USING INTERACTIVE WHITEBOARD FOR TEACHING VOCABULARY TO YOUNG ENGLISH LEARNERS: STUDENTS’ PERFORMANCE AND PERCEPTIONS

The recent growth in educational technology saw the rise of state of the arts equipment in primary classrooms. In the context of language teaching in a developing economy like Vietnam, interactive whiteboards are new experiments whose effectiveness needs research-based evidence. The overall aim of the study was to evaluate the impact of Interactive Whiteboard on vocabulary lessons in developing the fourth graders’ vocabulary achievement, vocabulary retention and building learning attitudes. This fourteen-week quasi-experimental study was conducted on the two classes with the participation of 81 students. The instruments included vocabulary tests, the attitudinal questionnaire and the semi-structured interview. The findings of the study indicated that Interactive Whiteboard activities positively contributed to students’ vocabulary achievement and retention. Besides, students’ motivation and positive behaviors also increased.

ISSN- 2394-5125 VOL 7, ISSUE 19, 2020 USING INTERACTIVE WHITEBOARD FOR TEACHING VOCABULARY TO YOUNG ENGLISH LEARNERS: STUDENTS’ PERFORMANCE AND PERCEPTIONS Nguyen Ngoc Vu1, Le Thanh Truc Phuong2, Nguyen Thi Hong Lien3, Nguyen The Luong4 Hoa Sen University, Nguyen Van Trang District 1, Ho Chi Minh city, 71000, Vietnam HCMC University of Physical Education & Sports, 639 Nguyen Trai District 5, Ho Chi Minh city, 749000, Vietnam Email: 1vu.nguyenngoc@hoasen.edu.vn, 2phuongleetha@gmail.com, 3lien.nguyenthihong@hoasen.edu.vn, luongtn@upes.edu.vn Received: 14 April 2020 Revised and Accepted: August 2020 ABSTRACT: The recent growth in educational technology saw the rise of state of the arts equipment in primary classrooms In the context of language teaching in a developing economy like Vietnam, interactive whiteboards are new experiments whose effectiveness needs research-based evidence The overall aim of the study was to evaluate the impact of Interactive Whiteboard on vocabulary lessons in developing the fourth graders’ vocabulary achievement, vocabulary retention and building learning attitudes This fourteen-week quasi-experimental study was conducted on the two classes with the participation of 81 students The instruments included vocabulary tests, the attitudinal questionnaire and the semi-structured interview The findings of the study indicated that Interactive Whiteboard activities positively contributed to students’ vocabulary achievement and retention Besides, students’ motivation and positive behaviors also increased KEYWORDS: Educational technology, Interactive Whiteboard, teaching vocabulary, young learners I.INTRODUCTION The use of technological devices in the educational realm is a requisite skill and competence for language teachers Contemporarily, ICT has become an indispensable device in language teaching and learning field, and Interactive Whiteboard (IW) has become the new technology standard for vocabulary lessons In both theory and practice, prospectively, IW may satisfy young learners' traits and learning styles in their vocabulary acquisition since it supports many various learning styles and is exploited in a multitude of learning milieus (Vu, 2016; Linh & Vu, 2019; Huy et al 2020; Solvie, 2004) Although there have been reports of positive impact on students' learning in classrooms using IW (Katwibun, 2014; Alshaikhi, 2016), whether this technology works for the language teaching context in primary school in a confucianist culture like that of Vietnam is yet to be confirmed Consequently, in this study, we try to answer the following research questions: a How does IW impact primary school students' vocabulary achievement and retention? b How students perceive the use of IW for vocabulary learning? II LITERATURE REVIEW 2.1 Interactive Whiteboard and language education IW is used and introduced to the language education since it is claimed to have a lot of positive effects in language acquisition The first merit lies the fact that IW possibly reinforces the level of interaction and conversation between components in the classroom (Hung et al., 2018; Vu & Van, 2013; Al-Saleem, 2012) Indeed, IW facilitates classroom administration and they can move around the class comfortably (Al-Faki & Khamis, 2014) Teachers can stand far from IW to navigate it, deliver the lessons as well as easily interact with the students Besides, IW devices can improve the students' learning inducement and engagement and enthusiasm in their language learning (Bacon, 2011) In addition, the students' ICT skills and competencies, and attitudes towards the application of technology for teaching-learning may be significantly enhanced (Shen & Chuang, 2009; Vu, 2016c; Vu & Long, 2013) Farra (2014) believes that IW helps teachers save time and control the lesson pace effectively when they want to present several vocabulary items, ideas in a single lesson and need to utilize many instructional materials at the same time This innovative instrument can support the 6651 teachers' use of different colors, moving images, sounds and texts, which can be utilized to