26 Chart 6: The effectiveness of using pictures for learning vocabulary of the fresh-year English major students .... Trang 11 1.2 Aims of the study This study was carried with a view to
INTRODUCTION
Rationale of the Study
English is the global language of communication, essential in today's interconnected world It serves as a gateway to scientific and technical knowledge, crucial for various sectors including economics, politics, and tourism Proficiency in English is often a key requirement for employment, highlighting its importance in the job market Clearly, mastering English is vital for thriving in the global era.
In Vietnam, mastering the English language is crucial for students, as it encompasses essential skills like listening, speaking, reading, and writing To effectively communicate in both spoken and written forms, students must build a robust vocabulary Without a sufficient number of English words, engaging in these language activities becomes challenging Consequently, it is vital for students to enhance their English vocabulary, prompting language teachers to focus on improving vocabulary knowledge among their students.
A teacher plays a crucial role in creating an optimal learning environment by selecting appropriate materials and techniques that engage students effectively The use of visual aids, such as pictures, enhances the teaching-learning process by making lessons more enjoyable, thereby boosting student motivation and interest in the subject matter.
Pictures play a crucial role in enhancing comprehension, as they help students relate to questions and avoid misunderstandings By providing clear illustrations, images facilitate better understanding and retention of concepts This article focuses on a final project titled “Enhancing Vocabulary Memorization through the Use of Pictures for First-Year English Major Students at Hung Yen University of Technology and Education,” which aims to leverage visual aids to improve vocabulary acquisition among students.
Aims of the study
This study explores the use of pictures as a tool for teaching and learning vocabulary among teachers and first-year English major students at FFL, UTEHY It aims to evaluate the effectiveness and challenges associated with incorporating visual aids in the educational process Based on the findings, the study will provide recommendations to enhance the application of pictures for vocabulary acquisition in both teaching and learning contexts.
To fulfill the purposes mentioned above, the study aims to answer the following research questions:
1 What are the attitudes of the teachers and the fresh-year English major students to enhance vocabulary memorization through the use of pictures for teaching and learning of FFL at UTEHY?
2 How is the effectiveness of using pictures for teaching and learning vocabulary for the teachers and the fresh-year English major students of FFL at UTEHY?
3 What are the difficulties that the teachers and the fresh-years English major students at UTEHY have been facing when using pictures for learning new words?
Scope of the Study
This study focuses on improving vocabulary memorization among first-year English major students at UTEHY campus 2 by utilizing pictures as a learning tool Due to time and resource limitations, it does not address the broader challenges of vocabulary acquisition Additionally, the research is limited in scope, as it only includes students from the Faculty of Foreign Languages (FFL) at this specific campus.
Methods of the study
The study employed a mixed-methods approach, utilizing both quantitative and qualitative data collection techniques It involved administering questionnaires to 53 first-year English major students and 5 teachers at UTEHY campus 2, along with student interview questions designed to align with the study's primary objectives The focus was to assess the attitudes of participants towards using images as a tool for vocabulary acquisition.
The researcher conducted interviews with five first-year English major students at UTEHY to validate and ensure the reliability of the questionnaire These interviews provided essential insights that supported the research process.
The survey and interview results focus on identifying the challenges faced by first-year students at FFL UTEHY in learning English vocabulary through pictures, with the goal of enhancing the effectiveness of their vocabulary acquisition.
Design of the study
The organization of this research includes four main chapters and is arranged as follow:
Chapter 1 is to introduce the theoretical basis of the research, the purpose of the research, the research question, the scope of the study, the research method, the design of the study
Chapter 2 is Literary review that includes related studies and an overview of theories such as the definition of vocabulary, the definition of pictures, the difficulties of using pictures for learning new words and the effectiveness of using pictures for learning- teaching vocabulary
Chapter 3 is The Study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and interviews, data analysis and discussion, findings, and recommendations
Chapter 4 is the Conclusion which summarizes the study as well as limitations of study and suggestions for further study.
REVIEW OF LITERATURE
Vocabulary can be defined in several ways According to Richard and Platt (1992), it is described as "a set of lexemes, including single words, compound words, and idioms." In contrast, the Advanced Learner’s Dictionary (1995) defines vocabulary simply as "the total number of words in a language."
