Efl primary school teachers’ perceptions and practices of using flash cards in teaching english vocabulary to primary students

Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY PHẠM BÍCH NGỌC EFL PRIMARY SCHOOL TEACHERS’ PERCEPTIONS AND PRACTICES OF USING FLASH CARDS IN TEACHING ENGLISH VOCABULARY T

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUY NHƠN

STATEMENT OF AUTHORSHIP

I certify that I completed the study indicated in this report With the exception of areas where reference is given in the text, no other person's work has been used without due acknowledgement in the thesis I confirm that this work has not been provided in any other form for the fulfillment of any other degree or qualification and that it is being submitted as part of the M.A thesis in English at Quy Nhon University

Quy Nhon, November 2023

Phạm Bích Ngọc

ACKNOWLEDGEMENTS

I would like to convey my heartfelt gratitude to Dr Võ Duy Đức, my thesis supervisor, for his essential assistance and support throughout the project Without his knowledge and perseverance, this thesis could not be completed It is a privilege to be one of his students I'd like to thank everyone who took part in the study

Last but not least, my heartfelt gratitude goes to my parents for their encouragement, support, and understanding

ABSTRACT

Teachers employ a variety of media when teaching English Flashcards are an effective medium for teaching English, especially in primary education, since they facilitate the teaching and learning of vocabulary Therefore, the overall aim of this research is to investigate EFL primary school teachers‘ perceptions and their practices of teaching vocabulary in elementary school settings in Quy Nhon City To answer the research questions, the investigation employed a quantitative and qualitative approach through a questionnaire among 50 primary teachers in

17 primary schools in Quy Nhon City Moreover, observation checklists and interview instruments were also employed to explore their perceptions and assess their teaching practice The data results reveal many essential aspects of using flashcards in vocabulary instruction The findings show that teachers have favorable attitudes toward utilizing flashcards to teach English vocabulary, saying flashcards are an effective tool to make vocabulary learning enjoyable and memorable However, there are some drawbacks to using flashcards as teaching aids in elementary schools Hopefully, the findings of the study have provided an insightful understanding of the use of flashcards in teaching vocabulary in primary school settings in Quy Nhon City From these empirical findings, relevant implications are suggested for better using flashcards with primary school teachers

TABLE OF CONTENT

STATEMENT OF AUTHORSHIP

ACKNOWLEDGEMENTS

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF CHARTS

CHAPTER 1 INTRODUCTION 1

1.1 Rationale 1

1.2 Research aims and objectives 2

1.3 Research questions 3

1.4 Scope of the study 3

1.5 Significance of the study 3

CHAPTER 2 LITERATURE REVIEW 4

2.1 Vocabulary 4

2.1.1 Vocabulary definition 4

2.1.2 Kinds of vocabulary 5

2.1.3 Teaching and Learning Vocabulary 7

2.1.3.1 Teaching vocabulary 7

2.1.3.2 Learning vocabulary 9

2.2 Flashcards 11

2.2.1 Flashcards definition 11

2.2.2 Kind of flashcards 12

2.2.3 Teaching and Learning flashcards 14

2.2.4 Advantages and disavantages of flashcards 17

2.2.4.1 Advantages of flashcards 17

2.2.4.2 Disadvantages of flashcards 19

2.3 Teachers’s preceptions on using flashcards 20

2.4 Related studies 21

CHAPTER 3 METHODOLOGY 25

3.1 Research design 25

3.2 Setting and participants 26

3.3 Data collection instruments 28

3.3.1 Questionnaires 28

3.3.2 Semi- structured interview 29

3.3.3 Observation checklist 30

3.4 Procedure 31

3.4.1 Data collection 31

3.4.2 Data analysis 32

3.5 Summary 32

CHAPTER 4 FINDINGS AND DISCUSSION 33

4.1 Teachers’ perceptions of using flashcards in teaching English vocabulary 34

4.1.1 The necessity of using flashcards in teaching English vocabulary 34

4.1.2 The benefits of using flashcards in teaching English vocabulary 38

4.1.3 The weakness of using flashcards in teaching English vocabulary 46

4.2 The implementation of using flashcards to teach English vocabulary 48

4.2.1 Frequency of the use of using flashcards in teaching vocabulary 48

4.2.2 Teachers' application of using flashcards in teaching English vocabulary 50

4.2.3 Students’ respond when flashcards are implemented 51

4.2.4 Challenges that teachers may face when using flashcards in teaching English vocabulary 52

4.2.5 Suggestions for the effective use of flashcards in English classes 55

4.3 Discussion 57

4.3.1 EFL teachers’ perceptions of using flashcards in teaching English vocabulary to primary school students 57

4.3.2 The implementation of using flashcards in teaching English vocabulary and challenges faced by teachers 60

4.4 Summary 61

CHAPTER 5 CONCLUSION AND IMPLICATIONS 62

5.1 Conclusion 62

5.2 Implications 64

5.3 Limitations of the study 65

5.4 Suggestions for further studies 65

REFERENCES

APPENDICES

LIST OF TABLES

Table 4.1 Teachers’ perceptions of the necessity of using

Table 4.6 Challenges that teachers may face when using

flashcards

p.55

CHAPTER 1 INTRODUCTION 1.1 Rationale

Vocabulary is generally the total number of words that exist in a particular language More specifically, it functions as the foundation without which any language is impossible to exist in this world Learning a foreign language, especially English as a language of international communication throughout the world, has now become essential to grasping the opportunity to reach information Learning English vocabulary

