Luận văn thạc sĩ: Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng

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NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES



ĐẶNG BÍCH NGỌC

USING INTERACTIVE ACTIVITIES TO ENHANCE 3RD - GRADE STUDENT’S ENGAGEMENT IN ONLINE ENGLISH CLASSES: AN ACTION RESEARCH PROJECT AT AN ENGLISH CENTER

IN HAI PHONG

(Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại

một trung tâm Tiếng Anh tại Hải Phòng.)

MA. MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

HA NOI - 2024

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VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES



ĐẶNG BÍCH NGỌC

USING INTERACTIVE ACTIVITIES TO ENHANCE 3RD- GRADE STUDENT’S ENGAGEMENT IN ONLINE ENGLISH CLASSES: AN ACTION RESEARCH PROJECT AT AN ENGLISH CENTER

IN HAI PHONG

(Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh

lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng.)

MA. MINOR THESIS

Field: English Teaching Methodology

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DECLARATION OF AUTHORSHIP

I certify that the minor thesis entitled “Using interactive activities to enhance 3rd-grade students' engagement in online English classes: An action research at an English Center in Hai Phong” is the result of my

work and has not been submitted in any form for another degree or diploma at

any universities or other institutions. I am fully aware that should this

declaration be found to be dishonest, disciplinary action and penalties by

University policies and rules can be imposed.

(Signature and full name)

Assoc. Prof. Dr. Võ Đại Quang

Date: ...

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ACKNOWLEDGEMENTS

I want to thank my supervisor, Assoc. Prof. Dr. Võ Đại Quang, for motivating me to do this study. My thesis would not have been completed if it weren't for his kind donation of useful materials, priceless advice, perceptive

remarks, and kind assistance.

I also want to express my gratitude to all of my professors at the postgraduate department of Vietnam National University in Hanoi for their invaluable lectures, some of which I used for my research.

I am grateful for the third-grade pupils' participation and support in the selected center's sessions.

I owe the completion of this study to my family: my parents and my relatives who supported and understood me during the study.

Finally, weaknesses are unavoidable in my minor research. Therefore, construction comments are highly appreciated for the better refinement of the thesis in the time to come.

Hanoi, 2023

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ABSTRACT

A lesson in general, an English online lesson in particular can not be said to be successful without students' active participation. Learners of second foreign languages should be allowed to participate in the classes and complete their learning objectives. This study investigated the effectiveness of interactive activities to enhance students' engagement in online English classes. The research employed the action research method with 30 graders 3 at an English center in Hai Phong. Data were collected through pre-tests, tests, questionnaires, and interviews. The results revealed that the post-test scores in Cycle 2 showed a significant improvement compared to Cycle 1, indicating the positive impact of interactive activities on students' engagement. The analysis of mean scores also demonstrated higher post-test scores in both cycles, further supporting the effectiveness of project-based learning. The results indicate that one of the key drivers of student engagement and excitement in online English courses is interactive activities during online learning. This study intends to guide language teachers and advocates of innovative classroom approaches. It recommends a new teaching method to improve English online lessons at the English center I studied and other schools in the neighborhood and city.

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1.1. Rationale For The Research ... 2

1.2. Aims And Objectives Of The Study ... 3

1.3. Research Questions ... 3

1.4. Scope Of The Study ... 3

1.5. Method Of The Study ... 4

1.6. Significance Of The Study ... 4

1.7. Organization Of The Thesis ... 5

Chapter 2: Literature Review ... 6

2.1. Educational Interactive Activities ... 6

2.1.1. Definitions Of Educational Interaction ... 6

2.1.2. Types Of Educational Interactions ... 6

2.1.3. Interactive Activities ... 8

2.1.4. Some Interactive Activities In English Online Classes ... 9

2.2. Students' Engagement ... 15

2.2.1. Concept Of Students' Engagement ... 15

2.2.2. Students' Engagement In Online Learning Environment ... 16

2.2.3. Factors Affecting Students' Participation In Online Learning Environment ... 18

2.2.4. Dimensions And Indicators Of Student Engagement ... 21 2.3. Previous Studies Related To How To Enhance Students' Engagement

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During Online English Classes ... 23

Chapter 3: Methodology ... 25

3.1. Restatement Of Research Questions ... 25

3.2. Research Approach ... 25

3.2.1. Definition Of An Action Research... 25

3.2.2. Principles Of An Action Research ... 26

3.2.3. Models Of Action Research ... 27

3.4. Context Of The Study ... 37

3.5. Participants ... 39

3.6. Data Collection Instruments ... 39

3.6.1. Pre-Test And Post-Test ... 40

3.6.2. Questionnaires ... 41

3.6.3. Interviews ... 41

3.7. Data Collection Procedures ... 42

3.8. Data Analysis Methods ... 44

Chapter 4: Findings And Discussion ... 47

4.1. Research Findings ... 47

4.1.1. The Results From The Tests ... 47

4.1.2 The Results From Questionnaire ... 53

4.1.3. Data Analysis Of Interview With The Students ... 55

4.2. Discussion ... 58

4.2.1. The Effectiveness Of Using Interactive Activities In Online Teaching59 4.2.2. The Student’s Attitudes Towards The Use Of Interactive Activities In Online Teaching To Improve Learning Skills ... 60

4.3. Summary ... 61

Chapter 5: Conclusion ... 63

5.1. Recapitulation ... 63

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5.2. Concluding Remarks ... 64

5.3. Pedagogical Implications ... 66

5.3.1. Increasing Teacher’s Roles ... 66

5.3.2. Increasing Interactive Activities For Students ... 66

5.4. Limitations Of The Study ... 66

5.5. Suggestions For Further Study ... 67

Appendix 4: Interview (10 Minutes) ... 107

Appendix 5: Giấy Đồng Ý Tham Gia Vào Nghiên Cứu ... 109

Appendix 6: Giấy Đồng Ý Cho Học Sinh Tham Gia Vào Nghiên Cứu ... 110

Appendix 7: Photos ... 111

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LIST OF TABLES

Table 1: Indicators Of Student Engagement (Adapted From Bond Et Al.

