Sáng kiến kinh nghiệm Using a student response system (Socrative app) as a pre-reading technique to improve 11th students’ ability in reading skill at Dien Chau 5 high school

 NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT
 DIEN CHAU 5 HIGH SCHOOL
 TEACHING EXPERIENCE
USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A 
PRE-READING TECHNIQUE TO IMPROVE 11TH STUDENTS’ ABILITY 
IN READING SKILL AT DIEN CHAU 5 HIGH SCHOOL
 TEACHER: THÁI THỊ MỸ LINH 
 TEL: 0326464745
 EMAIL:mylinhthai0101@gmail.com
 SCHOOL YEAR: 2022-202
 1 CHAPTER 2 ...........................................................................................................19
USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PRE-
READING METHOD TO IMPROVE 11TH STUDENTS’ ABILITY IN 
READING SKILL..................................................................................................19
 2.1. Analyzing the content structure of reading lessons in English 11 .................19
 2.1.1. Objectives of teaching English reading comprehension passages 11...19
 2.2. Design Socrative app to teach reading lessons in English 11 .............................20
 2.2.1. The process of designing Socrative app activities........................................20
 2.3.1. The Use of Socrative in teaching: ..........................................................21
 2.3.2. System of activities on Socrative app......................................................24
 2.3.3. The process of using student response system (Socrative app) as a pre-
 reading method to improve students’ ability in reading skill ..........................28
 * Teachers use of Socrative app to create pre-reading activities in teaching 
 Reading skill:....................................................................................................28
 * Teachers ask students to use of Socrative app to create activities to 
 practice Reading skill and self-studying:.......................................................30
CHAPTER 3 ............................................................................................................33
PEDAGOGICAL EXPERIENCE............................................................................33
 3.1. Experimental purpose ....................................................................................33
 3.2. Experimental content........................................................................................33
 3.3. Experimental method........................................................................................33
 3.3.1. Select school - experimental class...............................................................33
 3.3.2. Experimental steps...................................................................................33
 3.3.3. Proceed to test .........................................................................................34
 3.4. Experimental results.......................................................................................34
 3.4.1. Quantitative analysis results ....................................................................34
 3.5. Survey content and methods ..........................................................................41
 3.5.1. Survey content..........................................................................................41
 3.5.2. Survey method and rating scale...............................................................41
 3.6. Respondents ...................................................................................................42
 3.6.1. Necessity ..................................................................................................42
 3.6.2. Possibility.................................................................................................43
 3.7. Survey results on the necessity and possibility of the solution......................43
 2 I. INTRODUCTION
1. Reason for choosing the topic
 Nowadays, technology presents some media to be used in communication 
 like social media. Most people use technology to deal with problems around their 
 lives. With the increase of time, scope, and frequency of the Internet and 
 technologies use, people have started to shape the way they communicate, share, 
 and behave.
 Every element of life has been affected by technology, and the educational 
 system is likewise evolving quickly. Technology like computers, mobile phones, 
 smart phones, and the internet are thought of as useful instruments to support the 
 teaching and learning process. However, the majority of teachers have not yet made 
 the best use of technology when teaching English. Lailiyah and Cahyono (2016), 
 who assert that “some EFL teachers are reluctant to take the opportunity to 
 integrate technology into their classrooms”. For instance, when teaching English, 
 teachers tend to favor the conventional methods.
 In order to make the teaching and learning of English in the classroom 
 interesting and unique, it is probably because the teachers are not innovative in 
 integrating the Internet and mobile phone technology. Socrative (2017), an online 
 platform, is one of the most well-known clicker programs. Compared to other 
 Student Response Systems (SRSs), this particular application has several special 
 advantages. Nowadays, a lot of students use cellphones. Because the program is 
 freely available to everyone, it is simple to access as long as one has an internet 
 connection. In comparison to other SRSs, Socrative, according to Wash (2014), 
 provides "the most flexibility and ease of usage" (p. 99). Additionally, teachers 
 might create many kinds of exercises and quizzes using Socrative. It also enables 
 pupils to respond right away. As a result, instructors can now give feedback and 
 keep an eye on students' progress in real time. The findings of the students' 
 responses are additionally arranged in a report format (Awedh, Mueen, Zafar, & 
 Manzoor, 2014; Dakka, 2015; Kaya & Balta, 2016).
 One of the key components for successful language classrooms is regarded 
 to be the students' active participation (Stowell & Nelson, 2007). Different 
 strategies have regularly been tried out by teachers to get pupils more involved in 
 class activities. However, even in small group sessions where such techniques are 
 employed, learners who are less demanding, shy, or unmotivated may find it 
 difficult to participate. Teachers and students can interact online with others 
 through the features of Socrative. Socrative can present multimodal media through 
 its features for learning English language. Then, Socrative also facilitates students 
 with visual. According to Marshal (2002) as cited in Gon and Rawekar (2017), 
 4 - Pedagogical experiment to test the scientific hypothesis of the topic.
 7. Research Methods
 7.1. Theoretical research methods
 - Research relevant documents to serve as a theoretical basis for the topic 
such as: teaching manuals for skill development, documents on active teaching 
methods, etc.
