Speaker
Description
Reading comprehension is a persistent challenge for many Vietnamese secondary EFL learners, often due to limited vocabulary, underdeveloped reading strategies, and inadequate self-study support. The rapid development of Artificial Intelligence (AI) presents new opportunities to enhance blended learning environments. This study investigates the effectiveness of NotebookLM as an AI-supported learning journal to improve English reading comprehension among lower secondary students in Vietnam.
The research involved a six-week intervention with two groups of Grade 9 students at Tra An Lower Secondary School. The experimental group used NotebookLM in their reading lessons to summarize texts, generate guiding questions, record personal notes, and review key ideas. The control group received traditional reading instruction. Data were collected through pre- and post-reading comprehension tests, student questionnaires, and classroom observations.
The findings indicate that students using NotebookLM demonstrated significant improvement in identifying main ideas, making inferences, and understanding vocabulary in context. Furthermore, learners expressed increased engagement, confidence, and autonomy in reading activities, especially during independent practice. The AI-supported journal also fostered more organized reading habits and reflective learning skills.
This study suggests that NotebookLM can be an effective AI-assisted tool in blended EFL reading instruction, supporting both teachers and learners in secondary education. Implications for classroom practice and technology-assisted language learning are discussed.
Keywords: NotebookLM, Artificial Intelligence, reading comprehension, blended learning, EFL secondary education
Biography
I am an English teacher at Tra An Lower Secondary School in Can Tho City, Vietnam. My teaching and research interests focus on technology-enhanced language learning, reading comprehension, and the integration of artificial intelligence in EFL education at the secondary level. I am particularly interested in exploring how AI-supported tools can foster learner autonomy, reflective learning, and student engagement in English classrooms.
In my teaching practice, I frequently apply digital platforms and AI-assisted applications to support language development and collaborative learning. My recent work examines the use of NotebookLM as an AI-supported learning journal to improve reading comprehension among Vietnamese EFL secondary students. Through this research, I aim to provide practical approaches for integrating emerging technologies into classroom instruction while promoting meaningful and student-centered learning experiences.
I am also actively involved in professional development activities related to educational innovation, digital pedagogy, and curriculum implementation in Vietnamese secondary education.
| Affiliate type | Vietnamese public school |
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