present, recycle and review the learned vocabulary However, there are also some challenges in the application of IW reported Levy (2002) claims that many teachers are often unconfident and less active in operating IW functions (Levy, 2002) It is understood that these teachers may not be exposed to enough professional training (Jang & Tsai, 2012), and they are afraid of the time-consuming installation of IW in a fixed setting and a limited time (Campbell & Martin, 2010) as well Also, when working with IW, teachers may encounter with unavoidable technical problems (Al-Faki & Khamis, 2014) For instance, during the lesson, the electric pen of IW tool may be out of order, or the Internet connection may fail 2.2 Vocabulary Instruction for young learners with Interactive Whiteboard Wood (2001) suggests that the students' vocabulary knowledge consists of three main constructs such as word forms (i.e spelling and pronunciation), word meaning, and word use in context Regarding the form, language learners have to grasp the word pronunciation and the word spelling (Ur, 1996) Pertaining to the meaning, "the meaning of a word refers to in the real world, its denotation" (Ur, 1996, p 61) In respect of the use, it refers to the grammatical function of a word (Nation, 2001) Generally speaking, in lexical instructional practice, teachers should concentrate on all these three constructs In both theory and practice, language education for young learners is different from that for adults in that each age group has distinctive physical and behavioral facets According to Juhana (2014), an understanding of young learners' characteristics is prerequisite for language teachers before giving any decisions and policies regarding instructional tools and learning activities, teaching style, learning materials, and lesson plans Hodge and Anderson (2007) carried out a survey as a quantitative design to evince the primary school students' learning attitudes towards the existence of IW These students came from a primary school in South Auckland The collection instruments consisted of daily lessons, handwriting journal and email The findings showed that thanks to the presence of IW, these students felt engaged and motivated into their vocabulary lessons They also hoped their teachers to further implement this tool in their class In Vietnam, there was also an experimental study made by Nguyen et al (2014), Vu (2016b, 2006, 2005) which testified the effectiveness of use of IW on young learners' English vocabulary mastery This study was carried out at Rise English Center (District 1, Ho Chi Minh City, Vietnam) The measurement tools were comprised of attitudinal questionnaire and vocabulary test The vocabulary test results indicated that the students had a positive change in their vocabulary development Meanwhile, the questionnaire results pointed out that the young learners' interest, motivation and participation level was significantly accelerated In 2019, Tran conducted a thirteen-week quasiexperimental study on the two classes 5/1 and 5/2 with the participation of 80 fifth graders as the control group and the experimental group, respectively at Tran Quang Khai primary school (District 1, Ho Chi Minh City) The instruments included three vocabulary tests (e.g one pre-test, one post-test and one delayed post-test); and the attitude questionnaire The quantitative data emanated from these instruments were computed and analyzed by SPSS 20.0 The findings showed that IW activities made positive contribution to the fifth graders' vocabulary performance and retention In other words, these interactive activities helped the students performed vocabulary tests better and retain the words longer Besides, the fifth graders' level of motivation, interest, and active behavioral intentions considerably increased thanks to the timely advent of IW 2.3 Principles of vocabulary instruction Vocabulary retention, "the ability to recall or remember words after an interval of time" (Richards & Schmitt, 2002, p 457), is believed to be very important in vocabulary mastery According to Ramezanali (2017), the time span of two weeks or 14 days after the intervention/instruction is viewed as the long-term word retention In order to help vocabulary retention, the teachers have to identify the aims and objectives of the next lessons, decide what to teach, and clarify how to deliver the lessons (Wallace, 1982) Besides, teachers must determine the number of vocabulary items to be taught and learned, not too many or too few (Vu, 2008; Decarrico, 2001) For example, students may be confused and frustrated In general, the choice of vocabulary items must be compatible with the students' ability, and the lessons' aims and objectives As mentioned earlier, constant repetition and significant exposure to the learned vocabulary items are of considerable significance in improving the students' comprehension and retention (Nation, 2001; Schmitt, 2008) Therefore, another principle requires teachers to furnish their students with a lot of tasks and activities in a single lesson (Blachowicz & Fisher, 2006) Lastly, teachers should activate their students' background