Penny Ur (1996) defines vocabulary as encompassing all the words taught in a foreign language, noting that it can include multi-word terms such as "post-office" or "mother-in-law." Additionally, vocabulary can be described as a collection of words recognized by an individual or entity, or as part of a specific language, according to Wikipedia.
Lewis and Hill (1985) expanded on Ur's concept by viewing vocabulary as encompassing more than just individual words They cautioned against the misconception that mastering a foreign language primarily involves using familiar words In reality, the process of language learning is much more intricate.
Nguyen Bang and Nguyen Ba Hoc (2002) defined vocabulary as a comprehensive collection of words, compounds, and idioms essential for conveying information in both oral and written communication.
Linguists define vocabulary in various ways, largely influenced by their assessment of the significance of each language's components.
Richard and Platt (1992) present a definition in the Dictionary of Instruction and Applied Linguistics that is among the most widely accepted, as it encompasses the complete scope of vocabulary.
From the reason above, it will be summarized that vocabulary is that the total number of words, including meaning and data
Vocabulary encompasses the understanding of words and their meanings, extending beyond a simple definition It exists in two primary forms: oral and print Oral vocabulary consists of the words we identify and utilize in our listening and speaking activities, while print vocabulary pertains to the words we recognize and employ in reading and writing Understanding both forms is essential for effective communication and literacy development.
Reading vocabulary encompasses all the words an individual can recognize while reading, making it a crucial component of language comprehension It includes a wide range of terms, as it integrates various types of vocabulary Essentially, reading vocabulary consists of the printed words that we are able to identify or infer their meanings.
When engaging with a scientific book, it's essential to note the definitions of various terms included within the text In fiction, if an unusual term is used, providing its definition enhances understanding Integrating definitions directly into the text improves the likelihood of retaining those words, thereby enriching the reader's vocabulary.
An individual's listening vocabulary encompasses all the words they can recognize while listening to speech, influenced by context and tone of voice This vocabulary is crucial for comprehension, as it includes the terms necessary for understanding spoken language Additionally, writing vocabulary plays a significant role in effective communication.
The writing vocabulary encompasses all the words an individual uses in their written communication Unlike other vocabulary types, this vocabulary is actively shaped by the writer It is essential for students to apply the vocabulary they have learned in practical contexts, which can inspire them to explore and expand their vocabulary further to complete their writing tasks effectively.
A person's speaking vocabulary encompasses all the words they use in conversation Due to the spontaneous nature of spoken language, it is common for individuals to misuse words, albeit unintentionally This slight misuse is often balanced by non-verbal cues such as facial expressions, tone of voice, and hand gestures, which help convey the intended meaning.
Vocabulary plays a vital role in language learning, particularly in English, as it is essential for effective communication According to Wilkins (1972), while grammar provides structure, vocabulary is fundamental for conveying meaning; without it, communication is impossible A few key words can often reveal the topic of a sentence, and sometimes a single word can encapsulate the speaker's or writer's intent Therefore, vocabulary is a critical component across all language skills: speaking, listening, reading, and writing.
First of all, in speaking skills, people need to communicate or present their ideas to others
Even with grammatical errors, the vocabulary used in spoken language allows listeners to grasp the speaker's intended message This highlights the importance of vocabulary in enhancing communicative language skills, which are essential for effective speaking West (1960) noted that approximately 1,200 headwords are sufficient for conveying basic ideas in English, while his earlier work in 1953 suggested that learners should aim for a vocabulary of around 2,000 words, as outlined in the General Service List.
(1990, p 93) did not discuss such a large number of vocabulary that is required to speak English:
To effectively speak English, a vast vocabulary is not essential Focusing on helping learners express themselves with a limited set of words can significantly enhance their spoken English skills.
