An action research on the use of audio visual aids in teaching english vocabulary in grade 6 at ham nghi junior high school hue city

TABLE OF CONTENTS Statement of authorship i Acknowledgements ii TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF CHARTS LIST OF FIGURES ABSTRACT .5 CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and scope 1.3 Research questions 1.4 Research significance 1.5 Organization of the study .9 CHAPTER 2: LITERATURE REVIEW 11 2.1 Introduction 11 2.2 Theoretical foundation of AVAs 11 2.2.1 Definitions of the term „audio-visual aids‟ 11 2.2.2 Types of AVAs .12 2.2.3 Benefits of using AVAs in teaching and learning English .20 2.2.4 Tactics for using AVAs 21 2.3 Teaching vocabulary 24 2.3.1 Definitions of vocabulary .24 2.3.2 The importance of vocabulary in teaching process and what needs to be taught 25 2.3.3 Current approaches to teaching and learning vocabulary 28 2.3.4 The role of AVAs in teaching vocabulary 29 2.4 Current english teaching and learning at Ham Nghi JHS 31 2.5 Related research .32 2.6 Chapter summary 35 CHAPTER 3: METHODOLOGY 36 3.1 Introduction 36 3.2 Research approach 36 3.3 Participants .37 3.4 Data collection .39 3.4.1 Questionnaires 39 3.4.2 Student interviews 40 3.4.3 Teacher‟s and students‟ diaries 41 3.4.4 Testing, immediate feedback and checking activities 42 3.4.5 Role of the researcher .43 3.5 Data analysis 44 3.6 Summary 44 CHAPTER 4: FINDINGS AND DISCUSSION 45 WEEKS – OF THE SECOND SEMESTER 45 Problem identification 45 Action .53 Evaluation 58 WEEKS – 11 OF THE SECOND SEMESTER 62 Problem identification 62 Action .70 Evaluation 72 WEEK 12 OF THE SECOND SEMESTER 76 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH .81 5.1 Summary of the key findings 81 5.2 Implications 83 5.2.1 For teachers 83 5.2.2 For students 84 5.2.3 For the Textbook Designers and Administrators 84 5.3 Limitations of the study 84 5.4 Suggestions for further research 85 REFERENCES 86 APPENDICES LIST OF ABBREVIATIONS AVAs : Audio-visual aids JHS : Junior High School LIST OF TABLES Table 3.1: Teaching timetable 37 Table 3.2: Students‟ results in the first semester 39 Table 4.1 Students‟ perceptions of learning vocabulary 46 Table 4.2 Students‟ difficulties in learning vocabulary 48 Table 4.3 Students‟ views on learning vocabulary with AVAs .51 Table 4.4: Weeks 1- of the second semester 61 Table 4.5 Factors affecting students‟ learning vocabulary 67 Table 4.6: Weeks 6- 11 of the second semester 74 Table 4.7 Factors affecting students‟ learning vocabulary 78 LIST OF CHARTS Chart 4.1 Students‟ feelings about learning vocabulary (Week 6) 62 Chart 4.2 Students‟ difficulties in learning vocabulary (Week 6) 66 Chart 4.3 Students‟ feelings about learning vocabulary (Week 12) 76 Chart 4.4 Students‟ difficulties in learning vocabulary (Week 12) 77 LIST OF FIGURES Fig 2.1 Scrivener (1994) 30 Figure 3.1 Action Research Cycle (Ferrance, 2000:9) 37 Figure 3.2: Class seating and facilities chart .38 ABSTRACT This study explored the use of audio-visual aids (AVAs) in teaching English vocabulary in a grade class at Ham Nghi junior high school (JHS) in Hue city It was an action research which lasted for 12 weeks with the aim to investigate the effectiveness of using AVAs in teaching vocabulary for grade students The main participants in this action research were 38 students of class 61 at Ham Nghi junior high school (JHS) The research was implemented in three periods Therefore, the data were collected and analyzed from three sets of questionnaires and interviews accompanied with teacher and students‟ diaries, immediate feedback, checking activities and testing The first period was from week to week The second period was from week to week 11 and the third was in week 12 In the two first periods, the teacher identified the problems that students had in learning vocabulary, did some actions to solve them and evaluated the obtained results Week 12 was as a conclusion to point out what had been done as well as remained problems The findings revealed that the students often had difficulties in remembering word meaning, spelling and pronunciation After many weeks using AVAs in teaching vocabulary, the teacher helped most students overcome these difficulties Especially, most of them aroused interests in learning vocabulary through AVAs Nevertheless, students‟ difficulties in learning vocabulary could not be solved thoroughly because not all vocabularies were the same and students had different characteristics, feelings, aptitude and intelligence In addition, other problems such as the lack of CD players and classroom facilities remained unsolved On the basis of the research findings, some recommendations were made for bettering teaching and learning English vocabulary with AVAs CHAPTER 1: INTRODUCTION 1.1 RATIONALE Nowadays, Vietnam is widely open to the world Thus, it is quite easy to understand why English has become a compulsory subject in most of junior high schools and high schools in Vietnam for ages Since the early 1990s, the English language teaching has been subjected to a tremendous change A lot of conferences and workshops have been held to help teachers improve their teaching methodology Among effective means to support new changes in teaching and learning English, AVAs