
Choose the word which is stressed differently from the rest.
a. disaster
b. prisoner
c. agency
a. international
b. federation
c. society
a. catastrophe
b. emergency
c. conventional
a. suffering
b. president
c. protection

a. involve
b. propose
c. improve

d. family
d. dedication
d. vulnerable
d. conference
d. soldier

Choose a, b, c, or d that best completes each unfinished sentence, substitutes the
underlined part, or has a close meaning to the original one.
She sustained severe head _______ after being thrown from her horse.
a. injure
b. injured
c. injuries
d. injurious
According to World Bank figures, 41 percent of Brazilians live in absolute
_______.
a. poor
b. poorer
c. poorly
d. poverty
Up until the middle of the 19th century, there were no _______ and wellestablished army nursing systems for casualties.
a. organize
b. organized
c. organizational d. organizers
The AIDS _______ continues to spread around the world. Up to 4,000 people
are infected with HIV every single day.
a. treatment

b. epidemic
c. tsunami
d. damage
During World War II, the Red Cross organized relief assistance for _______
and wounded soldiers and administered the exchange of messages regarding
prisoners and missing persons.
a. civilians
b. governments
c. authorities
d. members
A _______ is a very large wave, often caused by an earthquake, that flows
onto the land and destroys things.
6


a. famine
b. catastrophe
c. tsunami
d. flood
7.
By the end of World War II, 179 _______ of the Red Cross had conducted
12,750 visits to POW (prisoner of war) camps in 41 countries.
a. conferences
b. symbols
c. missions
d. delegates
8.
We oppose this war, as we would do any other war which created an
environmental catastrophe.
a. pollution

b. disaster
c. convention
d. epidemic
9.
The first relief assistance mission organized by the League was an aid
mission for the _______ of a famine and subsequent typhus epidemic in Poland.
a. leaders
b. authorities
c. victims
d. organizers
10.

The 1923 earthquake in Japan killed about 200,000 people and left countless
wounded and homeless.
a. poor
b. imprisoned
c. suffered
d. injured
11. In 2004 more than 40 national societies have worked with more than 22,000
_______ to bring relief to the countless victims of the earthquake.
a. actions
b. volunteers
c. founders
d. nations
12. The International Red Cross works as _______ impartial, neutral, and
independent organization.
a. a
b. an
c. the
d. Ø

13. In 2005 _______ budget of the ICRC amounts to about 970 million Swiss
Francs.
a. a
b. an
c. the
d. Ø
14. The International Red Cross and Red Crescent Movement is _______ world’s
largest humanitarian network.
a. a
b. an
c. the
d. Ø
15. They had to delay their trip because of the bad weather.
a. get through
b. put off
c. keep up with
d. go over
16. It took me a very long time to recover from the shock of her death.
a. turn off
b. take on
c. get over d. keep up with
17. He did not particularly want to play any competitive sport.
a. use up
b. do with
c. take up
d. go on
18. I am tired because I went to bed late last night.
a. stayed up
b. kept off
c. put out

d. brought up
19. She got _______ her car to pick _______ some wild flowers.
a. from / on
b. in / at
c. off / up
d. out / for
20. The customer had tried ____ some blouses but none of them suited her.
a. at
b. with
c. in
d. on
21. If I get this report finished I will knock _______ early and go to the pub for
some drink.
a. up
b. over
c. on
d. off
22. Boy! _______ away all your toys and go to bed right now.
a. Come
b. Lie
c. Put
d. Sit
23. I have been trying to ring him up all day and I could not ______ through.
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a. get
b. take
c. look
d. hang

24. The water supply of the building was ______ off because the pipes burst.
a. handed
b. held
c. cut
d. paid
25. How are you _______ on with your work? - It is OK.
a. calling
b. getting
c. laying
d. looking
Choose the sentence which has the closest meaning to the original one.
26. Mary says that when her drug budget was exhausted she turned to the
Swedish Red Cross.
a. Mary says that she was tired of the voluntary work for the Swedish Red
Cross.
b. Mary says that she gave all her money to the Swedish Red Cross.
c. Mary says that the money she bought drugs was given to the Swedish Red
Cross.
d. Mary says that when she ran out of money for her drugs, she asked the
Swedish Red Cross for help.
27. I find it difficult to get rid of my smoking habit.
a. As for me, stopping my smoking habit is quite difficult.
b. I have difficulty smoking cigarettes.
c. My smoking habit has caused me a lot of difficulties.
d. I will quit smoking someday.
28. You can look up this word in the dictionary.
a. There are a lot of words in the dictionary for you to look at.
b. You can find the meaning of this word in the dictionary.
c. The dictionary contains a lot of words except the one you need.
d. You should buy this dictionary to find the word you need.

