STUDENTS’ ATTITUDES TOWARDS DOING READING COMPREHENSION EXERCISES USING MS FORMS IN MS TEAMS

STUDENTS’ ATTITUDES TOWARDS DOING READING COMPREHENSION EXERCISES USING MS FORMS IN MS TEAMS

Tran Thi Thanh Tu tranthanhtusp@gmail.com Ba Ria - Vung Tau College of Education 689 Cach Mang Thang Tam, Long Toan district, Ba Ria city, Ba Ria - Vung Tau province, Vietnam
Summary: 
Reading comprehension is one of the important skills of language learning in general and English language learning in particular. It is the aim of this article to introduce the reading comprehension instruction based on the three-phase approach (Pre-, while- and post-reading activities) using MS Forms in MS Teams, and at the same time presenting students’ attitudes towards doing reading comprehension exercises using MS Forms in MS Teams in each stage. The results show that students generally expressed enthusiasm and positive attitudes towards the use of this platform of teaching and learning throughout the three stages of a reading lesson.
Keywords: 
reading comprehension skills
MS Forms
MS Teams
students’ attitude
Refers: 

[1] Burak, L, (2004), Examining and predicting college students’ reading intentions and behaviors: An application of the theory of reasoned action, Reading Horizons, 45(2), 139-153.

[2] Fazeli, S.H, (April 2010), Some gaps in the current studies of reading in second/ foreign language learning, Language in India, 10(4), 373-386.

[3] Cantrell, S.C. et al, (2010), The impact of a strategybased intervention on the comprehension and strategy use of struggling adolescent readers, Journal of Educational Psychology, 102(2), 257-280.

[4] Ur, P, (2012), A Course in English Language Teaching, Cambridge University Press.

[5] University of Cambridge Esol Examinations, (2007), PET 2,3, Cambridge University Press.

[6] University of Cambridge Esol Examinations, (2020), PET 1, Cambridge University Press.

[7] Davidson, P., Long, E., Molnar, A., Tai, M. C. & Chong, Y. T, (2018, August), MS Teams and Google Classroom: preliminary qualitative comparisons & user feedback, Paper presented at the 5th PreUniversity Sunway Academic Conference 2018, Malaysia

[8] Burgmeier, A, (2012), Inside Reading – The Academic World List in Context (2nd ed), Oxford University Press.

[9] Saricoban, A, (2002), Reading Strategies of Successful Readers Through the Three Phase Approach, The Reading Matrix, 2(3), 149–165.

[10] Sawangsamutchai,Y & Rattanavich,S, (2016), A Comparison of Seventh Grade Thai Students’ Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher’s Manual, English Language Teaching, 9(4), 54-63.

[11] Çetinavcı, B.M, (2014), Contextual factors in guessing word meaning from context in a foreign language, Procedia - Social and Behavioral Sciences, 116, 2670 - 2674.

[12] Khamraeva, GI, (2016), Benefits of implementation of pre-, while and post reading activities in language learning, International scientific journal, 4(1), 45-46.

Articles in Issue