are highly appreciated The integration of audio-visual materials makes learning more interesting for both students and teachers It helps students retain more information as they learn The teaching activity is no more restricted to the delivery of boring facts It has changed into a lively and inspiring means of mutual communication At present, people study English for various aims Most of them wish to be able to communicate well and one tool that helps students communicate is vocabulary According to Harmer (1991), students who are not able to construct complete grammatical sentences can still get their message across if they have a proper amount of vocabulary It can be seen clearly that in stages of a language or a skill lesson, teaching vocabulary often occurs in the first stage The teacher pre-teaches vocabulary to aid comprehension It often takes five or seven minutes to present and check new vocabulary There are many techniques of eliciting vocabulary such as using visual, mime, realia, situation/ explanation, example, synonym/ antonym and translation After eliciting and presenting new vocabulary, the teacher may use different techniques to check new vocabulary such as bingo, guessing pictures, ordering, slapping the board, rubbing out and remembering, noughts and crosses, etc To conduct these activities, there is a need of using AVAs (Nguyen Bang et al., 2003) No matter what techniques the teacher uses, Harmer (1991) states that methodology of language teaching must be comfortable and relaxing for the students Children need something that can stimulate their motivation in teaching and learning process in the class Besides, they also need to be involved in something active in language classrooms because they like to such activities which are interesting and fun for them In Vietnamese classrooms, most of teachers use the translation techniques into the mother tongue to explain the meaning of new vocabulary (Dao Ngoc Loc et al, 2008, p 13) Thus, the authors suggest that teachers should focus on form (pronunciation, spelling, grammar), meaning and use when teaching vocabulary They present such techniques to teach vocabulary as using pictures, realia, charts, posters, mime and gesture, etc In July 2009, the Ministry of Education and Training in Vietnam published a set of books named “Hướng dẫn thực chuẩn kiến thức, kỹ năng” Teachers are required to follow the content of the book when they design lesson plans The vocabulary for grade and was chosen and fixed Teachers not need to decide what vocabulary to teach but decide how to teach vocabulary by themselves In grades 6, and students have three official periods a week Almost in every period, there are about 5-7 new words At average, students have to learn 18 new words a week It may be a difficult job for young learners like grade students to remember all the new words they learn in a limited time One way to attract them into activities and help them have long remembrance of vocabulary is to supplement the activities with AVAs An ancient Chinese proverb is extremely persuasive with only three short sentences “Tell me, I forget Show me, I remember Involve me, I understand” Furthermore, Scott & Yrreberg (1990) describe “Young learners are full of physical energy Their own understanding comes through hands and ears The physical world is dominant at all times” (p 2) In reality, not few teachers think that teaching English for grade students is much easier than teaching for students of higher grades However, the researcher thinks that teaching English for grade students is not easy at all When students approach a new subject, everything seems very strange to them It is possible to say that most of grade students are the beginning learners of English If students find English is too difficult to learn at the first stage, it will be very difficult for them to continue this subject smoothly Day after day, they will lose interest in English Therefore, teachers need to help them find English interesting right at the first time When students are interested in any new subjects, it will be much easier for them to study well at higher grades That is to say, supplying the well-built foundation for grade students right at the beginning is very important Especially, it is necessary to help grade students have a considerable amount of vocabulary along with learning grammar and four skills For the reasons mentioned above, the researcher decided to a research entitled “AN ACTION RESEARCH ON THE USE OF AUDIO-VISUAL AIDS IN TEACHING ENGLISH VOCABULARY IN GRADE AT HAM NGHI JUNIOR HIGH SCHOOL – HUE CITY” 1.2 AIMS AND SCOPE The research aims: - To investigate the effectiveness of using AVAs in teaching vocabulary for grade students - To stimulate the interests of the researcher in using AVAs in language teaching Due to the limit of time, the researcher is not ambitious to go deeply into teaching vocabulary but only to discover the help of AVAs in teaching English vocabulary so that grade students are able to master three aspects of vocabulary: spelling, pronunciation and meaning better because spelling, pronunciation and meaning are three of main factors that make some words more difficult than others (Thornbury, 2002) It is probably true that students often