Introduction
Rationale for the study
The integration of pictures in English language teaching is widespread, as they are commonly found in instructional materials and textbooks It is essential for educators to explore the impact of visuals on student learning, as their significance is often overlooked by resource producers This has led to a growing number of studies in recent years examining the role of images in enhancing educational outcomes.
Students at the investigated English center enjoy a highly beneficial learning environment characterized by small class sizes of 10-15 students, allowing for more personalized educational experiences The requirement of a placement test for enrollment ensures that students are grouped by proficiency level, reducing the challenges teachers face in sourcing materials suitable for diverse skill levels Additionally, well-equipped classrooms with computers and projectors enable teachers to create engaging activities using clear and appropriately sized visuals, eliminating the need for cumbersome materials from outdated sources Overall, these factors contribute to a more effective and enjoyable learning experience for students.
Speaking is a key skill in learning English, heavily supported by visual aids found in textbooks and supplemental resources used by teachers This reliance on pictures suggests that educators believe these visuals effectively enhance the learning process However, in the context of English centers where students often attend evening classes, feelings of fatigue and lack of motivation may challenge the effectiveness and application of visual aids in teaching speaking skills.
Pictures play a crucial role in teaching speaking, making it essential for instructors to understand how to utilize them effectively This study aims to explore methods for integrating pictures into English speaking lessons, examining their impact on student engagement and learning outcomes Additionally, it will investigate various factors that may influence the effectiveness of picture use in speaking instruction.
The study revolves around the following guide questions:
3.1 What are the functions of pictures in teaching English speaking?
3.2 Which activities using pictures can be organized in teaching students of the center? 3.3 Pictures with or without text materials, which is more facilitative?
3.4 Which issues need to be addressed in using pictures in the center?
A study was carried out at an English center in Hanoi, Vietnam, involving participants ranging from beginner to proficient learners, along with EFL teachers who possessed a minimum level of experience.
With one year of teaching experience, I have managed five classes comprising a total of 68 students and collaborated with 20 teachers Notably, three of these educators possess over five years of expertise in teaching English speaking skills For further insights, please refer to Chapter III.
This qualitative research involved a teacher survey questionnaire to gather both quantitative and qualitative data, along with class observation sessions that recorded students' responses Additionally, lesson plans from various English levels provided by participating teachers were utilized in the study.
This study is significant for both teachers and students at this language center and beyond, as it explores initiatives and students' attitudes toward language learning By investigating the factors influencing the use of pictures in speaking practice, the research aims to enhance understanding of the topic, enabling language teachers to mitigate challenges and create a more supportive classroom environment.
Extensive research has demonstrated that incorporating pictures in language teaching significantly improves the quality of lessons, particularly in enhancing speaking skills This visual aid fosters better interaction among students and between students and teachers, ultimately enriching the learning experience.
According to Hill (1990), traditional classrooms may not provide the ideal environment for effective language teaching, prompting educators to seek diverse resources to enhance learning Among these resources, pictures stand out as invaluable tools, as they introduce realistic imagery into the otherwise artificial context of language instruction.
Pictures serve as powerful tools in the classroom, offering not just visual representations of reality but also adding an enjoyable element to lessons Whether used in supplementary exercises or to enhance the overall atmosphere, the impact of images on the learning experience can be quite remarkable.
Wright (1990) demonstrates that images significantly enhance the teaching of structure, vocabulary, and the four basic skills The advantages of using pictures in education include their easy availability through various sources like magazines and the internet, cost-effectiveness as they are often free, personalization by allowing teachers to select relevant images, diverse formats and styles, and their ability to stimulate learners' curiosity.
Speaking is a crucial component of acquiring a second or foreign language, as highlighted by Nunan (1991) It encompasses the production, reception, and processing of information English speaking classes offer students valuable opportunities to enhance their speaking skills through interaction with peers and native speakers.
2.2 The notion of teaching speaking
The primary goal of a language course is to facilitate effective communication in a foreign language, with a particular emphasis on speaking skills This focus is essential because, in everyday life, verbal communication is utilized far more frequently than written communication.