knowledge when producing the target language (Blachowicz & Fisher, 2006) This action is essential because it will upgrade the students' engagement and enthusiasm into the vocabulary lessons 6652 III METHODOLOGY 3.1 Participants The study was executed in the first semester of the school year 2019-2020 from 23rd September to 29th December of 2019 The quasi-experimental study lasted fourteen weeks, including the experimentation and the data collection The sample to be studied in the current study comprised of 81 fourth-grade students at a Vietnamese primary school in the academic year 2019-2020 The research participants were selected through convenience sampling Group Male Female Control (n= Experimental 40) (n= 41) 24 23 16 18 Table Participants' Demographic Information Total (N) 47 34 Percentage (%) 58.0 42.0 The experimentation of this study was conducted on textbook Family and Friends Special Edition Grade This textbook consisted of twelve units in total The first six units from Unit to Unit were delivered in the first semester, while the other six units from to 12 were given in the second semester Each unit included six lessons, that is, Words (Lesson 1), Grammar (Lesson 2), Grammar and Song (Lesson 3), Phonics (Lesson 4), Skill Time (Lesson 5) and Skill Time (Lesson 6) Besides, according to the school's prescribed ELT curriculum, each unit also consisted of one extra lesson called Review (Lesson 7) Each lesson was taught in thirty-five minutes 3.2 Instruments 3.2.1 Vocabulary tests The pre-test was used to check any disparity between the two target groups prior to IW treatment, which could directly or indirectly influence the actual results of this Interactive Whiteboard intervention Meanwhile, the post-test was utilized to testify if IW treatment made any progress in their vocabulary achievement of the experimental group Furthermore, the delayed post-test was administered to examine the relationship between IW treatment and the fourth-grade students' vocabulary retention ability after two weeks From pre-test score, the researcher could interpret the vocabulary proficiency background at the beginning of the treatment and the effectiveness of IW at the end of the treatment This test involved 10 vocabulary items in English to which the participants were obliged to give out their Vietnamese meaning and 10 vocabulary items in Vietnamese to which the participants were required to write out the related English words The post-test involved four different task types, including Matching (5 items), True/False (5 items), Reordering (5 items), Filling-in-blank (5 items) With different task types, the test tries to check the students' vocabulary achievement and retention to full In specific, the order of test types in both the pre-test and the posttest was the same, that is, Matching (Section 1), True/False (Section 2), Reordering (Section 3), Filling-in-blank (Section 4) Yet, the order of items and sections in the delayed post-test, in relation to the post-test, was modified so as to circumvent the memory influence about the answer among the students 3.2.2 Questionnaire A questionnaire of 19 items designed on Likert scale (1: Totally disagree; 2: Disagree; 3: Uncertain; 4: Agree; 5: Totally agree) was used to get responses from the experimental group after they took vocabulary lessons supported by IW It has main constructs as follows: The first section, including seven items, was to investigate the participants' affective attitudes (e.g emotional responses) about their vocabulary learning with IW The second section with seven items was utilized to probe the experimental group's cognitive attitudes (e.g thoughts, evaluation) about the effect of IW on their vocabulary acquisition The last section, consisting of four items, was added to explore students' behavioral attitudes (e.g action tendency) about their vocabulary mastery with IW Internal reliability of the constructs and the whole questionnaire is described in table All 41 participants in the experimental groups completed their questionnaire Constructs Affective Attitudes Cognitive Attitudes Behavioral Attitudes Number of items 7 Cronbach's Alpha value 0.695 0.782 0.804 6653 Total 19 0.727 Table Reliability of the Questionnaire 3.2.3 Semi-structured Interview This interview consisted of five questions in total, aiming to investigate the participants' perceptions and behavioral tendencies The semi-structured interview existed in two versions, one English version and one Vietnamese version Regarding interview administration, the researcher conducted interviews (n=5) one by one so as to alleviate the drawback of group harmony, a typical trait of Vietnamese congruity mores (Le, 2011) Before the interview, the interviewed participants were systematically chosen from the class list at the fifth, tenth, fifteenth, twentieth and twenty-fifth positions, and were coded into S5, S10, S15, S20, and S25 The interview was conducted in Vietnamese to help participants understand the questions exactly and give their responses fully IV RESULTS AND DISCUSSION 4.1 Vocabulary test results 4.1.1 Pre-test As described in table 3, the mean