ask their teachers “what a particular word means or how to say a word in the foreign language” (Camaron, 2001, p 73) Grade students are young learners, so they are not expected to discover intensely aspects of vocabulary but to remember spelling, pronunciation, meaning of words as Thornbury (2002, p 3) states, “Learning is remembering” Moreover, the researcher does not have enough conditions to make a comparison between the two grade classes Thus, the researcher can only an action research in her own class 1.3 RESEARCH QUESTIONS The study aims to find out the answers to the following questions: What are grade students‟ attitudes of learning English vocabulary? What changes grade students expect to occur in studying English vocabulary with AVAs? What results the teacher and students obtain after making changes in English vocabulary lessons with AVAs? What lessons can be drawn out from this action research project? 1.4 RESEARCH SIGNIFICANCE The research is expected to help teachers and learners recognize the necessity of using AVAs in teaching and learning vocabulary Especially, the study will contribute to the improvement of teaching and learning vocabulary using AVAs Furthermore, it is a chance for the researcher to think over her teaching techniques to improve the quality of teaching and learning Hopefully, some findings from the study may be a reference for those who are interested in getting better quality of teaching English vocabulary using AVAs On the whole, this study could be beneficial to teachers, students, textbook designers and administrators as well as other researchers who work on related fields 1.5 ORGANIZATION OF THE STUDY The research consists of five chapters with the structure as follows: Chapter - Introduction - presents the rationale, aims and scope, research questions, research significance, and the organization of the study Chapter - Literature review - reviews a theoretical background of the subject matter It includes theoretical background of audio-visual aids and teaching vocabulary Chapter - Methodology - outlines the research methodology used in order to fulfill objectives of the research A brief description of participants in the study, data collection, data collection procedure, data analysis will be included in this chapter Chapter - Findings and Discussion - focuses on the findings of the study and discussion on what have been found Chapter – Conclusion, Implications and Suggestions for Further Research– consists of a summary of the key findings, the limitations of the research, several pedagogical recommendations regarding the problem, and suggestions for further studies 10 Although the number of students who had improvement in learning vocabulary increased, it did not mean that they did not have any difficulties in learning vocabulary any more Chart 4.4 revealed that pronunciation was still an obstacle for 20 out of 38 students The number of students who found word meaning and spelling difficult to memorize reduced from 42.1% to 13.2% and 55.3% to 18.4% respectively This result was actually encouraging A student expressed her happiness when interviewed: Before my speed of writing was very slow and I was afraid of not being able to copy down all words on the blackboard into my notebook Therefore, I did not concentrate on the lessons After the teacher gave us chances to copy down words later, I felt confident and concentrated on the lessons I noticed what teacher said and repeated words aloud as well as joined different activities From that time, I was really interested in learning vocabulary and I found the improvement in remembering meaning, spelling, especially pronunciation (Student interview, Week 12) The reasons why students did not learn vocabulary as well as expected were demonstrated in table 4.7: Table 4.7 Factors affecting students’ learning vocabulary Factors affecting students’ learning vocabulary N = 38 Percentage (%) The teacher is not enthusiastic 0 The teaching vocabulary is not interesting 2.6 The teacher does not use pictures 0 The teacher rarely uses CD player 10.5 The teacher does not allow students to study at lab 2.6 Time for learning vocabulary is too short 13.1 Students not concentrate during the period 13 34.2 There are too many new words in a period 7.9 Other reasons 16 42.1 78 Vocabulary in units 12, 13, 14 was not as much as vocabulary in units 9, 10, 11 Therefore, only out of 38 students said that the number of vocabulary in a period affected their learning Similarly, the limited time for teaching and learning vocabulary seemed not to be an obstacle any more I tried to balance activities in presenting and checking vocabulary so that I did not have to teach vocabulary hurriedly According to 13 students, not paying attention to the lessons was one of the main reasons affecting their learning One student answered my questions faithfully: In some periods, I heard the teacher’s voice and saw what teacher wrote on board but I could not direct my mind to the lessons I did not know what I was thinking at that time I started at the sound of teacher’s voice when she called my name (Student interview, Week 12) Fletcher (2005) assumes that children‟s emotions affect their ability to learn and he discusses this clearly in his article named “Focus on feelings” The development of students‟ psychology also has effects on students‟ learning Another student added another reason: Occasionally I did not finish homework of some subjects such as math, physics, literature, so I did it in English class Furthermore, I talked to my friends without noticing the lessons I felt sorry about that (Student interview, Week 12) Actually, I could not keep my eyes on every student all the time I tried my best to attract students to my lessons and sometimes I reminded some students of not talking in class I explained to my students that five human senses could not work well as the same time, and if students wanted to hear well, they should not talk However, I know that talking in class is a problem that exists in every classroom even if learners are adults Besides these above factors, 16 out of 38 students added some other factors Some of them said that they concentrated on the lessons at the class but at home 79 they did not revise words, did not listen to the CD Therefore, they forgot words they had learnt Some students found their ability to study English was not good as others One student said: I try my best to study English At home, I learn by heart words and practice listening to the tape I get higher marks on tests than before However, I can not catch up with my friends (Student interview, Week 12) Brown (1994), Harmer (2007) explained this quite clearly when concerning individual differences It was individual aptitude and intelligence that contributed to the language learning ability of students Some students are said to be better at learning languages than others Assumedly, changes taking place in teaching and learning vocabulary were significant; however, many problems still remained because “learning a new word is not a simple task that is done once and then completed” (Camaron, 2001, p 72) In short, the action research was implemented in three periods from week to week 12 of the second semester After collecting and analyzing data from questionnaires, interviews, teacher and students‟ diaries, immediate feedback, checking activities and testing, many problems that students had in learning vocabulary were identified The teacher took many actions to solve those problems by using AVAs in teaching vocabulary Despite many positive results, some students‟ difficulties in learning vocabulary remained unsolved 80 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 5.1 SUMMARY OF THE KEY FINDINGS The findings of the study showed that: 1) All students recognized the importance of learning vocabulary They knew that they would have many difficulties in learning listening, speaking, reading, writing and grammar without having a considerable amount of vocabulary 2) The students hoped to see changes in teaching vocabulary with AVAs to help them remember the meaning, the spelling and the pronunciation of words better Concretely, they expected their teacher to use: i) visual aids (pictures, realia, gesture, miming, flashcards, writing board, color chalk) ii) audio aids (CD player) iii) audio-visual aids (PowerPoint) The students were young learners They were easy to be interested as well as be bored That they were interested in any kinds of AVAs did not mean that they wished teacher to use them so often and separately but in combination with other AVAs They always wished the teacher to use many types of AVAs in one period Although PowerPoint had many advantages in supplying interesting lessons, they still wanted their teacher to use normal AVAs such as blackboard, realia, gestures, miming, pictures, color chalk, and flashcards, and CD player Especially, they really liked to join physical activities, drawing, coloring, miming, and listening to native speakers‟ voice As Scott & Ytreberg (1990, p 22) writes “The younger your pupils, the more physical activities they need” 3) After identifying students‟ problems in learning vocabulary, many actions were done to solve them I used different techniques in teaching vocabulary with the help of AVAs In brief, three main outcomes were: 81 i) Students were able to remember word meaning (Vietnamese equivalents) better when I used pictures, realia, gestures, miming in presenting vocabulary Besides, I used different games and activities such as Slap the board, Bingo, Rub out and remember, what and where, drawing, coloring… in checking vocabulary Some five-minute tests to check word meaning were used regularly ii) Students could memorize word spelling better when participating in games such as Kim’s game, Pelmanism, Hangman, Shark attack, Horse race, and Magic hat All those activities would not be conducted successfully without Powerpoint, flashcards and pictures On a regular basis, five-minute tests about word spelling were indispensable iii) Students could improve their word pronunciation when I used color chalk to notice word stress and CD player to help them get acquainted with native speakers‟ voice Besides, many activities such as dictation, ordering along with some five-minute tests were frequently used In short, students bettered their memorization of word meaning, spelling and pronunciation through different games and activities with the help of AVAs I always tried to create a relaxed atmosphere To check