For many language learners and educators, speaking ability is seen as the primary indicator of language proficiency They believe that fluency is defined by the capacity to communicate effectively with others, rather than just the skills of reading and writing Consequently, speaking emerges as the most crucial skill for students to develop in their language learning journey.
In general, students need to recognize that speaking involves three areas (Burnkart
Research questions
The study revolves around the following guide questions:
3.1 What are the functions of pictures in teaching English speaking?
3.2 Which activities using pictures can be organized in teaching students of the center? 3.3 Pictures with or without text materials, which is more facilitative?
3.4 Which issues need to be addressed in using pictures in the center?
Research site and subjects
A recent study was conducted at an English language center in Hanoi, Vietnam, involving participants with diverse proficiency levels, from beginners to proficient learners, as well as experienced EFL teachers with a minimum of relevant teaching experience.
With one year of teaching experience, I have successfully managed five classes comprising a total of 68 students and collaborated with 20 teachers Among these educators, three possess over five years of expertise in teaching English speaking skills For more detailed information, please refer to Chapter III.
Research methodology
This qualitative research involved a teacher survey questionnaire aimed at gathering both quantitative and qualitative data, alongside class observation sessions that documented student responses Additionally, lesson plans for various English levels, provided by participating teachers, were utilized in the study.
Significance of the study
This study is highly relevant for teachers and students at this language center and beyond, as it explores students' attitudes and perceptions toward language learning By investigating the influential factors related to the use of pictures in speaking practice, this research aims to enhance understanding of the topic, enabling language teachers to mitigate challenges and create a more supportive classroom environment.
Extensive research indicates that incorporating pictures in language teaching significantly enhances speaking skills The use of visual aids not only improves the overall quality of language lessons but also fosters increased interaction among students and between students and teachers.
According to Hill (1990), traditional classrooms may not effectively support language teaching, prompting educators to seek diverse resources to enhance the learning experience Among these resources, pictures serve as a crucial tool, as they introduce realistic imagery into the otherwise artificial environment of language instruction.
Pictures enhance classroom experiences by providing visual representations of reality and adding an element of fun Even when used for supplementary exercises or to set the mood, images can significantly transform a lesson's dynamics.
According to Wright (1990), pictures significantly enhance the teaching of structure, vocabulary, and the four basic skills They offer numerous advantages, including easy accessibility through magazines and the internet, affordability, and the ability to personalize content as teachers select relevant images Additionally, pictures come in various formats and styles, effectively capturing learners' curiosity and engagement.
Speaking is a crucial component of learning a second or foreign language, as highlighted by Nunan (1991) It encompasses the processes of producing, receiving, and processing information English speaking classes offer students valuable opportunities to enhance their speaking skills through interactions with peers and native speakers.
2.2 The notion of teaching speaking
The primary goal of a language course is to equip students with the ability to communicate effectively in a foreign language, with a particular emphasis on speaking skills This focus is essential because, in everyday life, verbal communication is often more prevalent than written communication.
For many language learners and educators, speaking ability is the primary indicator of language proficiency They believe that fluency is defined by the capacity to effectively communicate with others, outweighing the importance of reading and writing skills Consequently, speaking emerges as the most vital skill for students to develop in their language learning journey.
In general, students need to recognize that speaking involves three areas (Burnkart
Effective communication involves three key components: mechanics, which focuses on using the correct words and pronunciation in the proper sequence; functions, which emphasizes the importance of clarity in messages depending on the context; and social and cultural norms, which require an understanding of the dynamics between speakers, the context of the conversation, and the purpose behind the communication.
In language education, teachers play a crucial role in enhancing students' skills by offering authentic learning experiences that prepare them for real-life communication They guide students in forming logically connected sentences relevant to various contexts while ensuring accurate pronunciation and grammar usage.
2.3 The components of speaking skill
Speaking is a complex language art that is widely used globally, necessitating the simultaneous development of various abilities at different rates According to Syakur (1987), effective speaking skills comprise five key components: comprehension, grammar, vocabulary, pronunciation, and fluency Mastering these components is essential for speakers to communicate effectively and confidently in real-life situations.
