(Skkn rất hay) applying multimedia technology in teaching reading skill to efl 10th graders at dien chau 5 high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

EXPERIENCE IDEA
APPLYING MULTIMEDIA TECHNOLOGY IN TEACHING READING
SKILL TO EFL 10TH GRADERS AT DIEN CHAU 5 HIGH SCHOOL

Author: Dau Thi Sau – Dien Chau 5 High School
Specialized Team: English
Phone: 0987635512
Email:

Dien Chau, April 17th , 2023


CONTENTS
CHAPTER 1: INTRODUCTION ............................................................................. 1
1.1

Rationale ....................................................................................................... 1

1.2

Aims and Objectives of research .................................................................. 2

1.3

Research questions ....................................................................................... 2

1.4.

Scope of the study ......................................................................................... 2

1.5.

Structure of the study .................................................................................... 2

CHAPTER 2:CONTENT.......................................................................................... 4
2.1.

Theoretical background .................................................................................. 4

2.2. Practical situation of using multimedia technology in teaching reading at
school ..................................................................................................................... 9
2.3. Solutions to the problems .............................................................................

11

2.4. The effectiveness of the solutions................................................................. 17
2.5 Investigation about the necessary and feasibility………………………… 20
CHAPTER 3: CONCLUSION AND SUGGESTIONS……………………...
220
3.1.

Conclusion .................................................................................................... 25

3.2.

Suggestions ................................................................................................... 25

REFERENCES........................................................................................................ 26
APPENDIX 1 .......................................................................................................... 27

APPENDIX 2 .......................................................................................................... 29

2


CHAPTER 1: INTRODUCTION
1.1 Rationale

There is currently little doubt that governments, schools and parents around
the world advocate the need for learning English as part of essential education
– English can bring access to education and jobs, encourage social mobility, and
connect people. At its best, English can bring us back many benefits. Thanks to
English, people have more opportunities to understand scientific theories and
advanced technology. It also helps people integrate quickly into international
society so that they can improve their abilities. Therefore, English is considered the
most crucial second or foreign language in the educational system in many nations
in the world.
Among four skills of English language, reading is one of the four skills
which need to be learned. It is also considered an important language skill that is
applied regularly in exams. However, based on the preliminary observation in Dien
Chau high schools, most of the students found out reading is a challenging skill to
master. They could not understand the content of the English texts well. For
example, after reading a text, they did not manage to tell what the text was about.
Furthermore, they could not answer the questions related to the text correctly. This
condition influences other students’ English skills. Hence, as a teacher, I am
supposed to explore some ways to tackle these problems, and application of
multimedia teachnology is among the potential solutions.
In the world, there have been many studies on the application of multimedia
th

technology in developing reading skills for 10 -grade students. Rina Yliyanti &
Kastam Syamsi (2018) conducted the research on this topic in grade 10 of vocational
high school in Indonesia. In this sutudy, the researchers applied the pictures, charts,
graphs, diagrams or matrices in the form of software stored on CD (Compact Disc) to
improve students’ reading skill. They showed that the students could understand the
materials easily and they were also motivated in participating reading activities. They
also agreed that one of the techniques which are appropriate to be applied in the
teaching and learning process is multimedia technology. Multimedia technology
enhances the process of teaching and learning reading, which belonged to macro skills
that are considered difficult to accomplish. The software was used by considering the
factors contributing to difficulties in reading. This software helped the teachers by
providing some materials, especially for reading.

Moreover, it also can attract the students to enjoy the class, the teenage
students were very interested with the use of technology in the process of teaching
and learning. That is why it was important to do research which could improve the
teaching and learning process of reading through the use of multimedia which can
integrate what the students’ wants, needs, and also lacks with their enjoyment.
Based on the explanation above and due to the problems in the teaching and
1


learning process of reading in English at grade 10, Dien Chau high school, I was
interested to find a solution in order to facilitate students in learning reading. In
this research, I focused on making reading activities more interesting and
enjoyable. I conduct research on “ APPLYING MULTIMEDIA TECHNOLOGY
IN TEACHING READING SKILL TO EFL 10 TH GRADERS AT DIEN CHAU 5
HIGH SCHOOL”
1.2 Aims and Objectives of research

The aim of this study is to investigate the effectiveness of multimedia
technology in enhancing the teaching of reading skills to English as a foreign
language (EFL) 10th graders.



