INTRODUCTION
While society often emphasizes the roles of families and schools in supporting children, it is equally crucial for students to recognize their responsibilities toward themselves, their families, and society Many students currently neglect their studies, frequently miss deadlines, and fail to adhere to discipline, often shifting blame for their shortcomings onto others This growing trend reveals a concerning increase in materialism, selfishness, and emotional indifference among students, highlighting a significant decline in personal responsibility.
As a high school teacher, I recognize that fostering a sense of responsibility is a crucial aspect of character education; however, our current approach has proven ineffective One primary issue is that responsibility is often taught in a theoretical manner with limited practical application, and it is not consistently integrated into every lesson It is essential to explore how we can instill this sense of responsibility across various subjects, including Civic Education, Literature, Biology, and English With my students in grade 12 preparing for the GCSSE exam, the focus has primarily been on language skills and knowledge necessary for achieving high marks Therefore, I must find ways to enhance my students' sense of responsibility while simultaneously teaching them the content required for their exams.
The post-reading stage of a reading lesson is often mistaken for the lesson's conclusion, leading teachers to rely on traditional activities to assess comprehension However, this stage should focus on students applying their knowledge rather than merely understanding the text Effective post-reading activities encourage students to reflect on their reading experiences and relate them to real-life situations, fostering a sense of responsibility towards themselves, their families, and society Since the 2020-2021 school year, I have implemented a study aimed at enhancing grade 12 students at Ham Rong High School's sense of responsibility through innovative post-reading activities This approach seeks to make post-reading instruction more flexible and impactful, ultimately promoting greater responsibility among students.
CONTENT
THEORETICAL BACKGROUND
1.1 Definition of responsibility and sense of responsibility
Responsibility refers to the obligation to manage tasks or oversee others, encompassing accountability for actions and the capacity to make independent decisions It signifies the duties inherent in a job, role, or legal obligation that one must fulfill Meeting these responsibilities reflects an individual's reliability and trustworthiness, especially when consistently upheld.
A sense of responsibility encompasses an awareness of one’s obligations and entails fulfilling our duties It reflects a general consciousness that contributes to various aspects of life, such as a sense of security, happiness, danger, and self-awareness.
1.2 List of responsibilities every student should fulfill
Students are expected to fulfill some key responsibilities before they leave school and start a new life They are:
- Responsibilities to their community and society
2.1 Definition of post-reading activities
Post-reading activities occur after while-reading tasks are finished, marking a transition where students gain new knowledge The primary goal of this stage is to help students integrate and synthesize the information into their existing understanding of the topic To truly make the material their own, students can engage in various methods such as writing, participating in class discussions, creating visual representations, and demonstrating concepts physically.
Upon completing the while-reading stage, students should have gained new insights from the text, leading to a shift in their knowledge, thoughts, or feelings Nuttall (1996) emphasizes that this stage should focus on achieving general comprehension Students are expected to evaluate the text holistically, responding from a personal perspective They may engage in discussions by agreeing or disagreeing with the author or characters, relating the content to their own experiences, connecting it to other works, and predicting future developments in the narrative.
2.2 Benefits of using post-reading activities to improve the students' sense of responsibility
- Teachers can educate students' character through teaching language skills
- Students recycle what they have obtained from the text
- Students go beyond the text and enter the real world, equipped with the newly-obtained information.
- Updating the problems that are closed to the students' real life and working together to find out the solutions as their responsibility.
- Students can well prepare for an independent life in the future.
- Students learn to be responsible for their actions, choices and decisions to themselves, their families and society.
- From post-reading activities, the students are developping themselves to achieve automaticity, meaningful learning, autonomy, willingness to communicate, interlanguage, and communicative competence.
2.3 Some principles for choosing post-reading activities to raise students' responsibility
- The activities must connect the topics of the reading texts with the responsibilities that students should fulfill.
- The activities should keep all of the students involved and interested.
- The activities should help the students develop their communicative skills.
- The activities should make students think of what they have to do in the real life.
- Teaching the sense of responsibility may make students boring so the activities should be challenging and interesting enough to attract their attention and stimulate them to take part in.
