Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI LAN A STUDY ON USING VISUAL AIDS IN ENGLISH CLASSROOM FOR 11TH GRADE AT A HIGH SCHOOL IN GIA LAI PROVINCE Field:
INTRODUCTION
Rationale
Technological advancements crafted by humans have caused the world to become smaller Traveling and communicating with other societies around the world are considerably simpler today We exchange cultures, ideas, and values, making the world more interconnected English, the most widely spoken language in the world, must be understood and used to communicate on such a large scale (Fidanboylu, 2014) As a result, there is a growing necessity for millions of individuals worldwide to acquire English as a second language, as highlighted by Crystal (2005) as cited in Gonzales, Houghton, Kaye & and Stewart (2012) Acquiring proficiency in a language that significantly differs from one's native tongue presents a formidable challenge, particularly in today's technology-driven age where traditional teaching methods alone appear inadequate Prior studies have demonstrated that incorporating audio-visual materials, including images, diagrams, presentations, videos, and audio resources, into the language learning process can make a substantial and valuable contribution to supplement traditional resources like textbooks, oral instruction, and exercises, as evidenced by Narayan (1980)
Undoubtedly, the integration of technology into the teaching and learning dynamic is an undeniable reality In other words, educators should carefully choose suitable technological tools that align with their specific teaching and learning contexts to enhance their students' educational experiences, as suggested by Ismail (2006) For instance, when instructing students in English speaking skills, the incorporation of audiovisual materials enhances the teaching and learning process, making it more hands-on and interactive These multimedia resources not only render language lessons more engaging but also infuse vitality into the classroom by captivating students' attention, whether directed at the teacher or the subject matter
Capper (2003) highlights that technological tools should function as complementary supports to the curriculum rather than overpower it and that numerous teachers, despite having access to technology, refrain from its use due to their lack of technical expertise and contentment with their current teaching methods He suggests that these instructors encounter challenges when utilizing technology or struggle to find the time to incorporate tech-supported lessons effectively A proficient amalgamation of teaching resources and strategies enhances the learning environment
English Language Teaching (ELT) is considered one of the popular communication language teaching approaches nowadays, according to Freeman (2000), and different innovations are brought in the field of ELT to come out from the traditional teaching approaches ELT was introduced in the early 1980s to practice language expressed in daily communication around the classroom Learners can learn another language after their mother tongue to maintain communication with others in a different language As a result, with the changed necessity of learning the English language, teaching methods and approaches have also been adapted That is the reason why teachers of English are trying to bring innovations and approaches in their teaching to make their lessons more effective In this approach, the use of visual aids has been highly emphasized As Patesan et al (2018) stated, visual aids are considered powerful tools used for the ELT process, especially in high schools where students are under the pressure of studying a variety number of subjects and often ignore the importance of studying English in modern life
Moreover, from my own experience as a teacher of English in high school for several years, I am aware of the fact that teaching English is not an easy task, especially in high school, hence, it needs to be interesting enough to remove the anxiety of the learners For this reason, teachers tend to deal with different techniques to teach English more interestingly With the rapid growth and availability of technology, teaching English is incorporating different additional aids along with the textbooks to teach Apart from electronic boards, overhead transparency, multimedia projectors, computers, visual aids such as wallboard, roll-up board, pictures, posters, charts, cartoons, cue sheets, flannel boards, and flashcards are also important approaches to make the teaching and learning processes become interesting and enjoyable Teachers, thus, seek ways to deal with visual aids in their lessons to attract students with better learning conditions and increase the student’s interest, knowledge, and proficiency in English learning
For all the above reasons, using visual aids in English classrooms has become a challenging task for every teacher of English at high schools It is worth noting that the instruction of applying visual aids has been provided in a limited way since different teachers have their own way of using visual aids This fact is one of the motivations that inspired me in my decision to work on the theme From the outcome, an insightful investigation into “A study on using visual aids in English classrooms for 11 th grade at a high school in Gia Lai province” is carried out to examine the perceptions of English teachers in a high school in Gia Lai province toward the use of visuals aids in English classrooms and to attract learners’ interest in English classroom so that they can study better and avoid boringness, and then to some extents, to give some practice value on English teaching using visual aids in the classroom.
Aims of the study
This study aimed to explore the EFL teachers’use of visual aids in English classrooms and to find out whether using visual aids in English classrooms has positive impacts on students’ motivation and active participation during English lessons.
Objectives of the study
The study proposes the objectives as follows: a To identify EFL teachers’ using visual aids in English classrooms b To explore the influences of using visual aids on students’ motivation and participation in English classrooms.
Research questions
The study aims to answer the following research questions:
1 To what extent do teachers use visual aids in teaching English?
2 How does the use of visual aids influence students’ motivation and participation in the English classroom?
Scope of the study
This study aims to describe the teachers’s use of visual aids in English classrooms and explore the influences of using visual aids on students’ motivation and participation based on the theory framework of Ashokia (2009) Thus, the questionnaire, interview, and observation were used to collect data from eight high school teachers and ninety-two grade 11 students from a high school in Chu Pah district, Gia Lai province.
Significance of the study
The findings of this study are anticipated to make a valuable contribution to teachers in a high school in Gia Lai province who employ visual aids It also offered insights into how both teachers and students perceived the usage of these aids Despite its limitations, this study holds significance both in theoretical and practical terms
Theoretically, this study offered valuable information to school administrators regarding the challenges their teachers encountered It also recommended the type of support that should be extended to encourage teachers to utilize visual aids more frequently and effectively, ultimately enhancing the quality of instruction
In terms of practical implications, this study is expected to offer several benefits Firstly, it has the potential to enhance language teachers' understanding of the application of visual aids in English classrooms The study's outcomes can be a valuable resource for high school English teachers, providing insights into the effective utilization of visual aids in the teaching and learning process, thereby enhancing the quality of education to achieve desired learning outcomes Secondly, this research is poised to contribute to increasing students' interest and motivation in learning English, particularly through the utilization of visual aids It is envisaged that the study's results will help make English lessons more engaging and appealing to students
Lastly, this research is intended to serve as a reference point for future researchers interested in conducting similar studies It is poised to make a meaningful contribution to the teaching and learning processes, particularly in the use of visual aids in English lessons.
Structure of the thesis
The thesis is presented in five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, Conclusion and Implications
Chapter 1, Introduction, presents the rationale, which introduces the reasons why the researcher chose to conduct the study, the aim and objectives, the research questions, the scope, the significance, the definition of important terms, and the structure of the thesis
Chapter 2, Literature Review and Theoretical Background: shows some previous relevant studies and relevant theoretical background for the study Chapter 3, Methodology, explains the research methods Firstly, it presents the research approach Secondly, it describes the participants Thirdly, it introduces the research instruments used to collect data Lastly, this chapter comes to an end with the procedure to conduct the study
Chapter 4, Findings and Discussion, reports the results of the study First of all, the reliability of the instruments is introduced Then, the information collected from the questionnaire is analyzed Finally, the data from the observations is analyzed to give an in-depth explanation of the findings of the study
Chapter 5, Conclusion and Implications, concludes the report of the study First, it summarizes the main findings of the study Then, it suggests the research implications Finally, the limitations of the study and the suggestions for future research make up the last part of this chapter.
LITERATURE REVIEW
An overview of visual aids
Using visual aids in teaching different language skills in English classrooms is becoming popular nowadays among the teachers of English at high schools There have been given different definitions by different scholars during the past few decades Weaver & Bollinger (1949) outlined the term
"visual aids" as any type of prepared "drawing, illustration, model, motion picture, film strip" or other tool that will support learning through vision cognition Cakir & Ismail (2006) introduced one concept that is accepted immensely at present which defines visual aids as any kind of “drawing, illustration, model, motion picture, a film strip that is prepared or any device that will assist the learning process through the vision cognition.”
According to Ashokhia (2009), visual aids are “the materials that can be seen like pictures, posters, graphics, videos, charts, flashcards, etc.”
Babalola (2018) considers visual aids as any type of media or aids carrying information used to encourage the effective teaching and learning process, therefore it can be understood as a means to support the teaching process to help students achieve higher performance
Patesan (2018) defines visual aids as “an additional tool in the teaching- learning process when appropriately chosen and designed are important as students are stimulated, motivated and focused on the activities in class to enhance learning.”
