SKKN Enhance students’ reading skill by using liveworksheet to design interactive exercises for 10th graders at Diễn Châu 4 High School

de pedagogical 
experiment for the study. I adapted reading tasks in Reading Skill from Unit 1 to 
Unit 10 and asked 160 students from four classes 10A3, 10A7, 10A11 and 10A13 
at Dien Chau 4 high school in the school year 2021-2022. The students of these 
four classes have the same level of English. The students in class 10A3 and 10A11 
were applied the adapted reading tasks from Unit 1 to Unit 10 whereas classes the 
students in 10A7 and 10A13 only did the given tasks in textbook. 
Students found it difficult to answer the questions in the reading test for the first 
time because of complicated and strange questions. After they had the 
opportunities to practise the different types of questions many times on LWS and 
some useful tips and strategies to get used to doing Cloze reading part, it seems 
easier for students to do the reading. And these are the result of their attitude to 
using LWS in learning English. 
 Figure 3.1: Attitude of students towards using LWS 
Based on the data shown in Figure 3.1, it can be seen that the number of students 
who felt satisfied when using LWS to practice doing reading exercises accounts 
for the majority (78%), the number of students who felt neutral accounted for 15% 
and the number of students feeling unsatisfied was 7%. Through the discussions 
with students who were not satisfied with using the application, I knew that the 
reason may be: the vocabulary for practice available in the application were not 
diverse enough to gain students’ interest, the given words might be too easy and 
simple for them to find the correct answer in the context, particular to competent 
students. This demonstrates that students were more engaged and enthusiastic 
about learning English as a result of the software. Students find it easier to do the 
reading exercises on Liveworksheet many times until they get the correct answer 
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with the highest point. The teacher encourages and motivates students by accepting 
the best result. 
 Table 3.1. The statistics of the four classes. 
 Mark 
 Class 
Mark 
≥ 8.5 
Mark 
6.5 ─ 8.4 
Mark 
5.0 ─ 6.4 
Mark 
< 5.0 
10A7, 10A13 
(80 students account 
for 100 %) 
8 student 
account for 
10% 
10 students 
account for 
12,5 % 
27 students 
account for 
33,75% 
35 students 
account for 
43,75% 
10A3, 10A11 
(80 students account 
for 100 %) 
14 students 
account for 
17,5 % 
20 students 
acount for 
25 % 
26 students 
acount for 
32.5 % 
20 students 
acount for 
25 % 
Students in four classes took part in pedagogical experiment and the result was that 
the students in 10A3 and 10A11 got better marks in the middle-term test and final 
term test than those in two classes 10A7 and 10A13. The opportunities to practise 
the different passages of reading parts on the LWS has helped the students in class 
10A3 and 10A13 get better result in reading skill. When being asked about the 
difficulty level of the reading task, students in 10A3 and 10A11 answered that get 
used to the kinds of reading questions on LWS and chances to practise many times 
help them find it easier to do the real test. 
 Figure 3.2. Result after the experiment 
The pie chart above indicates the result of four classes after the pedagogical 
experiment. Overall, the marks that students in 10A3, 10A11 and 10A7, 10A13 
have differences in term of excellent, good and below average marks. It can be 
37 
seen that the number of students getting excellent and good marks in the middle-
term test and final test in 10A3 and 10A11 have doubled those in 10A7 and 
10A13. The marks at the average level are likely to be the same between four 
classes. It is clear to see that the below average marks in 10A3 and 10A11 are less 
than those in 10A7 and 10A13. These figures prove that Liveworksheet has helped 
students gain better result in the reading tests. 
We all know that today learning English plays an extremely important role in the 
process of learning in high school of every students. It can be said that one of the 
teaching perspectives that can well meet the post-2015 educational trend that we 
need to aim for is teaching in a differentiated view. The philosophy of 
differentiated teaching is that the teaching process needs to support and motivate 
students by creating for learners the different ways to gain knowledge and choose 
the best way suits their level. 
The teacher can apply many educational or instructional tools to improve reading 
skill for students by avoiding grammar mistakes and enhancing vocabulary in 
learning reading. Based on the result after the experiment, LWS can be considered 
as one of the effective instructional tools that can be used in teaching and learning 
process. It is because LWS can help the students improve their vocabulary and 
grammar knowledge without any strain or constraint in the process of reading 
learning. Liveworksheet is one of the excellent tools to give a positive learning 
environment to the students that can force them to extend their language creativity 
because LWS makes students focus on their exercises. Also, LWS gives students 
opportunities to redo the exercises many times until they gain the highest scores. 
Therefore, LWS can stimulate the students’desire and motivation to enhance their 
reading skill for the better accomplishment. Using LWS to do the exercises can 
influence the class environment especially in vocabulary class because it provides 
the easier methods in vocabulary intention and students have chances to enjoy 
learning and practicing language knowledge they had been learnt in the textbook. 
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PART III. CONCLUSION AND SUGGESTIONS 
3.1 Conclusion 
Reading plays an important role in teaching and learning English at high school. 
