Applying Information Technology and Digital Transformation in Teaching English to Grade 3 Students

 THE PEOPLE'S COMMITTEE OF YEN THE DISTRICT 
 HONG KY PRIMARY SCHOOL 
 . 
 REPORT ON THE PARTICIPATION MEASURE 
 FOR THE DISTRICT-LEVEL OUTSTANDING 
 TEACHER COMPETITION, 2024-2026 
The name of measure: Applying Information Technology and Digital 
 Transformation in Teaching English to Grade 3 Students 
 Full name: Lăng Thị Hạnh 
 Teaching subject: English 
 Professional qualification: University degree 
 Position: Teacher 
 Workplace: Hong Ky Primary School. 
 AUTHOR CONFIRMATION OF THE SCHOOL 
 (Signature, full name) (Signature and seal) 
 Lăng Thị Hạnh Nguyễn Đức Hải 
 Hồng Kỳ, April 23, 2025. 1 
 ASSESSMENT RESULTS AND FEEDBACK FROM THE SCHOOL 
 HEAD OF THE UNIT 
 (Signature and seal) 
 Nguyễn Đức Hải 
 EVALUATION AND COMMENTS FROM THE JURY 
 JUDGES 
 (Signature, full name) 
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 CONTENTS 
I. INTRODUCTION .......................................................................................... 3 
1. Rationale ........................................................................................................ 3 
2. Research Purpose........................................................................................... 3 
3. Research Tasks .............................................................................................. 4 
4. Research Subjects and Scope ........................................................................ 4 
5. Research Methods ......................................................................................... 4 
II. RESEARCH CONTENT .............................................................................. 5 
1. Theoretical Basis ........................................................................................... 5 
2.1. Current Situation of the Research Problem ............................................... 6 
2.2. Results, Limitations, and Causes ................................................................ 6 
3. Measures ........................................................................................................ 9 
3.1. Measure 1: Applying AI Technology to Create Animated Videos in 
Teaching English Vocabulary ........................................................................... 9 
3.2. Measure 2: Applying digital transformation to collect visual videos for 
innovating delivery methods and improving students' memory retention ...... 15 
3.3. Measure 3: Innovating regular assessment in lessons by using the 
BeeClass software. ( ....................................................... 18 
III. RESULTS AND APPLICATIONS ........................................................... 26 
1. Results ......................................................................................................... 26 
2. Application .................................................................................................. 27 
IV. CONCLUSION ......................................................................................... 28 
1. Conclusion ................................................................................................... 28 
1.1. Significance of the Measures .................................................................... 28 
1.2. Lessons Learned ....................................................................................... 28 
2. Commitment ................................................................................................ 29 
REFERENCES ................................................................................................ 30 
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 I. INTRODUCTION 
 1. Rationale 
In the 2018 General Education Curriculum for primary schools, English plays 
a particularly important role, helping students become familiar with and use 
English in basic communication, contributing to the development of qualities, 
language competencies, thinking skills, preparing for international integration, 
and laying a solid foundation for learning English at higher levels. In 
primary English teaching, applying Information Technology (IT) brings great 
benefits, helping to enhance teaching quality and improve students' learning 
effectiveness. Here are key reasons to apply IT in primary English teaching: 
 Increase vividness and engagement: Software, images, and videos make 
 lessons more exciting for students. 
 Create an interactive learning environment: IT applications help students 
practice listening and speaking through educational software and games. 
 Enhance self-study ability: Students can use learning apps to review and 
practice anytime, anywhere. 
 Cater to diverse student needs: Support personalized learning according to 
each student's learning pace. 
 Align with modern educational trends: IT applications familiarize students 
with technology from an early age, equipping them with digital learning skills. 
In summary, applying IT in primary English teaching not only enhances 
teaching and learning quality but also creates a dynamic, effective learning 
environment that matches modern educational trends. 
 To share experiences and tools that I have successfully applied in primary 
English teaching, I conducted the measure “Applying Information Technology 
and Digital Transformation in Teaching English to Grade 3 Students.” 
 2. Research Purpose 
 Survey the current situation of English teaching and learning. 
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 Create excitement and a positive learning environment. 
 Train students to be confident, proactive, and creative. 
 Contribute to improving the quality of English teaching. 