score of both the experimental and control group differs slightly The experimental group yielded lower mean score than the control group really did, M = 5.76 (S.D = 1.280) and M = 5.95 (S.D = 1.319), respectively Group Statistics Control group Experimental group Pre-test N 40 41 Mean 5.95 5.76 Std Deviation 1.319 1.280 Min 4.0 4.0 Max 8.0 8.0 Table Group Statistics on the Pre-test of the Control and Experimental Groups Independent samples T-test analysis shows that there is no statistically significant difference between the two sets of the vocabulary pre-test scores (p = 0.504 > 0.05) The assumption of homogeneity of variance in the vocabulary pre-test was statistically met due to the F value for Levene's test was 0.014 with p-value of 0.905 > 0.050 So, the two groups are at the same level before the experiment 4.1.2 Post-test The data obtained from the descriptive results show that the experimental group accomplished the vocabulary post-test better than the control group at week 10 Indeed, Table reveals that the mean score of the post-test performed by the experimental group was bigger than that of the post-test performed by the control group, M = 6.63 (S.D = 1.043) and M = 5.98 (S.D = 1.025), respectively Group Statistics Control group Experimental group Post-test N 40 41 Mean 5.98 6.63 Std Deviation 1.025 1.043 Min 4.5 5.0 Max 8.5 9.0 Table Group Statistics on the Post-test of the Control and Experimental Groups Independent Samples T-test analysis (p= 0.005< 0.05) between the two sets of the post-test scores performed by the control and the experimental groups shows that there exists a statistically significant difference The IW vocabulary activities brought about noticeable disparity between the two groups in their vocabulary achievement ability over the period of ten weeks While the control group only had a small change in their vocabulary achievement, the experimental group performed significantly better with the support of IW learning activities These IW vocabulary activities designed actually assisted the experimental group's understanding and remembering of vocabulary items to be tested Assumption of homogeneity of variance in the vocabulary post-test was satisfied with the F value for Levene's test at 2.930 (p = 0.091 > 0.050) 4.2 Questionnaire 6654 4.2.1 Affective attitudes Most of the students of the experimental group showed their positive perceptions towards their vocabulary learning with IW activities Statistically, mean values of all items of this construct were greater than 3.41 In specific, nearly three quarters of the informants (73.2%) liked learning vocabulary with IW (M = 4.20, S.D = 0.901, 48.8% totally agree, 24.4% agree) Interestingly, roughly three-fourths of the questionnaire respondents confessed that they were actually fond of manipulating functions of IW (M = 4.07, S.D = 0.818, 34.1% totally agree, 41.5% agree) A large number of the surveyed students (87.8%) felt that learning vocabulary with IW is interesting (M = 4.46, S.D = 0.711, 58.5% totally agree, 29.3% agree) and exciting (M = 4.00, S.D = 0.866, 31.7% totally agree, 41.5% agree) In addition, three quarters of the students of the experimental group felt comfortable when learning vocabulary with IW (M = 4.37, S.D = 0.733, 51.2% totally agree, 34.1% agree) None of them showed disagreement on these items It may be inferred that IW motivated them to learn vocabulary Indeed, 51.2% and 34.1% of the respondents exhibited their total agreement and agreement on the relation between IW activities and their learning motivation (M = 4.12, S.D = 0.927) What is more, about four-fifths of the respondents found the difference between blackboard and IW in learning vocabulary (M = 4.05, S.D = 0.947, 41.5% totally agree, 26.8% agree) 4.2.2 Cognitive Attitudes The majority of the experimented students displayed their support towards the vocabulary learning with the aid of IW Statistically, mean values of all items of this construct lied in the interval between 3.41 to 5.00 In addition, four-fifths of the response community believed that IW was useful for their vocabulary acquisition (M = 4.20, S.D = 0.872, 43.9% totally agree, 36.6% agree) Likewise, the big portion of the target sample reckoned that vocabulary acquisition with IW was effective (M = 3.95, S.D = 0.921, 31.7% totally agree, 39.0% agree) In specific, nearly all the students (95.1%) conceded that IW helped them practice vocabulary in various ways (M = 4.46, S.D = 0.596, 51.2% totally agree, 43.9% agree) Moreover, 77.1% of the participants accepted that they could memorize word forms longer thanks to IW activities which were provided by the teacher (M = 4.20, S.D = 0.782, 41.5% totally agree, 36.6% agree) Similarly, according to the appreciation of roughly four-fifths of the fourth graders, IW activities could help them understand word meanings better (M = 4.24, S.D = 0.799, 46.3% totally agree, 31.7% agree) Besides, right four-fifths of the surveyed students can know the position of words in a sentence (word use) thanks to IW activities (M = 4.24, S.D = 0.888, 48.8% totally agree, 31.7% agree) Finally, more than two-thirds of the students who