The objectives include the following:



To examine the current reading skills of EFL 10th graders.

graders.

To explore the impact of multimedia technology on the reading skills of EFL 10th



To compare the effectiveness of traditional teaching methods with multimedia
technology in teaching reading skills to EFL 10th graders.



To identify the challenges and benefits of integrating multimedia technology in the
teaching of reading skills to EFL 10th graders.



To provide recommendations and implications for the effective use of multimedia
technology in enhancing the teaching of reading skills to EFL 10th

graders.
1.3 Research questions
The current study seeks to address the following research questions:
1.
Does multimedia technology help improve EFL 10th graders’ reading skills? If
yes, to what extent?
2.
What are students’ attitudes towards the use of multimedia technology in
reading classes?
1.4.
Scope of the study
Two intact 10th-grade classes were chosen from Dien Chau 5 High School
for this investigation. During the twelve-week period, one class served as the
experimental group, using multimedia technology. The other was assigned as the
control group, which applied traditional methods.
This study only concentrated on the effect of multimedia technology on EFL
learners’ reading skill.
1.5.
Structure of the study This study has 3 chapters: Chapter 1- Introduction
This chapter shows the background of the study such as the rationale, the
objective of the study, research questions, the scope of the study, the significance
of the study and the organization of the study.
Chapter 2- Content of the study
2


This chapter focuses on the definition of some key concepts: multimedia
technology and reading skills. In addition, It summarizes some previous studies to
find out the gap between this research and previous ones. This chapter presents

findings and discussions about the effects of the use multimedia technology in
teaching reading on EFL high school students after analyzing qualitative and
quantitative data.
Chapter 3- Conclusion and suggestions
This chapter summarizes the findings of the study, the implications,
limitations of the study and provide some suggestions for the further researches.

3


CHAPTER 2: CONTENT
2.1. Theoretical background
2.1.1. Definitions of reading skill
Reading is a familiar term in teaching and learning. Reading is one of the
English skills as part of four necessary skills including listening, speaking and
writing. However, different scholars define reading skill in different ways.
Richards &Schmidt (2002) assert that listening, speaking, reading, and
writing are generally called language skills. Sometimes speaking and writing are
called the active/productive skills meanwhile reading and listening are called the
passive/receptive skills.
Richards and Schmidt (2002) define reading skill as abilities required for
skillful reading, such as discerning main ideas, understanding sequence, noticing
specific details, making inferences, making comparisons, and making predictions
in second and foreign language instruction, particularly with adults.
2.1.2. Types of reading
There are several reading types that aid language learners in developing
good reading habits.
Brown (2000) categorized different reading styles. Perceptive reading is the
first kind of reading including letters, words, punctuation, and other graphemic
elements. The second one is interactive, which concentrates on locating significant

lexical, symbolic, grammatical, and discourse elements within texts of average
length with the aim of helping users recall the information that has been processed.
The third type is selective, focusing on lexical, grammatical, or conversational
characteristics of language. The final type is extensive, which involves drawing on
a student's overall comprehension of a work.
Additionally, Brown (2000) concentrated on two primary reading styles
involving bottom-up and top-down that may be utilized to evaluate English
reading. While topdown reading refers to understanding, bottom-up reading refers
to the capacity to recognize letters, words, and sentences.
2.1.3. Definition of teaching reading
Teaching reading refers to the process of instructing and guiding students in
acquiring the necessary skills and strategies to comprehend written texts. It
involves a combination of methods and techniques designed to improve a student's
ability to read, comprehend, and interpret written materials. Effective reading
instruction includes teaching phonemic awareness, phonics, fluency, vocabulary,
and comprehension strategies. The ultimate goal of teaching reading is to develop
proficient readers who can apply their skills to a range of texts and use reading as a
tool for learning and understanding the world around them.
2.1.4. Principles of teaching reading
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Teaching reading is a complex process that requires a deep understanding of
the principles that underlie effective reading instruction. The following are some of
the key principles of teaching reading
Phonemic Awareness: Phonemic awareness is the ability to identify, manipulate
and blend sounds in words. Effective reading instruction begins with the
development of phonemic awareness. Students need to learn the individual sounds
that make up words before they can learn to decode and read them.
Phonics: Phonics is the relationship between sounds and letters. It involves

