VOlUME 05 ISSUE 11 NOVEMBER 2022
1Nguyen Thi Hong Minh,2Vu Thu Ngan
1,2Faculty of Foreign Languages Education, Thai Nguyen University of Education, Viet Nam
DOI : https://doi.org/10.47191/ijsshr/v5-i11-34Google Scholar Download Pdf
ABSTRACT
The purpose of the study is to use the ClassDojo application supplemented to conventional English class to enhance interaction in English learning at a lower secondary school in a northern city of Vietnam. Forty 7th graders in the academic year 2021-2022 were involved in the study as the participants and survey respondents. Two questionnaires were distributed to the students before and after the implementation of such a blended class to collect data on their interaction practices in their virtual classroom as well as their feedback on this mode of learning. The study results revealed that ClassDojo significantly enhances online interaction in English learning in terms of the learner-instructor, learner-learner, and learner-content interaction. The findings also indicated that students generally appreciate the integration of this classroom management application in English learning. Finally, some recommendations were provided upon the use of ClassDojo to improve interaction in English virtual classrooms.
KEYWORDS:ClassDojo, online interaction, virtual classroom, learner-instructor interaction, learner-learner interaction, learner-content interaction
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