 3. Research Tasks 
 Study methods of applying information technology and digital 
transformation in teaching English to Grade 3 students. 
 4. Research Subjects and Scope 
 Research subjects: Some methods of applying information technology and 
digital transformation in teaching English to Grade 3 students. 
 Research scope: Grade 3 students. 
 Time: From September 2024 to March 2025.. 
 5. Research Methods 
 In this project, I used the following methods: 
 Survey and investigation. 
 Pedagogical experiment. 
 Theoretical analysis and synthesis. 
 Observation and evaluation. 
 Research through documents, the internet, and televisio 
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 II. RESEARCH CONTENT 
 1. Theoretical Basis 
 According to the orientation of the 2018 General Education Curriculum, 
the goal of teaching is not only to convey knowledge but also to develop 
students’ overall qualities and competencies. In English, communication 
competence is a core component, including the ability to listen, speak, read, 
write, and interact in real-life situations. To effectively develop this 
competence, it is necessary to build a positive, highly interactive, and student-
friendly learning environment. 
 Information Technology (IT) is a powerful tool in creating such an 
environment. With the development of IT, teachers can design engaging 
lessons using images, sound, games, videos, and educational software, allowing 
students to “learn through play – play through learning.” These elements not 
only help students acquire language more naturally but also improve retention 
and application. 
 In addition, modern language learning theories—such as contextual 
learning or multiple intelligences theory—emphasize that learning through 
visual aids, real-life contexts, vivid sounds, and timely feedback helps learners 
acquire language more effectively. These elements can be flexibly and 
efficiently integrated through modern technology tools. 
 From a psychological perspective, Grade 3 students enjoy visual, 
physical, and interactive activities. Therefore, using learning methods such as 
games, animated videos, and interactive software can spark curiosity, boost 
interest, and encourage active participation. This is a crucial foundation for 
naturally and sustainably developing English communication skills. Finally, 
in the context of comprehensive digital transformation in education, innovating 
teaching methods with technology integration is not only aligned with modern 
trends but also essential. This approach personalizes learning, 
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addresses different needs and abilities of each student, and expands the learning 
space, helping students access English in a more diverse, flexible, and effective 
way. 
 2. Practical Basis 
 2.1. Current Situation of the Research Problem 
 In recent years, especially at the beginning of the 2024–2025 school year, 
through teaching English to Grade 3 students (a total of 85 students in classes 
3A, 3B, and 3C), I noticed a concerning reality: most students are not 
genuinely interested in English lessons. This directly affects their learning 
quality, knowledge acquisition, and language skill development. 
 Students are passive in class activities, not eager to speak, and reluctant to 
join games or English communication tasks. 
 Many are shy to speak, have weak pronunciation, and lack confidence, 
leading to anxiety and disinterest in learning. 
 When performing learning tasks such as listening, speaking, reading, and 
writing, students often do them carelessly, lack focus, and show little 
teamwork spirit. 
 During lessons, some students are distracted, tired, or engage in off-task 
conversations and activities, affecting the class atmosphere. 
 This situation not only reduces the effectiveness of the lessons but also has 
long-term impacts on students’ love for English and their language 
competence. Without timely and appropriate solutions, passive and superficial 
learning attitudes will persist and worsen as students move to higher grades. 
 2.2. Results, Limitations, and Causes 
 2.2.1. Results 
 To assess the situation, I conducted a quick survey on students’ interest in 
English before implementing the solutions. 
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 Total Students Very Students Students Not 
Class 
 Students Interested Interested Interested 
 3A 27 3 11,1% 8 29,6% 16 59,3% 
 3B 27 3 11,1% 9 33,3% 15 55,6% 
 3C 31 5 16,1% 10 32,3% 16 51,6% 
Total 85 11 12,9% 27 31,8% 47 55,3% 
 The survey results show that the number of students who truly love and 
are very interested in English lessons remains modest. Specifically: 
Only 11 students (12.9%) expressed a very high interest in the subject. 
27 students (31.8%) reported being interested in the lessons. 
Notably, 47 students (55.3%) showed no interest in learning English. 
From these figures, it is clear that more than half of the students are not 
enthusiastic about learning English, which is a concerning issue. 
