APPLYING THE NEARPOD PLATFORM IN DESIGNING  EXERCISES TO IMPROVE ENGLISH GRAMMATICAL COMPETENCE  FOR HIGH SCHOOL STUDENTS

Vũ Đình Bắc; Hoàng Thị Thanh Trúc

doi:10.34238/tnu-jst.12268

APPLYING THE NEARPOD PLATFORM IN DESIGNING EXERCISES TO IMPROVE ENGLISH GRAMMATICAL COMPETENCE FOR HIGH SCHOOL STUDENTS

About this article

Received: 11/03/25 Revised: 31/03/25 Published: 31/03/25

Authors

1. Vu Dinh Bac , TNU – University of Education
2. Hoang Thi Thanh Truc, TNU – University of Education

Abstract

Grammar acquisition remains a challenge for many EFL learners, necessitating innovative approaches to enhance learning effectiveness. This study investigates the impact of using the Nearpod platform on improving high school students' grammatical competence. A quasi-experimental design with sampling was selected, including 40 students of class 10A7 at Ngo Quyen High School. The participants were divided into an experimental group, which used Nearpod for grammar practice, and a control group, which followed traditional methods. Data collection included pre- and post-tests to measure grammatical improvement and pre- and post-questionnaires to assess students' attitudes. The results showed that students in the Nearpod-supported learning environment improved significantly in grammar accuracy compared to students in the control group. Furthermore, surveyed students expressed positive attitudes toward grammar learning via Nearpod, highlighting the benefits of interactive activities such as multiple-choice exercises, time to climb, and matching pairs. These findings suggest that Nearpod serves as an effective tool for enhancing grammatical competence, underscoring the potential of integrating educational technology into EFL instruction.

Keywords

Grammar; Grammatical competence; Nearpod platform; Game-based learning; High school students

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DOI: https://doi.org/10.34238/tnu-jst.12268

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