Manuscript In Preparation). ... 21

Table 2: 20 Units In English 3- Global Success 3 ... 39

Table 3: Classification Of Students’ Level On A 10-Point Scale... 40

Table 4: The Rthef Pre-E He Tests In 2 Cycles ... 47

Table 5: The Results Of Pre-Tests ... 48

Table 6: The Results Of Post–Tests ... 49

Table 7: The Results Of Posthetests ... 49

Table 8: Differences Of The Test Mean Scores Of 2 Cycles ... 53

Table 9: Behavior Bbehavioron Learning English Online With Interactive

Figure2: Models of action research by Kemmis and McTaggart (1988) ... 28

Figure3: The 4 Stages Action Research Cycle by Burns (2010) ... 29

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CHAPTER 1: INTRODUCTION

This part gives a thorough summary of the study, including the reasons for the research's conduct, its goals and objectives, its questions, its scope, importance, research methodologies employed, and the thesis's structure.

1.1. Rationale for the research

English is a required subject in the national school system and is extremely significant in today's world of globalization and multidimensional integration, there is no denying English's importance as a global language. This also contributes to a marked change in English teaching methods and techniques, instead of only one form of learning, which is the "blackboard and whiteboard" learning style as before at English language centers. Centers in Vietnam in general and Hai Phong in particular have changed and diversified forms of learning, including online learning with many of its conveniences.

Additionally, learning is an active process in which students participate to make a connection to the material and solidify the lessons they have been taught. Students who actively participate in the learning process can have better learning results, as noted by Hefzallah (2004): "To teach is to communicate, to communicate is to interact, to interact is to learn" (p. 48). It can be difficult to incorporate interactions whether between students and teachers or between learners themselves, in an online classroom. Therefore, teaching English how to attract and encourage students to engage in learning activities to create effective English lessons is always a concern of teachers like me.

In the course of online teaching, I've come to grasp the psychology of my pupils; some of them are eager and thrilled to participate in the sessions, while others turn off the camera, switch off the microphone, and conceal themselves for the duration of the session. Aware of that urgent problem, our

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study focuses on interactive activities to foster engagement in online classes and create an environment where all students can engage themselves in the learning process. It is intended that the results might add to the pedagogical approaches for improving interactions in an online learning environment, particularly the ones that have not yet been recognized and documented in the literature.

1.2. Aims and objectives of the study

This research is aimed at improving students' involvement in online English classes at the English center by using interactive activities. To achieve that aim, the following objectives are set for the research:

(i) To investigate the improvement of the 3rd graders’ engagement at an English center in Hai Phong through interactive activities in online classes.

(ii) To investigate the attitudes of the 3rd graders at an English center in Hai Phong by using interactive activities in online classes.

1.3. Research questions

To accomplish the previously stated objectives, the researcher will address the following research questions:

1) To what extent do interactive activities enhance students' engagement in online English classes of the 3rd graders at an English center?

2) What are the attitudes of these students towards the use of interactive activities in English online lessons?

1.4. Scope of the study

The scope of the study is to investigate the efficacy of implementing interactive activities in English online lessons. This study was carried out on the third graders at an English center in Haiphong over 8 weeks. The participants of the study included 30 students in this center who are gifted students with very good backgrounds in English and are very familiar with

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taking online classes. It will investigate the extent to which interactive activities lead to increased student engagement. The research will be based on relevant theories and concepts related to interactive activities and student engagement.

The topic does not cover all of the interactive activities that can be used to enhance and improve students' participation in English online lessons but rather focuses on the use of some of the most appropriate and effective activities for my students at the center where I teach to engage students in learning activities that enhance and improve their engagement in online lessons.

1.5. Method of the study

As mentioned above, this research adopts action research in an attempt to improve the current situation of online English teaching and learning in the teacher-researchers class. In so doing, the method including tests, questionnaires, and interviews will be employed during the process of data collection.

1.6. Significance of the study

Both theoretically and practically, the research's findings are anticipated to be valuable. Theoretically, it is anticipated to improve online English instruction's philosophy of learning. Practically, this research has implications for students, teachers, centers, and other researchers.

For the students, it helps to improve and promote their participation and interest in English online lessons through the use of interactive activities. Additionally, it encourages the growth of self-discipline, the capacity for autonomous self-study, and the willingness to try new things and acquire new techniques, particularly those connected to contemporary information technology. For teachers, it is helpful to innovate teaching methods with newer interactive forms and activities. Moreover, this can be a tool for

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reforming online teaching and learning for the English centers. Finally, the research's findings can be a suggestion and a reference for the researchers who want to improve students' participation in English online lessons in particular and other online lessons in general.

1.7. Organization of the thesis

This research offers an overview of the effectiveness of using interactive activities to enhance students' engagement in online English classes. It is divided into five chapters.

Chapter 1 - Introduction: presenting the rationale of the study, the

aim and objectives, research questions, scope, method, significance as well as the design of the study.

Chapter 2 - Literature Review: giving a critical review of some

previous studies relating to the research problem, presenting theoretical background relating to group work activities.