THE STUDY
This thesis explores the effectiveness of using pictures in teaching and learning new vocabulary, as well as the challenges encountered by both teachers and students Initially, a survey was conducted at the Faculty of English - UTEHY Campus 2 to assess the use of visual aids in vocabulary acquisition, followed by discussions with educators regarding the effectiveness of these methods Additional surveys were implemented to gather pertinent data, which will be analyzed in this chapter The results will include findings from both the attitudes survey and the effectiveness survey related to the use of pictures for vocabulary learning, along with a comprehensive analysis of the collected data.
In order to study English vocabulary well, the teaching and learning condition is very important
The success of learning hinges on the interdependent relationship between teachers, selected materials, and students To gather data for this research, the author employed both quantitative and qualitative methods, utilizing interviews and questionnaires aligned with the study's primary objectives The findings will be presented through tables and charts to effectively represent the collected data.
The teaching staff at UTEHY schools is dedicated and responsible, consistently striving to deliver effective lectures to students Comprising both experienced and innovative educators, the Faculty of Foreign Languages (FFL) at UTEHY campus 2 includes 31 English teachers Due to the Covid-19 pandemic, a questionnaire was administered to three English teachers, all of whom have over three years of teaching experience These teachers are committed to meeting work demands and continually refresh their teaching methods to keep students engaged and avoid monotony.
This study investigates the use of pictures as a tool for vocabulary acquisition among first-year English major students at the Faculty of Foreign Languages, Campus II – UTEHY The research involved 53 students from the Tak18.1 class, representing diverse regions across the country, with a majority hailing from provincial and mountainous areas Notably, these students demonstrate a relatively low proficiency in English.
The study utilized survey questionnaires and interview questions as primary research tools, with the questionnaire results serving as the main source for data analysis.
The article examines students' perceptions regarding the significance of vocabulary enhancement and the effectiveness of visual aids in developing English vocabulary It highlights a data collection approach aimed at realistically assessing the frequency and innovative use of pictures for vocabulary retention A questionnaire comprising ten targeted questions was created to guide the analysis of how effectively visuals contribute to vocabulary improvement Consequently, the summarized data facilitated a clearer understanding of the impact of imagery on vocabulary acquisition.
The questionnaires were specifically designed to assess the experiences of first-year English students at FFL A total of 53 students participated in the survey, and three copies were also distributed to lecturers for additional insights Upon gathering the data, the information will be organized and presented in statistical formats or tables This process involved summarizing key challenges faced by students, which will aid in the data analysis for the study.
This chapter outlines the course objectives, study subjects, and data collection methods utilized The author employed two instruments—survey questionnaires and interviews—to ensure the reliability and validity of the data gathered In the following section, the author will present the analysis and discussion of data related to teaching and learning English vocabulary through the use of pictures.
3.2.1.1 Students’ opinions on what they have obtained after using pictures for learning vocabulary
Question 1: What do you think about vocabulary?
Chart 1: The opinion of students in English vocabulary
Question 2: How important do you think about vocabulary?
Chart 2: The importance of English vocabulary
In response to the questions regarding the significance of vocabulary, 60% of students reported difficulties in memorizing English vocabulary Many students expressed that English poses challenges, particularly in its vocabulary, stating that "English is a difficult subject, especially its vocabulary," and emphasized that memorizing words is not an easy task Typically, their approach involves rote memorization of individual words.
Many students struggle with learning English vocabulary due to the lack of systematic study and the confusion caused by the multiple meanings of words Despite their efforts, they often find that traditional methods yield low effectiveness, leading to frustration as they spend considerable time without achieving the desired results Consequently, without practical application of words in real-life situations, students may quickly forget what they have learned.
A significant 15% of students find vocabulary lessons boring, which results in a lack of attention and knowledge retention Additionally, 60% of students view vocabulary lessons as only slightly important, while a mere 4% believe that vocabulary has no impact on their learning These findings highlight the essential role of vocabulary in education, emphasizing that it should not be overlooked despite students' varying perceptions of its importance.
Question 3 How much time do you spend on English vocabulary through pictures?
More than 1 hour 30 minutes/day
Table 1: The times students often spend on learning English vocabulary through pictures
According to the data, 22.6% of students dedicate less than 15 minutes daily to using pictures for vocabulary learning, while a significant 50.9% spend between 15 minutes and an unspecified longer duration on this method.
