SKKN Applying multimedia technology in teaching reading skill to efl 10th graders at Dien Chau 5 High School

0 % compared to the control class of 7,1% (at the last 
test of the experiment). 
Particularly in experimental classes, there was also an improvement between 
the periods before and after the experiment with the average score increasing from 
20 
38,1% to 69,0% (after experiment). 
The results in table 2,4 also shows that the number of tests with weak - poor 
results between experiments is lower than the number of tests with good - good 
results. 
Through the data, it can be seen that the students' significant progress through 
the experiments. Thereby, it can be concluded that the use of multimedia technology 
for students in teaching English 10 reading lessons is effective and feasible. 
 The use of multimedia technology in teaching reading English to EFL 10th 
graders can be highly effective. Research has shown that multimedia can improve 
students' reading comprehension, vocabulary, and overall language proficiency. 
One way to use multimedia technology in teaching reading is to incorporate videos, 
images, and interactive activities into the reading material. For example, a video clip 
related to the reading passage can be shown to provide context and engage the 
students' interest. Interactive activities such as quizzes or games can also be used to 
reinforce vocabulary and comprehension. 
 Multimedia technology can also help accommodate different learning styles, 
making it more accessible to students who may struggle with traditional reading 
methods. For instance, students who are visual learners may benefit from watching 
a video or looking at an infographic that illustrates the main ideas of the reading 
passage. 
 Another benefit of using multimedia technology is that it can provide 
immediate feedback to students. For instance, interactive quizzes can provide instant 
feedback on whether an answer is correct or incorrect, allowing students to adjust 
their understanding and learn from their mistakes. 
Overall, incorporating multimedia technology into reading instruction can enhance 
the effectiveness of the lesson, engage students' interest, and accommodate different 
learning styles. It can also provide immediate feedback, making it a valuable tool in 
improving EFL 10th graders' reading proficiency 
2.5. Investigation about the necessary and feasibility 
2.5.1. Content of the survey 
I focused on two main problems: 
 -Are these solutions mentioned really necessary for researching problem? 
 -Are these solutions mentioned feasible for researching problem? 
2.5.2. Investigating methods and assessment level 
The method utilized to investigate is questionaires with 4 levels: 
 + About necessary: 
- Unnecessary: 1 point 
21 
- Less necessary: 2 points 
- Necessary: 3 points 
- Very necessary: 4 points 
 + About the feasibility 
- Unfeasible: 1 point 
- Less feasible: 2 points 
- Feasible: 3 points 
- Very feasible: 4 points 
Then I calculated the average mark for each content of the survey by using 
excel solfware. 
The convention for processing information in the questionaire. 
Convention 
point 
1 2 3 4 
Level Unnecessary 
Less 
necessary 
Necessary 
Very 
necessary 
Average point 1.0 -1.75 1.75 -2.5 2.5 -3.25 3.25 -4.0 
Level Unfeasible Less feasible Feasible Very feasible 
Average point 1.0 -1.75 1.75 -2.5 2.5 – 3.25 3.25 -4.0 
2.5.3. Investigating object 
2.5.3.1. Necessary 
This survey was conducted in Dien Chau 5 high school with 9 teachers of English 
about the necessary of applying multimedia technology in teaching reading skill to 
EFL 10th graders. 
22 
 The results of survey 
TT 
Measures Unnecessary 
Less 
necessary 
Necessary 
Very 
necessary 
1. 
Aplying multimedia 
technology in teaching 
reading skill 
1.1. Creating videos 0 0 3 6 
1.2 Using Images 0 0 1 8 
1.3 Online games 0 0 2 7 
 42 students of class 10A3 were investigated about the necessary of applying 
multimedia technology in teaching reading skill to EFL 10th graders . Here are 
results: 
The results of survey 
TT 
Measures Unnecessary 
Less 
necessary 
Necessary 
Very 
necessary 
1. 
Aplying multimedia 
technology in teaching 
reading skill 
1.1. Creating videos 0 0 22 20 
1.2 Using Images 0 0 10 32 
1.3 Online games 0 0 22 20 
2.5.3.2. The feasibility 
This survey was conducted in Dien Chau 5 high school with 9 teachers of 
English about the feasibility of applying multimedia technology in teaching reading 
skill to EFL 10th graders. 
23 
 The results of survey 
TT 
Measures Unfeasible 
Less 
feasible 
Feasible 
Very 
feasible 
1. 
