HUE UNIVERSITY

UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL

STUDIES
FACULTY OF ENGLISH

FINAL ASSIGNMENT

A PROPOSAL FOR THE INTEGRATION OF TECHNOLOGICAL TOOLS INTO

INSTRUCTIONAL PRACTICE
INTEGRATING FACEBOOK, CHATGPT, AND GOOGLE FORMS IN THE GLOBAL
SUCCESS GRADE 12 CURRICULUM

Course: Technology in Language Teaching

Student: Phạm Trần Hoài An
Student ID: 21F7010065
Class: 1
Academic year: 2024 - 2025
Course instructor: Dr. Bảo Khâm

Hue, 1/2025
I. Rationale

The new wave of globalization, which started in the 1980s, has permeated every
aspect of the world. One noteworthy change, brought about by this rapid globalization and
internationalization, is the increased participation of developing countries in global
markets (Mundial, 2008). Vietnam is no exception. Following this trend, at the 6th National
Congress of the Communist Party of Vietnam in 1986, the government initiated an
economic reform known as Doi Moi. As a result of this economic renovation and open-
door policy, the need for "high-skilled and highly qualified people who can communicate
effectively in English" became an "urgent requirement" for Vietnam's education system
(Hoang, 2018, p.3). Consequently, decision-making bodies have been piloting and
implementing English curricula to raise Vietnamese learners’ standards of English
proficiency, such as the MOET’s three pilot English Language Communication Curricula
for schools in Vietnam or the implementation of the 2018 General Education Program in
English. As significant resources are channeled into these programs, substantial attention
has also been given to teacher education and training. This is because teaching quality,
including knowledge of teaching and learning (Darling-Hammond, 2000), teaching
methodologies (Bressler & Bressler, 2007), etc., is of paramount importance to students’
success. According to “Chương trình giáo dục phổ thông môn tiếng Anh” (English
language curriculum for Vietnamese) issued by the Ministry of Education and Training
(2018), the English language curriculum set its aim of helping Vietnamese students to
formulate and develop their communicative competences through practicing listening,
speaking, reading, writing skills and linguistic knowledge (pronunciation, vocabulary,
grammar) (p.3). Therefore, teaching students language in its traditional forms is no longer
sufficient. Traditional literacies, such as reading and writing, are now just one subset of the
skills learners need to thrive in today's world (TESOL, 2008). In the digital age, where
technological advancements are continuously reshaping how we communicate, students
must develop the ability to effectively navigate both traditional and digital landscapes. This
evolution demands not only a shift in what is taught but also how it is taught, necessitating
the integration of technology into instructional practices. This approach aligns with the
MOET's Decree No. 20/2018/TT-BGDĐT on Professional Standards for Teachers of
General Education Institutions, which emphasizes the need for educators to apply
information technology and utilize technological tools in their teaching and educational
activities.

To meet the objectives outlined by the MOET for both teachers and students, this
proposal, submitted as the final assignment for the Technology in Language Teaching
course, focuses on the integration of three tools: Facebook, Google Forms, and ChatGPT
into the Global Success 12 curriculum. The selection of these tools is deliberate, reflecting
a systematic and purposeful approach to technology integration. The tools are intended to
be used regularly and strategically to develop students' macro skills, including writing,
listening, and speaking.

Students will use these tools to practice English skills outside the classroom. The
rationale behind encouraging students to use these tools independently aligns with the
MOET’s goal of educating students to become lifelong learners. To achieve this,
cultivating a habit of self-study is essential and should be nurtured consistently throughout
their general education years. Another reason for selecting these tools lies in their specific
functions. Regarding Facebook, it is the world’s leading social networking site, offering a
wide range of features, including posts, reactions, comments, and private groups. From the
perspective of language educators, Facebook can “impact student learning and
development” (Jenness, 2011, p.54), providing students with “a safe and learner-centered
forum” and “bringing education into the increasingly online lives” they lead (Bray & Nur
Iswanti, 2013, p.34). Using Facebook to practice writing skills can foster collaborative
learning, and by commenting on each other's writing, students can build meaningful
relationships. These relationships offer potential benefits, including resources accessed
through social networks, often referred to as social capital (Bourdieu, 1985).