Chapter 3 - Methodology: reporting the context of the study which

includes the description of the setting and the study participants. Data collection instruments, data collection procedures, and data analysis procedures are also introduced.

Chapter 4 - Data Analysis and Findings: Describe the analysis of data

in detail and discuss the results of the study.

Chapter 5 - Conclusion: Provide a summary of the main issues and

some pedagogical implications. This chapter also includes limitations and some suggestions for further studies.

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CHAPTER 2: LITERATURE REVIEW

This study critically reviews some previous studies relating to enhancing students’ engagement through interactive activities and covers certain concepts and theories about using interactive activities for children.

2.1. Educational interactive activities

2.1.1. Definitions of educational interaction

A relational activity involving educators, students, and administrative personnel can be understood as an educational interaction. When we talk about an interaction, we usually mean a reciprocal connection that takes place in a setting other than the community and involves two people. Together, they are conscious of the need to foster an environment of teaching and learning in schools to generate reliable and competent human resources, namely pupils.

According to Shuyadi and Abu Achmadi, educational interaction is "a relationship that takes place in education bond between educators (teachers) and students." Conversely, educational contact in teaching is "a deliberate interaction process, awareness of the purpose, i.e., to deliver students level maturity," according to Sudirman AM.

According to some definitions, educational engagement between instructors and students is a reciprocal activity that is organized, purposeful, communicative and has certain objectives. Thus, for there to be an intentional connection in education, there need to be two key components: teachers and students.

2.1.2. Types of educational interactions

Three complimentary forms of interactions: learner, learner-teacher/instructor, and learner-content have been recognized by researchers within the framework of virtual learning environments (Palloff & Pratt, 2001; Strachota, 2003):

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- The concept of learner-to-learner contact entails interacting with classmates and exchanging ideas about the course material to foster an engaged learning community.

- Students' capacity to interact with their professors or instructors and get feedback from them is known as their "learner-teacher" relationship.

- Accessing, modifying, synthesizing, and communicating course material are all parts of the learners' involvement with the content.

Research has demonstrated that for online learning to be effective, all three of these forms of contact are required. For instance, it has been discovered that interactions between learners might result in improved learning and pleasure. According to Gray and DiLoreto (2016), students who interacted with their peers more in class reported learning at higher levels. Gašević et al. (2015), who asserted that student-student talks might help learners achieve better levels of knowledge creation and learning outcomes, provide credence to this. Because they may benefit from one another's input and don't feel alone, learner-to-learner contact appears to have a favorable correlation with motivation to learn. In a similar vein, high levels of contact between students and teachers or instructors positively affect students' happiness with the course and their learning (Swan, 2001). Molinillo et al. (2018) made a similar argument, arguing that social presence and learner-teacher contact positively impact students' active learning in both direct and indirect ways.

Conversely, a lack of communication between students and teachers might make them feel frustrated, which in turn could make them less motivated (Miner, 2003). In contrast, learner-content interaction refers to a learner's one-way communication with the course material. Students may

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read literature, use study guides, complete homework, and apply newly acquired information to earlier knowledge during the interaction. This kind of contact was considered by Abulibdeh and Hassan (2011) to be a critical predictor of students' academic success. This empirical research has demonstrated how the three different forms of contact encourage students to participate and get involved in their education. To encourage active learning in the virtual classroom, the current study exclusively looked at learner-teacher/instructor interactions.

2.1.3. Interactive activities

To immerse and engage students with the teachings or content, interactive classroom activities prioritize student participation above one-way communication or individual learning.

Interactive activities are exercises, games, simulations, or discussions that involve the learners actively in the content, process, or outcome of the training. They can vary in complexity, duration, and format, depending on learning objectives, audience, and context in teaching.

There are several ways in which interactive activities can improve the caliber of training sessions for both instructors and trainees. First, by making the content more engaging, relevant, and enjoyable, interactive exercises can improve students' focus, interest, and memory of the information. Second, by providing chances for discussion, sharing, and reflection, interactive activities can promote cooperation, communication, and feedback between the learners and the facilitator. Third, by forcing students to apply, assess, and produce new information, interactive activities can foster higher-order thinking abilities like creativity, critical analysis, and problem-solving. Fourth, by offering practice, reinforcement, and feedback on the behavior and performance of the learners, interactive activities can help with learning

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transfer.

Interactive activities can also pose some challenges for the facilitator and the learners. First, interactive activities can require more time, resources, and preparation than traditional lectures or presentations, by involving more materials, instructions, and facilitation skills. Second, interactive activities can create uncertainty, confusion, or resistance among the learners, by exposing them to new or unfamiliar situations, perspectives, or expectations. Third, interactive activities can generate conflict, tension, or frustration among the learners or the facilitator, by triggering different opinions, emotions, or behaviors. Fourth, interactive activities can compromise the learning outcomes, by distracting from the main objectives, overwhelming the learners with too much information or complexity, or failing to provide adequate feedback or assessment.

2.1.4. Some interactive activities in English online classes 2.1.4.1. Picture Prompt Warm-up

A picture prompt is an image or visual stimulus provided to inspire creative writing, storytelling, or other forms of expression. It serves as a starting point to generate ideas and narratives based on the visual content. According to Kevin Yee (2020), selecting an image that fits in well with the day's theme is a great way to start an online English language lesson. This might assist pupils in drawing on their past understanding of a subject. Different tasks might be assigned to pupils based on their level: speak on what they observe, make guesses as to what will occur next, connect what they observe to personal experiences, form sentences using the image as a guide, or respond to a few basic questions.