It is generally said that each scholar at their time had their definition and ideas of visual aids In this study, the concept introduced by Babalola ( 2013) was applied, encompassing a wide range of educational tools and resources used to enhance the teaching process for educators and improve academic outcomes for students of grade 11 in Mac Dinh Chi High School
When it comes to the varieties of visual aids available for teaching, Eline
(1984) points out that there exist numerous options that educators can employ to enhance the learning environment's appeal to students These options encompass materials like handouts, realia, flipcharts, PowerPoint presentations, chalkboards, posters, objects or models, overhead projectors, computers, images, gestures, and more
The utilization of visual aids plays an essential role in the instruction of language As Yunus (2006) stated, employing visual aids in language teaching serves to stimulate and inspire students during the learning process, making it more accessible for them to grasp new ideas and information Lin (2007) and Mayer (2003) both define visual aids as "advanced organizers" or tools that emphasize different skills Furthermore, Mohammadi, Moenikia & Zahed- Babelan (2010) assert that the use of advanced organizers, which are essentially visual aids, yields positive outcomes compared to traditional teaching methods Asokhia (2009) categorized visual aids as items that can be observed or watched, dividing them into several types: Asokhia (2009) cat egorized visual aids, which encompass any items that can be visually perceived, into various categories:
1 Posters, characterized by their large size and vibrant colors, are engaging for students and can be utilized for various classroom activities and games
2 Cartoons, television, and videos are employed to reinforce the topics being studied
3 The Internet offers an extensive array of resources suitable for all grade levels
4 Chalkboards, when divided into sections for distinct teaching areas, can be enhanced with colored chalk to emphasize different educational elements
5 Flashcards consist of images on one side and text on the other, making them versatile for presenting question-answer pairs, visual representations of objects, subject-related images, and more
In this study, Asokhia's (2009) classification of visual aids was considered, as it aligns with the teaching practices familiar to educators in the study's context Additionally, the study recognized other methods of visual representation, such as pictures, objects, and gestures, as visual aids, as these methods also serve the purpose of "conveying information to facilitate effective teaching and learning," as defined by Babalola (2013)
To sum up, the types of visual aids investigated in this study include posters, videos, Internet, chalkboard and colored chalk, and flashcards as classified by (Asokhia 2009), together with three other popular means for visual illustration which are pictures, objects, and gestures
2.1.3 Visual aids in language acquisition
The cognitive approach pertains to the process of language acquisition with the aid of visual tools Some scholars have introduced theories that address the importance of the cognitive approach, particularly about input These theories include the dual-coding theory and the image schema theory, both of which are closely linked to the interplay between visual cognition, human perception, and the world
The input that learners receive during their learning journey plays a central role in the process of language acquisition, as highlighted by Bahrani
(2013) Consequently, various methods have been introduced to facilitate access to the desired language input Fotos (2001) held the belief that the input students encounter in the classroom can be adapted to suit the proficiency level and age range of the students According to Halwani (2017), visual aids are indispensable for second language acquisition because they can function as a means to illustrate the relationship between words and their meanings Therefore, they prove valuable for the accumulation of language input
Paivio (1991) posits that cognition can be divided into two subsystems: a verbal one and a non-verbal one The verbal subsystem is primarily engaged in processing language directly, while the non-verbal subsystem is dedicated to handling non-linguistic objects and events The synergy between these two systems is of paramount importance in the study of language Consequently,
"the combination of visual aids, mental imagery, and verbal explanations can serve as an effective technique to enhance comprehension and facilitate learning from text, applicable across a wide spectrum of learners, from primary school to university levels" (Paivio, 1991, p 163)
In summary, direct, real-world engagement plays a pivotal role in the knowledge acquisition process Thus, establishing a meaningful classroom environment that mirrors real-life situations is beneficial and essential for language learners
2.1.4 Roles of visual aids in the classroom
Mitchell and Myles (2004) asserted that making second language acquisition more manageable involves focusing on the cognitive processes of the brain and the acquisition of new information Geeraerts (2006) proposed the theory that language doesn't independently construct concepts within an individual's mind; rather, it mirrors people's real-life experiences Language originates from real-world encounters Consequently, to attain the highest expected outcomes, students should be situated in a suitable environment with well-defined educational objectives
Students’ motivation and participation
Motivation plays a significant role in the realm of student learning, which has consistently piqued the interest of educators and motivation researchers over the years As outlined by (Lumsden 1994), learner motivation can be defined as a student's inclination to engage in the learning process Consequently, learner motivation can be deduced from a student's actions or construed as an internal drive that remains hidden from external observation, making it inherently challenging to grasp due to its abstract nature
In the context of second language acquisition, the importance of motivation in language learning is not only recognized by students but is also a concern for other teachers Furthermore, sustaining students' interest in school and motivating them to excel remains an enduring challenge for students themselves, and educators alike, as a considerable number of students often lack the necessary motivation to thrive academically, as noted by (Lumsden,
1994) The impact of motivation on second language acquisition, as discussed by Finegan (1994), is tied to the type of motivation a learner possesses
2.2.2 Kinds of motivation for learning English
Motivation can be classified in different ways Harmer (1983) divides motivation into two types: extrinsic motivation, which is concerned with factors outside the classroom, and intrinsic motivation which is concerned with what takes place in the classroom
Extrinsic motivation is characterized by external factors compelling an individual to take action, originating from sources outside of themselves that encourage or stimulate achievement Harmer (1983) contends that various factors influence extrinsic motivation, most of which are linked to students' attitudes toward language learning It is proposed that extrinsic motivation primarily arises from factors external to the classroom environment Nonetheless, the teacher can exert a discernible impact on this motivation How the teacher interacts with the students also plays a crucial role in shaping their motivation and attitudes, either strengthening or undermining their previous learning experiences
As described by Harmer in 1991, extrinsic motivation can be triggered by various external influences Within this motivational category, learners may invest effort in acquiring a second language (L2) for practical reasons such as passing an examination, securing better employment opportunities, or gaining admission to a university For instance, individuals may embark on English language learning to access high-paying positions in international companies Some students and teachers may engage in English language studies to obtain scholarships for advanced studies abroad Consequently, in the context of L2 proficiency, extrinsic motivation assumes a pivotal role because individuals seek to acquire an L2 due to external pressures or the promise of rewards within their social milieu
Vallerand (1997), further elaborates that extrinsic motivation involves engaging in a behavior as a means to an end, which could be the attainment of rewards such as excellent grades or the avoidance of penalties Extrinsic motivation is when external influences drive an individual to take action, originating from external sources that provide encouragement or support for achieving specific goals Vallerand (1997) also adds that extrinsic motivation involves engaging in a behavior as a means to achieve specific outcomes, whether it be receiving rewards such as high grades or avoiding penalties
Intrinsically motivation, according to Edward Deci (1975) as cited in Brown, (1994), "is those in which there is no readily visible incentive apart from the inherent satisfaction derived from the activity itself People appear to participate in these activities purely for the pleasure of the activity itself, rather than for any external rewards they may lead to" (p.38) Conversely, intrinsic motivation pertains to the personal desire of individual learners to acquire knowledge or enjoyment derived from the act of learning, as described by Linsay and Knight (2020)
As can be seen, the exploration of intrinsic and extrinsic motivation, as referenced in Brown's work (1994), asserts the superiority of intrinsic motivation According to Maslow, "we are ultimately driven to achieve self- actualization once our basic physical, safety, and community needs are satisfied Regardless of the presence or absence of external rewards, we naturally strive for self-esteem and personal fulfillment" (p.38)
According to Tran Thi Thao (2013), "Learners' participation can be defined as their active involvement in classroom tasks, particularly those involving verbal communication This engagement encompasses interactions among students, as well as interactions between students and the instructor” Face- to-face interactions typically occur during collaborative activities, such as pair work or group work In these situations, the extent of learners' participation can be gauged by their level of responsibility and willingness to collaborate
Harmer, J (1999) "When it comes to interactions with the teacher, learners express themselves through active involvement in class discussions, their ability to respond to the teacher's queries, or by sharing their knowledge and personal experiences" (pp 57-62) Moreover, one of the influencing factors is the role of the teacher in language instruction and learning As there is a growing emphasis on the Communicative Language Teaching (CLT) approach, which places learners at the center of the learning process, teachers assume various roles, including those of facilitators, encouragers, active participants, information sources, mentors, coordinators, evaluators, and observers In a classroom setting, the teacher not only serves as the organizer of classroom tasks and the guide for students' inquiries but also actively participates in communicative activities alongside the students.