teaching students the sound-letter relationships and how to decode words by
sounding them out. Phonics instruction should be systematic, explicit, and
sequential, starting with simple letter-sound relationships and progressing to more
complex ones.
Fluency: Fluency is the ability to read with accuracy, speed, and expression.
Fluent readers are able to read effortlessly, which allows them to focus on
comprehension. Teachers should provide opportunities for students to read aloud,
listen to fluent readers, and engage in repeated reading activities to develop fluency.

Vocabulary: Vocabulary is the knowledge of words and their meanings.
Effective reading instruction includes teaching students strategies for learning new
words, such as using context clues, identifying word roots and affixes, and using
dictionaries and other resources.
Comprehension: Comprehension is the ability to understand and make
meaning from what is read. Effective reading instruction involves teaching
students comprehension strategies, such as predicting, questioning, visualizing,
summarizing, and monitoring comprehension. Teachers should also provide
opportunities for students to engage in discussions and other activities that promote
comprehension.
Differentiation: Differentiation is the practice of tailoring instruction to meet
the individual needs of students. Effective reading instruction should be
differentiated to accommodate the diverse needs and abilities of students. Teachers
should use a variety of instructional approaches, materials, and resources to meet
the needs of all learners.
Assessment: Assessment is the ongoing process of gathering and analyzing
data to monitor student progress and inform instruction. Effective reading
instruction includes regular assessment of student reading skills and the use of data
to inform instruction and intervention.
In conclusion, effective reading instruction requires a deep understanding of
the principles that underlie reading acquisition. Teachers must provide systematic,

explicit, and differentiated instruction in phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Regular assessment and data analysis are essential
5


for monitoring student progress and informing instruction.
2.1.5. Definition of multi-media technology
Multimedia technology refers to the use of various media, such as audio,
video, images, and text, to create and deliver interactive content. It involves the
integration of different media formats to enhance the learning experience and
engage learners in a more dynamic and interactive way. Multimedia technology
can be used in a variety of educational settings, including classrooms, online
courses, and e-learning platforms.
Multimedia technology offers a range of benefits for teaching and learning. It
allows for the creation of rich and engaging learning experiences that incorporate a
variety of media formats to cater to different learning styles. It also provides
opportunities for learners to interact with the content, which can enhance motivation
and improve retention. Additionally, multimedia technology can provide access to a
wealth of resources, including online videos, audio recordings, and interactive
simulations, which can be used to supplement traditional classroom materials.

Multimedia technology can be used in a variety of ways in education, such
as creating instructional videos, designing interactive presentations, developing elearning modules, and facilitating online discussions. It can also be used to create
virtual environments, such as 3D simulations, that allow learners to explore and
interact with content in a more immersive way.
In short, multimedia technology offers a range of benefits for teaching and
learning. It allows for the creation of rich and engaging learning experiences that
incorporate a variety of media formats to cater to different learning styles. It also
provides access to a wealth of resources and can be used to create immersive
virtual environments.

