Sử dụng Kahoot trong việc nâng cao trải nghiệm học tập, sự tham gia và cộng tác của sinh viên trong các lớp Văn học Anh

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Tác giả: Thị Hương Thảo Lương

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Trường Đại học Quy Nhơn, 2023

Mô tả vật lý: tr.12

Bộ sưu tập: Metadata

ID: 341581

Thêm vào giỏ Liên kết toàn văn

Một trong những thách thức lớn nhất mà giáo viên phải đương đầu là duy trì sự tham gia và chú ý của học sinh trong bài giảng. Với sự xuất hiện của các hệ thống phản hồi cá nhân dựa trên trò chơi như Kahoot!, giáo viên có thể trò chơi hóa lớp học của mình và tăng động lực, sự tham gia và sự năng động trong lớp học của học sinh. Từ trước đến nay chưa có nhiều nghiên cứu xem xét tác động của việc sử dụng Kahoot trong các lớp văn học Anh
do đó, bài báo này được viết nhằm mục đích điều tra nhận thức của sinh viên về cách Kahoot ảnh hưởng đến trải nghiệm học tập, sự tham gia và hợp tác của họ trong các giờ học văn học Anh. Nghiên cứu được thực hiện ở ba lớp học văn học Anh tại trường Đại học Quy Nhơn vào học kỳ 2 năm học 2021-2022. Tám mươi sinh viên năm thứ hai chuyên ngành Sư phạm tiếng Anh đã tham gia nghiên cứu và hoàn thành bảng câu hỏi sau ba buổi Kahoot. Bảng câu hỏi bao gồm 20 câu hỏi theo thang đo Likert yêu cầu sinh viên lựa chọn các phương án phù hợp từ rất không đồng ý đến rất đồng ý và một câu hỏi trắc nghiệm hỏi về sở thích của sinh viên về tần suất tổ chức trò chơi Kahoot. Ngoài ra, có hai câu hỏi mở yêu cầu học sinh đưa thêm ý kiến về những điều họ thích và không thích về Kahoot. Kết quả cho thấy rằng các sinh viên đã có trải nghiệm tích cực khi tham gia các phiên Kahoot và cho rằng Kahoot đã giúp họ nâng cao trải nghiệm học tập, sự tham gia và cộng tác nói chung. Những phát hiện này gợi ý rằng các giáo viên day môn văn học Anh nên kết hợp các trò chơi Kahoot vào các bài học để khuyến khích học sinh tham gia, giao tiếp và tương tác với giáo viên và bạn bè của họ.One of the biggest challenges that teachers have to deal with is maintaining students’ engagement and attention during lectures. With the emergence of game-based personal response systems like Kahoot!, teachers can gamify their classrooms and increase students’ motivation, engagement and classroom dynamics. Not many studies have examined the impact of using Kahoot in English literature classes
therefore, this article aims to investigate students’ perceptions of how Kahoot influences their learning experience, engagement and collaboration in English literature lessons. The study was conducted in three English literature classes at Quy Nhon university in semester 2 of the academic year 2021-2022. Eighty second-year students who majored in English Language Teaching participated in the study and completed the questionnaires after three sessions of Kahoot. The questionnaires consist of 20 Likert-scale questions which require students to choose the appropriate options ranging from strongly disagree to strongly agree and one multiple-choice question asking about students’ preferences of the frequency of Kahoot sessions. In addition, there are two open-ended questions which ask students to give further opinions on what they like and what they don’t like about Kahoot. The findings revealed that students had positive experiences participating in Kahoot sessions and reported that Kahoot helped them to enhance their learning experience, engagement and collaboration in general. These findings suggest that teachers of English literature should incorporate Kahoot games into the lessons to encourage students to participate, communicate and interact with the teacher and their peers.

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