2.1.4.2. Flashcard sentences for teaching english online

According to Harmer (2018), flash cards are a really handy resource to

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have and can be useful at every stage of the class. They are a great way to present, practise and recycle vocabulary and when students become familiar with the activities used in class, they can be given out to early-finishers to use in small groups.

There are just so many options, but using them as a refresher of grammar and vocabulary is the easiest. Alternatively, go one step further and assign pupils to use the word they observed to form a phrase.

Presenting two flashcards to the class and asking them to construct a statement using a comparison adjective is an additional alternative. Or, playing one card, followed by a superlative.

Present a flashcard from your stack on the internet, and the learner must use the grammatical point listed on the card to construct a sentence.

For instance. The simple past is the grammatical topic you mentioned, and the flashcard you bring out features an image of a pizza.

The student might say, “I eat pizza/ I like pizza.” Or, if you’re teaching about comparative adjectives, the student might say, “Pizza is more delicious than carrots.”

2.1.4.3. Role-play in Teaching Online

One type of experiential learning is role-play (Russell & Shepherd, 2010). Students act out roles that have been allocated to them in a written play. Individual role-playing or group role-playing, in which each group member assumes a role or character, are two possible ways to conduct the role play. According to Richards (2005), role-playing is an exercise where students are assigned roles and use signals or given information to create a scene or interaction.

Harmer (1984) asserts that role-playing has advantages for pupils. To begin with, it facilitates students' understanding of language arts subjects

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including syntax, vocabulary, intonation, and pronunciation. Additionally, it enables language practice for kids in a range of contexts, both within and outside the classroom. Furthermore, students learn how to deal with language's unexpected nature by playing fictitious roles in a range of settings. In the classroom, role-playing also promotes motivation and involvement. It is recommended to use role-playing in English-speaking classrooms in addition to games and other communication activities since it is simple to prepare for and execute.

Roleplaying is a tool that educators use to assist in explaining topics or events from real life. In an ESL (English as a Second Language) class, for instance, the teacher might introduce a scenario (such as placing an order at a restaurant), assign students to roles (such as hosts, customers, or wait for staff), and then ask the students to have a conversation while considering the scenario and their roles.

2.1.4.4. Interactive game activities

Make an interesting learning environment with lots of games. Students love games so much because they don't feel like they're learning.

a. Wordwall

As to the findings of Hasram et al. (2021), the Wordwall platform is an excellent gaming platform that helps students improve their vocabulary. Additionally, this platform may be utilized to boost students' reading and writing by selecting the appropriate assignment based on the requirements of the professors (Bueno et al., 2022).

Students may create games, interactive exercises, and learning activities with Wordwall, an application for teaching and learning. Students enjoy completing the interactive exercises on this website, the game design is engaging, and the tool is easy to use, so use it to create teaching activities

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quickly. Furthermore, pupils are also aware of the results right away or after doing the assignment. This program may be used by teachers to construct games for vocabulary testing, sentence practice, and teaching recently learned phrase patterns.

Three easy steps allow teachers to create a custom learning resource: choose a template, input content, and then print or play it on a computer, tablet, or smartphone. These are a few of the software's most notable attributes:

- Select from a variety of templates, such as quizzes, crossword puzzles, and so on, and input your material.

- With a single click, you can simply switch from one template to another. - Materials may be easily customized and edited to fit your classroom and teaching style.

- Activities may be presented in some themes, each with its own set of visuals, fonts, and sounds.

- The activities can be used as student exercises.

- Share activities by emailing page URLs or posting them on social media... For instance, if a teacher wishes to help students' vocabulary related to a professional issue, they can do so by assigning word and image matching activities on the word wall platform, which the instructor has prepared ahead of time. In only two minutes, students will finish this lesson and receive their scores right away.

Teachers will be able to determine from this outcome how effectively their pupils recall words after they have just finished learning. These kinds of exercises motivate the students to participate. While taking the test, students learn about English-related topics as well as how to manipulate a computer nimbly, including typing words and timing response times to achieve the best

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and fastest responses. Teachers also hope to instill a sense of rivalry in kids' learning through this activity.

Specifically, the link and interface of the exercise are as follows:

b. Quizizz

Quizizz is a well-known and extensively used tool by educators worldwide. This learning platform provides a variety of tools to enhance the enjoyment, engagement, and interactivity of the classroom (Suo, Y & Zalika, 2018). Teachers can assess students' academic knowledge and social awareness in an engaging way by designing classes, carrying out formative assessments, assigning homework, and engaging in other interactions with students (of all grades).

After a class or a lengthy lesson unit, teachers may use this tool to create tasks that help students retain the material, test their grasp of the vocabulary and sentence structures they have learned, and gauge their level of engagement.

For example: After completing this lesson, if the teachers want to test your knowledge of time: What time is it? students will need to know and apply the following materials:

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Firstly, about sentence patterns, students need to know how to use two sentence patterns:

Sample question 1: Ask and answer about hours. -What time is it?

- It’s + time.

Example: What time is it? - It’s seven-thirty.

Sample question 2: Ask and answer what time someone does what. - What time + do/does+ S+ V....?

- S + V/Vs/es + at + time.

