Sáng kiến kinh nghiệm Applying multimedia technology in teaching reading skill to EFL 10th graders at Dien Chau 5 high school

 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 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 10TH 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. 
  To explore the impact of multimedia technology on the reading skills of EFL 
 10th graders. 
  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 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 
 4 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 e-
learning 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 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 
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