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 In terms of ChatGPT, its voice chat feature is planned to be used for role-play
speaking practice in the Everyday English in CLIL lessons of the Global Success 12
coursebook. Traditional methods for developing oral proficiency have typically involved
language exchanges, conversation classes, and role-plays (Long, 2023). However, the
effectiveness of these methods often depends on the interlocutor with whom students
communicate. Many psychological barriers, such as inhibition (Ur, 1996), lack of
confidence, anxiety, fear of making mistakes (Arifin, 2017), shyness, fear of losing face
(Harmer, 2001), and fear of being judged (Tanveer, 2007), can hinder students' speaking
progress. Moreover, the absence of immediate feedback can further impede improvement.
In Vietnam’s public schools, where class sizes often range from 30 to 40 students,
opportunities for individual speaking practice during class hours are limited. According to
Ork et al. (2024), a lack of practice is a significant contributor to students' speaking
challenges. The integration of artificial intelligence (AI) into education has offered
substantial benefits for language teaching and learning. Among AI tools, ChatGPT has
emerged as a promising resource for enhancing English as a Foreign Language (EFL)
instruction (Kim et al., 2023, as cited in Pratiwi, Efendy, Rini, & Ahmed, 2024). Thus,
ChatGPT is included in this proposal as a tool for self-directed speaking practice (role
play). The benefits of ChatGPT include real-time feedback, technology-enhanced learning,
authentic language practice, personalized instruction, and cost-effectiveness compared to
traditional classes or private tutoring. Additionally, it provides a non-judgmental
environment for practicing speaking (Pratiwi, Efendy, Rini, & Ahmed, 2024). While
ChatGPT has certain limitations and cannot fully replicate the authenticity of real-life role-
play practice, it remains a highly accessible and practical tool for students to use
independently. Given these factors, ChatGPT stands out as an optimal choice for enhancing
students' speaking skills.

The tool used in tandem with the two aforementioned technologies is Google Forms.
Specifically, Google Forms is employed to track students’ progress and gather feedback
on their experiences using Facebook for writing practice and ChatGPT for speaking

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practice. Tracking progress allows students to monitor their persistence and consistency,
which in turn motivates them to continue practicing. Additionally, Google Forms is used
to collect feedback/perception on the integration of these technologies. This is crucial
because the cornerstone of a successful learning activity is not merely its practicality,
engagement, or level of challenge but also whether learners are aware of and can reflect on
these factors (Martens et al., 2007).

To sum up, my plan to integrate these tools into the syllabus is driven by the desire
to help students achieve the communicative goals of learning English while equipping them
with essential skills for the ever-changing era of globalization and technological
advancements. These skills include autonomy, personalized learning, and, most
importantly, digital and technological competencies.

II. Context

The target audience for this proposal consists of Grade 12 students enrolled in a high
school located in Hue City, Vietnam. Each class comprises approximately 30–40 students,
representing diverse backgrounds in terms of learning needs, goals, motivations, and styles.
Their English proficiency levels range from A2 to B1 according to the six-level English
Language Proficiency Framework for Vietnam. Notably, all students have access to the
Internet and possess at least one reliable digital device, enabling them to utilize the
recommended tools. According to the MOET’s 2018 General Education English
Curriculum, these students have been learning English for 7–8 years and are expected to
use the language and understand linguistic concepts appropriate to their proficiency level.

The high school implementing this proposal is located in Hue City and has allocated
funds to invest in technological tools, ranging from projectors to computers. Additionally,
the school has conducted online classes on several occasions, allowing students to become
acclimated to learning in an online environment. These students can be considered digital
natives, equipped with the foundational skills to navigate the digital age successfully.
However, they still face challenges that must be addressed, such as developing self-

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regulation skills, managing distractions, and taking responsibility for their learning to
achieve the desired outcomes.

III. Syllabus

Global Success 12 English Syllabus

Introduction:

The Global Success 12 English course is designed to foster communicative

competence, enabling students to develop their ability to communicate in English through
listening, speaking, reading, and writing activities, as well as through the study of linguistic
knowledge, including vocabulary, grammar, and pronunciation. The English 12 – Global
Success (Student’s Book) employs an integrated skills approach, ensuring that listening,
speaking, reading, and writing are interrelated and practiced together. The course revolves
around four main themes (Our Lives, Our Society, Our Environment, Our Future), each
divided into ten units, with every unit focusing on a specific topic. Each unit concludes
with a "Review" section that consolidates students’ knowledge and enhances their language
use and communication skills. The book is carefully tailored to students’ age, interests, and
characteristics, while also reflecting Vietnamese culture, cultures of English-speaking
countries, and global perspectives. Furthermore, English 12 – Global Success aims to
enrich students’ social and cultural knowledge, equipping them with the tools necessary to
adapt to contemporary life and society. The content closely aligns with Vietnam's General
Education Program for English and incorporates the expertise and technological resources
of Pearson Education Group.