Review of previous studies
Recently, there has been a growing body of research focused on visual aids, especially their utilization in English language instruction These investigations have gained significant prominence and have unveiled the benefits of employing visual aids in teaching, which include expediting the learning process and enhancing students' academic achievements The findings from these prior studies are highly pertinent to the development of the current research
Herron, Hanley, and Cole (1995) researched the effectiveness of the visuals used in the learning environment and the findings show that visual aids can improve listening in the form of pictures and visual organizers Maria
(2012) describes her research by studying students’ attitudes toward using multimedia visual aids in English language classrooms including six teachers and 213 students As a result, she found that multimedia visual aids can help to enhance students’ learning and facilitate teachers’ work In terms of students’ attitudes, her study shows that students had positive feedback toward the use of visuals in the language classroom
Furthermore, Yunus, Salehi, and John (2013), in Malaysia, investigate an article on the teachers’ perceptions of the use of visual aids as a motivational tool to enhance students’ interest in reading literary texts In their article, the mixed-method approach has been used to collect the required data Consisting of 52 English teachers from seven national secondary schools in Kapit, Sarawak, Malaysia Five of the respondents were also randomly selected for the interview The finding shows that teachers had positive perceptions of the use of visual aids and helped their students closely with the literary texts despite being able to facilitate students of different English proficiency levels in reading the texts This method also helps to generate students’ creative and critical thinking skills
Besides, Konomi (2014) conducted a study on the context of vocabulary instruction and explored the frequency with which teachers employed visual aids to teach vocabulary to young learners The research indicated that teachers utilized these teaching aids to varying degrees According to the findings, young learners displayed a positive response to the incorporation of visual aids such as images, posters, postcards, word calendars, real-world objects, charts, visual organizers, illustrated books, television, iTunes videos, and computers in their English lessons
Joseph (2015) researched a study that delved into the impact of visual learning aids on the academic performance of students in public secondary schools within Magu District, Tanzania The research encompassed 102 participants from four different schools throughout 2013 and 2014 To collect data, a combination of questionnaires, documentary reviews, and cross- examination interviews was employed The study's findings revealed a clear correlation between the level of utilization of visual aids and the schools' rankings Specifically, the school with limited integration of visual aids occupied the lowest position on the school ranking board The research also identified several issues contributing to this application, including a shortage of teachers, budgetary constraints, and factors related to students' family backgrounds
Bhatti, et al (2017) studied the effect of visual aids in teaching vocabulary and their findings showed that the problems of learning difficult words faced by students significantly affected their learning speed and quality By using of visual aids in the teaching process helped students realize memorization of the words learnt and made the explanation of the concepts easier to understand The researchers, thus, mentioned that the proper amount of time is allocated for the use of visual aids to teach vocabulary
Paterson (2018) conducted an article on the topic “Visual aids in language education” and the finding shows that visual aids help English-language learners build their vocabulary, speaking, listening as well and writing skills, making them more creative and developing their deep thinking The benefits of using visuals in teaching are huge, ranging from grabbing and maintaining attention to motivating students to engage with the lecture’s particular topic and helping them retain information
Retno and Feni (2021) utilized a study on “Teachers’ Perception Towards the Use of visual learning aids in EFL Classroom.” The results of the study revealed that teachers utilized a variety of visual teaching aids during their instructional activities These aids encompassed items such as the blackboard, textbooks, tangible objects, picture files, charts, pocket charts, flashcards, word cards, number cards, projectors, and slideshows Furthermore, teachers expressed a favorable attitude, with 53.33% providing positive feedback regarding the effectiveness of visual teaching aids in EFL classrooms These aids not only supported teachers in delivering instruction but also aided in time management, both in lesson preparation and during classroom instruction
In Vietnamese, to assess the impact of using visual aids to inspire student engagement in speaking exercises, a study conducted by Vu Thi Kim Loan in
2009 at Ha Noi Tourism College, titled "Utilizing Visual Aids to Foster Oral Communication Among Non-Major English First-Year Students," confirmed a positive shift in student motivation The study found that when teachers incorporated essential non-verbal cues and stimuli through visual aids, it not only captured students' attention and piqued their interest and cultural curiosity but also encouraged them to actively participate in speaking activities Regardless of the daily variations in lesson topics and physical conditions, visual aids emerged as a motivating factor that effectively increased student involvement in classroom speaking exercises
Dinh (2011) investigated the usage of visual aids in teaching and learning vocabulary for 1st year non-English major students at Thai Nguyen University with 7 teachers and 100 first-year students The results prove that visual aids were used as an effective way of teaching vocabulary; however, there were still some drawbacks that need adjusting
Nguyen Van Thinh, Ta Thi Mai Huong, and Dang Thi Ngoc Anh (2013) surveyed a Journal of Research and Methods in Education on how visual aids can help in EFL classrooms They used questionnaires collected from 15 lecturers from the ELT Department and 200 students from 3 faculties in Thai Nguyen, and the results are that the majority (96.2 %) of the teachers were in agreement that the use of visual aids is relevant and enjoyable This might be because the use of visual aids makes it easier for the students to understand the abstract ideas in the text
Nguyen Thi Thanh Hoa (2018) also conducted an article on the use of visual aids in teaching English grammar to young learners A combination of qualitative research and quantitative was described by three official teachers at Pham Hong Thai Primary School The results revealed that chalkboards were utilized the most as they were equipped in every class and the preparation for the lesson instructed by blackboard was the least among these six tools, and the most used visual aids at her school were pictures and flashcards Visual aids can facilitate grammatical teaching and learning processes by taking advantage of classroom activities
From the review of the literature, it is noticeable that the application of visual aids has a positive influence on the teaching and learning process; nevertheless, previous studies often looked at teachers' and students’ attitudes toward the use of visual aids in teaching one specific skill, most frequently in teaching vocabulary, grammar, reading, speaking etc Also, several researches investigated the impacts of visual aid use on students’ performance Though in Vietnam, researchers looking at the use of visual aids were quite popular, very few of them investigated the use of visual aids and how visual aids influenced the learning motivation of students in high schools Hence, it inspires the implementation of this study, which can fill the gap in the literature as well as bring out some conclusions and implications that are theoretically and practically significant.
Summary
This chapter has described some background knowledge related to the basic concepts and the definition of visual aids and their types based on the theoretical framework of Asokhia (2009) as well as the use of visual aids in different approaches to language teaching together with some previous studies
In a nutshell, it is clear that using visual aids in teaching English is important for language teaching and should be applied in English classrooms.
METHODOLOGY
Research Approach
As stated by Creswell (2014), "research approaches encompass the plans and methodologies for research that cover the entire process from overarching assumptions to the specific methods used for data collection, analysis, and interpretation" (p.4) These research approaches consist of three enduring methods: qualitative, quantitative, and mixed methods
About quantitative methods, as outlined by Dửrnyei (2007), quantitative research primarily relies on numerical data, which is subsequently subjected to statistical analysis techniques The quantitative method employs a structured questionnaire as its primary tool, emphasizing the use of predefined numerical categories to offer statistical descriptions, establish relationships, and provide explanations (McMillan & Schumacher, 1993) Burns & and Grove (1993) further describe the quantitative approach as a formal, objective, and systematic approach for describing, testing relationships and exploring cause-and-effect phenomena Similarly, Frankfort & and Nachmias (2008) emphasize that in the quantitative approach, the researcher strives for objectivity and endeavors to maintain a neutral stance when interacting with research subjects
While the quantitative approach necessitates standardized outcomes derived from specific statistical data gathered from participant responses, the qualitative method offers participants flexibility in their responses Burn & Grove (1993) characterize the qualitative approach as a systematic and subjective method used to elucidate life experiences and situations, attributing meaning to them They further assert that the qualitative approach prioritizes the quality of information obtained from participants over the size of the sample
Moreover, Parahoo (2014) contends that the qualitative approach delves into people's experiences and places significant emphasis on individual uniqueness In the qualitative approach, as outlined by McMillan & Schumacher (1993), data is collected in the form of words rather than numerical values, involving a comprehensive verbal description of phenomena collected by the researcher
This study adopts a descriptive design and incorporates both qualitative and quantitative approaches within a single phase According to Creswell's
(2014) assertion that "combining qualitative and quantitative approaches yields a more comprehensive understanding of a research problem than either approach alone" (p.4), quantitative data is gathered through a questionnaire, while qualitative data is collected through observation Recognizing the strengths and weaknesses inherent in each approach, the combination of these two methods is employed in this research to leverage their respective advantages and mitigate their limitations This approach is expected to yield dependable and valid data and insights for the investigative process
The study was implemented with the participation of 8 EFL teachers teaching English at a high school in Gia Lai province and 92 EFL students studying there All teachers and students were invited to participate in the study voluntarily and anonymously and nearly all of them agreed willingly They were fully informed of the aims and significance of the study by the researcher before the commencement of the study The background information of the participants can be summarized in Tables 3.1 and 3.2
Table 3.1: Background information of the teachers (N=8)
The participants for this study were mainly female (87.5%) and male (only 12.5%) teachers who had received English language training at various colleges and universities In this study, 25% of teachers who participated were between
10 and 15 years old With regards to teaching experience, most of the teachers (62.5%) had rendered between 16-20 years in teaching, 25% of the teachers have been teaching for 10-15 years and 12.5% of the teachers have been teaching for over 20 years as shown in Table 3.1
This research site was chosen for two reasons: Firstly, it was very convenient for the researcher to investigate for a long time, and data were easily collected Secondly, it aimed to help in the effective teaching and learning of English to learners at a high school in Gia Lai province
Table 3.2: Background information of the students (N)
Table 3.2 shows the participants (students) who participated in this survey are 58.8% female and 41.2% male students studying in grade 11 at a high school in Gia Lai province The majority of them were at the age of 17 (91%) and only 8 of them were at the age of 18.9%.