We know that there are four important skills in English: listening, speaking, 
reading and writing. Cloze reading is one of main sections in any English tests 
including middle term tests, final term tests and GCSE examination. Due to the 
Covid 19, MOET had provided high school teachers with “Mock Test” as a 
sample to navigate and guide teachers in Vietnam to build the reasonable types of 
exercises for high school students. Thanks to the navigation, teachers can design 
the exercises based on the Mock test of MOET to help students get better results. 
Cloze reading tests are used by teachers to measure how well a student 
comprehends a reading passage. Cloze reading exercises will develop students’ 
English comprehension abilities and strategies and help them reach higher English 
reading skills goal. Cloze tests help determine the level of reading comprehension 
for an individual reading the passages. After completing these practice Cloze Tests, 
students will see an improvement in their English comprehension and vocabulary. 
3.2 Suggestions 
There are two types of reading exercises in the Mock Test of MOET: Cloze 
reading and Reading comprehension. In this study, the writer just focused on 
designing interactive exercises on Liveworksheet for Cloze reading part in the test. 
The idea of using Liveworksheet to design Reading exercises is promising for 
teachers who want to improve reading skill for students. Also, it is a good teaching 
experience if teacher could appply Liveworksheet to design other types of 
exercises to suppport school students learn English skills effectively. 
Using Reading skill in the textbook to design different types of exercises as 
multiple choice questions can make the reading lessons more interesting and 
effective. It is one of the good ways to help students remember vocabularies in the 
reading passages better. The writer hopes that this study will give high school 
teachers a sense of many ways to use Cloze reading in classroom effecctively both 
online class and offline class. Therefore, I suggest that EFL teachers should try to 
adapt reading tasks not only in textbook 10 but also in different kinds of material to 
prepare our students for a better results in their middle term tests, final term tests 
and even the GCSE examination. 
39 
REFERRENCES 
[1] Tieng anh 10 - Student book 
[2] Tieng anh 10 - Teacher book 
[3] Vũ Mai Phương. “Rèn luyện kỹ năng làm bài đọc hiểu” 
[4] Nguyễn Hạnh Du. “Phương pháp dạy Tiếng Anh trong trường phổ thông” 
[5] Schmitt, N. (2000) “Vocabulary in Language Teaching”, Cambridge 
University Press, Cambridge. 
[6] Patricia Raymond. “Cloze procedure in the teaching of reading”, University of 
Ottawa 
[7] Marino Jacqueline (1981). “Cloze passages, guideline for selection”. Journal of 
Reading, March p479-483. 
[8] D. W. Długosz (2000). “Rethinking the role of reading in teaching a foreingn 
language to young learners”. 
[9] Derek Hughes. “Cloze: Procedure, Technique and Definition” 
[10] Bộ GDĐT ban hành hướng dẫn về dạy học qua internet, trên truyền hình. 
Moet.gov.vn. (2020). Retrieved from 
nCoV.aspx?ItemID=6580 
i 
APPENDIX 1: APPLICATIONS 
Figure 1. Interactive exercise Unit 1 Figure 2. Interactive exercise Unit 2 
ii 
 Figure 3. Interactive exercise Unit 3 Figure 4. Interactive exercise Unit 4 
iii 
Figure 5. Interactive exercise Unit 5 Figure 6. Interactive exercise Unit 6 
iv 
Figure 7. Interactive exercise Unit 7 Figure 8. Interactive exercise Unit 8 
v 
 Figure 9. Interactive exercise Unit 9 Figure 10. Interactive exercise Unit 10 
i 
APPENDIX 2: VOCABULARY RETENTION CHECKLIST 
Figure 1. Student card 1 
Figure 2. Student card 2 
ii 
Figure 3. Student card 3 
Figure 4. Student card 4 
iii 
Figure 5. Student card 5 
 Figure 6. Student card 6 
iv 
Figure 7. Student card 7 
Figure 8. Student card 8 
v 
Figure 9. Student card 9 
Figure 10. Student card 10 
 APPENDIX 3: INTERVIEW/ QUESTIONAIRES 
A). Semi-structured Interview/Guide for students 
Thank you once again for your kind participation. In this interview, I would like you to share 
your opinions on learning reading in your regular practice. You will be given a list of 
interview questions in advance and 5 minutes for your preparation. Thank you for your kind 
help. 
Regards, 
Interview questions 
1. Do you find the way of reading and doing exercises in Textbook effective in 
learning reading skill? 
2. What is the most common feeling in learning reading skill in Textboook in traditional way? 
3. Do you find Liveworksheet useful in learning reading skill? How? Form of the test, types 
of exercises, Topics in the Textbook. 
4. What do you find best about using Liveworksheet in your reading learning? 
5. What do you think about using Liveworksheet to practise the reading exercises in the 
Textbook in the direction of approching the Mock test is effecitve for your real test? 
