In the age of digital transformation, using online tools to teach different English skills has become universal. However, English teachers often find it hard to select an effective tool to teach EFL students. This study examines whether there is any significant difference in using three technology-based tools, including Google Docs, Padlet, and Classkick, in teaching a writing skill course to English-majored students at Banking Academy of Vietnam. Second-year English-majored students from three classes, each of about 40 students, participated in the study. Each writing class was taught using the same material and syllabus with the help of one software of the three online tools. At the end of the semester, the same questionnaire with a 5-Likert scale adapted based on Hubbard (2006) and Chapelle (2001) checklists was conducted to measure the learner's fit and motivation throughout a semester. The collected data were then analyzed by one-way ANOVA (SPSS). The findings show an insignificant difference between the application of Padlet and Classkick software in teaching writing and significant differences when using Google Docs with the other two online tools. Such results suggest a better fit for using Google Docs in teaching writing than Padlet or Classkick.
In the age of digital transformation, using online tools to teach different English skills has become universal. However, English teachers often find it hard to select an effective tool to teach EFL students. This study examines whether there is any significant difference in using three technology-based tools, including Google Docs, Padlet, and Classkick, in teaching a writing skill course to English-majored students at Banking Academy of Vietnam. Second-year English-majored students from three classes, each of about 40 students, participated in the study. Each writing class was taught using the same material and syllabus with the help of one software of the three online tools. At the end of the semester, the same questionnaire with a 5-Likert scale adapted based on Hubbard (2006) and Chapelle (2001) checklists was conducted to measure the learner's fit and motivation throughout a semester. The collected data were then analyzed by one-way ANOVA (SPSS). The findings show an insignificant difference between the application of Padlet and Classkick software in teaching writing and significant differences when using Google Docs with the other two online tools. Such results suggest a better fit for using Google Docs in teaching writing than Padlet or Classkick.
PRE. Room 7 (Building G4 - #P.05) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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