- To be suitable with the time limit of post-reading stage, the length of each activity is about 10 minutes
SITUATION ANALYSIS
1 Situation of students' sense of responsibilities at my school.
Ham Rong High School, situated in the heart of Thanh Hoa city, consistently ranks among the top for 10th grade entrance scores, reflecting a generally high level of student achievement While many students benefit from early English education, those from suburban areas face challenges in learning the language, leading to disparities in English proficiency among students This uneven skill level creates significant obstacles in both teaching and learning processes at the school.
Many students at my school come from low-income families and live far from the district center Despite these challenges, they are provided with the opportunity to attend school.
In recent years, the increasing number of applicants to Ham Rong School has made enrollment increasingly competitive, motivating many students to work harder However, some students remain passive and struggle to adapt to the new learning environment, viewing admission as a privilege rather than a responsibility This lack of accountability leads to low academic performance, as many students frequently talk during lectures, neglect homework, and fail to prepare for classes Issues such as tardiness, class skipping, and cheating during tests are prevalent, particularly among grade 12 students who, despite the impending GCSE exams, appear unconcerned about their studies They seem to rely on their teachers to ensure they pass, resulting in minimal effort to improve their academic standing.
Despite their challenging living conditions, parents prioritize purchasing electric bikes for their children to commute to school, highlighting their commitment to education However, students often possess expensive smartphones, which distract them from their studies and lead to sneaky usage during class Many parents express concern that their children are more focused on social media and mobile devices than on household responsibilities or academic pursuits This shift in priorities not only hampers their health and knowledge but also fosters a lack of responsibility towards themselves and their families, as they become more absorbed in online status and issues rather than real-life relationships and challenges.
Many students demonstrate a lack of adherence to the law, often riding electric bikes without helmets until they reach school, solely to avoid punishment Some even ride motorbikes despite being underage Additionally, they tend to litter and vandalize public property, while showing indifference towards social activities This growing irresponsibility not only affects their own lives but also impacts their families and society, contributing to a lack of goals and, in some cases, criminal behavior Addressing this issue requires a concerted effort to enhance students' sense of responsibility.
2 Situation of teaching the students sense of responsibility at my school.
Family serves as the cornerstone of character education, significantly shaping children's values and behaviors through familial guidance While schools also contribute to character development, the primary responsibility often falls on form teachers and those instructing Civic Education At my school, it appears that only these educators actively engage in fostering a sense of responsibility among students Additionally, initiatives like outdoor activities organized by The Young Onion help enhance students' accountability However, most teachers primarily concentrate on delivering subject-specific knowledge and skills, with little emphasis on instilling a sense of responsibility.
3 Situation of learning English and teaching post-reading in English lessons at my school.
Students' living conditions significantly impact their study habits, particularly in learning English Many focus solely on passing the national GCSE exam, prioritizing pronunciation, vocabulary, and grammar Consequently, they often struggle to retain the extensive knowledge required for various assessments.
At my school, the teaching approach for English aligns closely with students' thinking, focusing on fulfilling textbook knowledge Particularly for 12th-grade teachers, there is an emphasis on providing ample practice exercises for the GCSE exam Utilizing modern technology, such as PowerPoint presentations, enhances the learning experience, while engaging activities like games, quizzes, and role-plays stimulate student participation By implementing innovative teaching methods, educators aim to improve students' reading, listening, speaking, and writing skills, significantly elevating the quality of lectures and positively impacting exam results.
In reading lessons, teachers at my school adapt textbook activities to engage students and enhance their learning experience However, due to students' limited reading skills and the complexity of texts, we often focus heavily on while-reading activities, leaving little time for effective post-reading engagement When post-reading activities are implemented, they typically mirror while-reading tasks, primarily involving summarization techniques like filling in missing words or translating texts into Vietnamese While these methods aid comprehension, they do not significantly contribute to improving students' overall character or sense of responsibility.
The Tieng Anh 12 textbook, along with Tieng Anh 10 and Tieng Anh 11, follows a traditional structure that emphasizes theme-based or topic-based learning Its primary objective is to equip students with a solid foundation in various fields, foster a positive attitude towards the English language, and enhance the four essential skills of Listening, Speaking, Reading, and Writing, which are crucial for language proficiency.