Example: What time do you get up? - I get up at 6.30

Second in terms of vocabulary: They will consolidate and review the numbers to tell the time and some activities they do during the day:

As a result, teachers seek to consolidate and assess whether pupils have learned the new content mentioned above. The instructor will be able to assess the entire class in just five minutes as opposed to answering questions orally and testing around two pupils through a Quizizz interactive test. Before instructing, teachers will prepare lessons, which students will complete after learning new content. In particular, the questions' interface and the exercise link are as follows:

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2.2. Students' engagement

2.2.1. Concept of students' engagement

Three commonly acknowledged characteristics of student involvement are emotional, cognitive, and behavioral (Chapman, 2002; Fredricks et al., 2004, 2016; Mandernach, 2015). Every dimension contains aspects (Coates, 2007) or markers (Fredricks et al., 2004) that make each dimension visible. Active reactions to learning activities are referred to as behavioral engagement, and they can be demonstrated by involvement, perseverance, and/or good behavior. Cognitive engagement is characterized by deep learning, self-regulation, and comprehension. It also involves mental effort in learning tasks. Positive responses to the learning environment, classmates, and teachers as well as a sense of belonging are indicators of affective engagement, which is the emotional investment in learning activities. Bond et al. provide a set of indicators for every dimension (2020).

Three key classroom interactions are often investigated when trying to understand the factors influencing student engagement: student-student interactions, student-instructor interactions, and student-content interactions (Moore, 1993).

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In the classroom, caring, touch, and collaboration are examples of the interactions that take place between students and their instructors. Pupils who get along well with their instructor participate in class discussions, offer assistance, and follow instructions. To further demonstrate that they are engaged in the material being covered in class, they offer personal experiences related to the subjects being covered, volunteer to participate in an activity, and ask questions. Therefore, being engaged in a lesson involves more than just showing up to class on time and frequently.

Students' discussions in small groups set the stage for their interactions with one another. A positive relationship entails their collaboration and input towards the assigned job. Students will work hard to finish a job whenever they are happy and at ease in groups.

Students' discussions in small groups set the stage for their interactions with one another. A positive relationship entails their collaboration and input towards the assigned job.

To put it briefly, student engagement pertains to their participation in the lesson, their ability to complete the assigned tasks, and their involvement in the classroom environment.

2.2.2. Students' engagement in online learning environment

Learner involvement in an online learning environment may be different from that in a face-to-face one. This is because, in an online learning environment, even the most engaged students may choose to remain silent when they are not in physical proximity to one another. According to Palloff and Pratt (1999), students in an online learning environment could take on new identities and would not feel forced or compelled to interact with one another when they are not in person.

Different pedagogical qualities are needed for learner involvement in an online setting than in a traditional one. To comprehend the causes of the

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differing levels of involvement in online classrooms, researchers have also examined the learner component instance, Mason (1994) and Taylor (2002) identified three learner groups based on their interactions online: 1) active participants, who frequently take the initiative and add to class discussions; 2) lurkers, who fall into the peripheral participation group and primarily read messages without posting anything of their own; and 3) shirkers, who participated as little as possible when it was necessary. These forms of learner interaction are important to understand why students participate in the classroom to varying degrees.

Student-to-student interactions foster a vibrant feeling of community and ward off boredom and loneliness (Martin and Bolliger, 2018). Group activities, peer evaluation, and the usage of online communication platforms like social media, chat rooms, and discussion boards are characteristics that promote student-to-student interactions in virtual learning settings (Revere and Kovach, 2011; Tess, 2013; Banna et al., 2015). These online communication platforms foster student relationships when in-person interactions aren't possible (Nicholson, 2002; Harrell, 2008). In a survey of 1,406 college students enrolled in asynchronous online courses, the students reported feeling more satisfied and having learnt more when discussions accounted for a larger portion of the course grade. This is probably because discussions encouraged more interactions between students and between students and instructors (Shea et al., 2001). It's interesting to note that graduate students taking online courses reported in another study that while group activities, ice breakers, and online communication tools were all beneficial for sustaining student engagement, student-to-student interactions were deemed the least important (Martin and Bolliger, 2018).

According to the graduate students enrolled in online courses in the

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Martin and Bolliger (2018) study, student-instructor interactions were deemed the most significant of the three interaction types. This finding is consistent with previous research indicating that students view these interactions as more significant than peer interactions in promoting engagement (Swan and Shih, 2005). When the following practices were used, student-teacher interactions in online classes increased: (1) multiple open channels of communication between students and instructors (Gaytan and McEwen, 2007; Dixson, 2010; Martin and Bolliger, 2018); (2) regular communication by instructors of announcements, reminders, grading rubrics, and expectations; and (3) timely and consistent feedback provided to students (Gaytan and McEwen, 2007; Dixson, 2010; Martin and Bolliger, 2018); Chakraborty and Nafukho, 2014; Martin and Bolliger, 2018), and (4) hardly participating in class debates as teachers (Mandernach et al., 2006; Dixson, 2010).

It is widely recognized that participation plays a significant role in online learning (Bernard et al. 2009; Lou et al., 2006; Norris et al., 2003). Apart from enhancing education and offering assistance, it might also provide students with a feeling of belonging (Rovai, 2002) and align with their objectives and principles (Smith & Hardaker, 2000).

2.2.3. Factors affecting students' participation in online learning environment

As a foundation for technology-assisted learning, Kearsley and Schneiderman (1999) created the Engagement Theory, which holds that students must be effectively engaged by engaging with one another and doing desirable activities. Engaging students during the learning process is critical for sustaining attention, motivating critical-thinking skills, and fostering productive learning. Student engagement can be affected by some of the following factors.

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2.2.3.1. Designing online learning

Careful instructional design is necessary for a learning activity to be both successful and entertaining. Teachers can help students become more engaged by utilizing deliberate instructional design methods that emphasize student-centered learning tactics (Lee & Hannafin, 2016).