participated in the questionnaire admitted that they could pronounce vocabulary more accurately thanks to IW activities (M = 3.95, S.D = 0.999, 36.6% totally agree, 31.7% agree) Clearly, according to the majority of the response community, IW effectively assisted their vocabulary mastery of different vocabulary aspects such as word forms (i.e spelling), word meanings, word use, and pronunciation 4.2.3 Behavioral attitude Most of the students coming from the experimental group exhibited their positive behavioral tendencies or actions in their vocabulary acquisition with IW activities Statistically, mean values of all items of this construct were between 3.41 to 5.00 In the previous lessons, approximately four-fifths of the fourth-grade students concurred that they participated eagerly in IW activities (M = 4.12, S.D = 0.900, 39.0% totally agree, 41.5% agree) Furthermore, 53.7% and 34.1% of the surveyed sample totally agreed and agreed, respectively that they concentrated longer on vocabulary lessons through IW (M = 4.41, S.D = 0.706) For the coming lessons, nearly all the students from the experimental group (90.3%) wanted to much more IW activities (M = 4.27, S.D = 0.975, 48.8% totally agree, 41.5% agree) Also, about two-thirds of the response group (65.8%) wanted to participate collectively in pairs and groups in vocabulary lessons with IW (M = 4.10, S.D = 1.044, 51.2% totally agree, 14.6% agree) Especially, three-fourths of the target sample (75.4%) expected their teacher to use IW in their vocabulary lessons more often (M = 4.39, S.D = 0.945, 61.0% totally agree, 24.4% agree) 4.3 Interview With regard to the interviewees' affective attitudes, all of the interviewed students acquiesced that they were fond of learning English vocabulary with IW activities designed by the researcher First of all, four out of the five students, including S5, S10, S15 and S25 shared the same opinion that 6655 IW could make the lessons more interesting and understandable Secondly, three students, including S5, S10 and S20 felt comfortable and fun when participating in IW activities Likewise, of the five interviewees, three students, including S10, S20 and S25 concurred that they liked IW activities since they could provide several opportunities for them to work with others In addition, S10 added that her favor originated from the fact that IW activities made her more active with movements from her seat to the board and vice versa Finally, S15 specified her reason that IW activities made her more engaged in the lessons For Question 2, three students (S15, S20 and S25) disclosed that they liked all IW activities designed by the teacher, for example, Spotting the Errors, Ordering the Jumbled Words/Sentences, Labeling Pictures, Word Association, Matching Spelling and Sound, and Free Writing Meanwhile, S5 liked all of them, excluding Free Writing activity, which he reckoned boring and sometimes challenging Furthermore, S10 was only fond of Spotting the Errors, Labeling Pictures and Matching Spelling and Sound which looked like vocabulary games To recap, the interviewed students displayed their positive affective indications on their lexical development with IW tool Regarding the interviewees' cognitive attitudes, all of the invited members in the interview sessions highly appreciated the contribution of IW; that is to say, all of them united that IW activities were really effective to their learning and recollecting the learnt vocabulary They gave some specific reasons to support their answer To begin with, four out of five students exclusive of S10 believed that IW activities helped them retain the words longer These four students also added that IW activities brought them a lot of different chance to practice the words repeatedly Besides, three students (S5, S10 and S15) said that IW activities successfully helped them understand new words more clearly; in other words, they knew what the word meant exactly Interestingly, S10 recognized value of IW activities on her correct pronunciation Considering the interviewees' behavioral attitudes, all of the five interviewees disclosed that they eagerly took part in IW activities Specifically, some reasons were ultimately found to illuminate this positive side First of all, three students, including S5, S10 and S20 revealed that IW activities were exciting Secondly, four out of the five interviewed participants excluding S20 did not feel tired but energetic when taking part in IW activities Thirdly, S15 and S25 expressed that they liked such a combination of learning and playing in vocabulary classrooms within IW tool In addition, all of these interviewed students expected their teachers to enact IW activities more frequently in further lessons; especially, S15 expected this implementation very much It is clear that the students' positive behavioral tendencies were eventually spotted in this study V CONCLUSION From the results of the vocabulary post-test after the ten weeks treatment, it could be concluded that IW did affect the experimental group' lexical achievement in a positive manner Students in the 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