The textbook is designed to enhance students' reading and writing skills through familiar themes, such as social lives, sports, work, and leisure activities Each of the sixteen units includes five lessons that focus on four different skills and a specific language aspect The first lesson of each unit emphasizes reading, introducing key vocabulary and phrases related to the topic, ensuring a communicative approach to learning.
“building blocks” that enable them to learn additional skills
The book "Tieng Anh 12" covers various relatable topics for students, including life, education, careers, family, nature, and society, addressing themes like home life and future jobs However, it lacks a dedicated section focused on instilling a sense of responsibility towards oneself, family, and society While teaching responsibility is essential, it is not deemed mandatory within the curriculum.
SURVEY
At the beginning of the 2020-2021 school year, a survey consisting of five multiple-choice questions was conducted with 156 students from three classes: 12A5, 12A7, and 12A8 This survey was administered twice—once at the start of the first semester, prior to implementing post-reading activities aimed at enhancing students' sense of responsibility, and again at the end of the second semester, after these activities were introduced The results of the initial survey are summarized in the table below.
Questions Answers Before using the activities
1 Do you think how important sense of responsibility is?
2 How often do you think about your responsibilities in your daily activities?
3 Do you find it necessary to be taught sense of responsibility in the class?
4 Do you learn much about sense of responsibility through your English lessons?
5 How much is your sense of responsibility to yourselves, your family, school and society?
A recent survey reveals that prior to engaging in adapted activities, most students exhibit a lack of concern for responsibility, despite acknowledging its importance They frequently act impulsively, indicating a need for instruction on responsibility within the classroom Currently, English lessons predominantly emphasize knowledge and language skills, leading to a limited awareness of their responsibilities towards themselves, their families, schools, and communities.
FINDING SOLUTIONS
The concerning level of irresponsibility among our students highlights the need for a shift in our educational approach While our focus has primarily been on knowledge and language skills in English teaching, it is crucial to also foster character development and a sense of responsibility Integrating these values into our English lessons can lead to a more holistic education for our students.
The post-reading stage is an ideal opportunity for students to relate English lessons to real-life situations By utilizing the themes from reading texts, educators can design a variety of activities that teach different aspects of responsibility Additionally, tailored activities can be implemented for each reading lesson, focusing on specific responsibilities to enhance students' understanding In summary, the post-reading stage offers significant potential for activities that foster a sense of responsibility in students.
The reading texts in the Tieng Anh 12 textbook are closely related to students' daily lives, prompting me to utilize the post-reading stage for various activities These suggested activities have been successfully implemented to enhance my students' sense of responsibility towards themselves, their families, and society.
1 Activities to improve students' sense of responsibility to themselves
1.1 Sample application 1 - Unit 4: School education system
Aim: Help students realize the importance of self-study and cultivate their self-study ability.
Suggested activity: Making a plan: Make a self-study plan to prepare for your GCSE effectively.
- Teacher: Prepare a sample self-study plan.
- Students: Prepare posters and pens for group work; find out self-study methods.
- Divide the class into groups of 6-8 students.
- Ask them to discuss how to make a plan.
- Give students some suggestions: To make the plan, you should determine:
What to study? (What subjects, lessons…)
When to study? (Time available, schedule…)
Where to study? (Studying environment, courses…)
Who may help or study together?
How to study (Studying methods)
- Show students the sample plan as a model.
Goals : - Pass the GCSE exam with 30 points
- Pass the entrance exam with 25 points (Math: 8, Literature: 8, English 9)
Core subjects : Math, Literature, English
Optional subjects : History, Geography, Civic Education
Time : in the afternoon, at night, at weekend
Studying environment : at home, online
People to ask for help : teachers, classmates
- Pay attention to the lectures.
- Highlight the important pieces of information.
- Set a schedule to study at home.
- Share learn experience with friends, classmates.
- Ask the teachers about what we have not understood yet.
- Download necessary documents and sample tests.
- Keep away modern devices when want to concentrate on studying.
- Each group makes a brief self-study plan.
- After 5 minutes, call some representatives to present their plans.
- Ask other groups to give comments.
- Ask the students to make their own self-study plan at home as their homework.
1.2 Sample application 2 - Unit 5: Higher education
Aim: Raise students' awareness of equipping themselves with essential life skills.
Suggested activity: An interview: Interview your classmates about their preparation for the life after school.