 Through classroom observation, many students were seen to be passive, 
reluctant to speak, and hesitant to participate in classroom activities, 
especially in listening and speaking skills. Many students learned 
mechanically, memorizing vocabulary rigidly without excitement or 
creativity. 
 2.2.2. Limitations and Shortcomings 
 Based on the results, the following limitations and shortcomings in the 
teaching and learning of English in Grade 3 were identified: 
 Lack of interest and motivation among students: Most students learned 
English passively and defensively, without developing a love for the subject. 
 Students were afraid to communicate, afraid of making mistakes, 
especially in pronunciation and dialogue activities, limiting their language 
acquisition. 
 Teaching methods remained traditional and lacked diversity: Many 
lessons still focused mainly on reading and copying, with isolated drills and 
little integration of images, sounds, and movement. 
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 Classroom activities were not sufficiently engaging or suitable for the 
psychological characteristics of primary students. 
 Lack of vivid, visual aids: The application of IT, learning games, and 
digital resources (videos, images, interactive apps) was limited or not 
effectively utilized. 
 Teachers faced difficulties in creating a natural English communication 
environment: Large class sizes and varying student abilities made it hard for 
teachers to organize group work or personalize activities. Maintaining an 
English-speaking environment throughout the lesson was challenging, 
especially with weaker or shy students. 
 Lack of coordination among school, teachers, and parents: Many 
parents did not pay enough attention to their children's English learning or 
were unable to support at home. There was also a lack of activities connecting 
school and parents to create a natural, supportive English practice 
environment for students. 
 2.2.3. Causes 
 Causes from the students: 
 Many students had a fear of making mistakes and were afraid to speak 
in front of the class, worrying about being laughed at, especially during 
speaking and listening activities. 
 Some students learned slower than their peers, leading to 
discouragement, loss of confidence, and decreased interest in learning. 
 Students mainly interacted with English through textbooks and 
monotonous exercises, without participating in lively, real-life language 
activities. 
 Some lessons remained traditional, lacking interactive activities, 
games, or appropriate technology integration for young learners. 
 Causes from the teachers: 
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 Large class sizes made it difficult for teachers to design activities suited 
to different ability groups and to develop individual student strengths. 
 Lessons lacked creativity and did not include many images or video 
illustrations to stimulate student interest. 
 Some teachers still used traditional teaching methods without much 
application of technology or learning games. 
 3. Measures 
 3.1. Measure 1: Applying AI Technology to Create Animated Videos 
in Teaching English Vocabulary 
 3.1.1. The Role of Applying AI Technology in Teaching English 
Vocabulary 
 The application of Artificial Intelligence (AI) in creating animated 
videos for teaching English vocabulary to primary students plays a practical 
role in innovating teaching methods towards competency development. 
 With the ability to generate vivid, visual, and personalized learning 
materials, AI helps increase the attractiveness of lessons, thereby stimulating 
students' learning interest and enhancing their ability to memorize vocabulary. 
 Especially, animated videos created by AI can simultaneously integrate 
images, sounds, and communication contexts, helping students approach 
vocabulary more naturally and effectively. 
 Moreover, implementing AI technology in teaching also promotes the 
digital transformation process in education, meeting the comprehensive 
innovation requirements of the new general education program. 
 3.1.2. Implementation Steps 
 Step 1: Create Characters and Background Images Using Canva 
Select the "Create a Design" feature → choose “video” 
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 On the toolbar: 
 Select a suitable background. 
 Add characters, decorations, animations, etc. → select suitable effects 
(motion mode, colors, etc.). 
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Add a title → choose appropriate fonts and colors. 
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 Add the following slides: 
Select a background similar to slide 1. 
Insert decorations and characters that match the content. 
Step 2: Go to the website to create a voiceover for the video. 
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Step 3: Search for and download free children's music from the Pixabay 
website to use as background music. 
Step 4: Insert the audio (voiceover + background music) into the video 
created on Canva. 
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Step 5: Publish the video. 
For example, I applied this method to create a video and use it in the vocabulary 
activity of Unit 7: Do you like peas? Lesson 1 (English 3 – English Discovery 
textbook) 
 A picture of students attentively observing, listening, and reading the lesson. 
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 After applying this method, I found that creating animated videos to 
illustrate new words brought many positive effects to the teaching process. 