This proposal for technology integration focuses on the second part of the book,
which includes the following units:

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Unit topics:

1. Unit 6: Artificial Intelligence

2. Unit 7: The world of mass media

3. Unit 8: Wildlife conservation

4. Unit 9: Career paths

5. Unit 10: Lifelong learning

Unit structure:

Each unit is designed to cover the following content:

1. Lesson I: Getting Started: An introduction to the unit.

2. Lesson II: Language: Focus on vocabulary, grammar, and pronunciation.

3. Lesson III: Reading: Activities to develop reading skills.

4. Lesson IV: Speaking: Lessons dedicated to speaking skills.

5. Lesson V: Listening: Lessons focused on improving listening skills.

6. Lesson VI: Writing: Activities designed for writing development.

7. Lesson VII: Communication and Culture/CLIL: Integration of communication skills

with cultural insights or content-based learning.

8. Lesson VIII: Looking Back and Project: Review and application of the unit's content
through a project.

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IV. Integration

WRITING SKILLS

SEMESTER II

Enhancing writing skills through peer-assessment using Facebook

Tools: Facebook and Google form

1. Purpose of the integration:

a. Create a collaborative writing space:

Establishing a private Facebook group offers students an accessible and familiar

platform for writing, reading, and providing feedback through comments. This fosters a
sense of community in a digital space where all students share a common goal: improving
their writing skills together.

b. Improve writing skills through peer assessment:

Students will be tasked with reading and commenting on their peers' writing.
Subsequently, they will review the feedback received and make revisions if they agree with
the comments. This process, known as formative peer assessment, involves identifying
strengths, weaknesses, and actionable points for improvement. Through this collaborative
approach, students can refine their writing based on constructive feedback from their peers.

While peer assessment may not always match the precision of teacher evaluation, it
offers significant advantages. According to Topping (2009), a peer assessor, despite having
less expertise, may produce assessments of comparable reliability and validity to that of a
teacher due to the additional time they can dedicate to the process.

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c. Build students’ confidence in writing

Some students face difficulties writing in English because it requires carefully

organizing ideas in a logical manner. They may initially lack confidence in their language
skills, believing their writing is not up to standard. However, through writing, commenting,
and revising on Facebook, students gain opportunities to read their classmates’ work. They
may realize that others face similar struggles and observe peers making progress through
consistent practice.

Teachers also provide feedback on select pieces of writing in each unit, allowing
students to see their peers’ growth. Witnessing classmates—who are perceived as being at
a similar level—overcome challenges and improve can inspire students, boosting their
confidence and encouraging them to take more risks in using the language. This
phenomenon, known as near-peer role modeling (Murphey & Arao, 2001), helps foster a
positive learning environment and motivates students to engage more actively in writing
tasks.

d. Survey students’ feedback

A questionnaire will be used to collect data on students’ feedback regarding the use
of Facebook for practicing writing skills. The survey will be conducted twice: at midterm
and at the end of the semester when students are no longer required to practice writing on
Facebook. The data collected will evaluate students' attitudes, including their level of
engagement, perceived benefits and challenges, and suggestions for improvement. This
feedback will inform refinements to the tool for future use.

Google Forms is chosen for its accessibility, ease of use, and efficiency. Students
do not need to log in, ensuring anonymity and encouraging honest reflections for more
accurate feedback. Additionally, Google Forms allows for quick data collection and
analysis, making it a practical choice for this purpose.

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e. Evaluate students’ overall experience on the technology integration

Google Forms includes built-in data analysis tools that facilitate the evaluation
process once sufficient data is collected. The results, primarily derived from closed-ended
questions, will be presented in tables and charts with percentages, making it easier to
analyze students’ overall experience with the technology integration.