 - Research the content of reading comprehension passages in English 11 to 
design and organize teaching activities.
 - Research other relevant documents: articles, research results related to the 
research direction of the topic, etc.
 7.2. Methods of pedagogical investigation
 - Survey and attend English classes at high schools.
 - Communicate directly with teachers and students about the application of a 
student response system (Socrative app) as a pre-reading technique to improve 11th 
students’ ability in reading skill
 - Using questionnaires for teachers and students.
 7.3. Expert method
 Get opinions from scientists, high school teachers with experience on the 
survey questionnaire system for teachers and students; Consult experts about the 
process of using Socrative app as a pre-reading technique to improve 11th students’ 
ability in reading skill
 7.4. Experimental method of pedagogy
 - Purpose
 To test the effectiveness of using a student response system (Socrative app) 
as a pre-reading technique in reading comprehension lessons (English 11) to 
develop reading ability for students.
 - Content
 Conduct experiments at Dien Chau 5 High School to evaluate the 
effectiveness of using a student response system (Socrative app) as a pre-reading 
technique to improve 11th students’ ability in reading skill
 - How to proceed
 + Experimental class: lesson plan designed in the direction of using 
Socrative app
 6 The principles of teaching reading: The reader's prior information should be 
used first. Create a substantial vocabulary background next. Third, focus on 
comprehension when teaching. Work on speeding up your reading, the fourth step. 
Teach reading methods as the fifth step. Encourage readers to develop their 
methods into skills in the sixth paragraph. Build assessment and evaluation into 
teaching, as the seventh tip. As a reading teacher, aim to always improve. So, 
teachers can do vary activity in teaching writing in the school by using Socrative.
 There are 3 Stages in a reading lesson: Pre-Reading Stage, While-Reading 
Stage, Post-Reading Stage
 1.2 The importance of pre-reading stage
 Pre-reading activities assist students in getting ready for the reading task by 
activating the necessary schemata and encouraging them to read. The topic, 
vocabulary, and perhaps crucial grammar structures in the texts can all be 
anticipated by students through pre-reading activities. It has been discovered that 
what is done prior to reading is quite helpful for understanding the content.
 Students are able to relate the new knowledge to what they already know 
thanks to the prior work they have done. Both the teacher and the student often 
enjoy participating in these activities.
 In word association exercises, students are typically asked to provide as 
many ideas as they can about the text's predetermined theme. Their 
recommendations are typically printed on the board and occasionally grouped into 
a semantic map or "graphic organizer" to show the relationships between various 
concepts.
 It has also been discovered that discussions help students remember what 
they already know and, via the sharing of knowledge, deepen their understanding 
of the subject. Just asking questions regarding the text's substance can start 
discussions, as can employing "anticipation guides," which are a series of 
statements that are frequently provocative in character and are meant to test 
students' understanding and preconceived notions about the passage's content 
(Celce-Murcia, 1991:225).
 The purposes of pre-reading activities are to:
 Establish a purpose for reading
 Improve vocabulary so students can complete the reading task successfully
 Predict what they are going
 Establish what they know about a topic
 8 1.2.2 Pre-questioning
 We are not testing anyone with the questions we are addressing in this pre-
reading stage. Although the questions are not particularly different from those on 
tests, their purpose and usage are very different. They aim to teach students how 
language is used to express meaning.
 A simple pre-reading question (SPQ) can be asked by the teacher as a top-
down starting activity for the entire text, or one can be asked for each section. Ask 
the students to read the material while looking up the answers after writing the SPQ 
on the board. Check to see if they can respond to this after a period of silent reading 
and potentially a group conversation. Leave it open and say that you'll get back to it 
if a significant portion of people haven't. Pre-questioning is taught by asking 
questions about a passage that the instructor then has the class respond to. This 
helps the students clarify their reading goals.
 1.2.3 Vocabulary Pre-teaching
 Authorities in the field of teaching English have rejected the notion of 
acquiring language out of context in recent years. As a result of their complex 
structure and interconnected nature, words cannot be learned in isolation without 
considering the context in which they are used. When the text or material can be 
identified, explicit vocabulary building and pre-reading activities are quite helpful. 
However, teachers must also make sure that pupils apply the right techniques to 
expand their recognition vocabulary when presented with unexpected materials. 
Pre-teaching the vocabulary necessary for a particular text is a common solution to 
this issue for English as a second language or foreign language teachers. Pre-
teaching vocabulary is just one method the EFL teacher may use to help students 
activate the relevant content schemata and increase their comprehension of texts.
 1.3. Student Response system
 The Student Response System (SRS) allows instructors to pose questions and 
gather students' responses during a lecture. Student response systems are also 
commonly referred to as clickers, classroom response systems, personal response 
systems, or audience response systems. Students can react using their own 
networked devices, such as laptops, tablets, or smartphones, with the help of the 
mobile platform.
 Research has shown that using technology-based systems and Student 
Response Systems (SRSs) together can improve student engagement and academic 
performance (Terrion & Aceti, 2012). Using clickers, SRSs have been around since 
the 1960s (Mork, 2014), but it hasn't been until lately that they've been 
acknowledged as instruments for fostering active learning. In the past ten years, a 
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