Oral communication certainly requires a subject to respond to speech and to initiate a dialogue b Grammar
Mastering grammar is crucial for students, as it enables them to construct sentences with correct structure and differentiate appropriate grammatical forms in various contexts A strong grasp of grammar serves as the foundation for effective and accurate communication, both orally and in writing Poor grammar can obscure the intended meaning, while proper grammar enhances the clarity and sophistication of speech.
Effective communication relies heavily on grammar and vocabulary; as Wilkins (1974) states, without grammar, little information can be conveyed, and without vocabulary, nothing can be expressed A limited vocabulary hinders one's ability to communicate ideas clearly in both oral and written forms Therefore, vocabulary is essential for using the appropriate diction in communication.
Even with a strong grasp of grammar, a student may struggle to communicate effectively due to a limited vocabulary This deficiency can impede their understanding of conversations, resulting in misunderstandings and preventing appropriate responses Additionally, pronunciation plays a crucial role in effective communication.
Pronunciation plays a crucial role in effective communication, yet many students overlook its significance, often underestimating its impact It is the first aspect that native speakers notice when engaging in conversation, making it essential for clear and confident interactions.
It deals with the phonological process that refers to the component of a grammar made up of the elements and principles that determine how sound vary and pattern in a language
A speaker who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand e Fluency
Literature review
Teaching English speaking
Extensive research has demonstrated that incorporating pictures in language teaching significantly improves the quality of lessons, particularly in developing speaking skills Utilizing visual aids not only enhances student interaction but also fosters better communication between students and teachers.
According to Hill (1990), traditional classrooms may not provide the ideal environment for effective language teaching, prompting educators to seek diverse aids and stimuli to enhance learning Among these aids, pictures stand out as invaluable tools, as they introduce "images of reality into the unnatural world of the language classroom."
Pictures enhance classroom experiences by not only depicting reality but also adding an enjoyable element to lessons Whether used in supplementary exercises or to set the mood, the impact of visuals can significantly transform the learning environment.
According to Wright (1990), pictures significantly enhance the teaching of structure, vocabulary, and the four basic language skills They offer numerous benefits, including easy accessibility through various sources like magazines and the internet, affordability as many are free, and personalization as teachers can select images that resonate with their students Additionally, pictures come in diverse formats and styles, which can spark learners' curiosity and engagement in the learning process.
Speaking is a crucial component of acquiring a second or foreign language, as highlighted by Nunan (1991), and encompasses the production, reception, and processing of information English speaking classes offer valuable opportunities for students to enhance their speaking skills through interaction with peers and native speakers.
2.2 The notion of teaching speaking
The primary goal of a language course is to equip students with effective communication skills in a foreign language, with a particular emphasis on speaking This focus is essential because, in everyday life, verbal communication is utilized far more frequently than written communication.
For many language learners and educators, speaking ability is considered the primary indicator of language proficiency They believe that fluency is defined by the capacity to effectively communicate with others, rather than just the skills of reading and writing Consequently, speaking is viewed as the most crucial skill for students to develop in their language learning journey.
In general, students need to recognize that speaking involves three areas (Burnkart
Effective communication involves three key components: mechanics, which focuses on using appropriate words with correct pronunciation and order; functions, which emphasizes the importance of clarity in messages depending on the context; and social and cultural norms, which require an understanding of the dynamics between speakers, the context of the conversation, and the purpose behind the communication.
In language teaching, educators play a crucial role in enhancing students' knowledge through authentic practices that prepare them for real-world communication They focus on helping students develop the skills to construct logically connected sentences relevant to specific contexts while ensuring accurate pronunciation and grammar usage.
2.3 The components of speaking skill
Speaking is a complex art form and the most commonly used mode of communication worldwide It necessitates the simultaneous development of various skills that evolve at different rates According to Syakur (1987), the five essential components of speaking skills include comprehension, grammar, vocabulary, pronunciation, and fluency Mastering these components enables speakers to communicate effectively and confidently in real-life situations.