- Teacher: Prepare 5 questions for interviewing, an interview record sheet, handouts, and a poster of the example.
- Students: Think about the goal they set for the life after school, what may be challenges and some necessary life skills they should equip.
Question 1: Are you going to continue studying with higher education or finding a job after leaving school?
Question 2: What university/ job would you like to apply for?
Question 3: What are you preparing for your life after school?
Question 4: What do you think may be challenges you will face in your new life after school?
Question 5: How can you overcome these challenges?
- Deliver the handouts to the students
- Ask them to fill in their information about themselves first.
- Ask each student to find a partner, use the questions to interview and fills in the interview record sheet
University/Job Banking Academy a worker
Preparation - study hard to pass the GCSE and the entrance exam.
- study to pass the GCSE
- equip some necessary life skills skills: decision making, communicating, … such as: decision making, communicating, …
- get an on-campus job -be independent and sociable
- get on well with people
- take part in social activities
- improve time and financial managing skills.
- get on well with people
- take part in social activities
- After 5 minutes, call some students to report their interview's results.
- Ask other groups to give comments.
1.3 Sample application 3 - Unit 6: Future jobs
Aim: Raise students' awareness of equipping themselves with job skills.
Suggested activity: Discussion: Discuss the necessary job skills and how to acquire the skills.
- Teacher: Prepare a poster of suggested answers
- Students: Prepare posters and pens for group work; find out necessary job skills and how they can acquire the skills.
- Divide the class into groups of six
- Ask them to discuss the job skills they need equip.
- After 5 minutes, call the representatives of the groups to report their groups' production.
- Ask other groups to give comments.
- Teacher gives feedback and shows the suggested answers.
Hard skills are measurable, teachable abilities that are essential for specific jobs, encompassing technical competencies that can be acquired through various means such as classroom learning, online courses, books, and on-the-job training, depending on the nature of the profession.
Soft skills are essential abilities that transcend specific job roles, and students should focus on developing key competencies such as effective communication, teamwork, problem-solving, initiative and enterprise, planning and organizing, self-management, lifelong learning, and technological proficiency These skills are crucial for success in the modern workplace and enhance overall employability.
How to acquire the skills: willing to learn study hard, take part in social activities, be active and creative, and study the required skills of your future jobs…
2 Activities to improve students' sense of responsibility to their families.
2.1 Sample application 1-Unit 1: Home life
Aim: Raise students' awareness of a child's responsibility to the family.
Suggested activity: Lesson for living : What lesson can you learn from the writer's family?
How do you apply the lesson into your real life?
- Teacher: Prepare a poster of suggested answers.
- Students: Prepare posters and pens for group work; think about a child's responsibilities to the family.
- Divide the class into groups of six-eight to discuss the lesson they get from the text, and how to apply the lesson into their life.
- After 5 minutes, call the representatives of the groups to report their groups' answers.
- Ask other groups to give comments
- Teacher gives feedback and shows the suggested answers
Lesson from the text: Each member in the family has to join hands to make a happy family. What a child should do for a happy family:
- Give-and-take and help the other family members
- Honor, respect and obey parents and grandparents.
- Listen to the counsel of parents and grandparents.
- Care for parents and grandparents especially when they are sick and in their old age
- Understand and forgive father and mother if there have been failure and breaches
2.2 Sample application 2- Unit 2: Cultural diversity (Version 1)
Aim: Build up students' awareness of making a happy marriage.
Suggested activity: A survey : Express your idea about what to do for a happy marriage.
- Students: Think about the things men and women should do for a happy marriage
- Teacher: Prepare handouts of the things about men and women should do:
What to do Your idea
- share housework with his wife
- do the heaviest work for his family
- love, respect and take care of parents -in-law should
- open mind to listen to his wife
- take care of the children
- always willing to share with wife all problems in life
- take the responsibility for earning money to support his family
- share with husband all successes and attainments
- stands by husband in all the crises
- take care of the children and their needs, including education.
- love, respect and take care of her parents -in-law
- Deliver the handouts for students to tick their idea
- Students work in pairs to compare the idea with their partners
- Students discuss with their partner the different ideas to make an agreement about what men and women should do.
- After 5 minutes, call some students to express their ideas about what to do for a happy marriage.
