HUE UNIVERSITY

UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL

STUDIES
*****

COURSE: TECHNOLOGY IN ENGLISH LANGUAGE TEACHING

FINAL ASSIGNMENT

Course instructor: Dr. Bao Kham

Academic Year : 2024-2025
Student : Hồ Thị Diệu Liên
Student’s ID : 21F7010116

HUE, 1/2024
I. Rationale

Integrating technology into English language teaching fosters student engagement,

supports diverse learning styles, and enhances skill acquisition. Google Forms allows
for efficient formative assessments with immediate feedback, promoting self-
regulated learning and encouraging critical thinking. It also supports collaboration
through opinion polls and comprehension activities. Meta AI, on the other hand,
provides adaptive and interactive learning experiences, especially in speaking and
writing tasks. AI tools simulate real-world interactions, giving students personalized
feedback and improving their confidence in language use. These tools align with
TESOL standards by enhancing digital literacy, facilitating differentiated instruction,
and preparing students for a technology-driven world.

II. Context:

• Student Level: Intermediate (10th Grade)

• Class Size: 35 students
• Facilities: Equipped with computers, smartphones, projectors, and reliable
internet.
• Environment: A modern classroom promoting both collaborative and
independent learning.
• Curriculum Focus: Units 1–5 from “iLearn Smart World 10” textbook.

III. Syllabus:

The "iLearn Smart 10" textbook emphasizes communicative competence through

thematic units. The curriculum is designed for 10th-grade students and covers the first
semester using iLearn Smart World 10. The units focus on relevant and engaging
themes: Unit 1 explores “Family and Life,” Unit 2 covers “Entertainment and
Leisure,” Unit 3 emphasizes “Shopping,” Unit 4 discusses “International
Organizations and Charities,” and Unit 5 addresses “Gender Equality.” Each unit aims
to enhance students’ communicative abilities, digital literacy, and critical thinking
skills through integrated activities that align with these thematic lessons. The focus is
on fostering engagement and skill development through interactive and technology-
supported methods.

IV. Integration Plan:

Tool Unit Aim Approach Activity details Schedul

e
Google Unit Use Google Gamified Preparation: Week 2
Forms 1 Forms to Quizzes:
engage Students • Teacher creates a
students in complete Google Forms
interactive timed quizzes vocabulary quiz with
vocabulary with visuals visuals.
retention and
through immediate • Questions include
gamified feedback. multiple-choice,
quizzes. matching images to
words, and fill-in-
the-blank tasks. For
example:
o Match the
picture to the
word:
Students see
images of
family
members and
select the
correct term
(e.g.,
"mother,"
"uncle").
o Fill in the
blanks: "My
___
(mother/father
/sister) cooks
dinner every
night."
o Multiple
Choices:

I ______ eat
junk food,
maybe two or
three times a
year because I
know it's not
healthy at all.
(often/rarely/s
ometimes)

Procedure:

o Introduction:
Teacher
explains the
activity,
demonstrating
one question
 in Google
Forms.
o Quiz
Completion:
Students
complete the
quiz
individually.
o Feedback:
Immediate
feedback is
enabled on
Google Forms
to show
correct
answers.

Follow-Up Task:

o Students
discuss their
scores and
any
challenging
words in
small groups.
o Teacher
addresses
common
errors and
reviews key
vocabulary in
class.

Unit Use Google Collaborativ Preparation: Week 6

3 Forms to e
foster Polls:Student - Teacher designs a
collaborativ s analyze and Google Forms poll
e discuss peer with questions such
discussions responses. as:
by analyzing
data-driven o "What is your
poll results. favorite store
for shopping
and why?"
 o "How often
do you
compare
prices before
buying
something?"
o "Do you
prefer online
shopping or
in-store
shopping?"

Procedure:

• Introduction:
Teacher explains the
goal of collecting
class opinions.
• Poll Completion:
Students complete
the poll on their
devices.
• Data Analysis:
Teacher shows
aggregated poll
results (graphs and
percentages) to the
class.
• Discussion: In
groups, students
discuss the poll
results using
comparative
language (e.g.,
"Most students
prefer online
shopping
because...").