The community of inquiry (COI) framework is another significant paradigm utilized in the creation of student-centered online learning. To maintain successful learning experiences, it addresses learners' involvement through three sorts of presence: social, teaching, and cognitive (Befus, 2016). With a variety of learners participating in a dynamic setting that meets their cognitive, social, and mentoring requirements, the three components of community of inquiry provide a student-centered learning experience. Due to the availability of a variety of resources in virtual classrooms that can support the three presences and hence promote and sustain engagement, this framework might be used when developing virtual learning.

2.2.3.2. Virtual classrooms interactive tools

Students are engaged in learning and can communicate with teachers and peers more easily when appropriate interactive technologies. For instance, virtual learning can be more effective when nonverbal urgent actions are used. Students become more engaged and interested in the material when they are encouraged to respond to it with emojis. There are many tools available to instructors in conventional learning contexts to help with student engagement. To sustain students' learning engagement, real-time interactive classroom technologies can also significantly boost their interest in the subject matter (Francescucci & Foster, 2013). According to Lokare et al. (2021), the utilization of online interactive tools has resulted in a 20% increase in average marks and a rise in the number of student answers. WeChat, iBook Author,

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and Spark Video are a few examples of interactive tools that Liu and Moeller (2019) found to be useful for contextualizing the online learning environment, enhancing the online learning experiences, and setting a precedent for novelty to pique students' interest in learning. Research has shown that the adoption of online interactive learning models in aviation courses may effectively foster positive connections between instructors and students, boost mutual engagement, and motivate students to participate in the virtual classroom (Rossydi & Masita, 2021).

2.2.3.3. Teaching Strategies and Sense of Community

A teacher's duties, traits, and teaching style may all have an impact on students' engagement. Teachers are free to choose teaching tactics that allow for unfettered dialogue and engagement amongst all learners, including the sharing of thoughts, queries, and reflections on the virtual learning environment. To keep students interested, teachers should keep lectures to a minimum, and use fun interactive tools like chat, videos, and games.

Teachers in virtual classrooms need to act in certain ways. The desire that students have for a feeling of community during their education is reflected in interaction, teamwork, and collaboration. Students can succeed academically in virtual classrooms when professors foster close, meaningful relationships with them (Bigné et al., 2018).

To sum up, raising student participation in oral activities is one of the learning objectives for which instructional strategies may prove to be quite important. Students' engagement in class activities is also greatly influenced by the traits and responsibilities of the professors. Consequently, to accomplish this aim, educators must enhance their approach, expertise, and personality to inspire pupils.

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2.2.4. Dimensions and indicators of student engagement

According to Fredricks et al. (2004) and Fredricks, Filsecker, and Lawson (2016), there are three widely accepted facets of student involvement: behavioral, emotional, and cognitive. Positive responses from students to their instructors, peers, and learning environment, together with a feeling of interest and belonging, are all components of affective engagement. For kids to be considered behaviorally engaged, they must participate, be persistent, and behave well. Understanding, self-control, and deep learning techniques are all components of cognitive engagement.

Table1: Indicators of student engagement

(Adapted from Bond et al. Manuscript in preparation).

Cognitive engagement Affective engagement Behavioral engagement

Integrating ideas Sense of belonging Attention/focus Critical thinking Satisfaction Developing agency Setting learning goals Curiosity Attendance

Self-regulation Sees relevance Attempting

Operational reasoning Interest Homework completion Trying to understand Sense of wellbeing Positive conduct

Focus/concentration Feeling appreciated Confidence

Deep learning Manages expectations Participation/involvement Learning from peers Enjoyment Asking the teacher or peers

for help

Justifying decisions Pride Assuming responsibility

Positive interactions with peers and teachers

Supporting and encouraging

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the classroom Preference for challenging

tasks

Teaching self and peers

A positive attitude about

Pekrun & Linnenbrink-Garcia (2012) state that a variety of indicators make up each engagement dimension (see Table 1) that are perceived at various locations on a continuum based on their activation (high or low) and valence (positive or negative). Referring to a manifestation of student participation through mental, emotional, or behavioral reaction or action that ultimately becomes observable and quantifiable, the word "indicators" is employed here in accordance with Fredricks et al. (2004).

Figure1: Student engagement within a technology-enhanced learning microsystem

Combining these concepts, the paradigm illustrated how the technology-enhanced learning microsystem, student involvement, and subsequent outcomes interact: It is more probable that student empowerment and participation within their learning community will result in a variety of

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results as well as that the students' energy, effort, and engagement will subsequently be reinvested in the activities and learning environment. It is consistent with the first definition of student engagement, which states that a variety of internal and external factors can impact participation.

In conclusion, the literature review discussed above has shown that a wide range of factors might affect students' participation. The literature identified four categories of factors that could impact students' participation in virtual classrooms: (1) technical (technology and related issues); (2) learning-experience design (issues related to instructional design); (3) psychological (student stress, mood, and mental health); and (4) behavioral (instructors' management of virtual classrooms). Teachers can adjust their approach and practices to the degree of motivation, attitude, and personality by identifying characteristics that influence students' involvement (Baker et al., 2016).

2.3. Previous studies related to how to enhance students' engagement during online English classes

Up to now, several studies have been conducted and reported by many language researchers that have been purposed to stimulate students to participate in online English classes.

One of the biggest barriers to students' English mastering, according to Sikapang's (1993) study on stimulation using game method, is a lack of classroom practice. The study also indicated that the game technique used powerfully stimulated students to exposure to their abilities. Using information technology for educational purposes and engagement metrics from the National Survey of Student Engagement (NSSE) were found to be strongly positively correlated by Nelson Laird and Kuh (2005). While blended learning has the potential to boost learner engagement, few of the most cited authors in the field are taking this idea seriously in their research questions and problem statements (Halverson, Graham, Spring, Drysdale, &

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Henrie, 2014), despite the interest of scholars and practitioners in this possibility (Halverson, Graham, Spring, & Drysdale, 2012).