- Ask other students to give comments
- Teacher gives feedback and show the suggested answer.
- share housework with his wife
- do the heaviest work for family
- calm and strong in any situations to protect family
- love, respect and take care of parents-in-law
- open mind to listen to his wife
- understand and sympathy with wife
- take care of the children
- always willing to share with his wife all problems in life
- love, respect and take care of her parents -in-law
- share with husband all successes and attainments
- stands by husband in all the crises
- take care of the children and their needs, including education.
- take the responsibility for raising children
2.3 Sample application 3 - Unit 3: Ways of socializing
Aim: Help students be aware of influences of mobile devices on family communication
Suggested activity: Discussion: Discuss the influences of mobile devices on family communication and suggest some solutions.
- Students: Prepare posters and pens for group work; think about the influences of mobile devices on family communication.
- Teacher: Prepare some pictures about using mobile devices at home, a poster of suggested answers:
- Show the pictures, ask students to comment the pictures and lead in.
- Divide the class into groups of 6-8 students to work out the consequences and solutions to the problem.
- After 5 minutes, call the representatives of the groups to report their group's production.
- Ask other groups to give comments
- Teacher gives feedback and shows the suggested answers
Despite sitting closely together, each family member is engrossed in their own smartphone, highlighting a lack of connection and communication among them.
The influences of mobile devices on family communication:
- Impact on the quality of this time for family members.
-Neglect the interaction with those who are physically nearby.
- Negatively affects face-to-face interactions.
- Decreasing family cohesion and time together with their children
- Kids will learn from the smart phone negative behavior
How to keep family life away the impact of mobile devices:
- Establish a rule in your house that there will be no using phones (or emailing or posting to social media, etc.) after a certain time at night.
- Keep dinnertime free of cell phones, and use it as an opportunity to reconnect with each other and talk about your day.
- Use an app to monitor how much the kids use their phones, and use it to track your own use.
- Keep time with your spouse-like date night or catching up on the day before bed-free of cell phones.
3 Activities to improve students' sense of responsibility to society
3.1 Sample application 1 - Unit 2: Cultural diversity (Version 2)
Aim: Raise students' right awareness of drinking culture in Viet Nam.
In Vietnam, alcohol consumption is deeply ingrained in party and celebration culture, leading to a rise in alcohol-related accidents The consequences of this drinking culture include health issues, increased crime rates, and social problems that affect families and communities If given the opportunity to change the drinking situation in Vietnam, I would advocate for stricter regulations on alcohol sales, promote awareness campaigns about the dangers of excessive drinking, and encourage healthier social alternatives that do not revolve around alcohol.
- Students: Prepare posters and pens for group work; think about consequences of drinking alcohol and measures to limit drinking.
- Teacher: Prepare some figures and chart about drinking culture in Vietnam and other countries in the world, a poster of suggested answers:
- Show the table and the chart for the students to watch
- Ask them to give comments to the data about drinking culture in Vietnam, in comparison with other countries
- Divide the class into groups of six to eight students
- Ask them to work out the consequences and solutions to the problems.
- After 5 minutes, call the representatives of the groups to report their groups' production.
- Ask other groups to give comments
- Teacher gives feedback and shows the suggested answers.
The table and chart illustrate that, unlike many countries worldwide that have lowered the drinking age, Vietnam remains one of the few that has not Additionally, Vietnam boasts the highest beer consumption in the region, despite having the fourth highest GDP per capita among Southeast Asian nations.
- High blood pressure, stroke, and other heart-related diseases
- Permanent damage to the brain
To their family and society:
- Unintentional injuries such as car crash, falls, burns, drowning
- Intentional injuries such as firearm injuries, sexual assault, domestic violence
- Increased on-the-job injuries and loss of productivity
- Increased family problems, broken relationships
If I were allowed to change, I would do something to limit drinking culture abuse, such as:
- Punish the people who are drunk and people who force others to drink.
- Ask people who drink on working day to get a fine.
- Levy a high tax on beer industry
3.2 Sample application 2 - Unit 14: International organizations
Aim: Promote good citizenship and cultivate the students' compassion
Suggested activity: Discussion: Of the following activities, which are The Red Cross' activities and which are the charity work you can participate in.