On average, students dedicate 15 to 30 minutes daily to independent study, with 15.1% spending over 1.5 hours, while 11.3% fall into varying time categories Notably, no students reported studying for 1 to 1.5 hours each day.
With 5 members in TAK18.1 were interviewed about the frequency of learning English vocabulary 50% of them said that they do not have the habit of learning independently and tend to depend largely on the given course book and the teachers
Chart 3 The opinion in students’ interest in using picture for learning English vocabulary
Chart 3 shows that 20% of students are very interested in learning vocabulary through using picture, the next 25% find it interesting The special thing is that 45% of students find normal and 10% in the end they find it not interesting when they learn English vocabulary by pictures This shows that the need for more solutions can help them feel excited more about learning vocabulary through pictures
So, what are difficulties of students in learning vocabulary through pictures? This showed by next chart
3.2.1.2 Problems often faced by students when learning vocabulary through using pictures
Very interestedInterestedNormally interestedNot interested
Chart 4: Difficulties of students in learning vocabulary through using pictures
CONCLUSION AND SUGGESTION
Conclusion
English is the most important and widely spoken language globally This study focuses on enhancing vocabulary memorization through the use of pictures for first-year English majors at Hung Yen University of Technology and Education It explores the challenges and effectiveness of using visual aids in vocabulary learning and teaching The literature review in Chapter One examines vocabulary comprehension and the factors influencing vocabulary acquisition Survey results indicate that using pictures significantly benefits both students and teachers in the learning process The study also offers practical suggestions for implementing visual aids in vocabulary instruction, along with effective teaching methods, resources, and facilities, aiming to improve the current teaching and learning environment in Foreign Language Education at UTEHY.
Limitations and suggestions for further study
The study, while benefiting from methods such as interviews and surveys with students and teachers, faces limitations due to time constraints, resource availability, and the researcher's expertise Its primary focus is to assess the effectiveness of using pictures to enhance English vocabulary among English major students at UTEHY However, the research is based on a limited selection of reliable sources Future studies should aim to involve a larger participant pool of students and teachers to improve the depth and effectiveness of the research.
The opinion of students in English vocabulary
Question 2: How important do you think about vocabulary?
Chart 2: The importance of English vocabulary
A recent survey revealed that 60% of students struggle with memorizing vocabulary, highlighting the challenges they face in learning English Many students expressed that English, particularly its vocabulary, is a difficult subject, often resorting to rote memorization of individual words This indicates a significant need for more effective vocabulary learning strategies in language education.
Many students struggle with learning English vocabulary due to the overwhelming variety of meanings associated with words, leading to confusion and ineffective study methods Despite investing significant time and effort, the results often fall short of their expectations This lack of systematic study prevents students from applying vocabulary in real-life situations, resulting in a low effectiveness of their learning approach Consequently, they may forget what they have learned quickly, as they do not engage with the material in a meaningful way.
A significant 15% of students find vocabulary lessons boring, which results in a lack of attention and knowledge retention Additionally, 60% perceive these lessons as only slightly important, while a mere 4% believe that vocabulary has no impact on their learning These findings highlight the essential role of vocabulary instruction, emphasizing that it should not be overlooked in educational settings.
Question 3 How much time do you spend on English vocabulary through pictures?
More than 1 hour 30 minutes/day
Table 1: The times students often spend on learning English vocabulary through pictures
According to the data, 22.6% of students dedicate less than 15 minutes daily to using pictures for vocabulary learning, while a larger portion, 50.9%, spends between 15 minutes and 30 minutes on this activity.
On average, students dedicate about 15 to 30 minutes daily to independent study, with only 15.1% of them spending over 1 hour and 30 minutes Meanwhile, 11.3% of students report varying study durations, indicating a diverse range of study habits among learners.
With 5 members in TAK18.1 were interviewed about the frequency of learning English vocabulary 50% of them said that they do not have the habit of learning independently and tend to depend largely on the given course book and the teachers.