Data collection instruments
Three types of instruments were used to collect data for the study: questionnaires, interviews, and classroom observation
Questionnaires serve as instruments for gathering information on aspects that aren't easily observable, such as attitudes, motivation, and perceptions When the objective is to capture opinions rather than concrete facts, questionnaires featuring a rating scale are often employed, as noted by Kumar
(1996) Questionnaires are useful instruments used to collect information for analyzing processes Besides, asking questions is one of the most common ways of collecting information
According to Richards and Lockhart (1994:10), “Surveys and questionnaires are useful ways of gathering information about affective dimensions of teaching and learning, such as beliefs, attitude, motivation, and preferences, and enable teachers to collect a large amount of information relatively quickly” In addition, a questionnaire was utilized as one of the research tools for specific reasons
Mackey & and Gass (2005) further mentioned that questionnaires are widely employed in various fields, including education, to gather data on attitudes and opinions They are effective in collecting information about the beliefs, motivations, and responses of both teachers and learners to teaching methods, classroom instruction, and activities Moreover, questionnaires are highly efficient for obtaining data from various groups, such as an entire class, multiple classes, or a large number of individuals (Griffee, 2012)
Griffee (2012) explained that questionnaires help the researcher to save time as well as to get fast and focused results from a large number of respondents It is believed that some characteristics of a questionnaire could bring the researcher benefits: As compared to the time required to conduct personal interviews, the questionnaire is faster and less expensive so it could save the researcher’s time and money Respondents feel that they remain anonymous and can express themselves in their own words without fear of identification Thus, the questionnaire was created to gather data from participants to assess their perceptions of the use of visual aids by teachers and students
Therefore, it is a good tool for the protection of the privacy of the participants Data on various topics may be collected within a limited period
In this study, the researcher has designed two sets of survey questionnaires, one for the teachers on their perception of using visual aids in English classrooms and the other for students on their motivation and participation in English lessons with visual aids
The questionnaire in this study included closed-ended and open-ended questions Open-ended questions provided a full opportunity for the respondents to give answers according to their perceptions The questionnaire consists of two parts: Part A to obtain the demographic information of the participants (gender, age, and years of teaching experience at college, and Part
B to obtain the information concerning the research questions For each question, the informants were asked to indicate their perceptions on the Likert 5-point scale i.e includes five degrees of agreement or disagreement (Strongly Disagree/ Disagree/ Not Sure/ Agree/ Strongly Agree) (Appendix A)
In this study, the researcher has designed a survey questionnaire for the teachers on their use of visual aids in English classrooms The survey questionnaire for the teachers, including ten questions, was delivered to all eight teachers at a high school in Gia Lai province The survey was divided into five parts The first four questions focused on finding the teachers’ use of visual aids in teaching English The next question aimed at finding the circumstances when teachers made use of visual aids The next question aimed at finding the sources of visual aids used by teachers The next question was used to investigate the effectiveness of visual aids in enhancing English language learning The next two questions were to investigate teachers’ problems when applying visual aids in English teaching The last question was to collect the suggestions made by the teachers for continuing to use visual aids in their teaching All the teachers were asked to complete the questionnaire and return it in two days They were free to ask for clarification when they were in need The questionnaire consists of both open-ended questions and closed-ended questions, so the informants could provide their answers in a free manner
Table 3.3 Description of items in the questionnaire for teachers
Teachers’ use of visual aids in English classroom 1-4
The circumstances when teachers made use of visual aids
5 the sources of visual aids used by teachers 6
The effectiveness of visual aids in enhancing English language learning 7
Teachers’ problems when applying visual aids in English teaching
The suggestions made by the teachers for continuing to use visual aids in their teaching
The survey for students included eight questions Question 1 revolved around how frequently teachers incorporated visual aids into their teaching practices Respondents were presented with five levels of frequency, ranging from "never" to "very often," and were asked to select the most appropriate level Question 2 sought to identify the types of visual aids commonly utilized by teachers in their classrooms Question 3 delved into the level of student engagement during English lessons when visual aids were employed This was measured on a scale with five levels, spanning from "not at all engaged" to
"extremely engaged Question 4 aimed to assess student motivation about the use of visual aids, with responses rated on a five-point scale ranging from "not at all motivated" to "extremely motivated In Question 5, students were prompted to indicate their preferences for the types of visual aids they enjoy using for their studies Question 6 encouraged students to reflect on the benefits of visual aids, with response options ranging from "agree" to "disagree." Question 7 focused on students' satisfaction with the use of visual aids in their classes Following this, any challenges teachers faced when using visual aids were explored Lastly, in the final question, students were invited to share their suggestions for enhancing the effectiveness of visual aids in their learning experiences
Table 3.4 Description of items in the questionnaire for students
How frequently teachers incorporate visual aids into their teaching practices
The types of visual aids commonly utilized by teachers in their classrooms
The level of student engagement during English lessons when visual aids were employed
Student motivation about the use of visual aids 4
Students’ preferences for the types of visual aids they enjoy using for their studies
Students’ opinion about the benefits of visual aids 6
Students' satisfaction with the use of visual aids in their classes
Gaies (1991, p.14) contends that when we observe teachers and learners in action, we are not witnessing the mere mechanical application of methods and techniques but rather the reflection of how teachers have interpreted and applied these approaches Hancock (1998, p.89) underscores the value of observation in data collection due to the rich and credible information it can yield Thus, in this study, observation in using visual aids in teaching and learning was employed to gather data to gain deeper insights
A checklist was utilized to systematically document the observations made during the classroom sessions A checklist comprises various elements of a lesson that teachers mark off while observing it Checklists provide a focused approach to observation but are best suited for aspects of a lesson that are easily quantifiable, typically concentrating on one or two specific facets Numerous published checklists are available for classroom observations as considered by Wajnryb (1992); however, these may require customization to align with the teachers' specific needs Alternatively, teachers and their cooperating instructors can collaboratively create their checklists
Gay (2000) mentioned that the researcher assumed the role of a non- participant observer, indicating that the observer did not actively participate in the observed situation The observation was selected as the secondary data collection method for this study due to its potential to offer more comprehensive insights into the utilization of visual aids To acquire the requisite data, the researcher initially crafted an observation checklist
Subsequently, in this study, the researcher attended a total of twelve classes, meticulously documenting the types and frequency of visual aids employed, along with the students' reactions in classes where teaching aids were utilized The data extracted from these observation sheets were subsequently subjected to analysis and compared with the information obtained from the questionnaires to assess the congruence between these two sources of data
There were four items in the observation sheet It was used to observe what kinds of visual aids teachers used in the lesson and each of them was used in how many times The usage of visual aids by teachers was evaluated in criteria including in each lesson, together with the skills the teacher used the visual aids to teach Furthermore, the observation examined the attitudes of all students during the lesson with visual aids used by the teachers The last criterion was used to observe how the students interacted with visual aids by attending classroom activities with the use of those aids The scales include excellent, very good, average good, a little and no interaction of the students joined in the classroom activities The observer could add any comments at the end of the observation sheet if she/he wished
Data collection procedure
A questionnaire was distributed to 8 EFL teachers and 92 students at a high school in Chu Pah district, Gia Lai province The questionnaires were delivered in hard copies and directly to participants to avoid being neglected or abandoned by the receivers For the convenience of the teachers and students, the Vietnamese version of the questionnaire was delivered to make sure that they could fully understand the questions and fill in the questionnaires more accurately The procedures used to collect the quantitative data within the research settings are illustrated below.