Thanks to lively images combined with engaging sounds and accurate 
pronunciation, students acquired vocabulary faster and retained it longer. This 
multimedia approach also increased students' proactiveness and interest in 
learning, making it especially suitable for primary school students. In addition, 
the videos can be reused in different lessons or shared for students to study at 
home, helping to improve revision and reinforce knowledge outside the 
classroom. 
 3.2. Measure 2: Applying digital transformation to collect visual videos 
for innovating delivery methods and improving students' memory retention. 
 3.2.1. The role of the measure 
 The application of digital transformation plays an important role in 
collecting and utilizing visual videos to innovate teaching methods and enhance 
students' learning quality. 
 Through digital platforms, teachers can easily search for, edit, or create 
lively illustrative videos tailored to the lesson content and students' proficiency 
levels. 
 These videos help deliver knowledge in a more visual and engaging way 
compared to traditional teaching methods, thereby stimulating curiosity, 
creating positive learning experiences, and improving students' long-term 
memory retention. 
 At the same time, integrating technology encourages teachers to be more 
creative in lesson design, increases interaction, and enhances the overall 
effectiveness of the teaching and learning process. 
 3.2.2. Content and Procedures 
Step 1: Prepare the content and materials 
 I identify the lesson topic, then search for and collect visual videos from 
reliable sources such as YouTube, educational websites, etc. The 
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selected videos should be lively, easy to understand, and appropriate for 
students' proficiency levels. 
Step 2: Integrate the video into the lesson 
 I design the lesson by incorporating the video to align with the learning 
objectives. Students watch the video during class or complete homework 
exercises to support their understanding and retention of vocabulary and 
sentence patterns. 
Step 3: Organize activities and assessment 
 After watching the video, students participate in discussions, answer 
questions, and practice the language. I observe and assess their understanding 
and encourage feedback on the new learning approach. 
Example: Unit 4: Move your body! (English 3 – English Discovery) 
I start the lesson with a video introducing vocabulary related to body parts 
(head, face, hands, knees...). Students watch, repeat, and engage in movement 
games to naturally and effectively memorize the lesson. 
 Video source: 
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 After watching the video, I guide the students to stand up and perform the 
actions shown in the video while singing along. The repetition of vocabulary 
and gestures helps them memorize in a natural and engaging way. 
 A picture of students enthusiastically dancing and singing along to the video 
 To increase interaction and confidence, I invite a few students to 
 present in front of the class to music. I can either replay the video or just use 
 background music, allowing students to take the initiative. The whole class 
participates by cheering and supporting each other during the practice. 
 A picture of students confidently performing in front of the class 
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 After using visual videos to illustrate the lesson content, especially 
vocabulary and English sentence structures, I found that it helped students 
understand more easily and grasp the lesson more quickly. 
 Additionally, the video can be combined with games and interactive 
questions to maintain students' attention. They can participate in the content 
creation process, such as filming and editing their own English practice videos, 
which enhances their engagement and interest in learning. 
 3.3. Measure 3: Innovating regular assessment in lessons by using the 
BeeClass software. ( 
 3.3.1. Benefits of using BeeClass: 
 For teachers: 
 Saves time and effort: Manages the classroom more efficiently with 
automated features like attendance, report generation, and assignment 
distribution. 
 Increases interaction and engagement for students: Creates a dynamic, 
creative, and more engaging learning environment. 
 Easily connects with parents: Quickly and conveniently updates parents 
on students' learning progress. 
 For students: 
 More effective and enjoyable learning: Participates in interactive 
activities and exciting games, motivating them to learn. 
 Develops soft skills: Learns teamwork, sharpens reflexes, and enhances 
logical thinking skills. 
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 3.3.2. Steps to use BeeClass software: 
*Step 1: Access the BeeClass homepage at > Click on the 
"Enter Class" button on the main interface > Log in with your Google account. 
Click on the "Enter Class" button. 
*Step 2: After logging in successfully, select the "Add Class" option at the 
bottom of the page. 
 Select the "Add Class" option. 
*Step 3: Fill in the required class information, such as class name and 
subject. Teachers can add the student list by uploading an existing Excel file 
or manually entering each student's name into the blank fields and clicking 
"Add to List."