The opinion in students’ interest in using picture for learning English vocabulary
Chart 3 shows that 20% of students are very interested in learning vocabulary through using picture, the next 25% find it interesting The special thing is that 45% of students find normal and 10% in the end they find it not interesting when they learn English vocabulary by pictures This shows that the need for more solutions can help them feel excited more about learning vocabulary through pictures
So, what are difficulties of students in learning vocabulary through pictures? This showed by next chart
3.2.1.2 Problems often faced by students when learning vocabulary through using pictures
Very interestedInterestedNormally interestedNot interested
Difficulties of students in learning vocabulary through using pictures
The pie chart illustrates the challenges faced by first-year English major students in learning vocabulary through images Notably, 41% of students indicated that a lack of an ideal building theme significantly hinders their learning Additionally, 23% struggle with insufficient background knowledge, while 36% report that lack of concentration is a major issue Overall, the findings highlight that inadequate thematic structure and concentration are primary obstacles affecting vocabulary acquisition among these students Furthermore, a survey revealed that all participants acknowledged the necessity of concentration, thematic development, and background knowledge for effective vocabulary learning.
Question 4: What problems do you often have in learning vocabulary through using pictures?
In order to have more details about the students’ difficulties in the using pictures, the table was designed to get the purpose
The result can be shown by the table below:
1 Need to selection of pictures
Lack of background knowledgeLack of ideal building-up themeLack of concentration
3 Get into the habit of logical in theme of pictures
Table 2 Students’ difficulties in the learning vocabulary through pictures
3.2.1.3 Students’ points of view on the effectiveness of their learning vocabulary through pictures Question 5: How is the effectiveness of your learning English vocabulary?
The effectiveness of your learning English vocabulary through using pictures
Thanks to the question “How is the effectiveness of your learning English vocabulary through using pictures?” We have more research on students’ normal types to study English vocabulary
Despite a low interest in using pictures for vocabulary learning, participants who frequently employed this method demonstrated an impressive 93% effectiveness in memorizing English words Colorful images not only capture attention but also create lasting impressions, making them an engaging way to learn This approach is widely recognized as a natural and traditional method that has stood the test of time in language acquisition.
Visual learning is highly effective for mastering English vocabulary, as it creates lasting impressions According to a pie chart, only 7% of students found this method "not effective," indicating its potential However, this approach is not widely utilized in English education, and many students still seek teachers' support during their vocabulary studies.
Question 6: How is the effectiveness of using pictures for learning vocabulary of the fresh-year English major students of FFL campus 2?
The effectiveness of using pictures for learning vocabulary of the fresh-year English
Learning English vocabulary with pictures significantly enhances memorization When engaging in English communication, your brain connects the words to the corresponding images, improving your reflexes and overall communication skills.
Enhance your English vocabulary by using visual aids, such as placing images of words on frequently seen surfaces like walls, desks, and refrigerators This method allows the words to become ingrained in your subconscious, enabling you to remember them effortlessly without dedicating extensive time to traditional study methods.
Additionally, it facilitates effective communication for students When expressing oneself in English, visual aids from the current context can enhance understanding by evoking familiar images.
Easily memorize vocabulary and enhance your learning experience by choosing the right methods and English center Improving your English vocabulary is a gradual process that requires patience and persistence Embrace a spirit of comfort and fun while learning, as this will make communication in English simpler and more enjoyable Using pictures can significantly aid in vocabulary retention, making the learning journey both effective and engaging.
Question 7: What kinds of pictures best affect memory?
Examining the types of images that participants recalled most vividly can provide valuable insights for language teachers regarding effective vocabulary instruction This analysis is based on posttest data and stimulated recall interviews, focusing on the specific pictures that participants remembered best The results highlight which images facilitate accurate recall of associated words, both in spelling and meaning, offering guidance for educators in selecting visual aids for vocabulary teaching.
The table below illustrates the types of images that most effectively enhance memory retention It displays the frequency of picture types that participants accurately recalled in relation to their corresponding words, with results quantified as percentages.
Chart 6: Kinds of pictures best affect memory
Analyzing the types of images that participants remembered most effectively can provide valuable insights for language teachers in selecting visual aids for vocabulary instruction This study utilizes posttest data and stimulated recall interviews to identify which pictures participants recalled best, highlighting the importance of choosing images that enhance both spelling and meaning retention of vocabulary words.