Data analysis methods
In this research, both qualitative and quantitative methods were utilized to analyze information gathered from the two data collection instruments On the one hand, information from the questionnaire was analyzed quantitatively according to statistical frequency and percentage Then, they were presented in tables and charts to give the liveliest picture of the issue investigated Besides, the qualitative data collected from the observation and the interview were used to supplement and illustrate the results of the questionnaires
Quantitative data (Questionnaires) Quantitative analysis
Summary
This chapter provided a detailed description of the methodology, participants, instruments, and data collection and analysis procedures: Data was collected using instruments such as questionnaires, interviews, and observation in combination with qualitative and quantitative approaches The findings and data analysis will be discussed in the following chapter.
FINDINGS AND DISCUSSION
Research question 1: To what extent do teachers use visual aids in
4.1.1.1 Teachers’ use of visual aids in the classroom
The use of visual aids in teaching English was calculated and presented using the teachers' questionnaire The study data was analyzed by the research questions
Figure 4 1 Teachers’ use of visual aids in the classroom
Figure 4.1 indicates the use of visual aids in language classes is very high This statistic provides valuable insight into the prevalence of visual aids usage among teachers, highlighting that all the teachers (100%) incorporated visual aids into their teaching practices The use of visual aids can help make the learning process more engaging, informative, and accessible for students
4.1.1.2 Frequency of the use of visual aids in English teaching
Figure 4 2 Frequency of the use of visual aids in English teaching
Figure 4.2 indicates the frequency of the use of visual aids in language classes is quite high Approximately 83.5% of teachers frequently utilize visual aids in their English classes, while the remaining 16.5% occasionally implement such aids." Only a small number of the teachers (6%) revealed that this kind of teaching was rarely applied in their classes and no teachers (0% ever used them Therefore, it can be said that visual aids were popular with all the teachers and they all made use of the aids to though to different extents
4.1.1.3 Teachers’ awareness of the importance of visual aids in the classroom
Always Often Sometime Rarely Never
Figure 4.3 Teachers’ awareness of the importance of visual aids in the classrooms
Figure 4.3 indicates teachers’ consideration of the importance of visual aids in the classrooms A large number of the teachers (62.5% ) agreed that visual aids are very important, 25 % of them thought visual aids are important and 25% of them did not answer
4.1.1.4 Type of visual aids that teachers used in their teaching
Table 4.1 Type of visual aids that teachers use in their teaching
Regarding teachers' perspectives regarding their utilization of specific types of visual aids, table 4.1 illustrates that pictures, along with televisions,
Not very important Not very important at all
Visual aids Level of application ( 0: never; 5: always)
Never Rarely Sometimes Often Always Mean a Pictures 0 (0%) 0 (0%) 2 (25%) 1 (12.5%) 5 (62.5%) 4.5 b Posters 0 (0%) 2 (25%) 5(62.%) 1(12.5%) 0 (0%) 3.7 c Flashcards 0 (0%) 1(12.5%) 2 (25%) 4 (50%) 1 (12.5%) 2.9 d PowerPoint 0 (0%) 0 (0%) 2 (25%) 4 (50%) 2 (25%) 2.0 e Televisions 0 (0%) 0 (0%) 1(12.5%) 3 (37.5%) 4 (50%) 4.1 f Internet 0 (0%) 5 (62.5%) 2 (25%) 2 (25%) 1 (12.5%) 4.4 i Objects 0 (0%) 3 (37.5%) 4 (50%) 1 (12.5%) 0 (0%) 4.4 h Gestures 0 (0%) 0 (0%) 1 (12.5%) 5(62.%) 2 (25%) 4.6 constitute two prominent categories of visual aids in classrooms Approximately 80% of teachers typically or frequently employed employ resources A substantial portion of educators incorporated PowerPoint into their instructional methods, with 25% opting for it always and 39% choosing it often Flashcards and gestures constitute the second most commonly adopted set of visual materials, utilized by over 70% of teachers on a regular or frequent basis Conversely, the Internet is not a frequently utilized visual aid in educational settings, as around 40% of teachers indicated that they only employ it occasionally or rarely in their teaching practices Pictures are the visual aids used least by teachers because of the specific class of high school students, only over 12%
4.1.1.5 The circumstances when teachers made use of visual aids
In responding to the questionnaires, the teachers also provided information on the circumstances in that they often made use of visual aids, which were presented in the following table
Table 4.2 The circumstances when teachers made use of visual aids
Option Number Percentage (%) a When concepts are not clear 8 100% b When time is less 8 100% c When explanation is difficult 8 100% d When want to enhance comprehension 8 100% e When want to boost students’ motivation and engagement 8 100% f Other (please specify): _
As shown in the table, it was clear that visual aids could help the teachers in several circumstances The use of these tools could make it easier for them to explain the concepts to the students, and draw the students’ attention when they see that students cannot learn attentively Besides they could also be used when the class time is limited For all cases listed, all the teachers (100%) ever used them to facilitate their teaching In summary, the use of visual aids is a common and valuable practice in education These tools are not only helpful for explaining concepts but also for maintaining student engagement and optimizing teaching time Their universal application indicates that teachers recognize their significance in facilitating effective teaching and learning experiences
As evident from the table, it is apparent that visual aids have the potential to assist educators in various situations These tools can simplify the process of conveying concepts to students and are effective in capturing students' focus, particularly when they are having difficulty maintaining attentiveness Additionally, they prove valuable in situations where class time is constrained Notably, in all scenarios mentioned, every single teacher (100%) utilized visual aids as an essential means to enhance their teaching Visual aids can capture students' attention, especially when they may be struggling to focus The use of visuals, like pictures, posters, and gestures, can make the learning experience more engaging and keep students attentive to their teaching Visual aids can be particularly beneficial when class time is limited They can help teachers convey information more efficiently and clearly, maximizing the use of the available time for teaching and learning
In summary, the use of visual aids is a common and valuable practice in education These tools are not only helpful for explaining concepts but also for maintaining student engagement and optimizing teaching time Their universal application indicates that teachers recognize their significance in facilitating effective teaching and learning experiences
4.1.1.6 The sources of visual aids used by teachers
From the survey, the teachers also provided information on the sources of visual aids that they employed in their classes According to the teachers, visual aids to be used in classes could be collected from different sources The table below shows the sources from which the teachers can take visual aids
Table 4.3 The sources of visual aids used by teachers
Option Number Percentage (%) a Online resources (websites, image banks, educational platforms) 7 87.5% b From the school administration 3 32.5% c Textbooks and course materials 8 100% d Personal creation (e.g., self-made slides, drawings) 8 100% e Colleagues or other teachers 6 75% f Prepared by students 4 50% g Other (please specify): _ 8 100%
As indicated in the table, teachers drew upon a diverse array of sources for their visual materials, including materials created by the school administration, the textbooks and course material, their work, contributions from colleagues, the content generated by their students, and resources from external sources such as the Internet This indicates that digital resources play a prominent role in their teaching materials Typically, teachers most commonly utilized self-made aids and materials from external sources (100%) This highlights the role of teacher-generated content in teaching A significant portion of teachers made use of aids crafted by fellow educators (75%), while half of them incorporated visual materials created by students (63%) This indicated that collaborative sharing of teaching materials is a common practice among these educators Interestingly, the survey findings revealed that visual aids provided by the school administration were not as frequently used as materials from other sources Only three teachers, constituting 32.5% of the participants in the study, reported the use of visual aids supplied by the school administration This suggests that some schools provide teachers with resources to support their teaching but most of them are not suitable and effective for the teaching process
4.1.1.7 The effectiveness of visual aids in enhancing English language learning
The next question for the questionnaire was designed to investigate the teachers’ evaluation of the use of visual aids in English teaching In this part, the researcher will present the data of each question as follows
Table 4.4 Teachers’ consideration of the effectiveness of visual aids in the classrooms
Option Number Percentage (%) a Very effective 6 62.5% b Somewhat effective 2 25% c Neutral 1 12.5% d Somewhat ineffective 0 0% e Not effective at all 0 0%
As can be seen from Figure 4.4, when being asked how effective when applicating visual aids into teaching English, 62.5% of the teachers found visual aids to be very effective in enhancing their teaching They consider visual aids as highly beneficial for their classroom instruction A quarter of the teachers (25%) regard visual aids as somewhat effective They see these aids as providing a moderate level of support to their teaching One teacher (12.5%) holds a neutral stance regarding the effectiveness of visual aids They neither strongly endorse nor dispute their value None of the teachers reported visual aids as being somewhat ineffective, indicating that no teacher in the survey had this perspective Similarly, none of the teachers viewed visual aids as not effective at all No teachers in the survey believed that visual aids had a positive impact on their teaching This data underscores that visual aids are generally perceived as beneficial in enhancing classroom instruction
4.1.1.8 Challenges faced by teachers when using visual aids in English classrooms
The next two questions of the survey questionnaire were supplied to gather data related to problems the teachers have been facing Below is the detailed data analysis:
Figure 4.4 Teachers’ challenge of using visual aids in the classrooms
The statistic reveals that a significant portion of teachers experience challenges when utilizing visual aids in English classrooms 87.5% of the teachers reported that they faced challenges when using visual aids in English classrooms This indicates that a substantial majority of teachers encounter difficulties or obstacles in implementing visual aids effectively in their English 12.5% of the teachers did not report facing challenges when using visual aids in English classrooms This represents a smaller minority of teachers who find it relatively easier or have fewer difficulties when incorporating visual aids into their English lessons
In summary, the statistic reveals that a significant portion of teachers experience challenges when utilizing visual aids in English classrooms, highlighting potential difficulties in effectively integrating visual materials into
Yes No their English language instruction
Table 4.5 Teachers’ consideration of the challenge of visual aids in the classrooms
Option Number Percentage (%) a Limited access to necessary technology or equipment 3 32.5% b Lack of time to prepare visual aids 7 82 5% c Insufficient training in using visual aids effectively 5 62.5% d Large class sizes that make it challenging to use visual aids 5 62.5% e Fear of technical difficulties during lesson 3 32.5% f Concerns about the cost associated with creating or obtaining visual aids 6 75% g Lack of administrative support or encouragement 4 50% h Other ( please specify): _ 8 100%
Research question 2: How does the use of visual aids influence students’ motivation and participation in the English classroom?
4.2.1 Findings from the students’ questionnaires
4.2.1.1 Students' opinions on the frequency of visual aids used by teachers
Figure 4.9 below gives information about the student's opinions on the frequency of visual aids used by teachers in their classrooms
Figure 4.6 Students' opinions on the frequency of visual aids used by teachers
It can be seen from the figures, that the opinions collected from the students were compatible with what is collected from teachers More specifically, the largest proportion of students (38%) agreed that the teachers often used visual aids in teaching A little smaller number of the students (27%) reported that the teachers often used these teaching aids Only a small group of students (13%) believed that visual aids were rarely applied in their classes As can be seen from the figures, it can be concluded that all teachers used visual aids in teaching, though quite different levels of frequency
13 0 always usually often rare never
4.2.2.2 Teachers’ usage of visual aids in English classrooms
Table 4.9 The types of visual aids used by teachers in English classrooms (N)
Always Often Sometimes Rarely Never Mean a Pictures 20 (22%) 35 (39%) 32 (35%) 5 (4%) 0 (0%) b Posters 10 (11%) 13 (14%) 43 ( 46%) 17 (19%) 9 (10%) c Flashcards 9 (10%) 12 (13%) 37 (40%) 20 (22%) 13 (15%) d Objects 25 (27%) 19 (21%) 29 (31%) 17
Table 4.9 served as a window into the preferences and practices of English teachers concerning visual aids The dominance of digital tools like PowerPoint slides and videos reflects the adaptability of educators in embracing technology to enhance language instruction Simultaneously, the varied usage patterns of other aids underscore the nuanced decision-making process that educators engage in when selecting instructional resources As the educational landscape evolves, this analysis offers valuable insights for curriculum developers, educational policymakers, and educators Understanding the prevalence and preferences regarding visual aids contributes to the ongoing discourse on effective language instruction, providing a foundation for future research and professional development initiatives within English language education
Table 4.10 Students' Engagement in lessons incorporated with visual aids (N)
The data in Table 4.10 suggests that a substantial portion of the students are engaged and motivated in their studies The combined percentage of students in the "very engaged" and "extremely engaged" categories (67%) is considerably higher than the combined percentage of those in the lower engagement categories (32.5%) This indicates that the majority of students in this sample exhibited a positive level of engagement and motivation, which can be seen as a favorable sign for their academic performance and overall experience
In summary, the data shows a generally positive trend in students' engagement and motivation, with a significant portion of them falling into the
"very engaged" and "extremely engaged" categories However, it also highlights the need to pay attention to those students who are less engaged to ensure a well-rounded educational experience for all
Table 4.11 Students’ Motivation in lessons incorporated with visual aids (N= 92)
The information implies that a significant portion of students feel motivated when visual aids are integrated into their lessons When we add up the percentages of students categorized as "very motivated" and "extremely motivated" (62.4%), it substantially exceeds the total percentage of those falling into the less motivated categories (37.6%) This suggests that most students in this study demonstrated a favorable level of motivation in lessons that include visual aids, which can generally enhance their learning experience
In summary, the data reflects a generally positive trend in students' motivation levels in lessons that incorporate visual aids, with a significant portion of students falling into the "very motivated" and "extremely motivated" categories However, it's essential to continue monitoring and adjusting instructional methods to meet the needs of all students
4.2.2.5 The kinds of visual aids students like to study with
Table 4.12 The kinds of visual aids students like to study with (N)
(%) a Pictures 15 16.3% b Posters 6 6.5% c Flashcards 10 10.8% d Objects 8 8.6% e Gestures 4 4.3% f Videos 18 19.5 g Internet 9 8.6% h PowerPoint slides 22 25.4
The statistics provided in Table 4.12 reveal the preferences of students for different kinds of visual aids when studying The highest percentage of students (25.4%) preferred to study with PowerPoint slides This suggests that a significant portion of students found organized and visually engaging slide presentations effective for their learning Videos are the second most preferred visual aid, with 19.5% of students choosing them This indicates that multimedia content is popular among students for educational purposes Pictures were moderately preferred by 16.3% of students They likely found images helpful in understanding and remembering information
Flashcards were also moderately preferred, with 10.8% of students selecting them Flashcards are often used for quick and focused review While the internet can provide a wide range of visual resources, only 8.6% of students prefer it as a primary visual aid Similarly, objects are chosen by 8.6% of students, indicating a moderate preference for tangible items in their studies Posters are the least preferred visual aid, with only 6.5% of students selecting them Gestures are the least preferred, chosen by the fewest students at 4.3% The data suggests that educators should consider incorporating PowerPoint slides and videos into their teaching materials, as these are the most favored visual aids among students Additionally, it's essential to recognize the importance of variety in teaching tools since preferences vary among students For example, while posters and gestures may be less popular overall, they might still be effective for specific learners or in particular educational contexts
4.2.2.6 Students’ opinion on the benefits of visual aids
Table 4 13 Students ’ opinions on the benefits of visual aids (N)
Strongly Disagree Disagree Neutral Agree Strongly
6.1 I enjoy English lessons with visual aids
6.2 The use of visual aids is useful for English learning
6.3.Visualizing makes the lectures more interesting
6.4.Visualizing helps me understand the information
6.5.Visualizing helps me maintain concentration
Strongly Disagree Disagree Neutral Agree Strongly
English teachers to apply more visual aids in future lessons
In item 6.1, a notable percentage of students (28%) strongly agreed with the statement, indicating a high level of enjoyment when visual aids are incorporated into their English lessons This is a positive response and indicates a strong preference for the use of visual aids The majority of students (60%) agreed with the statement, indicating that they found English lessons with visual aids enjoyable to some extent This positive response suggests that a significant portion of the students have a favorable attitude toward the use of visual aids in their English lessons While a minority of students (12%) expressed a neutral stance regarding their enjoyment of English lessons with visual aids This suggests that these students neither strongly enjoy nor strongly dislike lessons with visual aids, indicating a degree of ambivalence or mixed feelings This suggests that the use of visual aids is generally well-received among these students and may contribute positively to their learning experience
In the next item, overall, the data reveals a mixed sentiment among students regarding the usefulness of visual aids for English learning While a significant portion of students agreed or strongly agreed (58.5%), indicating a positive view of visual aids, there was also a substantial proportion of students who were either neutral or disagreed (41.5%) This suggests that there is some variation in students' perceptions of the effectiveness of visual aids, and educators may need to address these diverse perspectives when incorporating visual aids into their English lessons
With item number 6.3, a notable minority of students (18.9%) strongly agreed with the statement, indicating a high level of belief in the positive impact of visualizing on lecture interest This is another positive response and suggests a strong preference for the use of visual aids to make lectures more engaging Furthermore, a substantial majority of students (54%) agreed with the statement, indicating that they believed visualizing does indeed make lectures more interesting This is a positive response and suggests that a significant portion of students see the value of visual aids in enhancing the appeal of lectures A significant portion of students (22.8%) were neutral, which suggests that they neither strongly agree nor disagree with the statement This indicates a degree of uncertainty or mixed opinions among these students regarding the impact of visualizing on lecture interest A very small percentage of students (4.3%) expressed strong disagreement with the statement, indicating that they do not believe that visualizing improves the interest level of lectures This suggests that there are only a few students who do not see the value in visual aids for making lectures more interesting and the incorporation of visual aids into lectures is generally well-received and effective in engaging students' interest in the material