2.1.6. The application of multi-media technology in teaching reading
The application of multimedia technology in teaching reading can offer
several benefits to both teachers and learners. Here are some of the ways
multimedia technology can enhance the teaching of reading:
Visual Aids: Multimedia technology can provide visual aids, such as images,
videos, and animations, to help students better understand the content and improve
their comprehension of written texts. For example, a video could be used to explain
a difficult concept or a picture could be used to illustrate a vocabulary word.
Audio Support: Multimedia technology can also offer audio support, such as
narration or background music, to create a more engaging and interactive learning
experience. Audio support can be particularly helpful for students who struggle
with reading, as it allows them to listen to the text while following along visually.
Interactive Activities: Multimedia technology can provide interactive
activities, such as quizzes, games, and simulations, that encourage students to
6


engage with the content and apply their reading skills. These activities can be
designed to reinforce key concepts and provide immediate feedback to students.
Personalization: Multimedia technology can also allow for personalized
learning experiences by offering content that is tailored to the individual needs and
interests of learners. For example, an online reading program could adjust the
difficulty of the text based on the student's reading level.
Accessibility: Multimedia technology can make reading more accessible to
students with disabilities or language barriers by offering features such as closed
captioning, audio descriptions, and translations.
Overall, the application of multimedia technology in teaching reading can
provide a more engaging, interactive, and personalized learning experience for
students. It can also help teachers to more effectively deliver content and assess
student understanding. However, it is important to use multimedia technology in a

thoughtful and intentional way that supports the learning objectives of the lesson
and meets the needs of all students.
2.1.7. Characteristics of Multimedia Teaching
Multimedia teaching refers to the use of various media such as audio, video,
images, and text to deliver content in a more engaging and interactive manner. The
following are some of the characteristics of multimedia teaching:
Interactivity: One of the main characteristics of multimedia teaching is
interactivity. Learners are actively engaged in the learning process through the use
of interactive features such as quizzes, games, simulations, and animations. This
can help to enhance learning and improve retention.
Personalization: Multimedia teaching can be personalized to meet the
individual needs and interests of learners. For example, online reading programs
can adjust the difficulty of the text based on the student's reading level, or offer
content that aligns with the student's interests.
Multimodality: Multimedia teaching involves the use of multiple modes of
communication, including audio, video, images, and text. This allows learners to
engage with content in a variety of ways, catering to different learning styles.
Accessibility: Multimedia teaching can make content more accessible to
learners with disabilities or language barriers through the use of features such as
closed captioning, audio descriptions, and translations.
Richness: Multimedia teaching can provide a more immersive and engaging
learning experience by incorporating rich media such as high-quality video, images, and
animations. This can help to hold the attention of learners and improve motivation.
Flexibility: Multimedia teaching can be delivered in a variety of settings, including
in-person classrooms, online courses, and e-learning platforms. This allows for greater

7


flexibility in terms of when and where learners can access the content.

To conclude, multimedia teaching can offer a range of benefits for learners
and teachers, including greater interactivity, personalization, and accessibility, as
well as more engaging and immersive learning experiences. However, it is
important to use multimedia technology in a thoughtful and intentional way that
supports the learning objectives of the lesson and meets the needs of all learners.
2.1.8. Benefits of applying multimedia technology in teaching reading
The use of multimedia technology in teaching reading can offer a range of
benefits for both teachers and students. Some of the key benefits include:
Improved engagement: The use of multimedia such as videos, images, and
animations can make the learning experience more engaging and interactive,
capturing the attention of learners and helping them to stay focused and motivated.
Enhanced comprehension: Multimedia can help to present complex ideas
and concepts in a more accessible way, making it easier for students to understand
and retain information.
Increased retention: The use of multimedia in teaching reading can help to
improve retention by providing a more memorable and immersive learning
experience. Students are more likely to remember information presented in a visual
or interactive format.
Personalization: Multimedia technology can be used to create personalized
learning experiences that cater to the individual needs and interests of students. For
example, online reading programs can adapt the difficulty of the text based on the
student's reading level.
Accessible learning: Multimedia technology can make learning more
accessible to students with disabilities or language barriers by providing features
such as closed captioning, audio descriptions, and translations.
Increased collaboration: Multimedia technology can facilitate collaboration
among students by providing interactive features such as group discussions, online
forums, and collaborative projects.
Flexibility: Multimedia technology can be used in a variety of learning
settings, including in-person classrooms, online courses, and e-learning platforms,

offering greater flexibility in terms of when and where students can access the
content.
Overall, the use of multimedia technology in teaching reading can offer a range
of benefits that can enhance the learning experience and improve student outcomes.
However, it is important to use multimedia technology in a thoughtful and intentional
way that supports the learning objectives of the lesson and meets the
8


needs of all learners.
2.2. Practical situation of using multimedia technology in teaching reading at
school
2.2.1. In terms of teachers
Despite the potential benefits of using multimedia technology in teaching
English, there may be challenges in implementing this approach in Vietnamese high
schools with poor facilities and quality of teachers. Here is a practical situation:

A high school English teacher in a rural area of Vietnam wants to use
multimedia technology to enhance their teaching. However, the school has limited
resources, including outdated equipment and slow internet connectivity. The
teacher is also not well-versed in using multimedia technology and may struggle to
integrate it effectively into their lessons.
To overcome these challenges, the teacher could start by using low-tech
multimedia options, such as PowerPoint presentations, audio recordings, and printed
materials with images. They could also seek support from colleagues, educational
organizations, or online resources to improve their knowledge and skills in using
multimedia technology. The teacher could also collaborate with students to create
their own multimedia projects, such as videos or podcasts, to reinforce their English
language skills and engage with the material in a meaningful way. However, it is
important to note that these solutions may not fully address the shortcomings and

limitations of the school's facilities and quality of teachers.

2.2.2. In terms of students:
A group of high school students in a rural area of Vietnam want to improve
their English language skills using multimedia technology. However, they do not
have access to computers or reliable internet connectivity, and they lack access to
instructional materials or guidance from qualified teachers.
To overcome these challenges, the students could start by using low-tech
multimedia options, such as audio recordings, printed materials with images, or
videos on mobile devices. They could also seek out educational resources online or
in libraries to supplement their learning. The students could form study groups to
collaborate and share resources, and they could seek guidance and feedback from
English language speakers in their community or online.
It is important to note that these solutions may not fully address the
shortcomings and limitations of the students' access to resources and instruction.
To truly enhance English language learning in this context, it may be necessary to
advocate for improved infrastructure and support for education in the area, as well
as increased access to qualified English language teachers and instructional
materials.
9


To examine students’ reading ability, the teacher also gave a test to 84
students in grade 10 to know more about this. Here are the results of the test:
Table 2.1. Result of test at the beginning of experiment
Level

Mark

Experimental class

Control class

( 10A2)

(10A6)

Number
of
students

Rate(%)

Number
of
students

Rate(%)

WeakPoor

0.0-4.0

23

54,8

24

57,2

Medium

5.0-6.0

16

38,1

15

35,7

PrettyGood

7.0-10.0

3

7,1

3

7,1

The table provides the results of a reading ability test given to 84 students in
grade 10 in class 10A3, 10A6. The test assessed students' reading ability and was
likely given to provide insight into how well students are performing in this area.
The table includes four columns with headings: "Excellent," "Good,"
"Medium," and "Weak-Poor." The "Class" column indicates the specific class that

was tested, in this case, 10A. The "Class size" column indicates the number of
students in the class who took the reading ability test, which is 42 in this case.
The remaining columns of the table provide information about the students'
performance on the test. The "Pretty- Good" column indicates the number of
students who received an excellent score on the test, which is 6 in this case. The
"%" column next to "Excellent" shows the percentage of students who received an
excellent score, which is also 14,2%.
The third column, "Medium," indicates the number of students who received
an average score on the test, which is 16( 10A2), 15( 10A6) in this case. The "%"
column next to "Average" shows the percentage of students who received an
average score, which is 38,1%( 10A2), 35,7%( 10A6)
Finally, the "Weak-Poor" column indicates the number of students who
received a below-average score on the test, which is 23( 10A2), 24( 10A6) in this
case. The "%" column next to "Below average" shows the percentage of students
who received a below-average score, which is 54,8% (10A2), 57,2% (10A6)
Overall, the table provides information about the distribution of students'
performance on the reading ability test. It suggests that a significant proportion of
10


students (50%) received an average score, while a relatively high percentage (over
50%) received a below-average score. Only a small percentage (7,1%) of students
received a good score. This information could be used to inform instruction and
support efforts to improve students' reading ability in class 10A2( experimental
class)
2.3. Solutions to the problems
2.3.1. Using interactive quiz tool in unit 1
Here is an activity designed to teach the reading text above using multimedia
technology:
Title: Housework Heroes