Follow-Up Task:

• Groups present one

key finding and
discuss its relevance
to shopping trends.
Unit Use Google Guided Preparation: Week 10
5 Forms to Practice:
provide Students • Teacher uploads a
immediate answer short passage on
feedback comprehensio gender equality (e.g.,
and -n questions workplace or
clarification education topics)
on into Google Forms.
comprehensi • Adds comprehension
on of a questions, including:
reading
passage. Multiple-choice
(e.g., "What is the
main idea of
paragraph 2?").

Vocabulary in
context (e.g., "What
does the word
'advocate' mean in
this context?").

Open-ended (e.g.,
"What steps can
workplaces take to
ensure gender
equality?").

Procedure:

Introduction : Teacher
explains the reading task
and shows how to answer
questions in Google Forms.
Reading and
Answering: Students read
the passage and complete
the form.

Review : Teacher
reviews common mistakes
and clarifies
misunderstandings based on
Google Forms’ response
analytics.
 Follow-Up Task:

• Students write a
short summary of the
passage using key
vocabulary.

Meta Unit Use Meta- Personalized Preparation: Week 4

AI 2 AI to Practice:
improve Students • Teacher provides
fluency and interact with students with access
pronunciatio AI to refine to Meta-AI and
n through pronunciation topics for
AI-driven and grammar. conversation (e.g.,
conversation "Entertainment and
al Leisure").
simulations.
Procedure:

• Introduction (5
minutes): Teacher
demonstrates how to
access and use Meta-
AI for speaking
practice.
• Prompt Examples
for Speaking
Practice:
o "Describe
your favorite
weekend
activity and
explain why
you enjoy it."
o "Talk about a
movie you
recently
watched.
What was it
about, and
why did you
like or dislike
it?"
o "What would
your dream
 vacation look
like? Why?"
• Speaking Practice
(20 minutes):
o Students
interact with
Meta-AI,
using the
prompts to
start
conversations.
o AI provides
real-time
feedback on
pronunciation
, grammar,
and
vocabulary
use.
• Reflection (10
minutes): Students
record AI feedback
in their notebooks
(e.g., repeated
grammar errors or
mispronounced
words) and identify
areas to work on.

Follow-Up Task:

• Students record
themselves speaking
on a similar topic
and reflect on how
the AI feedback
improved their
performance.

Unit Use Meta- Research Preparation: Week 8

4 AI to assist Assistance:
students in AI helps • Teacher provides a
summarizin students list of charities (e.g.,
g and summarize UNICEF, WHO,..)
organizing and organize and assigns each
research for information student/group one
presentation from articles charity to research.
s. about global
charities. Procedure:

• Introduction (5
minutes): Teacher
demonstrates how to
input questions into
Meta-AI and
organize results.
• Prompt Examples
for Research:
o "Summarize
the mission
and vision of
[charity
name]."
o "What are the
key global
contributions
made by
[charity
name]?"
o "Provide
examples of
projects this
charity has
undertaken
and their
impact."
• Research (20
minutes):
o Students use
the prompts to
gather key
points from
Meta-AI.
o AI helps them
summarize
information
into bullet
points or short
paragraphs.
• Group Work (10
minutes): Students
 share their research
findings and
collaboratively
organize them into
an outline for a
presentation.

Follow-Up Task:

• Groups finalize their

outlines and create
slide presentations to
be shared in the next
session.

6. Evaluation

The effectiveness of Google Forms and Meta-AI in Units 1–5 is evaluated by

assessing learning outcomes, engagement, usability, and feedback quality. Google
Forms activities focus on interactive tasks such as vocabulary quizzes, opinion polls,
and reading comprehension. For example, in Unit 1, vocabulary retention is measured
by comparing quiz scores before and after the activity, while in Unit 3, opinion poll
results are analyzed to assess students' ability to summarize and discuss data.
Engagement is evaluated by participation rates, and students provide feedback on
whether Google Forms’ instant responses improved their understanding.

Meta-AI activities, including speaking practice in Unit 2 and research assistance in

Unit 4, are assessed based on improvements in fluency, pronunciation, and the
organization of ideas. For Unit 2, students record their spoken responses before and
after AI feedback, with progress measured using rubrics for fluency and accuracy. In
Unit 4, students use AI to summarize and structure research, and their final outlines
and presentations are evaluated for coherence and relevance. Student surveys and
teacher observations further measure the tools’ usability and effectiveness.