29. That car is beyond my means.
a. That car is cheap enough for me to buy.
b. That car is too expensive for me to buy.
c. I am really interested in that car.
d. I really do not like that car.
30. The doctor advised Mr. Pike to take up a new hobby.
a. The doctor said, "A new hobby is not good for Mr. Pike."
b. The doctor wanted Mr. Pike not to have any new hobby.
c. The doctor said, "You should start a new hobby, Mr. Pike."
d. The doctor said to Mr. Pike, "You should stop your present hobby."
Read the passage carefully and choose the correct answer.
The World Wide Fund for Nature (WWF) is an international nongovernmental organization for the conservation, research, and restoration of the
environment, which remains its official name in the United States and Canada. It
is the world's largest independent conservation organization with over 5 million
supporters worldwide, working in more than 90 countries, supporting 100
conservation and environmental projects around the world. It is a charity, with
approximately 9% of its funding coming from voluntary donations by private
individuals and businesses. The group says its main mission is "to halt and
8


reverse the destruction of our environment". Currently, much of its work focuses
on the conservation of three biomes that contain most of the world's
biodiversity: forests, freshwater ecosystems, oceans, and coasts. Among other
issues, it is also concerned with endangered species, pollution, and climate
change. The organization runs more than 20 field projects worldwide in any
given year.
The organization was formed as a charity trust on' 11 September, 1961, in
Morges, in Switzerland, under the name World Wildlife Fund. It was an initiative
of Julian Huxley and Max Nicholson.

Since its appearance the organization has conserved the world's fauna, flora,
forests, landscape, water, soils and other natural resources by the management of
land, research and investigation, and publicity, coordination of efforts,
cooperation with other interested parties and all other appropriate means.
In the last few years, the organization set up offices and operations around
the world. The initial focus of its activities was the protection of endangered
species. As more resources became available, its operations expanded into other
areas such as the preservation of biological diversity, sustainable use of natural
resources, and the reduction of pollution and wasteful consumption.
31. The World Wide Fund for Nature (WWF) is an international organization,
which were formed and managed by the governments of the United States and
Canada.
a. True
b. False
c. No information
32. The main mission of the organization is "to halt and reverse the destruction
of our environment".
a. True
b. False
c. No information
33. The fund of the organization is mainly supported by the governments of the
United States and Canada.
a. True
b. False
c. No information
34. The World Wide Fund for Nature designed a project to change the present
climate.
a. True
b. False
c. No information

35. The organization has established offices and operations around the world.
a. True
b. False
c. No information
Fill in each numbered blank with one suitable word or phrase.
UNICEF (The United Nations Children’s Fund) is mandated by the United
Nations General Assembly to advocate for the (41) _____ of children's rights, to
help meet their basic needs and to expand their opportunities to reach their full
potential. UNICEF is guided by the Convention on the Rights of the Child and
(42) _____ to establish children's rights as enduring ethical principles and
international standards of (43) _____ towards children. UNICEF (44) _____ that
the survival, protection and development of children are universal development.
UNICEF mobilizes political will and material (45) _____ to help countries,
particularly developing countries, ensure a "first call for children" and to, build
their capacity to form appropriate policies and (46) _____ services for children
9


and their families. VNICEF is committed to ensuring special protection for (47)
_____ most disadvantaged children - victims of war, disasters, extreme poverty,
all forms of violence and (48) _____ and those with disabilities. UNICEF
responds in emergencies to protect the rights of children. In coordination with
United Nations partners and humanitarian agencies, UNICEF makes its unique
facilities for rapid response available to its partners to (49) _____ the suffering
of children and those who provide their care. UNICEF is non-partisan and its
cooperation is free from discrimination. In everything it does, the most
disadvantaged children and the countries in greatest need have priority. UNICEF
(50) _____, through its country programs, promotes the equal rights of women
and girls and supports their full participation in the political, social, and
economic development of their communities.

36. a. protest
b. destruction
c. protection
d. achievement
37. a. admits
b. suggests
c. adopts
d. tries
38. a. poverty
b. behavior
c. medicine
d. injure
39. a. insists
b. devotes
c. treats
d. mounts
40. a. sources
b. mines
c. budgets
d. funds
41. a. care
b. appeal
c. supply
d. react
42. a. a
b. an
c. the
d. Ø
43. a. exploit
b. exploited