With item 6.4, the data indicates a somewhat mixed perspective among students regarding the role of visualizing (through visual aids) in understanding information While a significant portion of students expressed neutrality or disagreement (61.8%), there was also a notable percentage who agreed or strongly agreed (38.2%) This suggests that while visualizing might be effective for some students, it may not be equally beneficial for others, highlighting the importance of diverse teaching methods to accommodate various learning styles and preferences Educators may need to consider alternative approaches alongside visual aids to cater to the needs of all students
With item 6.5, the data indicates a mixed perspective among students regarding the impact of visualizing (through visual aids) on concentration maintenance While a significant portion of students expressed neutrality or disagreement (61.4%), there was also a notable percentage who agreed or strongly agreed (38.6%) This suggests that while visualizing may be helpful for some students in maintaining concentration, it may not be equally effective for others It underscores the need for educators to employ a variety of teaching strategies, including visual aids, to accommodate different learning preferences and attention spans among students
In the last item, a significant number of students (27.3%) enthusiastically supported the statement, showing a strong eagerness for increased use of visual aids in future English lessons This reflects their strong preference for incorporating visual aids in their learning, which is yet another favorable response A significant portion of students (58.7%) aligned with the statement, expressing a desire for their English instructors to integrate additional visual aids in future lessons This favorable response underscores the perceived value of heightened visual aid utilization among students
While a very small percentage disagreed or expressed neutrality (14%), the combined percentage of students who agreed or strongly agreed (86%) indicates that a significant majority desires the increased use of visual aids in their English lessons This suggests that students recognize the benefits of visual aids and believe they can enhance their learning experiences
4.2.2.7 Students’ satisfaction with the use of visual aids in their English classroom
Table 4.14 Students’ satisfaction with the use of visual aids in their English classroom (N= 92)
Discussion
The purpose of this study is to identify EFL teachers’ use of visual aids in English classrooms and explore the influences of using visual aids on students’ motivation and participation in English classrooms
4.3.1 EFL teachers’ using visual aids in English classrooms
Based on the results of the questionnaire, interview, and class observation, the first research issue is EFL teachers’ use of visual aids in English classrooms In actuality, the data gathered from various sources consistently reflected the findings The summarization and analysis of the statistics revealed that all the participating teachers frequently incorporated visual aids into their classroom instruction when teaching various English language skills As shown in Figure 4.1, the majority of teachers (86%) incorporated visual aids into their teaching practices In addition, according to Figure 4.2, the utilization of visual aids in language classes is notably frequent Approximately 83.5% of teachers employ visual aids regularly, while 16.5% use them occasionally in their English classes Only a small percentage of teachers (6%) indicated that this method of teaching was rarely employed in their classes, and no teachers (0%) reported never using them Consequently, it can be asserted that visual aids enjoy popularity among all teachers, with each of them incorporating these aids to varying degrees
Among the frequently used visual aids, Table 4.1 highlights teachers' visual aid preferences, pictures and televisions are the most popular, used by around 80% of teachers PowerPoint is widely adopted (25% always, 39% often), while flashcards and gestures are also common (over 70% regularly or frequently) However, the Internet is less commonly used (about 40% use it occasionally or rarely), and pictures are least favored, especially among high school teachers (only about 12% use them) Furthermore, these teachers demonstrated flexibility in choosing the types of visual aids to match different activities and stages within their lessons However, it's worth noting that teachers varied in the extent to which they utilized visual aids In some classes, visual aids were employed frequently, while in others, their use was rather infrequent These results aligned with the findings of Konomi (2014), who observed varying frequencies in teachers' use of visual aids, but they were somewhat contradictory to the research by Maria (2012), whose study indicated that teachers rarely took advantage of visual aids in their teaching Additionally, variations were observed in the selection of visual aids used by teachers across different teaching contexts and with learners of different age groups In this research, the participating teachers exhibited a preference for a combination of both modern and traditional forms of visual teaching tools
In addition, Table 4.2 demonstrates that visual aids play a vital role in assisting teachers in various situations They simplify the communication of concepts to students, are effective in maintaining student focus, especially when attentiveness, and prove valuable in time-constrained classes Remarkably, in all scenarios, every teacher (100%) employed visual aids to enhance their teaching Visual aids are a potent tool to capture students' attention, particularly when focus is a challenge They enhance engagement and optimize teaching time, making them indispensable in education
What's more, Figure 4.3 highlights various obstacles to the use of visual aids The most prominent challenges identified were the lack of time (82.5%) and financial support (75%) They become concerned with the ideas of Joseph
(2015) that there several issues contributing to this application, including a shortage of teachers, budgetary constraints, and factors related to students' family backgrounds
Finally, as indicated by the information provided in Table 4.7, educators made use of a diverse range of visual aids within their classroom settings The selection of visual aids was contingent upon the particular skills they were teaching For instance, they leveraged pictures, posters, and PowerPoint for the instruction of different skills Both videos and pictures were frequently chosen for teaching a wide range of skills It's noteworthy that the internet was exclusively utilized in the context of teaching speaking skills, and not for other skill sets They become concerned with the ideas of Paterson (2018) that visual aids help English-language learners build their vocabulary, speaking, listening as well and writing skills, making them more creative and developing their deep thinking
4.3.2 The influences of using visual aids on students’ motivation and participation in English classrooms
The information in Table 4.9 implies that a significant proportion of students are actively involved and enthusiastic about their studies When we add up the percentages of students falling into the "very engaged" and
"extremely engaged" categories (67%), it surpasses the combined percentage of those with lower levels of engagement (32.5%) by a considerable margin This suggests that the majority of students in this sample demonstrate a positive degree of commitment and motivation, which is a positive indicator of their academic performance and overall educational journey
In summary, the data reveals a generally favorable pattern in students' engagement and motivation, with a noteworthy portion falling into the "very engaged" and "extremely engaged" categories Nonetheless, it also underscores the importance of addressing the needs of less engaged students to ensure a comprehensive educational experience for all They became concerned with the ideas of Paterson (2018) and Vu Thi Kim Loan (2009)
The data in Table 4.10 suggests that a noteworthy portion of students experience heightened motivation when visual aids are incorporated into their lessons When we combine the percentages of students classified as "very motivated" and "extremely motivated" (62.4%), it significantly surpasses the overall percentage of those categorized as less motivated (37.6%) This indicates that, in general, most students in this study exhibited a favorable level of motivation when visual aids were used in their lessons, thereby enhancing their overall learning experience In summary, the data indicates a predominantly positive trend in students' motivation levels during lessons that utilize visual aids, with a substantial number of students falling into the "very motivated" and "extremely motivated" categories However, it remains crucial to continuously monitor and adjust instructional methods to cater to the diverse needs of all students
Furthermore, the observation results shown in Table 4.8 showed that the use of visual aids had the potential to increase the level of the classes’ interaction The highest level of interaction was observed in classes 4 and 9, rated as "excellent." In the remaining six classes, namely classes 1, 2, 6, 7, 8, and 12, students exhibited a very good level of interaction The four remaining classes reported an average level of interaction, which suggests that the utilization of visual aids could enhance the level of interaction in these classes
Regarding students' perspectives on the benefits of learning with visual aids, the majority of students in this study agreed with the advantages of this teaching method They conveyed that visual aids enhanced the lesson's appeal, facilitated their learning, improved their concentration, and provided clearer comprehension of the information These findings align with prior research conducted by Maria (2012) and Bhatti, Mukhtar, Mazhar, & Touquir (2017) Consequently, students affirmed their preference for learning with these aids and expressed a desire for their teachers to continue using them in future lessons
This chapter has been described the findings and conclusions of the two research questions through a combination of methods including a questionnaire, interview, and observation Most teachers used various types of visual aids to teach their students and students also favor visual aids used in the classroom The finding has been explored with the numbers of frequency figures and tablets that can convince and clarify the results of the study
The chapter begins with a summary of the study and its major findings
In the second section, some implications are made based on the findings The third section presents the limitations of the study and the last section gives suggestions for future research.