Aplying multimedia 
technology in teaching 
reading skill 
1.1. Creating videos 0 0 5 4 
1.2 Using Images 0 0 3 6 
1.3 Online games 0 0 4 5 
 43 students of class 10A3 at Dien Chau 5 High School were investigated 
about the feasibility of applying multimedia technology in teaching reading skill to 
EFL 10th graders . Here are results: 
The results of survey 
TT 
Measures Unfeasible 
Less 
feasible 
Feasible 
Very 
feasible 
1. 
Aplying multimedia 
technology in teaching 
reading skill 
1.1. Creating videos 0 3 30 10 
1.2 Using Images 0 0 13 30 
1.3 Online games 0 0 25 18 
Tổng hợp các đối tượng khảo sát 
TT Object Quantity 
1 Teachers at Dien Chau 5 High School 9 
2 Students in Class 10A3- Dien Chau 5 High School 43 
  52 
24 
2.5.4.The results about the necessary and feasibility of measures 
2.5.4.1. The necessary of the measures 
 Evaluting the necessary of the measures 
TT Measures 
Information 
___ 
X 
Level 
1. Creating videos 3,1 Necessary 
2. Using Images 3,8 
Very 
necessary 
3. Online games 3,5 
Very 
necessary 
2.5.4.2. The feasibility of the measures 
 Evaluting the feasibility of the measures 
TT Measures 
Information 
___ 
X 
Level 
1. Creating videos 3,21 Feasible 
2. Using Images 3,69 
Very 
feasible 
3. Online games 3,44 
Very 
feasible 
25 
 CHAPTER 3: CONCLUSION AND SUGGESTIONS 
3.1. Conclusion 
 In conclusion, the use of multimedia technology in teaching reading to EFL 
10th graders can be an effective approach to enhance their reading skills and promote 
their engagement and motivation in the learning process. Through multimedia 
activities, students can access a wide range of authentic materials and interactive 
resources, which can help them develop their vocabulary, comprehension, and 
critical thinking skills. Moreover, multimedia technology can offer a personalized 
and differentiated learning experience, catering to the diverse needs and learning 
styles of students. Overall, incorporating multimedia technology in teaching reading 
can be a valuable tool for English language teachers to create a dynamic and 
stimulating learning environment for their students. 
3.2. Suggestions 
 Here are some suggestions for the topic of using multimedia technology in 
teaching reading English to EFL 10th graders: 
+ For school boards: 
 - Allocate budget for the purchase of multimedia devices and materials to 
support English teaching. 
 - Encourage English teachers to attend training or workshops on how to 
effectively use multimedia technology in the classroom. 
 - Create a task force or committee to evaluate the effectiveness of using 
multimedia technology in teaching and provide recommendations for improvement. 
+ For English teachers: 
- Incorporate multimedia materials into lesson plans and make use of 
interactive activities and games to engage students. 
- Provide guidance to students on how to use multimedia resources for 
self-study and improve their reading comprehension skills. 
- Stay up-to-date with the latest multimedia tools and techniques and 
continuously improve their skills in using them. 
+ For students: 
- Take advantage of multimedia resources to improve their English 
reading skills outside of the classroom. 
- Collaborate with classmates to create multimedia projects that enhance 
their understanding of English texts. 
- Provide feedback to English teachers on the effectiveness of using 
multimedia technology in the classroom and suggest improvements. 
26 
 REFERENCES 
1. Richards &Schmidt (2002). Role of multimedia in teaching English 
language. Journal of Education and Practice, 6(3), 34-37. 
2. Brown (2000). The Effect of Multimedia on English Language Vocabulary 
Learning: A Meta-Analysis. International Journal of Emerging Technologies 
in learning, 13(12), 102-117. 
3. Liang, J. C., & Li, T. Y. (2015). Effects of multimedia annotation modes and 
learning styles on vocabulary learning. Computer Assisted Language 
Learning, 28(1), 1-18. 
4. Nambiar, R. M. K. (2018). Enhancing the Teaching of English Language in 
Secondary Schools with Multimedia Technologies. Journal of Education and 
Practice, 9(1), 83-90. 
5. Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. 
H. (2012). Review of trends from mobile learning studies: A meta-analysis. 
Computers & Education, 59(2), 817-827. 
27 
APPENDIX 1 
Pre-test 
Read the following passage and mark the letter A, B, C ,or D on your 
answer sheet to indicate the correct answer for each of the questions. 
Many ants forage across the countryside in large numbers and undertake mass 
migrations; these activities proceed because one ant lays a trail on the ground for 
the others to follow. As a worker ant returns home after finding a source of food, 
it marks the route by intermittently touching its stinger to the ground and 
depositing a tiny amount of trail pheromone – a mixture of chemicals that delivers 
diverse messages as the context changes. These trails incorporate no directional 
information and may be followed by other ants in either direction. 