Oral communication certainly requires a subject to respond to speech and to initiate a dialogue b Grammar
Mastering grammar is crucial for students, as it enables them to construct sentences with correct structure and differentiate appropriate grammatical forms in various contexts A strong grasp of grammar is essential for effective and accurate communication, both orally and in writing Using incorrect grammar can obscure the intended meaning, while good grammar enhances clarity and makes communication appear more intelligent.
Grammar is essential for conveying information, while vocabulary is crucial for effective communication (Wilkins, 1974) Without a sufficient vocabulary, individuals struggle to express their ideas clearly in both spoken and written forms Therefore, vocabulary refers to the appropriate word choices used in communication.
A strong grasp of grammar is essential for effective communication; however, limited vocabulary can significantly impede a student's ability to engage in conversations A lack of vocabulary not only affects comprehension but also leads to misunderstandings, preventing the speaker from responding appropriately Therefore, enhancing vocabulary is crucial for improving overall communication skills.
Pronunciation plays a crucial role in effective communication, yet many students tend to overlook its significance It is often the first aspect that native speakers notice in a conversation, highlighting its importance in language learning.
It deals with the phonological process that refers to the component of a grammar made up of the elements and principles that determine how sound vary and pattern in a language
A speaker who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand e Fluency
Fluency refers to a speaker's ability to communicate smoothly and accurately in a target language, which is a primary goal for language learners It is assessed by how quickly and confidently a speaker uses the language, with minimal hesitations, unnatural pauses, or false starts These indicators show that the speaker can express thoughts without frequently pausing to search for words, reflecting a higher level of proficiency.
2.4 The activities to promote speaking skill
Definition of action research
Action research, also referred to as collaborative, participatory, or contextual research, is fundamentally a "learning by doing" approach that emphasizes reflection, inquiry, and discussion throughout the research process (Ferrance, 2000) This method engages a group of individuals in a real-world setting to identify and address a specific problem, monitor progress, and evaluate the effectiveness of the solution If the issue remains unresolved, the cycle of inquiry and action is repeated until a satisfactory outcome is achieved.
O'Brien (1998) outlines a straightforward action research process characterized by continuous cycles, each comprising four key steps: planning, action, observation, and reflection After completing one cycle, the process begins anew with a revised plan, followed by action, observation, and reflection, ensuring ongoing improvement and adaptation.
Picture processing and memory models
Research indicates that images are more effectively recalled than words, a phenomenon known as the "picture superiority effect," where pictorial memory is notably more accurate and long-lasting than verbal memory (Park and Gabrieli, 1995; Noldy, Stelmack, and Campbell, 1990) This effect is explained through three key theoretical perspectives: the dual-code model, the single-code model, and the sensory-semantic model.
Paivio's dual-coding theory (1971, 1978, 1990, 1991) posits that memory processing relies on two interdependent systems: verbal and nonverbal codes The verbal code is responsible for handling and storing linguistic information, such as words and sentences, while the nonverbal code encompasses memory for images and other visual representations This theory suggests that the dual coding of pictures in both verbal and nonverbal memory is more prevalent than that of words, which helps to explain the "picture superiority effect."
The single-code model suggests that visual information is converted into abstract propositions within semantic memory, with pictures activating this system differently than words Research indicates that individuals tend to spend more time examining pictures before identifying them, leading to improved memory retention Additionally, pictures are often more distinctive and unique compared to their verbal labels, enhancing their memorability.
Picture superiority can also be explained using a sensory-semantic model (Nelson,
1979) There may be a more distinctive sensory code for pictures, or the probability that pictures will be processed semantically is greater than that for words
According to Walter Klinger (2009), our experiences help us categorize information effectively This ability to quickly identify relationships between different pieces of information in picture and word experiments is referred to as the context effect.
The "expectancy mechanism" suggests that both words and images are processed more quickly when they are presented within a relevant context (Borowsky & Besner, 1993:813) Long-term memory organizes information into "schemas," which are cognitive constructs that allow individuals to categorize multiple pieces of information as a single entity based on their intended use (Marcus, Cooper, & Sweller, 1996:49) For example, learners can create a schema for cats, enabling them to identify any specific cat as part of that broader category.