2. Approach to integration:

a. Collaborative learning approach:

The integration of Facebook as a writing platform is grounded in the principles of

collaborative learning. This approach emphasizes interaction, mutual support, and shared
responsibility among students. Through collaborative activities such as peer assessments,
and discussions, students are encouraged to exchange ideas, provide constructive feedback,
and refine their writing skills together. Collaborative learning fosters a sense of community
and helps students learn from their peers’ perspectives, enhancing their understanding and
engagement.

b. Teacher’s role as a facilitator:

In this integration, the teacher acts as a guide rather than the sole source of knowledge.
The teacher’s responsibilities include:

● Setting clear expectations for writing tasks and peer-assessment guidelines.

● Monitoring discussions and comments to ensure constructive and respectful
interactions.
● Providing targeted feedback on selected student writings to model effective
commentary.
● Addressing technical or linguistic challenges that arise during the process.

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c. Leveraging Facebook features

Facebook’s features, including private groups, posting, commenting, reacting, and

notifications, were fully utilized to create an interactive and collaborative online learning
environment.

d. Increasing students’ autonomy

By independently drafting, posting, and revising their work based on peer feedback,
students cultivate a sense of responsibility for their learning progress. Peer assessment on
Facebook enables students to give and receive constructive feedback, fostering self-
awareness and critical thinking about their writing. Additionally, Facebook provides a
flexible platform where students can engage with tasks and peer feedback at their own
pace, within a structured timeline. This flexibility helps them manage their workload and
focus on improving specific aspects of their writing. The asynchronous nature of Facebook
discussions allows students to revisit comments and feedback as needed, further refining
their understanding and skills.

Furthermore, when completing the feedback form on Google Forms, students have
an opportunity to reflect on their use of Facebook and self-evaluate its effectiveness. This
reflection process helps them identify areas for personal improvement. Google Forms also
collects students' suggestions for enhancing the integration of writing activities, giving
them a voice in shaping future learning practices and making them active contributors to
the learning environment. The anonymity provided by Google Forms encourages honest
assessment, enabling students to evaluate their learning journey without external pressure.

e. Constant feedback on technology integration

The feedback form, created using Google Forms, will be distributed to students at
midterm and the end of the term to gather formative feedback and make adjustments for an
improved learning experience.

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3. Integration activities

Facebook:

a. Creating a Facebook Group

● The teacher creates a separate Facebook account to maintain a professional

boundary and protect their personal account.
● Set up a private Facebook group dedicated to the class.
● Ask students to share their Facebook profiles via the existing Zalo group.
● Add students as friends on the teacher's new Facebook account.
● Invite all students to join the private Facebook group.

b. Posting writing tasks:

● Post writing tasks and prompts or homework for Writing lessons in Units 6, 7, 8,
9, and 10.
● Clearly outline the tasks, expectations, and deadlines.
● Ask students to react to the post as an indication that they have understood the
requirements. If not, they must comment to ask.
● Students submit their writing as comments under the post by the designated
deadline.
● After students post their work, T posts the peer-assessment criteria for the task.

c. Peer-assessment

● Upload the class list and assign the peer each student needs to comment on.
● Students use the reply function to provide feedback on their peers' writings based
on the given criteria.
● T selects 3–4 writings randomly for assessment.

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d. Revise

● Set a deadline for revisions.

● Students revise their writing based on the feedback and reply to their peers'
comments.

Google form:

a. Mid-term survey:

● Send the Google Form link to the Facebook group and give students one week to
complete it.
● Monitor the number of participants through the Google Form and remind students
who have not completed it.
● The survey covers the following content: engagement, peer correction
effectiveness, perceived benefits and challenges, and suggestions for
improvement.

b. End-term survey:

● Send the Google Form link to the Facebook group and give students one week to
complete it.
● The survey covers the following content: engagement, peer correction
effectiveness, perceived benefits and challenges, suggestions for improvement,
overall integration experience, and feedback on any implemented suggestions
from the mid-term survey (if applicable).

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4. Implementation schedule (by week)

NB:

● There is no schedule for the midterm and final writing tests as these will be
conducted in class to prevent cheating and provide a more accurate evaluation of
the effectiveness of technology integration.
● The proposed schedule is outlined by week. Specific dates will be determined and
finalized after the proposal is approved and implemented, depending on the
academic year.

SEMESTER 2

Week Facebook integration activities Google form integration activities

1-3 Unit 6 Writing Task
- Post the Unit 6 writing task
on Facebook.
- Students submit their
writing as comments under
the task post.
- Post peer-assessment
criteria for the task.
- Students perform peer
assessment and provide
feedback on their
classmates' writing.
- Students revise their
writing based on the
feedback received.