6. Will you continue use Liveworksheet in learning reading skill in the future? (optional) 
B). Questionnaire 
HOW DO YOU FEEL ABOUT LIVEWORKSHEET 
 Strongly 
Disagree 
Disagree Undecided Agree Strongly 
agree 
 1 2 3 4 5 
1. Liveworksheet in reading learning is great 
fun 
2. I love the interactive exercises given through 
Liveworksheet 
3 The interactive exercises given through 
 Liveworksheet is useful 
4. Liveworksheet in learning reading skill is 
time-consuming 
 5. Liveworksheet made reading skill 
learning easier 
6. Liveworksheet allows you to remember the 
form of the test more easily 
7. Liveworksheet allow you to remember the 
types of reading exercises more easily 
8. Applying Liveworksheet in classroom make 
the reading lesson more interesting 
HOW DID LIVEWORKSHEET HELP YOUR READING? 
 Very poor Poor Fair Good Excellent 
 1 2 3 4 5 
1. The ability to get familiar with the form of 
the test 
2. The ability to remember the types of 
exercises in the test 
3. The ability to understand the meaning of 
a word in context in Cloze reading 
4. The ability to use the learnt words in 
 reading contexts in Textbook 
5. The ability to understand the questions in 
intensive reading 
BẢN TIẾNG VIỆT 
Bạn nghĩ gì về Liveworksheet? 
 Rất 
không 
đồng ý 
Không 
đồng ý 
Bình 
thường 
Đồng 
ý 
Rất 
đồng ý 
 1 2 3 4 5 
1. Học kỹ năng đọc qua Liveworksheet rất vui 
2. Bạn thích các bài tập tương tác trên 
Liveworksheet 
3. Bìa tập tương tác trên Liveworksheet rất hữu 
ích 
4. Học kỹ năng đọc qua Liveworksheet tốn thời 
gian 
 5. Liveworksheet giúp việc đọc Tiếng Anh dễ 
dàng hơn 
6. Liveworksheet giúp bạn nhớ dạng đề bài 
kiểm tra dễ hơn 
7. Liveworksheet giúp bạn nhớ các dạng bài tập 
đọc dễ dàng hơn 
8. Áp dung Liveworksheet vào lớp học giúp các 
bài đọc trở nên thú vị hơn 
Liveworksheet đã giúp việc đọc của bạn thế nào? 
 Hoàn toàn 
không 
giúp gì 
Hầu như 
không 
giúp gì 
Tạm ổn 
Tốt 
Rất tốt 
 1 2 3 4 5 
1. Giúp quen với các dạng của bài kiểm tra 
2. Khả năng quen với các dạng bài tập đọc 
trong đề kiểm tra 
3. Khả năng nhớ nghĩa của từ trong ngữ cảnh 
của bài đọc 
4. Khả năng áp dụng từ đã học trong bài đọc ở 
sách giáo khoa 
5. Khả năng để hiểu các dạng câu hỏi trong 
bài đọc chuyên sâu 
C). Observation checklist 
Overall observation of students’ retention of learnt vocabulary in reading exercises 
Words from 
the previous 
lesson(s) 
Forms (write the words correctly) Meaning (explain what the 
words means) 
 <50% of the 
students called 
≥of the students 
Called 
<50% of the 
students called 
≥of the 
students 
Called 
Breadwinner 
Housekeeper 
.. 
 Students’ attitude checklist 
General observation 
D). Sample Vocabulary in Reading Test 
1. Write the Vietnamese meaning 
Household chores: 
Domestic violence: 
 2. Write the English word/ phrases 
Là một tấm gương tốt: 
3. Multiple choice question 
Complicated 
 A. Noun B. Adj C. Verb D. Adv 
 E) Vocabulary retention checklist in Cloze reading 
Please write word list, form of word and the meaning in the table below. 
Vocabulary in Reading Unit 1 
UNIT 1: FAMILY LIFE 
Reading: Sharing housework 
No. WORDS FORM MEANING 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
Vocabulary in Reading Unit 2 
UNIT 1: YOUR BODY AND YOU 
Reading: Acupuncture 
No. WORDS FORM MEANING 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 APPENDIX 4. RESULTS OF STUDENTS 
 Figure 1. The result of Unit 1 Figure 2. The result of Unit 2 
Figure 3. The result of Unit 3 Figure 4. The result of Unit 4 
 Figure 5. Result of Unit 5 Figure 6. Result of Unit 6 
Figure 7. The result of Unit 7 Figure 8. The result of Unit 8 
 Figure 9. The result of Unit 9 Figure 10. The result of Unit 10 
Figure 11: Results of some students 10A3 
 Figure 12: Results of some students 10A11 
 APPENDIX 5: USING LWS IN ONLINE AND OFFLINE CLASS 
Figure 1: Using LWS in class 10A3 Figure 2. Using LWS in class 10A11 
 Figure 3: Using LWS on laptop Figure 4: Using LWS on smartphone 
 Figure 5. Group work with LWS Figure 6. Use LWS to learn at home 
 Figure 7. Using LWS to teach online – Zoom