“cats” although each cat is different from one another in many ways Saunders, Wise, and
Golden (1995:42) says knowledge is more memorable when presented in webs of schemata; the more information is interconnected, the more it is readily recalled
A multimodal theory of learning, such as the Dual Coding theory, emphasizes that learning is enhanced when individuals engage multiple senses, particularly through verbal and visual processing This approach is most effective when clear connections are established between the information presented in each modality, leading to a deeper understanding and retention of knowledge (Mayer & Sims, 1994:390).
This study was conducted over three months at a reputable English center in Hanoi, gathering data from both teachers and students A total of 20 teachers, each with a minimum of one year of experience, voluntarily participated, including three highly experienced educators with over five years of teaching English speaking.
A study involving 68 students aged 14 to 30 was conducted across five voluntarily selected classes Enrollment in these classes requires a placement test that includes a direct speaking assessment, leading to the classification of students into four proficiency levels: low (beginner and elementary), mid (pre-intermediate and intermediate), high (upper intermediate and advanced), and super (proficient) Students at the low and mid levels participate in communicative classes, while those at the high and super levels primarily engage in exam preparation classes for tests such as TOEFL iBT, IELTS, SAT, GRE, and GMAT Out of the total, 46 students are enrolled in three communicative classes, while 22 students are in two exam preparation classes.
This study employed a qualitative research method, utilizing a survey questionnaire to gather data from teachers The questionnaire, written in English, featured a mix of quantitative and qualitative components to elicit richer data and opinions, including 14 Likert-scale opinion items and 2 open-ended questions Additionally, it included 6 multiple-choice questions on teachers' professional information and a request to share lesson plans To facilitate participation, the questionnaire was distributed via email and in print, with a 7-day timeframe for completion, allowing teachers to choose their preferred format.
The project included participants from upper-intermediate, advanced, pre-intermediate, intermediate, beginning, and elementary levels A proficient questionnaire was distributed, and a follow-up email was sent to remind and encourage participation As a result, the response rate reached an impressive 100%.
Class observation and lesson plan revision were utilized to enhance perspectives in five selected classes During the observation process, detailed notes and recordings were taken for comprehensive analysis Teachers contributed sections of their lesson plans, as requested by the questionnaire, which were subsequently analyzed and proved to be an essential and practical resource.
The initial six questions of the questionnaire aimed to gather professional information about teachers and their use of pictures in speaking lessons The results, summarized in the following table, indicate that most teachers instruct beginning to intermediate levels Although three teachers who handle proficient-level classes currently do not conduct speaking lessons, they have previously taught speaking All teachers reported using pictures to enhance this skill, with the sole reason for not incorporating them in proficient classes being the absence of speaking lessons This highlights the widespread use of pictures in teaching English speaking, underscoring their essential role in effective speaking instruction.
Table 1: Teachers’ English teaching levels
Teachers who teach English speaking
Teachers who use pictures in English speaking lessons
Table 2: Percentage of teachers involved in teaching English speaking and using pictures in English speaking lessons
In questions 7 and 8, teachers were asked to confirm the objectives of using pictures and picture-based activities in English speaking instruction They indicated their common purposes by ticking relevant boxes and supported their choices with examples from their lesson plans It's important to highlight that these objectives are specifically related to teaching targets Additionally, the questions offered teachers the opportunity to elaborate on their responses.
The article encourages contributions from readers by inviting them to share their experiences beyond the suggested ideas It illustrates how answers are presented through specific lesson plans, featuring three pictorial examples in each Additionally, a table is provided that highlights the common purposes of pictures in education and their popularity, indicating how frequently teachers utilize them for various objectives, with the option for multiple selections.
Table 3: The main purposes of using pictures in English speaking lessons in the center
Vocabulary is the primary focus of picture activities, as illustrated in the table Additionally, images are commonly utilized to introduce speaking lessons, generate brainstorming ideas, and facilitate speaking tasks However, pictures are less favored for teaching grammar or for making abstract concepts more tangible.
* Pictures are used to teach vocabulary