4- 6 Unit 7 Writing Task

- Post Unit 7 writing task on
Facebook.
- Students submit their
writing as comments under

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 the task post.
- Post peer-assessment
criteria for the task.
- Students perform peer
assessment and provide
feedback on their
classmates' writing.
- Students revise their
writing based on the
feedback received.
7-9 Unit 8 Writing Task
- Post the Unit 8 writing task
on Facebook.
- Students submit their
writing as comments under
the task post.
- Post peer-assessment
criteria for the task.
- Students perform peer
assessment and provide
feedback on their
classmates' writing.
- Students revise their
writing based on the
feedback received.

10 Mid-term technology integration

survey:
- Create a Google Form with
questions related to Facebook
integration following the content
outlined above.
- The questionnaire should be piloted
and peer-checked before sending to
students.
- Send the link to the Google form on
Facebook group.
- Set deadline.
- Analyze data.

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11 - 13 Unit 9 Writing task:
- Post the Unit 9 writing task
on Facebook.
- Students submit their
writing as comments under
the task post.
- Post peer-assessment
criteria for the task.
- Students perform peer
assessment and provide
feedback on their
classmates' writing.
- Students revise their
writing based on the
feedback received.
-

14 - 16 Unit 10 Writing Task

- Post the Unit 10 writing
task on Facebook.
- Students submit their
writing as comments under
the task post.
- Post peer-assessment
criteria for the task.
- Students perform peer
assessment and provide
feedback on their
classmates' writing.
- Students revise their
writing based on the
feedback received.

17 Final technology integration survey

- Create a Google Form with
questions related to Facebook
integration following the content
outlined above and the questions to
gather students’ feedback on
improvements made from the mid-
term suggestions (if any).

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 - The questionnaire should be piloted
and/or peer-checked before sending
to students.
- Send the link to the Google form on
Facebook group.
- Set deadline.
- Analyze data.

5. Evaluation

- Students’ feedback will be collected from the Google Form.

- A comparison will be made between students' writings from Semester 1 and
Semester 2, based on feedback and scores from the two writings.
- Teachers will use a rubric to assess students’ writings, their peer-assessment
comments, and the changes in students' writing before and after peer assessment.

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SPEAKING SKILLS

SEMESTER II

Enhancing speaking skills through role-play activities by utilizing ChatGPT's voice

chat functions

Tools: Chat GPT and Google Form

1. Purpose of the integration

a. Enhance fluency and accuracy

By engaging students in role-play scenarios through ChatGPT's voice chat function,

this integration aims to develop both fluency and accuracy. The AI provides a safe and
non-judgmental environment, allowing students to practice speaking without fear of
making mistakes and encouraging consistent improvement over time.

b. Build confidence in speaking

The role-play activities simulate real-life situations, enabling students to practice

conversational English in diverse contexts. By regularly interacting with AI, which
provides instant responses, students gain confidence in expressing themselves and
responding naturally in English. This practice encourages them to think quickly and adapt
to various conversational scenarios.

c. Provide real-time feedback

ChatGPT offers immediate corrections and suggestions during conversations (as

long as students give appropriate prompts), helping students identify and correct errors in
grammar, pronunciation, and sentence structure on the spot. This personalized feedback
allows students to learn in real time, facilitating improvement.

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d. Track Progress

Google Forms will be used to gather feedback from students at regular intervals.
The collected data will evaluate students' perceptions of their progress, engagement levels,
and suggestions for improving the integration process. This feedback loop ensures the
approach remains effective, adaptive, and student-centered.

e. Survey students’ feedback

A questionnaire will be used to collect data on students’ feedback regarding the use
of ChatGPT’s voice chat for practicing speaking skills. It will be distributed at midterm
and at the end of the semester. The data gathered from the questionnaire aims to evaluate
students’ attitudes, including their engagement level, the perceived benefits and challenges
of using ChatGPT for speaking practice, and their suggestions for improvement, with the
goal of refining the tool for future use. Google Forms is chosen for its ease of access, as
students do not need to log in, ensuring anonymity and promoting accurate reflections.
Additionally, it facilitates quick data collection and analysis.

f. Evaluate students’ overall experience on the technology integration

Google Forms also includes built-in data analysis tools that become available once
sufficient data is collected. The results will be presented in tables and charts with
percentages, as most questions are closed-ended, making the data analysis process more
efficient and straightforward.