In Vietnam, Nguyen Thi Minh Ha (2010) studied the impact of cooperative activities on raising student participation in online courses in two accounting classes at Hanoi University of Business and Technology. The study was concerned with how to increase student participation in online learning. Four methods of data collection were employed in this paper: surveys, student reports on interactive activities after classes, semi-structured interviews with students as a follow-up, and observation during each lecture. According to the research, students can improve their engagement in online classes and alter their opinions regarding their English language proficiency through collaborative activities.

Another researcher, Lê, T. T. H. (2022) used Kahoot in an online English course to increase motivation for students in a lower secondary school in Phu Tho Province. This study looked at how well students responded to the game-based learning platform Kahoot and how they felt about using it in an online classroom. To achieve these goals, the researcher employed a hybrid method that included the use of both quantitative and qualitative instruments. According to the results, they were using Kahoot! significantly improved student engagement by fostering a fun learning atmosphere and encouraging active participation in online courses.

In general, several research studies have been conducted on improving students' proficiency in English when learning a foreign language and increasing their engagement with online English instruction. Nevertheless, little research has been done on raising student involvement in English online lessons with interactive exercises. The goal of the current thesis study is to close this gap. Through the use of pre-test, post-test and questionnaires, this study aims to provide more data to the modest but expanding body of knowledge on this subject.

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CHAPTER 3: METHODOLOGY

This third chapter, followed by Chapter 2, will give the reader more information about the methods used to collect data to analyze the author's research questions. In general, pre-tests, post-tests, questionnaires, and interviews are the main tools to help the author collect information, the tools are prepared and arranged in an order suitable to the research circuit. Detailed information will be presented in detail according to the sections below.

3.1. Restatement of research questions

By conducting this research, the researcher aims to find out whether adopting interactive activities in English teaching online could enhance grade 3 students’ engagement in online classes in the context of an English Center in Hai Phong or not. This overall aim was specified into the following objectives:

1) To what extent do interactive activities enhance students' engagement in online English classes of the 3rd graders at an English center?

2) What are the attitudes of these students towards the use of interactive activities in English online lessons?

3.2. Research Approach

The utilization of action research provides a framework for researchers to implement actual intervention strategies, evaluate their impact, and gain more profound insights into their teaching practices. The definition, principles, and model for conducting action research have been elaborated below.

3.2.1. Definition of an action research

Regarding the definition of action research, many definitions have been defined by different authors as below:

Lewin (1946) defined action research as a comparative study that looks at the status and outcomes of different types of social activity, eventually

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resulting in social action. He emphasizes that research solely producing books is not sufficient.

According to Peter, Bradbury, Hilary, eds. (2001), action research is an interactive inquiry technique that combines problem-solving exercises conducted in a collaborative context with data-driven collaborative analysis or study. In addition to forecasting upcoming organizational and human transformation, it aims to identify the underlying causes. Burns (2009) defines action research as the combination and interaction of action and research. The action component involves developing and implementing interventions within specific contexts like classrooms, schools, or organizations to bring about improvement and change. The research component entails systematically observing and analyzing these developments and changes to understand the reasons behind the actions and make further adjustments. This definition encompasses the key aspects of action research mentioned earlier and provides a comprehensive understanding of its nature.

Based on the above definitions, the researcher can conclude that action research is a method used to enhance practice. It is participatory and collaborative, undertaken by individuals with a shared purpose. Additionally, action research involves problem-solving, particularly when the solution leads to practice improvement.

3.2.2. Principles of an action research

Regarding principles of action research, many principles have been given out by different authors as below:

As said by Zeichner and Noffke (2001), propose “trustworthiness”, or the honesty and authenticity of the data analyses, reports, and interpretations. Bradbury and Reason’s (2001) “worthwhileness” refers to the values participants gain in the research.

Burns (2015), notes that an action research methodology is often subject

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to criticisms of low validity for inadequate rigor, weak replicability, generalizability, and unpredictable initial design. Proponents argue that these criticisms misinterpret the situational nature and the purpose of promoting the practitioner’s professional development and improving the problematic situation. Besides, the term validity is complex and controversial so how to make judgements of the quality of action research is a matter of great concern.

Addition to, lastly, Greenwood and Levin (2007) clarified that credibility covers internal credibility, the meaningfulness of the knowledge to participants, and external credibility, the reliability of outcomes to the uninvolved in the research. The term credibility covers the concept of trustworthiness and worthwhileness in action research, so this study aims at satisfying the principle of credibility.

Overall, it is agreed that reflective critique, validity, and credibility are the main principles of action research.

3.2.3. Models of action research

Action research models vary among researchers, highlighting the evolving nature of this approach:

Kemmis and McTaggart (1988) propose a four-stage model characterized by a spiral of cycles, each encompassing four stages. Initially, a well-informed action plan is developed to address the current situation. The plan is then implemented, followed by the observation of its effects. These observed effects serve as a basis for reflection and inform subsequent cycles.

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Figure 2: Models of action research by Kemmis and McTaggart (1988)

Somekh (1989) and McBride (1995: 27) outline another model of action research, which involves identifying a focus of interest or problem, collecting and analyzing data, generating hypotheses, planning action steps, implementing those steps, monitoring changes through data collection, analyzing and evaluating the outcomes, and planning for the next cycle.