c. exploiter
d. exploitation
44. a. rise
b. relieve
c. increase
d. lower
45. a. throws
b. looks
c. aims
d. points
2.3.2. Methods to post it on Internet platform
The questions are designed to help students familiar with the kinds of questions
in the national exam. I would not post all these questions to the Internet at once
like a test, I separated them into many parts, then diversify the ways students can
engage to.
2.3.2.1.
Kahoot! (and Zoom )
Kahoot! is a quiz game that requires players to connect through the internet, play
simultaneously together, and be shared with the host’s screen to see the
questions.
Acknowledging all of these elements, I came up with 2 ways to play Kahoot!:
(1) In class: The teacher will spend about 15 minutes on every “language focus”
class for students to play Kahoot! The teacher allows them to access his/her
shared Wifi and log in to the game.
(2) At home: Sometimes, instead of playing in class, the teacher can get an online
appointment with the class, work out through Zoom online meeting room,
review units and then play Kahoot!
I would use questions 1 to 10 in the above-mentioned question package for
Kahoot game.
10

Instruction:
Step 1: Go to and Log in as a teacher
Step 2: Click Create Kahoot (or the teacher first come to Kahoot can play the
demo game to understand how this game work)

Step 3: Insert Questions
Then adjust the Time limit (time for students to answer) and Points (the point
that students gain if they get the right answer) to this question.

Then Click “Add question” (choose quiz) to go to the next question.

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Step 4: After inserting all the questions, the teacher can click Preview to see how
the question will be shown.
If everything is done, click Done to save the quiz.

Step 5: Click Continue-> “Test this Kahoot” to go and take PIN code.

As can be seen here: 4953315 is the PIN code of the game (you insert this code
to play the game)
Step 6: Show this game through Zoom
It’s because this game (Kahoot!) require students to join at the same time and
they will not see the question on their screen, so I used “meeting” function on
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Zoom to call for my students and then share the screen so that they can play
together.
2.3.2.2.
Facebook (Messenger) + Youtube
Acknowledging of the distance between teacher and students, I want to build
connection and review Q&A through Messenger, so that students can feel like
this is a close conversation and they can ask and talk to the teacher about what
they can and cannot understand, which struggles them during the review
exercises, including both of knowledge and technology skill.
Instruction:
Step 1: Go to facebook.com
Step 2: Create a group chat for each class
Step 3: Start a conversation.
Step 4: Sometimes go to Youtube and copy some useful or interesting video
links to send to students (through Messenger)
Sources: Khanh Vy OFFICIAL, IELTS Face-off, Mei-chan, Tuyensinh247.com..
Step 5: Discuss with students about the videos and given questions.
2.3.2.3.
SHub Classroom
SHub Classroom allows the teacher to create tests, connect with students and
observe their improvement to each of them. Therefore, the teacher can be aware
of which grammar units students are good at, or which need to be practiced
more.
I would use 40 out of 50 questions in the above-mentioned question package for
Shub Classroom.
Instruction:
Step 1: Sign up for an account that is connected to the school board, then
instruct students to create their account.
Step 2: Go to Exercises => Upload from your computer

Step 3: Fill in all sections required on the right board of this page. That will help
you to set the test as you want.

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Step 4: When you see the “Finish” button is available to click, that is when you
filled all required information and the test is ready to be released.
2.3.3. Applying process system
After building the system to enhance the interaction between teacher and
students, as well as to improve the reviewing capacity of students, below shows
the procedures how teachers demonstrate all of them to students.
The process:

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1. Zoom
+
Kahoot.it:
(
Duration:
about
30
minutes for
both
reviewing (onZoom)
andplaying
Kahoot! )

Teacher’s activities
Zoom (for online meetings)- (15 minutes)
-Show summary slides on PowerPoint.
- Talk to students about the topic that was
covered by the unit.
- Show the unit’s worth-noticing vocabulary.
Kahoot! (15 minutes)
Share game code with students.
Waiting for students to join the game.
Going through each question until the game
finished.
-

- Add plus score for students
accomplish the game.

who can
-

2. Facebook
- Ask students if there any problems with(Messenger): exercises and offer to help with grammar
theories.
3. Youtube:
- Teacher posts useful videos on Messenger
4. SHub
classroom:
(Duration: a
15/45-minute
test)
5.

-

Students’ activities
- Listen and jot down
the teacher’s main
points.

Fill in the game code
Fill their nickname.
Waiting
for
the
teacher to start the
game.
Answer the questions
as
quickly
but
carefully as possible.
Noticing the score
that he/she gains after
each question.
Raise questions and
discuss with their
teacher and friends
Check them out to get
learning materials.

Step 1: Go to Facebook Messenger toannounce about the test and require students tolog in and take the reviewing test.
Step 2: Accept all students’ requirement to dotest to access to the “test room”

Step 3: Assess the results, observe the graphsand take note of students’ performance.- Within the teacher’s
set time, student can
log in and take the
test whenever they are
ready. (The test is
often open for 2-3
days.)