15% cartoon or animated pictures the pictures with words inside realistic pictures drawing pictures
A recent survey indicates that 45% of students utilize picture dictionaries to enhance their English vocabulary, while 32% prefer flashcards and 21% opt for infographics Additionally, 2% of respondents provided alternative suggestions for apps that incorporate images This data highlights students' proactive approach to expanding their English vocabulary.
Duolingo Elsa Speak Youtube Other (Facebook,
A recent survey reveals that students actively engage with various apps to enhance their English vocabulary, with 35% utilizing Duolingo, 27% opting for Elsa Speak, and 10% turning to YouTube Additionally, some students have provided suggestions for these applications, highlighting their commitment to improving their language skills through innovative learning tools.
Picture dictionaryFlashcashInfographicOther
Basing on the challenges above, the researcher gave the following recommendations to using pictures more effective:
The table 4 below can illustrate the result:
1 Teachers should care much about the way to selection of pictures for themes
Teachers should motivate all members in classes to work and share effectively together
4 Give each member in classes with different missions and make students confident
Data collected from students indicates a strong consensus that teachers should focus on engaging all members of the class and motivating less active students Nearly 100% of respondents emphasized the importance of fostering collaboration and suggested that assigning specific missions to each student could enhance their confidence and participation.
3.2.2.1 Teacher's opinion about the student’s ability on what they have obtained after using pictures for learning vocabulary
Question What do you think about the student’s ability of using pictures to enhance vocabulary memorization?
Table 7: The student’s ability of using pictures to enhance vocabulary memorization
According to the chart, 65% of the teaching staff in the Faculty of Foreign Languages believe that their students' ability to use pictures to enhance vocabulary is rated as 'Good'.
25 percentage of teachers think their student’s ability to use pictures to enhance vocabulary is '
Very good", and just 10 percentage is ‘Normally’ It can be concluded that the students depend largely on the teachers
3.2.2.2 Teacher's opinion on what they have obtained after using pictures for learning vocabulary
It improve vocabulary of student memorization 100%
It create a sense of excitement and interest 100%
It creates exciting atmosphere for the lesson 100%
Students can learn and visually stimulating 100%
It decreases the teacher teaching time 32%
The teacher can relax or do anything he/she wants 0%
Table 6: Benefit of pictures for teaching English vocabulary
Using pictures in education significantly enhances students' learning motivation and creates a lively classroom atmosphere, as confirmed by 100% of teachers surveyed This visual approach aids in faster reactions and vocabulary recognition, connecting learning to real-life situations By associating images with English words, learners can effectively memorize vocabulary, building essential reflexes for language acquisition Learning through pictures generates excitement and interest, contrasting with traditional note-taking methods that often lead to boredom Teachers unanimously recognize that this technique improves students' attitudes towards lessons, stimulates visual engagement, and enhances memory retention The effectiveness of this method relies on how teachers design and implement activities, while the incorporation of multiple senses in vocabulary learning further boosts cognitive function and memory speed.
3.2.2.3 Teachers’ Opinions on Students’ Common Difficulties when applying pictures in learning vocabulary
Chart 8: Teachers’ opinions on students’ common difficulties when applying pictures for teaching vocabulary in class by percent
Chart 7 illustrates the common challenges faced by the three teachers, highlighting that all of them invest significant time in lesson preparation and engaging students in vocabulary lessons Notably, two out of the three teachers struggled with managing large class sizes and heavy workloads Additionally, 60% of the feedback indicated that low student proficiency levels were a concern, as many students were accustomed to the outdated approach of passively waiting for teacher instruction in class.
Material facilities New theme update
Take a long time to prepare
Series 3 they are still quite passive All of the teachers said that they did not have obstacles with lacking teaching experience, they just feeling deficient to facilitate to control all of the students in class
3.2.2.4 Solutions to overcome difficulties from the teachers
Chart 9: Solutions to overcome obstacles from the teachers
The chart illustrates the strategies employed by teachers to address their challenges, highlighting their efforts to tailor speaking tasks to suit students' needs and incorporate visual aids in their teaching methods By implementing these approaches, teachers aim to alleviate their workload while fostering greater student accountability As a result, students are encouraged to actively engage with the material and prepare for lessons prior to attending class.