Conclusion
The study's goal was to find out teachers’ use of visual aids in English classrooms and explore the influences of using visual aids on students’ motivation and participation in English classrooms To achieve this purpose, the study has answered all two research questions raised at the beginning of the study
The data were collected mainly through questionnaires, interviews, and classroom observation from all the participants (8 teachers and 92 students) The data obtained were analyzed in numbers and percentages Based on the analysis of the data, the following major findings were collected from the study:
Firstly, the analysis of the data disclosed that the extent of the frequency of using visual aids in English classrooms at a high school in the Chu Pah district was found to be quite high The majority of the teachers were aware of the importance and necessity of visual aids and most of them had a positive attitude toward the use of visual aids in the teaching of English learners They believed that visual aids are beneficial to teaching because by using visual aids, students could pay more attention and reduce their stress in class, increasing their English learning motivation and engagement
In addition, visual aids help students understand the information better and faster In a nutshell, all of the participants agreed that there were more advantages than drawbacks Then, it can be said that visual aids are worth using for teaching English, and most teachers perceive that high school teachers should often use visual aids in English classrooms
Secondly, the survey confirmed that some challenges teachers often face in the use of visual aids are: first, while visual aids can enhance student engagement, they can also be distracting if not used effectively Teachers must strike a balance between capturing students' attention and maintaining their focus on the lesson content.; second, it is time-consuming because creating or finding suitable visual aids can be time-consuming; third, in some educational settings, teachers may not have access to the necessary technology or resources to use visual aids effectively This can limit their ability to incorporate multimedia elements into their lessons
Thirdly, there are numerous suggestions for teachers on how to effectively use visual aids in English classes However, this study focuses primarily on the following suggestions They are, first, teachers should align visual aids with the learning objectives and should ensure that the visual aids they use directly support the learning objectives and reinforce the content they're teaching; second, teachers should combine visual aids with other approaches to improve teaching quality, such as performances, games, and scenes,…which may enhance students' interest in English learning; additionally, teachers should encourage students to create their visuals, such as posters, presentations, or digital projects, to reinforce their language skills and express their creativity.
Limitations
Despite the efforts of the researchers and the effectiveness of visual aids in English teaching, there exist some limitations in this study owing to the time and other unexpected factors
While the study was conducted with the utmost diligence, it was not immune to limitations This section outlines the various limitations of the research, serving as a reference for the researcher's future endeavors and other researchers interested in similar topics
Firstly, due to time constraints, the researcher was only able to observe two class periods This limited observation period did not provide an ample amount of information Although questionnaires were employed to compensate for this, it is believed that additional observation sessions would have yielded more diverse data
Secondly, this research study was conducted in a particular setting which had an impact on the limitations to some degree A limitation of this study is that because this study was mainly carried out at a high school in Chưpah district, Gia Lai province the findings from the study could not represent other provinces, let alone the whole country, or even further; while some general conclusions have been made, the findings were specific to this location
Thirdly, the number of participants teachers’ questionnaire and observation in this research was only eight teachers, so it might be more reliable to tell that using visual aids was useful for every learner in a research with a larger sample size
To summarize, based on the findings of this study, there are still some limitations as well as some suggestions that the researcher has a desire to solve and offer Hopefully, interested researchers might seek out more influences of visual aids in foreign language teaching and learning
As evident from earlier sections, there exist several obstacles that may deter teachers from incorporating visual aids in their classrooms To address this, school administrators should offer tangible support to sustain and boost teacher motivation This can be achieved through spiritual encouragement and recognition, such as compliments or certificates of merit to appreciate and motivate teachers Additionally, providing reasonable financial assistance for the creation of visual aids, ensuring adequate storage space and facilities, and furnishing well-equipped classrooms can all contribute to encouraging teachers to integrate modern teaching tools into their English lessons
Furthermore, raising teachers' awareness regarding the significance of visual aids in language teaching and fostering their professional skills is a valuable approach to promoting the use of visual aids in classes When teachers comprehend the benefits that visual aids bring to their students and are equipped with the knowledge and skills to effectively utilize them, they are more likely to willingly and confidently incorporate these teaching aids Therefore, school administrators should prioritize professional training to enhance teachers' understanding and proficiency for more effective teaching
Recognizing that preparing visual aids can be a time-intensive process, teachers can explore readily available visual aids on the Internet and make necessary modifications to align them with the specific teaching activities planned for a particular lesson Collaboration among teachers is also encouraged, with the suggestion that teachers work in groups and share their prepared visual aids instead of doing it individually
To save time, and money, and improve the quality of visual aids, teachers are advised to utilize digital tools to create visual teaching aids and store them on their computers for future use
Additionally, teachers should meticulously plan their lessons, incorporating the use of visual aids to maximize their effectiveness in each class Furthermore, policies aimed at aiding teachers in preparing high-quality lessons have been introduced Teachers who use visual aids can establish connections with educators from different schools and even other regions to exchange visual aids and share experiences in using them
Accumulating knowledge and refining teaching skills can empower teachers to determine the appropriate teaching aids for specific activities, as well as when and how to utilize these aids for optimal results Consequently, teachers are encouraged to proactively seek and participate in professional development events and courses, both on-site and online, which are readily available
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This survey aims to investigate the use of visual aids in English classrooms in a high school in Gia Lai province Your responses to the following questions are highly appreciated All the information in this survey will be kept confidential and will be used for research purposes only Please take a few minutes to complete this form I am grateful for your contribution
● How long have you been teaching English?
● The certificate(s) / qualifications you have had for your teaching job is/are: Bachelor of Education in English
Bachelor of English in-service teacher education
Please tick ( ) the appropriate options for your answers
● Teachers’ use of visual aids in English classrooms
1 Do you use visual aids in English classes? a Yes b No
2 How often do you use visual aids while teaching? a Always b Often c Usually d Sometimes e Rarely f Never
3 How important do you consider the use of visual aids in English classrooms? a Very important b Important c Neutral d Not very important e Not very important at all
4 What types of visual aids do you commonly use in your English lessons?
Visual aids Level of application ( 1: never; 5: always)
Never Rarely Sometimes Often Always a Pictures b Posters c Flashcards d Powerpoint e Televisions f Internet g Posters i Others……
5 When do you use visual aids in the class?
You use visual aids when… Put your tick here a When concepts are not clear b.When time is less c.When explanation is difficult d.When want to enhance comprehension e.When want to boost students’s motivation and engagement
6 From where do you obtain visual aids?
You obtain visual aids from… Put your tick here a Online resources (websites, image banks, educational platforms) b From the school administration c Textbooks and course materials d Personal creation (e.g., self-made slides, drawings) e Colleagues or other teachers f Prepared by students g Other (please specify): _
● Effectiveness and Challenges that teachers encounter when using visual aids
7 In your opinion, how effective are visual aids in enhancing English language learning in your classes? a Very effective b Somewhat effective c Neutral d Somewhat ineffective e Not effective at all
8 Have you encountered any problems when using visual aids in the processing of teaching English? a Yes B No
9 What challenges do you encounter when using visual aids in your English language teaching?