2. Approach to integration

a. Addressing problems related to speaking practice

ChatGPT’s voice chat provides students with a safe and non-threatening

environment to practice speaking skills, addressing psychological barriers such as anxiety
and fear of judgment. It also resolves issues related to the practice environment, such as

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the absence of a speaking partner or insufficient practice activities. Additionally, ChatGPT
serves as a resource provider, assisting students when they encounter difficulties in
deciding what to say or how to say it, further supporting their speaking practice.

b. Communicative approach

The integration of ChatGPT as a speaking platform is grounded in the principles of

the communicative approach. This approach emphasizes real-life communication,
meaning-focused tasks, and interaction to develop students’ communicative competence
in English.

ChatGPT creates a dynamic environment where students can practice language use
in realistic scenarios, simulating spontaneous, real-world communication. It provides
opportunities for students to enhance their speaking skills by focusing on fluency,
interaction, and negotiation of meaning.

c. Leveraging ChatGPT features for communicative practice:

ChatGPT voice-chat interactive features such as role-play, spontaneous question
generation, and natural responses are fully utilized to create an engaging communicative
learning environment. Specific benefits include:

● Role-Play Scenarios: Simulating real-world interactions like small talk, asking for
and giving clarification, etc. (everyday English)
● Negotiation of Meaning: Encouraging students to clarify, rephrase, or elaborate
when communication breakdowns occur.

Through these interactive tasks, students can practice essential communication strategies
while building both confidence and competence.

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d. Self-Regulated Learning approach:

The integration of ChatGPT fosters autonomous learning by promoting self-

regulated learning. This approach empowers students to take control of their learning
process through goal-setting, self-monitoring (using ChatGPT’s voice chat transcription
feature), reflection, and self-improvement. ChatGPT’s interactive platform allows
students to independently practice speaking skills, monitor their progress, and refine their
performance based on personalized feedback.

Google Forms complements this process by offering opportunities for structured

reflection and self-assessment, further enhancing self-regulated learning. Additionally, by
reporting on their weekly practice, students can identify their strengths, weaknesses, and
action points, as well as track their progress, enabling them to adjust their learning
strategies accordingly.

e. Constant feedback on technology integration

The feedback form, created using Google Forms, will be sent to students at midterm
and the end of the term to gather formative feedback and make adjustments to enhance the
learning experience.

3. Integration activities

Chat GPT and Google Form for self-reflection

1. Create a ChatGPT account and purchase the Plus version (for the teacher).
2. Customize the teacher’s ChatGPT account by adding lesson content and guiding
ChatGPT on how to respond and provide feedback to students based on the given
criteria.
3. Provide in-class instruction for students to create their own ChatGPT accounts.
4. Guide students on how to prompt ChatGPT effectively to ensure it engages in the
desired conversation and provides appropriate feedback.

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 5. Instruct students to take screenshots of their chats and upload them as proof in the
self-reflection Google Form.
6. Demonstrate the process for students to ensure clarity and understanding.
7. Share the ChatGPT link with the class through the existing Zalo group.
8. Assign speaking exercises from the Everyday English section in the Communication
and Culture lessons via the Zalo group, along with the reflection link to Google
Form.
9. Set deadlines for completing the Everyday English tasks in Units 6–10.
10. Use the timer feature in the Zalo group to remind students when to update their
practice proof on Google Form.

Google Form as the evaluation tool for the effectiveness of technology integration

a. Mid-term survey:

● Share the Google Form link in the Zalo group and allow students one week to
complete it.
● Monitor the number of participants through the Google Form and remind students
who have not completed it.
● The survey covers the following content: engagement, effectiveness in practicing
role-play speaking skills, perceived benefits and challenges, and suggestions for
improvement.

b. End-term survey:

● Share the Google Form link in the Zalo group and allow students one week to
complete it.
● The survey covers the following content: engagement, effectiveness in practicing
role-play speaking skills, perceived benefits and challenges, suggestions for
improvement, and feedback on any implemented suggestions from the mid-term
survey (if applicable).