Burns (1999) emphasizes the dynamic and fluid nature of the action research process, as various aspects such as identification, planning, data gathering, analysis, and reflection are interwoven rather than isolated or fixed. Furthermore, Burns (2010: 7) highlights that despite different terminologies, all action research models share the common purpose of conducting a systematic study to address classroom problems, introduce changes, and improve the teaching and learning process. This is achieved through a

dynamic process of planning, acting, observing, and reflecting (See Figure 1).

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Figure 3: The 4 Stages Action Research Cycle by Burns (2010)

These four broad stages form a research cycle that can be continued or spiraled until the action researcher achieves a satisfactory outcome and decides to conclude the process. By going through this cyclical process, teacher-researchers gain a deeper understanding of both practice and action inquiry, utilizing their findings to enact intended improvements in teaching and learning.

In summary, the researcher applied action research based on both Burns’ model (2010) and Kemmis' model (1988). Burns’model offered several benefits, such as the opportunity to implement real intervention strategies within a specific context, collect and analyze empirical evidence to evaluate effectiveness, collaborate with colleagues and stakeholders for a comprehensive understanding of the issue, enhance professional growth, and improve outcomes for students or stakeholders, meanwhile, Kemmis’ model consisted of two cycles, each followed four stages of Burns’ model. After Cycle 1, the researcher found out the problems when using interactive activities and then she had an opportunity to revise the plan and applied the revised plan in Cycle 2 to address the problems.

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3.4. Procedures of the study

The study followed a specific process, which involved four main stages of the action research method designed by Burns’ model (2010): plan, action or implementation, observation, and reflection. To implement this method, the

researcher spent 8 weeks and applied it in 6 units (My house, My bedroom, At the dining table, My pets, Our toys, Playing and doing) which included six

steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994). These units were conducted in the Global Success for grade 3. The process was described in detail in an earlier section.

The stages of interactive activities

The first stage:

“plan”

The researcher asked students to participate in the first pre-test to have the data on their learning abilities, then instructed the students to implement 6 units through two cycles (each cycle has 3 units).

The second and third stages:

“Implementation & observation”

Do the treatment for 8 weeks from units 12, 13, 14, 15, 16, and 17 in the Global Success for grade 3. Participants learned in online English classes with interactive activities. The first unit was exercised and after the first unit, the lesson plan was revised for better improvement for the next units. While implementing the interactive activities, the researcher also made the observation.

The last stage

“reflection”

The teacher continuously assessed engagement and gave necessary feedback after implementing all units. Besides, peer evaluations for group work and feedback on the team were shown to enhance strengths and reduce weaknesses. As a result, necessary changes were shown clearly for the next units in the future.

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i) Planning the action

Before applying the intervention, the researcher carried out a pre-test for my students to assess their English learning abilities based on knowledge of units in the second semester of the Global Success 3 book. After completing test 1, the teacher determined the problems that students needed to improve in English skills. The teacher began to instruct about interactive activities in each unit. All planning including lesson plans, media, and teaching aids were well prepared. The teacher designed the corresponding activities to familiarize students with interactive activities and equip students with the necessary knowledge and skills to conduct unit one to improve these conditions.

ii) Implementing and observing the action

The researcher implemented the activities which were carefully planned in the previous phase through six steps following Papandreou (1994):

Step 1: Preparation

(1 period)

The researcher played the role of a teacher as well as acted as an observer, coach, guide, a facilitator, and students did their tasks required in this stage.

To begin with, the teacher introduced the topic, objectives, and the overall process. The teacher and students discussed the subtopics drawn from the theme in the textbook.

The class was then divided into small groups, with each group having a designated leader who was enthusiastic and actively engaged in the class. This leader played a pivotal role in connecting group members and ensuring the completion of tasks.

Step 2: Planning (1 period)

During this stage, the teacher and students discussed the required products and specifications for each group. The students had the autonomy to choose their topics and were guided on how to gather information related to units 12 to 17, including vocabulary, grammar, and relevant structures. The teacher provided scaffolding and essential language resources to support the students in their preparation.

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Step 3: Research (2 periods)

In the next stage, the teacher assisted the students in developing their products and provided necessary support when needed. Students were guided on how to utilize technology or materials to gather information, and each group member contributed relevant information sources to be shared within the group.

Students worked individually to collect the information related to their topic and then worked in groups. Based on these references, group members engaged in discussions to design a presentation or create a product that would serve the final stage. A variety of activities were provided to facilitate their learning process (refer to Appendix I in the lesson plan).

Step 4: Conclusions

(1 period)

Students revised the ways to collect and interpret data by describing the charts and reporting their findings. Groups collaborated once again to present their final products, engaging in communication, negotiation, compromise, and decision-making. Students were encouraged to practice their presentations at home before delivering them in class.

Step 5: Presentation

(2 periods)

The teacher focused on teaching students the language and manner to make an oral presentation. After receiving instructions for making a presentation, groups rehearsed their talks at home and then took turns to present the group reports to the audience.

While a group was making a presentation, the other groups listened and filled in the peer’s comments to give comments and feedback for that group’s presentation. The teacher observed all the activities of the students, listened to them, and jotted down some comments.

Step 6: Evaluation

(1 period)

In the final stage, the teacher provided feedback on students' performance and efforts. The teacher focused on the main task of assessing the students' English skills, and engagement and giving the necessary feedback after implementing the above method to help the students improve their skills, at the same time, the researcher also outlined the necessary changes for the next units and cycle.

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Luận văn thạc sĩ: Sử dụng các hoạt động tương tác để tăng cường sự tham gia của học sinh lớp 3 trong lớp học tiếng Anh trực tuyến: Dự án nghiên cứu hành động tại một trung tâm Tiếng Anh tại Hải Phòng

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