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2.4.

RESULTS OF THE RESEARCH

After using this technique, I have had the following results of the convey
from 3 classes: 12B7, 12B8, and 12B9 at the end of May 2021:
Class
12B7
12B8
12B9

Before applying experience
Excellent Average Weak
– good
(bad)
30%
45%
25%
37%

40%
23%
40%
40%
20%

After applying experience
Excellent Average
Weak
– good
(bad)
35%
58%
7%
40%
55%
5%
43%
53%
4%

It is indicated from the table of statistics above that, the qualities of the
subject have considerably changed. They are higher and better than those at the
beginning of the school year. Up to now, there’s been enough evidence to affirm
that teachers’ increasing role in tutoring students online is practically effective.

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3. CONCLUSION AND SUGGESTIONS

3.1.

CONCLUSION
As mentioned above, a teacher can help students improve their ability of
self-learning on the Internet. However, from my own experience, I have realized
that to take full advantage of this online platform, teachers should grasp the
following principles:
First of all, a teacher has to practice and accumulate their computer
technique very well and carefully, so that they can control the class smoothly. It
is not only about the above-mentioned instruction, but also other skills to deal
with Internet technique problems.
Second, the procedure for each step should not be too long or
complicated, they will make students tired and easily lose their interest. It should
be organized once a week/ two weeks to leave enough space for both teachers
and students with their after-school time.
Finally, enthusiastic interaction between teacher and students is still the
most important element to focus on. Therefore, the teacher should keep creating
a friendly and close atmosphere during the in-class communicating process, and
also should feel free to ask and answer their question. During their practice, the
teacher has to take a role of a controller and observer to know for certain that
they are actively working.
In the renovation period of teaching methods, there has existed a wide
range of techniques used to enhance the quality of teaching and studying. Trying
my best to learn technology along with my students and understand what they
have been struggling with, I commit myself to helping my student with their
English practicing. I have access to a various number of positive and advanced
teaching methods and techniques and decide to combine them with the new
platform- the Internet. In this method, I realized most students showed their
better performance, worked harder, expressed more ideas, became more active
and interested in the lessons, and especially had more satisfactory results despite

the fact that they are the students of Yen Dinh 3 - a mountainous high school.
3.2.

SUGGESTIONS
It is undeniable that the skill to use technology as a learning aid is
necessary for students. They live in the modern world where the immerse data
on the Internet can be the key to keeping pace with society. However, it does not
mean that this skill is easy to take, as learning at class, they need a teacher to
orient and tutor them at the first stage. And I think this is a responsibility and
opportunities for the English teacher to pioneer. Belows are some suggestions I
consider as necessary for online teaching experience:
To the Department of Education and Training (DOET), it is essential to
build up some official online-based platforms for local teachers, where teaching
communities can be boosted through communication and knowledge
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interexchange process. Besides, some online events where the DOET can reach
out to the online classes can help easier to radar the problems while considering
a synchronizing teaching system online for schools, especially in the time of
digitalization as the Vietnam government advocates.
To the high schools in general and Yen Dinh 3 high school particularly, I
found the most challenging problem is to make students acknowledge with the
English online methods and be more active with English learning online.
Therefore, the board of school should have some united steps towards this
raising awareness process.
To my colleague as an English teacher, we need to strive to find new ways
in reaching our students. It is not just about many learning websites, but about
the students’ most surfing websites on the Internet. Wherever they can feel
comfortable, we can reach out to turn it into a positive learning platform for

them. The most important thing is to keep it fun when learning a language.
REFERENCES
Archambault, L., & Kennedy, K. (2014). Teacher preparation for K-12 online
and blended learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research
on K-12 online and blended learning (pp. 225-244).
Bardakcı, Salih & Arslan, Ömer & Can, Yafes. (2018). Online Learning and
High School Students: A Cultural Perspective. Turkish Online Journal of
Distance Education. 19. 126-146. 10.17718/tojde.471909.
Carlen, U., & Jobring, O. (2005). The rationale of online learning communities.
International Journal of Web-Based Communities, 1(3),
272. doi:10.1504/ijwbc.2005.006927.
Säljö, R. (2000). Learning as the use of tools: a sociocultural perspective on the
human-technology link, in Littleton, K. and Light, P. (Eds.): Learning with
Computers: Analysing Productive Interaction, Routledge, London.
LEADER’S CONFIRMATIONS
( XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ )

Thanh Hoa, June, 1st 2022
I strongly ensure this is my own work
without copying from any other’s
Writer

Nguyen Thi Nga

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Comments of The Scientific Council at Yen Đinh 3 High School
( Ý kiến nhận xét của Hội đồng khoa học trường THPT Yên Định 3 )

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