Unlike some other messages, such as the one arising from a dead ant, a food 
trail has to be kept secret from members of other species. It is not surprising then 
that ant species use a wide variety of compounds as trail pheromones. Ants can be 
extremely sensitive to these signals. Investigators working with the trail 
pheromone of the leafcutter ant Atta texana calculated that one milligram of this 
substance would suffice to lead a column of ants three times around Earth. 
The vapor of the evaporating pheromone over the trail guides an ant along 
the way, and the ant detects this signal with receptors in its antennae. A trail 
pheromone will evaporate to furnish the highest concentration of vapor right over 
the trail, in what is called a vapor space. In following the trail, the ant moves to 
the right and left, oscillating from side to side across the line of the trail itself, 
bringing first one and then the other antenna into the vapor space. As the ant moves 
to the right, its left antenna arrives in the vapor space. The signal it receives causes 
it to swing to the left, and the ant then pursues this new course until its right 
antenna reaches the vapor space. It then swings back to the right, and so weaves 
back and forth down the trail. 
Question 1. What does the passage mainly discuss? 
A. The mass migration of ants B. How ants mark and follow a 
chemical trail 
C. Different species of ants around the world D. The information contained 
in pheromones 
Question 2. The word “intermittently” in live 4 is closest in meaning to 
A. periodically B. incorrectly C. rapidly D. roughly 
Question 3. The phrase “the one” in line 8 refers to a single 
A. message B. dead ant C. food trail D. species 
Question 4. According to the passage, why do ants use different compounds as 
trail pheromones? 
28 
A. To reduce their sensitivity to some chemicals B. To attract different types of 
ants 
C. To protect their trail from other species D. To indicate how far away the 
food is 
Question 5. The author mentions the trail pheromone of the leafcutter ant in line 
11 to point out 
A. how little pheromone is needed to mark a trail 
B. the different types of pheromones ants can produce 
C. a type of ant that is common in many parts of the world 
D. that certain ants can produce up to one milligram of pheromone 
29 
APPENDIX 2 
Post-test 
Read the following passage and mark the letter A, B, C, or D on your 
answer sheet to indicate the correct answer to each of the questions 
Since water is the basis of life, composing the greater part of the tissues of 
all living things, the crucial problem of desert animals is to survive in a world 
where sources of flowing water are rare. And since man’s inexorable necessity is 
to absorb large quantities of water at frequent intervals, he can scarcely 
comprehend that many creatures of the desert pass their entire lives without a 
single drop. 
Uncompromising as it is, the desert has not eliminated life but only those 
forms unable to withstand its desiccating effects. No moist- skinned, water-loving 
animals can exist there. Few large animals are found. The giants of the North 
American desert are the deer, the coyote, and the bobcat. Since desert country is 
open, it holds more swift-footed running and leaping creatures than the tangled 
forest. Its population is largely nocturnal, silent, filled with reticence, and ruled by 
stealth. Yet they are not emaciated. Having adapted to their austere environment, 
they are as healthy as animals anywhere else in the word. The secret of their 
adjustment lies in the combination of behavior and physiology. None could 
survive if, like mad dogs and Englishmen, they went out in the midday sun; many 
would die in a matter of minutes. So most of them pass the burning hours asleep 
in cool, humid burrows underneath the ground, emerging to hunt only by night. 
The surface of the sun-baked desert averages around 150 degrees, but 18 inches 
down the temperature is only 60 degrees. 
Question 1. The author mentions all the following as examples of the behavior 
of desert animals EXCEPT . 
A. they are watchful and quiet. B. they sleep during the day. 
C. they dig home underground. D. they are noisy anad aggressive. 
Question 2. We can infer from the passage that . 
A. healthy animals live longer lives. B. living things adjust to their 
environment. 
C. desert life is colorful and diverse. D. water is the basis of desert life. 
Question 3. According to the passage, creatures in the desert . 
A. are smaller and fleeter than forest animals. 
B. are more active during the day than those in the tangled forest. 
C. live in an accommodating environment. 
D. are not as healthy as those anywhere else in the world. 
30 
Question 4. The phrase “those forms” in the passage refers to all of the following 
EXCEPT . 
A. moist-skinned animals. B. many large animals. 
C. water-loving animals. D. the coyote and the bobcat. 
Question 5. The word “them” means . 
A. animals B. minutes C. people D. water 
31 
APPENDIX 3 
Some photos of group activities of students in experimental class 
32 
33