Pictures applications
A recent survey revealed that 45% of students utilize picture dictionaries to enhance their English vocabulary, while 32% rely on flashcards and 21% prefer infographics Additionally, 2% of respondents offered alternative suggestions for apps that incorporate images This data indicates that students are actively seeking effective tools for learning English vocabulary.
Duolingo Elsa Speak Youtube Other (Facebook,
A survey reveals that students actively engage with various apps to enhance their English vocabulary, with 35% utilizing Duolingo, 27% choosing Elsa Speak, and 10% relying on YouTube Additionally, some students have suggested incorporating images into these apps to further aid vocabulary learning.
Picture dictionaryFlashcashInfographicOther
Basing on the challenges above, the researcher gave the following recommendations to using pictures more effective:
The table 4 below can illustrate the result:
1 Teachers should care much about the way to selection of pictures for themes
Teachers should motivate all members in classes to work and share effectively together
4 Give each member in classes with different missions and make students confident
Data reveals that nearly all students believe teachers should focus on engaging and motivating all members to collaborate effectively, particularly in encouraging less active students Additionally, students suggest assigning individual missions to each member to boost confidence and enhance participation.
3.2.2.1 Teacher's opinion about the student’s ability on what they have obtained after using pictures for learning vocabulary
Question What do you think about the student’s ability of using pictures to enhance vocabulary memorization?
Table 7: The student’s ability of using pictures to enhance vocabulary memorization
According to the chart, 65% of the teaching staff in the Faculty of Foreign Languages believe that their students' ability to use pictures to enhance vocabulary is rated as 'Good.'
25 percentage of teachers think their student’s ability to use pictures to enhance vocabulary is '
Very good", and just 10 percentage is ‘Normally’ It can be concluded that the students depend largely on the teachers
3.2.2.2 Teacher's opinion on what they have obtained after using pictures for learning vocabulary
It improve vocabulary of student memorization 100%
It create a sense of excitement and interest 100%
It creates exciting atmosphere for the lesson 100%
Students can learn and visually stimulating 100%
It decreases the teacher teaching time 32%
The teacher can relax or do anything he/she wants 0%
Table 6: Benefit of pictures for teaching English vocabulary
Using pictures in the classroom significantly enhances students' learning motivation and fosters a lively atmosphere, as confirmed by 100% of teachers surveyed This visual approach not only aids in faster vocabulary recognition but also connects learning to real-life situations By associating English words with images, learners can better memorize vocabulary and build reflexes essential for effective language acquisition Unlike traditional methods like note-taking, which often lead to boredom, learning through images generates excitement and interest Teachers recognize that this method improves students' attitudes towards lessons, stimulates visual engagement, and enhances retention and variety in learning However, the effectiveness of this technique largely depends on how teachers implement and design their activities Additionally, incorporating multiple senses in vocabulary learning boosts cognitive function and accelerates memory retention compared to conventional approaches.
3.2.2.3 Teachers’ Opinions on Students’ Common Difficulties when applying pictures in learning vocabulary
Teachers’ opinions on students’ common difficulties when applying pictures for
teaching vocabulary in class by percent
Chart 7 illustrates the common challenges faced by three teachers in vocabulary instruction All teachers dedicated significant time to lesson preparation and engaging students, yet two out of three struggled with large class sizes and heavy workloads Notably, 60% of the feedback indicated that low student proficiency was a key issue, with many students relying on traditional methods and waiting for teacher guidance during lessons.
Material facilities New theme update
Take a long time to prepare
Series 3 they are still quite passive All of the teachers said that they did not have obstacles with lacking teaching experience, they just feeling deficient to facilitate to control all of the students in class
3.2.2.4 Solutions to overcome difficulties from the teachers
Solutions to overcome obstacles from the teachers
The chart illustrates the strategies teachers employed to address their challenges, highlighting their focus on tailoring speaking tasks to suit students' needs and incorporating visual aids in their teaching methods By implementing these approaches, teachers aim to alleviate their workload while fostering greater student accountability, encouraging learners to prepare and engage with the material prior to class.