Objective: To develop reading comprehension skills and raise awareness of
the benefits of sharing household tasks.
Materials: Computers, internet access, interactive quiz tool (such as Kahoot
or Quizlet), and a video creation tool (such as Powtoon or Animoto).
Instructions:
 Begin by providing students with a printed copy of the reading text, and have
them read it silently to themselves.
 Next, show students an animated video that illustrates the benefits of children doing
housework. The video should be no longer than 5 minutes and should use engaging

11


visuals and narration to keep students interested.
 Divide students into groups of four and assign each group a specific household
task, such as laundry, washing dishes, sweeping, or vacuuming.
 Provide each group with a set of instructions for their assigned task and ask them
to create a short video demonstrating how to perform the task correctly. The video
should be no longer than 2 minutes and should include written instructions, spoken
narration, and visual demonstrations of the task being performed.
 Once the videos are complete, have students present their videos to the class
using a video projection system.
 After all the videos have been presented, use an interactive quiz tool to test
students' comprehension of the reading. Include multiple-choice questions that assess
their understanding of the main ideas and details in the text.
 Finally, have a group discussion about the benefits of sharing household tasks and
how it can strengthen family bonds.
By incorporating multimedia technology into this activity, students can
develop their reading comprehension skills and learn about the benefits of sharing

household tasks in a fun and engaging way. The use of video creation tools and
interactive quizzes can help to enhance students' learning experience and
encourage them to actively participate in the lesson.
Students’ videos:
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2.3.2. Eco-Friendly Tips Infographic – unit 2
Objective: To help students understand and remember the eco-friendly tips
mentioned in the reading text through a visual and interactive activity.
Materials:
Computer with design software (Canva, Adobe Illustrator, etc.)



Projector or screen to display the infographic



Handouts of the infographic for each student





Procedure:
Introduce the topic of eco-friendly living and discuss the importance of making
12



environmentally conscious choices.



Give a brief overview of the eco-friendly tips mentioned in the reading text.
Divide students into groups of 3-4 and assign each group one of the eco-friendly tips.



Instruct each group to create an infographic that visually represents their assigned
eco-friendly tip using the design software of their choice.



Encourage students to use eye-catching visuals, icons, and colors to make their
infographic visually appealing and easy to understand.



After the groups have completed their infographics, have each group present their
work to the class.



Display the infographics on a projector or screen for the class to view and discuss as
a group.



Distribute handouts of the infographics to each student so they can take them home
as a reminder of the eco-friendly tips.

Extension: Students can create their own eco-friendly tip and design an
infographic to promote it. These can be displayed around the classroom or school
to raise awareness about eco-friendly living.
Students’ videos:
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13


2.3.3. Creating a video advertisement for a singing competition – unit 3

Objective: To improve students’ reading comprehension and presentation
skills by creating a video advertisement for a singing competition.
Materials: Access to a computer with video editing software, access to the
internet, the reading text “American Idol” and “Vietnam Idol.”
Steps:

Begin by discussing the importance of marketing and advertisement in
promoting a show like “American Idol” or “Vietnam Idol.”

Divide the class into small groups, and assign each group the task of creating a
video advertisement for a singing competition. Provide them with the reading text
“American Idol” and “Vietnam Idol” for inspiration.


Students should work together to brainstorm ideas for their video, and then
create a storyboard and script.

Once they have a plan in place, students can use video editing software to create
their advertisement.

Encourage students to use a variety of multimedia elements, such as music, sound
effects, and graphics, to make their video more engaging and visually appealing.


Once the videos are complete, have each group present their advertisement to
the class.

After each presentation, have a class discussion on the effectiveness of each
advertisement, and ask students to provide constructive feedback to their
14


classmates.