students‟ improvement, I used vocabulary games more often than vocabulary tests so that students felt fun, relaxed and not stressed before a test (Lewis & Hill, 1985) 4) From this action research, I have drawn out some lessons in the profession: i) AVAs have proved to make lessons more interesting However, they are not the only technique to teach vocabulary successfully There should be combination of other techniques such as verbal techniques and translation (Lewis & Hill, 1985; Gairns & Redman, 1986) ii) I have learned problems always exist in teaching and leaning As Brown (2007, p 486) states, “the complexity of the triangular interplay among teachers and learners and subject matter continually gives birth to an endless number of questions to answer, problems to solve, issues to ponder” A teacher not only knows how to teach but also has abilities to solve problems By doing action research, teachers can work on 82 problems they have identified for themselves, assess their own work and consider ways of working differently Action research is a good way for teachers‟ professional development (Kemmis, 1983; Cherry, 1999; Ferrance, 2000; McIntosh, 2010) iii) I should not feel contented with my teaching without noticing what my students really feel I should take students‟ need into consideration when designing lesson plans In specific, I should try to include as many success elements in my lessons as possible Success elements are included in the activities I choose They can make students feel enjoyable, surprised and social with physical movement and support They can give students opportunity to practice, make them more active I should never forget that students in one class have different learning style and multi intelligences To be brief, I should always reflect my teaching by looking at what students can learn from my lessons iv) I have learned that I can not succeed in teaching without the help of students When my students are eager and ready to cooperate, it seems to me that 50% of problems have been solved 5.2 IMPLICATIONS 5.2.1 For teachers - It would not be too late to say that it is time for teachers to have habitude of using AVAs or teaching aids regularly in teaching English They should think that all they is for their students and for their professional development, not for good class observation or anything else It is students who are their judges - Teaching for a long time does not mean that teachers‟ methodology is more and more perfect if teachers not keep an eye on their teaching methodology and try to improve it day by day They should be aware of tendency of era and adjust their teaching methods in the best way - Teachers are often considered a good model for students Therefore, teachers need to study more and more For example, when teachers teach pronunciation and they pronounce words wrongly, a large number of students will have wrong pronunciation like their teachers 83 - Teachers should not only teach students what to learn but also how to learn In learning vocabulary, teachers can instruct students how to use AVAs at home for self-study - Whether in small or large scale, doing action research is actually an effective tool for professional development If possible, some teachers in the same school can cooperate in doing an action research in any problem that they have the same interest 5.2.2 For students - Students should be aware of self-study They should not depend totally on teachers but have more practice after class The practice should be done regularly - Students can study English vocabulary at home with such AVAs as flashcards, CD player, the internet, etc They can study by themselves or in a learning community It means that some students can cooperate and learn vocabulary with AVAs together As Lewis & Hill (1985, p 18) said, “useful and fun is better than either alone” - When students have any difficulties in learning, they should share with teachers and friends 5.2.3 For the Textbook Designers and Administrators - The textbook designers should pay attention to the correspondence between the textbook and the accompanied discs If the textbook includes American English, the voice of the readers in the disc should be the American - Administrators should encourage teachers to make their own visual aids such as pictures, flashcards and design some games on PowerPoint, and then share them between colleagues for common use - In order for teachers to use AVAs in teaching more regularly, administrators should equip enough AVAs such as CD players or projectors 5.3 LIMITATIONS OF THE STUDY Despite the outcomes, there remain some limitations in this study that need improving For one thing, this is the first time I have got acquainted with action research; therefore my research skills are somehow limited For another, I not 84 have chance to research in two grade classes to make comparison Lastly, I did not have enough conditions and time to use the Internet or softwares in teaching vocabulary in general and pronunciation in particular 5.4 SUGGESTIONS FOR FURTHER RESEARCH In fact, some research investigating the reality of using AVAs in teaching English have been done However, in order to shed more light on the application 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