Students' opinions highlight a strong connection between teaching methods and their attitudes towards subjects The integration of images with text significantly enhances their review process, facilitating longer retention of information compared to traditional reading Engaging in group activities allows students to apply and reinforce their learning in an enjoyable manner, transforming the classroom environment into a lively space filled with diverse activities and active participation However, effective lesson organization remains essential for maximizing these benefits.
Divide into groups Assign tasks to students Student presentation on the theme
Teacher evaluate and give points pictures effectively still needs a lot of attention Here are some notable suggestions for teachers when using pictures for learning English vocabulary
One challenge in utilizing images for learning is students' proficiency levels; many are accustomed to the traditional approach of passively waiting for teachers in class, which hinders their engagement and active participation.
To avoid this problem, the teachers should divide into groups and assign tasks to students to prepare the topics before learning the lesson
In class, utilizing pictures encourages students to actively share information and stories about various topics while confidently presenting to their peers This collaborative approach enhances engagement and effectiveness among all group members, ultimately strengthening their vocabulary skills.
To enhance student accountability in their studies, teachers should provide evaluations and comments for each topic prepared in advance Students are encouraged to meet the teacher's expectations by effectively utilizing images to learn English vocabulary during class Additionally, it is essential for students to engage in self-study using apps that feature visual resources and authentic materials from reputable websites.
The third chapter presents the survey questionnaire data, which has been meticulously analyzed The subsequent chapter will provide a detailed discussion of the findings along with actionable recommendations.
The interview questions for first-year English major students include seven key inquiries designed to gather insights into their common learning experiences and assess the effectiveness of using pictures to enhance vocabulary memorization.
I have interview 5 first-year English major students on campus 2- Pho Noi From the interviews, I have collected some information about learning vocabulary through the uses of pictures,
Students find learning vocabulary through pictures challenging yet engaging, as it enhances their reflexes and communication skills.
Students face challenges in learning English vocabulary through pictures, particularly with focusing on pronunciation and understanding the meanings of the images They rely heavily on their instructor during lessons and need to develop a logical approach to interpreting the themes presented in the pictures.
Sixty percent of students dedicate 15 to 30 minutes each day to learning vocabulary at home using pictures, with many finding this method engaging and enjoyable In contrast, some students invest less than 15 minutes to 30 minutes daily on vocabulary study.
This chapter discusses the findings of the study to answer three research questions proposed in the introduction
Survey responses indicate that many students recognize the significance of English vocabulary, with a majority of both teachers and students acknowledging the challenges associated with memorization The difficulty in retaining vocabulary appears to be influenced by individual experiences and proficiency in memorization techniques, which explains the strong consensus on this issue.
Using pictures in English language learning significantly enhances effectiveness for both teachers and students Students find it easier to memorize vocabulary and improve their reflexes and communication skills Visual aids allow students to recall information without lengthy study sessions, thus saving valuable learning time For teachers, incorporating images reduces instructional time while fostering an engaging classroom atmosphere.
Both teachers and students have identified significant challenges in using pictures for vocabulary learning Students struggle to focus on pronunciation and the meanings conveyed by images Additionally, first-year English majors face difficulties due to a lack of cohesive themes and concentration, contributing to their limited vocabulary skills Teachers invest considerable time in lesson preparation to engage students, yet they often feel inadequate in managing classroom dynamics effectively.
The researcher examined the attitudes of students and teachers towards using pictures in learning and teaching new vocabulary Given the current challenges faced by students in learning English vocabulary, the author aims to evaluate the effectiveness of picture-based methods for enhancing vocabulary instruction This study targets teachers and first-year English major students at FFL, UTEHY, with the goal of making lessons more engaging and effective.
This article offers valuable suggestions for teachers on effectively using pictures to enhance vocabulary instruction By integrating these recommended teaching methods, educators can significantly improve the current state of vocabulary teaching and learning at FFL, UTEHY.
By using pictures, teachers can design a variety of activities to teach vocabulary to English learners