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4. Implementation schedule (by week)

NB:

● There is no set schedule for the midterm and final writing tests, as they will be
conducted in class.
● The proposed schedule is outlined by week. Specific dates will be determined and
finalized after the proposal is approved and implemented, depending on the
academic year.
-

SEMESTER 2

Week Facebook integration activities Google form integration activities

1-3 Unit 6 Everyday English - CLIL
- IInstruct students on how to - Instruct students on the process of
use ChatGPT and how to practicing and updating their work,
use voicechat in Chat GPT as well as writing self-reflections
write or tell prompts for (in Vietnamese if needed) in the
ChatGPT to play roles and Google Form attached to the Zalo
provide feedback. group’s reminder.
- Assign the task for students - Remind and track the number of
to complete after the students who have not completed
Everyday English - CLIL the reflection in the form.
lesson in Unit 6. - Ensure the reflection form includes
- Share the suggested space for students to upload proof
prompts and assessment of their ChatGPT prompts and
criteria for ChatGPT in the provide their own comments on
Unit 6 lesson through the their strengths, weaknesses, and
Zalo group. progress in the role-play speaking
practices.

4- 6 Unit 7 Everyday English - CLIL

- Assign the task for students - Remind and track the number of
to complete after the students who have not completed

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 Everyday English - CLIL the reflection in the form.
lesson in Unit 7. - Ensure the reflection form includes
- Share the suggested space for students to upload proof
prompts and assessment of their ChatGPT prompts and
criteria for ChatGPT in the provide their own comments on
Unit 7 lesson through the their strengths, weaknesses, and
Zalo group. progress in the role-play speaking
practices, based on the criteria
outlined in the lesson.
7-9 Unit 8 Everyday English - CLIL - Remind and track the number of
- Assign the task for students students who have not completed
to complete after the the reflection in the form.
Everyday English - CLIL - Ensure the reflection form includes
lesson in Unit 8. space for students to upload proof
- Share the suggested of their ChatGPT prompts and
prompts and assessment provide their own comments on
criteria for ChatGPT in the their strengths, weaknesses, and
Unit 8 lesson through the progress in the role-play speaking
Zalo group. practices, based on the criteria
outlined in the lesson.

10 Mid-term technology integration

survey:
- Create a Google Form with
questions related to ChatGPT voice
chat integration following the
content outlined above.
- The questionnaire should be piloted
and peer-check before sending to
students.
- Send the link to Google form on
zalo group.
- Set deadline.
- Analyze data.
11 - 13 Unit 9 Everyday English - CLIL
- Assign the task for students - Remind and track the number of
to complete after the students who have not completed
Everyday English - CLIL the reflection in the form.
lesson in Unit 8. - Ensure the reflection form includes
- Share the suggested space for students to upload proof
prompts and assessment of their ChatGPT prompts and

22
 criteria for ChatGPT in the provide their own comments on
Unit 8 lesson through the their strengths, weaknesses, and
Zalo group. progress in the role-play speaking
practices, based on the criteria
outlined in the lesson.
14 - 16 Unit 10 Everyday English -
CLIL
- Assign the task for students - Remind and track the number of
to complete after the students who have not completed
Everyday English - CLIL the reflection in the form.
lesson in Unit 8. - Ensure the reflection form includes
- Share the suggested space for students to upload proof
prompts and assessment of their ChatGPT prompts and
criteria for ChatGPT in the provide their own comments on
Unit 8 lesson through the their strengths, weaknesses, and
Zalo group progress in the role-play speaking
practices, based on the criteria
outlined in the lesson.

17 Final technology integration survey

- Create a Google Form with
questions related to ChatGPT
integration following the content
outlined above and the questions to
gather students’ feedback on
improvement made from the mid-
term suggestions (if any).
- The questionnaire should be piloted
and/or peer-check before sending to
students.
- Send the link to Google form on
zalo group.
- Set deadline.
- Analyze data.

23
5. Evaluation

- Criteria: Fluency, pronunciation, vocabulary use, and communicative purpose

outcome reached.
- Student reflection: students write short reflection on their strengths, weaknesses,
progress and action points after each lesson.
- Feedback: Students receive scores and detailed feedback from the teacher and peers
durin in-class revision or practice.
- Students’ feedback on the effectiveness of using ChatGPT in role-play speaking
practices gathered from questionnaires in Google Forms.

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Appendices

Appendix 1: Global Success 12 - Semester 2 Book map

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28
Appendix 2: Chat GPT: My speaking assistant

29