- Students: Prepare posters and pens for group work; think about the charity work they can take part in.
- Teacher: Prepare a list of charity work, a work, and a poster of suggested answers.
- Helping disadvantages or handicapped children
- Volunteering at a hospital, in the home of sick or old people.
- Collecting gifts for children’s hospitals.
- Taking care of war invalids and the families of martyrs
- Helping reduce the suffering of wounded soldiers, civilians, and prisoners of war in the war time.
- Collecting old clothes for children and people in remote and mountainous areas.
- Collecting trash or clean up a park to promote environmental awareness.
- Giving medical aid and other help to victims of major disasters such as floods,earthquakes, epidemics, and famines.
- Hosting an event to raise funds to help people and communities affected by a disaster.
- Collecting children’s books and other reading materials for shelters, libraries and schools, then ask if they need volunteer readers.
- Participating in a cleanup day at a local beach, trail, waterway or park.
- Helping people in mountainous areas.
The Red Cross's activities Activities you can participate in
- Show students the list of charity work.
- Divide the class into groups of six.
- Students discuss to put the activities into the right column.
- After 5 minutes, call some students to report the Red Cross's activities and the charity work they can participate in.
- Ask other groups to give comments
- Teacher gives feedback and shows the suggested answers
The Red Cross's activities Activities you can participate in
- Helping disadvantages or handicapped children
- Volunteer at a hospital, in the home of sick or old people.
- Collect gifts for children’s hospitals.
- Taking care of war invalids and the families of martyrs
- Help reduce the suffering of wounded soldiers, civilians, and prisoners of war in the war time.
- Give medical aid and other help to victims of major disasters such as floods, earthquakes, epidemics, and famines.
- Improve the lives of vulnerable people who are victims of natural disasters,
- Helping disadvantages or handicapped children
- Taking part in directing the traffic
- Volunteer at a hospital, in the home of sick or old people.
- Collect gifts for children’s hospitals.
- Taking care of war invalids and the families of martyrs
- Collect old clothes for children and people in remote and mountainous areas.
- Collect trash or clean up a park to promote environmental awareness.
- Collect children’s books and other reading materials for shelters, libraries and schools, then ask if they need volunteer readers.
- Participate in a cleanup day at a local poverty and health emergencies
- Helping people in mountainous areas. beach, trail, waterway or park.
- Helping people in mountainous areas.
3.3 Sample application 3 - Unit 15: Women in society
Aim: Raise students' responsibilities for preventing family violence.
Suggested activity: Discussion : How to prevent family violence.
- Student: Prepare posters and pens for group work; find out the causes and solutions to family violence.
- Teacher: Prepare a picture of family violence, some questions for discussing and a poster of the suggested answers.
Question 1: Do you think that women are equal to men in society now?
Question 2: What matter do you think is happening in the picture?
Question 3: What do you think are causes of family violence?
Question 4: What will you do if you know someone is a victim of family violence?
Question 5: How can we help stop family violence?
- Show the picture for the students to guess the problem.
- Ask students some questions to lead in:
Teacher: Do you think that women are equal to men in society now?
Student: Yes, I think they have gained equal rights to men.
Teacher: What matter do you think is happening in the picture?
Student: In my opinion it's family violence
Family violence is a significant issue affecting many women, raising concerns about its underlying causes and prevention strategies Understanding the root causes of family violence is essential in addressing this serious problem By discussing these factors, we can identify effective solutions to prevent such violence and support those affected.
- Give students the three questions to discuss as suggestion to solve the problems:
What do you think are causes of family violence?
What will you do if you know someone is a victim of family violence?
How can we help stop family violence?
- Divide the class into groups of six to discuss.
- After 5 minutes, call some pairs to present their production.
- Ask other groups to give comments.
The causes of family violence are:
- the men's low self-esteem
- desire for power or control
If I know someone is a victim of family violence, I will:
- ask them to tell me about what is happening to them.
- listen to them and let them know I believe them and what is being done to them is a crime.
- help them find the support they need.
How can we help stop family violence?
- Learn more about family violence to recognize it and help people who may be victims
- Report abuse when we see it
- Think about our own actions and how to talk with others about violent actions
- Volunteer with or join an organization that is dedicated to stopping family violence.
Note: All of the students’ products are presented in the Appendices.
