MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN VÕ MINH THƯ THE EFFECTIVENESS OF USING PICTURES TO TEACHING ENGLISH VOCABULARY TO SECONDARY SCHOOL STUDENTS FIELD OF STUDY THEORY AND METH[.]
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN VÕ MINH THƯ THE EFFECTIVENESS OF USING PICTURES TO TEACHING ENGLISH VOCABULARY TO SECONDARY SCHOOL STUDENTS FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING SUPERVISOR : LÊ NHÂN THÀNH, PhD Quy nhon, 2022 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN VÕ MINH THƯ HIỆU QUẢ CỦA VIỆC SỬ DỤNG HÌNH ẢNH TRONG DẠY TỪ VỰNG TIẾNG ANH CHO HỌC SINH TRUNG HỌC CƠ SỞ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH NGƯỜI HƯỚNG DẪN KHOA HỌC: TS LÊ NHÂN THÀNH Quy nhon, 2022 ii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma at any university I certify that my thesis contains no material, to the best of my knowledge and belief, except when specifically stated in the thesis My thesis contains no previously published or written content by any other individual Signed: Date:…… /………/… i ACKNOWLEDGEMENTS Without the support, encouragement, and contributions from my Assoc Prof Doctors, colleagues, friends, and family, the successful completion of this thesis work would not have been possible I take this chance to appreciate them for their expert advice and wise invaluable comments, and generous time They have enriched my knowledge and made my graduate journey a memorable chapter in my life This paper could not have been completed without the encouragement and contributions of several individuals and groups to whom I would like to express my deep sense of gratitude during the stressful time of writing this paper First of all, I am grateful to my thesis supervisor, Dr Le Nhan Thanh, for his support, patience, and encouragement throughout my study His technical and editorial advice was essential to the completion of this paper and has offered me several lessons and insights on how academic research works in general I was fortunate to have a supervisor that genuinely cared about my job It is not my success without his valuable comments, suggestions, and corrections Besides, I also take this opportunity to express gratitude to all the lectures who took part in the training process of the MA course at Quy Nhon University for their scholarly knowledge and experience as well as their inspirational to me which incited me to widen my research from various perspectives This study was made achievable by the presence of the enthusiastic students at Tran Phu Secondary School, who devoted their time to taking part ii in this research I was also thankful to my colleagues for their fascinating assistance, support, and management during the pilot phase Last, but not least, I am grateful for all the support and encouragement I received from my beloved parents and my brother throughout my thesis education Your contribution is important Thank you all for your help and support iii ABSTRACT Vocabulary plays an important role in learning a foreign language It supports students in learning other skills such as reading, writing, listening, and speaking Language teachers have already employed mind mapping techniques to encourage their students to learn vocabulary The current study aimed at investigating the effectiveness of using pictures to teach grade-7 students to learn English vocabulary The sample of the study consisted of 40 grade-7 students at a secondary school in Ninh Thuan province Those students were equally divided into two groups (experimental and control) The research was conducted based on mixed methods since it employed an experiment and a survey These participants were divided into groups: the control group and the experimental group Data were collected from three sources: (1) the pre-test and post-test to estimate the students’ vocabulary improvement, (2) the questionnaire to assess how the changes in their opinions towards vocabulary learning with pictures were, and (3) observation classroom was carried out to gather data related to students' reactions and responses in vocabulary lessons The findings of the study reveal that pictures greatly affect EFL secondary school students’ learning of vocabulary Secondly, an experiment was carried out to examine the impact of pictures on grade-7 students’ mastery of English vocabulary The results of the experiment showed that there are statistically significant differences in the mean scores of the experimental and control groups in the vocabulary posttest due to the use of pictures in favor of the experimental group Along with the experiment Based on the findings, the research provided suggestions that help students and teachers use pictures in learning and teaching vocabulary successfully iv Keywords: effectiveness, pictures, school students, students’ responses, teaching English vocabulary v CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iv CONTENTS vi LIST OF TABLES ix LIST OF FIGURES x LIST OF ABBREVIATIONS xi CHAPTER INTRODUCTION 1 Rationale Aim of the Study Objectives of the Study Research Questions Scope of the Study Significance of the Study Organization of the Thesis CHAPTER LITERATURE REVIEW Vocabulary 1.1 Definitions 1.2 Classification of vocabulary 1.3 Important role of vocabulary in teaching and learning English 1.4 Stages in vocabulary teaching 1.5 Techniques in teaching English vocabulary 11 1.6 Factors affecting vocabulary retention 12 Pictures 19 vi 2.1 Definition 19 2.2 Principles of selecting a picture 20 2.3 Types of pictures 20 2.4 The use of pictures 26 2.5 The advantages and disadvantages of using pictures 27 2.6 Using pictures in vocabulary teaching activities 29 Related Studies on Using Pictures to Teach Vocabulary 31 CHAPTER RESEARCH METHODOLOGY 34 Research Design 34 Participants 34 The Textbook 35 Data Collection Instruments 37 4.1 Questionnaires for students 37 4.2 Vocabulary tests 39 4.3 Classroom observations 40 Data Collection 41 5.1 Administering the questionnaires 41 5.2 Administering the vocabulary tests 41 5.3 Administering the classroom observations 42 Data Analysis 42 6.1 Quantitative analysis of the questionnaires 42 6.2 Quantitative analysis of the pre-test and post-test 43 6.3 Qualitative analysis of the classroom observations 44 Validity and Reliability 44 Summary 46 vii CHAPTER RESULTS OF THE STUDY 47 Students’ Responses to Learning New Words Through Pictures 47 1.1 Advantages of learning vocabulary with pictures 47 1.2 Disadvantages of learning vocabulary with pictures 49 1.3 Students’ intentions of future learning vocabulary with pictures 51 The Effectiveness of Teaching New Words by Using Pictures 52 2.1 Findings from the two tests 52 2.2 The effectiveness of teaching new words using pictures as explored from the classroom observations 56 Discussion of Findings 64 3.1 Findings from the questionaire 64 3.2 Finding from the two tests 65 3.3 Finding from the observation 65 Summary 66 Chapter Summary 66 CHAPTER DISCUSSION AND CONCLUSION 68 Summary of Key Finding of the Study 68 Pedagogical Implications 69 Limitations 70 Suggestions for Further Research 71 REFERENCES 72 APPENDICES 76 viii ... to encourage their students to learn vocabulary The current study aimed at investigating the effectiveness of using pictures to teach grade-7 students to learn English vocabulary The sample of. .. of EFL teaching and learning in terms of vocabulary teaching strategies for students Aim of the Study This research aims to explore the effectiveness of using pictures in teaching English vocabulary. .. classification of the vocabulary, the roles of vocabulary in teaching and learning English, problems of learning English vocabulary, and effective ways to learn vocabulary Besides, the meaning of pictures,