As a follow-up activity, have students write a reflection on the process of
creating their advertisement, including what they learned about the importance of
marketing and how they could apply these skills in the future.
By engaging in this activity, students can improve their reading comprehension
skills while also developing their presentation and marketing skills. It also provides
an opportunity for students to work collaboratively and develop their creativity and
critical thinking skills.
Student’s video:
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/>2.3.4. Volunteering Club Multimedia Presentation



Objective: To engage students in the concept of volunteering and inspire them
to join the volunteering club.
Materials:
Computer
Projector
Screen
Multimedia software (e.g. PowerPoint, Prezi)
Images and videos related to volunteering activities
Background music
Procedure:









Begin the presentation with an attention-grabbing slide, including an image or
15




video of volunteering activities.



Introduce the concept of volunteering and its importance in society.



Provide an overview of the volunteering club and its history.

Showcase various volunteering activities organised by the club, such as selling
handmade items, fundraising, and organising games and concerts for children and
elderly.



Use images and videos to illustrate the impact of these activities on the local
community.




Highlight the benefits of volunteering, such as building essential life skills,
meeting new people, and gaining life experiences.



Encourage students to join the volunteering club and become part of the team.

End the presentation with a call to action, inviting students to participate in the

next volunteering activity.

Assessment: After the presentation, students can be given a reflection activity
where they can write about how the presentation impacted them and their thoughts
on joining the volunteering club. The teacher can assess this by reviewing their
responses and providing feedback.
Student’s videos:
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2.3.5. AI in Our Lives– unit 5

16


Objective: To help students understand the concept of Artificial Intelligence (AI)
and its applications in our daily life.
Materials Needed:

A computer or projector to show the multimedia presentation

Multimedia presentation on AI in our lives

Worksheets for students to answer questions related to the presentation
Procedure:



Begin the class by asking students if they have ever heard of the term 'Artificial
Intelligence (AI)'. If they have, ask them to define what it means.



Show the multimedia presentation on AI in our lives. The presentation should cover
the definition of AI, its history, and various applications in our daily life such as in
homes, transport, and work.




After the presentation, distribute worksheets to the students. The worksheets should
have questions related to the presentation. The questions could be multiple-choice, fillin-the-blanks, or short answer questions.
Give students time to work on the worksheet individually or in pairs.



Review the worksheet answers as a class. Encourage students to share their thoughts on
the topic and discuss how AI affects our daily life.



Finally, conclude the lesson by asking students to reflect on what they have learned
about AI and its applications in our daily life.

Extension activity: To extend the lesson, students could work in groups to research
a specific application of AI and create a multimedia presentation to present to the
class. They could also discuss the potential benefits and drawbacks of the
application they have researched.
2.4. The effectiveness of the solutions
I
have statistically conducted the results of 2 tests including: beginning end of the experiment. The results are summarized and analyzed through the

following data tables and charts:

17


Table 2.4.1. Distribution table of students' score values
Point Xi

Test at the beginning
of experiment

Test after experiment Number
2

Number 1
EC

CC

EC

CC

QTY R%

QTY R%

QTY R%

QTY R%

1

0

0

0

0

0

0

0

0

2

4

9,5

1

2,4

0

0

0

0

3

7

16,7

10

23,8

0

0

3

3

4

12

28,6

13

31

0

0

17

40,5

5

12

28,6

10

23,8

13

31

11

26,2

6

4

9,5

5

11,9

16

38,1

11

26,2

7

3

7,1

3

7,1

5

11,9

0

0

8

0

0

0

0

8

19

0

0

9

0

0

0

0

0

0

0

0

10

0

0

0

0

0

0

0

0

Table 2.4.2. Result of test at the beginning of experiment
Level

Mark

Experimental class

Control class

Number
of
students

Rate(%)

Number
of
students

Rate(%)

WeakPoor

0.0-4.0

23

54,8

24

57,2

Medium

5.0-6.0

16

38,1

15

35,7

PrettyGood

7.0-10.0

3

7,1

3

7,1

18