RESULTS AND COMMENTS
During the 2020-2021 school year, I implemented post-reading activities for my grade 12 students, leading to significant success despite some challenges These activities motivated students to take initiative for their personal growth, school involvement, and community engagement As a result, they gradually abandoned negative habits, improved their behavior, and showed increased attentiveness in lessons Furthermore, students began to voluntarily participate in social activities organized by the school and community, rather than participating out of obligation.
We conducted a follow-up survey with the same students from three classes, mirroring the questions from our initial survey This second round took place at the end of the second semester, allowing us to assess the effectiveness of the activities implemented to enhance students' sense of responsibility The table below illustrates the comparative results of the survey conducted before and after the activities were introduced.
Questions Answers Before using After using the the activities activities
1 Do you think how important sense of responsibility is?
2 How often do you think about your responsibilities in your daily activities?
3 Do you find it necessary to be taught sense of responsibility in the class?
4 Do you learn much about sense of responsibility through your English lessons?
5 How much is your sense of responsibility to yourselves, your family and society?
A recent survey indicates that most students have significantly improved their awareness and sense of responsibility after participating in interventional activities These activities not only highlighted the importance of responsibility but also enhanced the students' understanding of it Students recognized the necessity of being taught about responsibility and integrated these lessons into their English studies, leading to a greater awareness of their obligations Consequently, their sense of responsibility towards themselves, their families, and society has notably increased.
CONCLUSION AND RECOMMENDATIONS
At the beginning of the previous school year, I was assigned to teach four grade 12 classes, which raised concerns about my students' learning attitudes and behaviors To address these issues, I aimed to identify the underlying causes and develop effective solutions, despite facing challenges due to the students' limited English proficiency and lack of confidence in speaking While the focus was primarily on fostering a sense of responsibility rather than perfect language accuracy, students were encouraged to articulate their thoughts and collaborate on problem-solving with support from their peers and me Utilizing information technology allowed me to gather valuable resources for the study, which was successfully completed with the support of my school's Board of Directors, colleagues, and students.
The post-reading activities in the Tieng Anh 12 textbook have been fully adapted to enhance student comprehension and application of reading materials These activities not only provide students with opportunities to integrate their learning into real-life situations but also foster essential skills such as reading, speaking, teamwork, and creativity While these activities may not be entirely effective, they are undeniably practical and have significantly improved students' sense of responsibility As a result, students have become more aware of their duties towards themselves, their families, and society, leading to positive changes in their behavior and learning attitudes.
Teachers can create various post-reading activities that encourage students to reflect on their responsibilities towards themselves, their families, and society Similar activities can also enhance student accountability during the post-listening stage For Tieng Anh 10 and 11, implementing post-reading strategies can effectively teach these concepts I believe that fostering a sense of responsibility should be integrated into other subjects as well.
The strategies outlined in this article stem from my personal teaching experiences, and while they offer valuable insights, they may have certain limitations I welcome feedback and suggestions from readers and fellow educators to enhance the discussion and make this topic more engaging and comprehensive.
I hereby declare that this study is conducted by myself, if something goes wrong, I would be responsible before the law
1 Adrian, D Teach English Cambridge: Cambridge University Press in association with the British Council (1998)
2 Graham Crookes, A Practicum in TESOL: Development through Teaching
3 Harmer, J How to teach English London: Longman Press (1991)
4 Hoang Van Van, Tieng Anh 12 textbook (2008)
6 http://www.nclrc.org/essentials/reading/goalsread.htm
7 https://www.lexico.com/definition/responsibility
8 https://www.thefreedictionary.com/sense+of+responsibility
DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ
Họ và tên tác giả : Luu Thị Thanh Tú
Chức vụ và đơn vị công tác : Trường THPT Hàm Rồng- TP Thanh Hóa
Cấp đánh giá xếp loại ( Phòng, Sở, Tỉnh)
Kết quả đánh giá xếp loại ( A, B, hoặc C)
Năm học đánh giá xếp loại
1 Techniques for organizing communicative activities in pair work and group work for students of Grade 10 at
2 Some effective methods of correcting errors in writing English for 10 th grade students at Ham
THE STUDENTS’ PRODUCTS AFTER EACH ACTIVITIES