at an early age is the fundamental step to learning English It stands to reason, as stated by Edward (1997) in his book, that vocabulary is one of the most important factors in all language teaching, and learners must continually be learning words as they learn structure and as they practice sound systems

The flashcard is one of the media that can be used by teachers or students in the teaching and learning process Likewise, flashcards can be appropriate for learning new vocabulary because they contain pictures, words, or sentences, which can make the students feel interested in learning new vocabulary Komachali and Khodareza (2012) stated that a flashcard is

a piece of cardboard consisting of a word, a sentence, or a simple picture

on it Usually, the teacher writes a question on one side and an answer on the other Besides, the flashcard can be vocabulary, historical dates, formulas, or any subject matter that can be learned via a question-and-answer format Therefore, flashcards are widely used as a learning drill to aid in memorization, and they are often associated with spaced repetition Moreover, flashcards are beneficial as teaching media to teach English Flashcards provided many pictures, which made the activity fun With pictures, the students could easily understand new vocabulary and

everything about English Hence, flashcards are a good medium for teaching English vocabulary at the elementary school level

However, the teachers sometimes do not use flashcards as a medium

in the learning process, especially in elementary schools The use of flashcards as the teaching medium has not been sufficient Some teachers still use traditional ways of teaching They only lectured and the only media that they used were a black or white board and a board marker In teaching English, the teachers do not use any media except a black or white board and a board marker There is no interesting activity, only lecturing For specific subjects, such as vocabulary, the teachers only ask the students

to rewrite a list of vocabulary words, memorize them, and make sentences based on the list of vocabulary words given by the teachers The existence

of flashcards as a medium for teaching the language has not been implemented These are the motivations for me to conduct a study with the title "EFL primary school teachers’ perceptions and practices of using flash cards in teaching English vocabulary to primary school students”

1.2 Research aims and objectives

Aims of the study

The aim of this study is to investigate the EFL primary school teachers’ perceptions and practices of using flashcards in teaching English vocabulary to primary students in Quy Nhon City

Objectives of the study

- To investigate the teachers’ perceptions towards the use of flashcards for teaching English vocabulary

- To describe how the EFL primary school teachers implement flashcards into their English teaching practice

1.3 Research questions

This study is an attempt to address the following research questions:

- What are EFL primary school teachers’ perceptions of using flashcards in teaching English to primary students?

- How do EFL primary school teachers incorporate flashcards into their English teaching practice?

1.4 Scope of the study

The study's scope is limited to research on perceptions and practices among primary school English teachers Nevertheless, given the time constraints and geographical constraints, 50 EFL teachers from 17 primary schools in Quy Nhon city participated in the study

1.5 Significance of the study

This study gains great importance considering the limited number of studies on the attitudes of EFL teachers at primary schools towards flashcard use in Quy Nhon City, Binh Dinh Province These research results can help English teachers improve their teaching language skills, and teachers can change their methods to make the students motivated and relaxed in the teaching-learning process in primary schools in Quy Nhon City The study findings may provide insights into further studies or training programs related to this topic and on the application of the flashcards to language teaching and learning In conclusion, this study is intended to benefit students and teachers as a whole

CHAPTER 2 LITERATURE REVIEW

In the trend of learning English as a foreign language in the country, teachers play multiple roles in the teaching process to help facilitate learning, and flashcards appear to be a popular method for teachers to teach vocabulary This chapter has introduced the theoretical aspects of vocabulary retention, the teaching technique of using flashcards, and a literature review

English learning because it is one of the elements that simultaneously connect speaking, listening, reading, and writing Without sufficient vocabulary, it is impossible to cultivate the four language abilities If students acquire a large vocabulary, it will be easy for them to comprehend and speak By observing the preceding explanation, it is clear that vocabulary is essential for people, in this instance, students, to acquire language; by mastering some vocabulary, they can improve their language proficiency

2.1.2 Kinds of vocabulary

Doff (1990:19) stated that there are two kinds of vocabulary:

- Active vocabulary: Consists of words that students must both comprehend and use themselves By providing examples and queries, active vocabulary is taught so that students understand how to use the words

- Passive vocabulary: Consists of words that pupils must comprehend (e.g when perusing text) but do not need to use independently Learning vocabulary is a process; it is impossible to acquire a large vocabulary without study Since students begin learning vocabulary as infants, they have a large vocabulary as adults

Similarly, Schmitt and McCarthy (1997) stated that there are some types of vocabulary, which are:

- Receptive Vocabulary: The terms that pupils comprehend when they listen to and read spoken language Listening and reading vocabulary are referred to as receptive vocabulary

- Expressive Vocabulary: It is the vocabulary that students employ when speaking and writing Since these are the vocabularies individuals use

to articulate themselves, the term expressive vocabulary is used to refer to both

According to Thornbury (2002), there are various types of content words, including nouns, verbs, adjectives, adverbs, pronouns, conjunctions, interjections, and prepositions

Likewise, Sherlock (2012) stated that there are kinds of vocabulary:

- Noun: It is any class of words naming or denoting a person, thing, place, action, or quality

- Verb: It is any class of words expressing action, existence, or occurrence and usually constituting the main element of a predicate

- Adjective: It is any class of words used to modify or other substantive

- Adverb: It is any class of words generally used to modify a verb, an adjective, another adverb, a phrase, or a clause by expressing time, place, manner, degree, and cause

- Pronoun: It is any class of words to substitute for a noun or noun phrase

- Conjunction: It is any class of words to connect words or groups of words

- Interjection: It is any class of words to express surprise or a strong feeling

- Preposition: It is any class of words to show the relationship between a noun or pronoun and another noun or pronoun

From the preceding explanation, it is clear that there are numerous types of words These terms are frequently used in daily life Teachers must

select appropriate instructional materials for vocabulary instruction based

on student need, curriculum, and student level Numerous word classes are used in language acquisition, particularly for imparting vocabulary Therefore, teachers must choose materials for teaching vocabulary based on the type of vocabulary they will teach their students In the process of teaching and learning the English language, teachers can prepare and support their material with word content derived from this matter In addition, the activities should emphasize the acquisition of vocabulary related to the English language learning material

2.1.3 Teaching and Learning Vocabulary

2.1.3.1 Teaching vocabulary

According to Harmer (2001, cited in Efendi, 2013), “teaching vocabulary is a significant aspect of the discipline of teaching” It implies that teaching vocabulary is an activity in which the instructor imparts vocabulary knowledge and instruction on its use in daily life to the students

Moreover, according to Marzano (2004), there are six stages to imparting vocabulary The first stage is to define, provide a student-friendly explanation, or provide an example of the new term Asking pupils to restate the description, explanation, or example in their own words is the second step Asking the student to create a flash card, symbol, or graphic representation of the term is the third phase The fourth stage is to discuss; periodically engage students in structured vocabulary discussions that allow them to contribute their newfound knowledge to their vocabulary notebooks The fifth step is to refine and reflect, asking students to return to their notebooks periodically to discuss and refine their entries The final stage is to implement learning games by periodically engaging students in

games that enable them to play with terms

From the preceding explanation, it can be concluded that teaching vocabulary must be explicit, simple, and focused on the words' aspects Teachers should be able to determine who their pupils are, what they require, and how they teach in an engaging manner Schmitt and McCathy (1997) provided support for this They stated that the teaching of vocabulary in a school setting must take into account multiple factors, including the proficiency levels of students, target words, the school system, the curriculum, the most effective approach, and the teaching strategy In the reading curriculum in particular, each pupil must acquire a vocabulary of high caliber Students have difficulty comprehending the text because they lack the necessary vocabulary Vocabulary is a fundamental aspect of language

Thornbury (2002) mentioned five factors that relate to the teaching set of the word and should be considered by the teacher:

- The levels of the learner

- The learners’ likely familiarity with words

- The difficulty of the items

- Their teaching ability

- Whether items are being learned for production (in speaking and writing) or recognition (in listening and reading)

There are some reasons why the teacher should guide the students to understand a rich vocabulary:

- Subject matter and ideas are expressed with greater precision and clarity

- The proficiency of individuals in the workplace may depend on their vocabulary quality

- Individuals appear to have more prestige if their listening, speaking, reading, and writing vocabulary skills are developed adequately

- Reading will be more enjoyable for a person with an extensive functional vocabulary

- Problem solving is unaffected by vocabulary development A person with a large vocabulary should have more opportunities to cultivate their individuality

- Conversation with others necessitates a voluminous vocabulary; an adequate number of words must be used to convey intended meanings

- Speaking and writing, which are outcomes of the language arts, require the use of a variety of words to convey precise meanings

- Using a variety of terms and concepts in speech and writing adds variety to effective communication Vocabulary development becomes a tool for acquiring information through observing and reading, as well as communicating with others through speaking and writing

Wallace (1982:105) also pointed out that “Vocabulary is a teaching topic that lends itself extremely well to the game approach, and there are literally hundreds of vocabulary games ranging from elementary to advanced level” It implies that vocabulary is essential for students in the instruction and learning of language If vocabulary is connected to games

in the classroom, vocabulary instruction will be simplified

2.1.3.2 Learning vocabulary

The center of English language acquisition is vocabulary According

to CelceMurcia and Ohlstain (2000), vocabulary acquisition is central to the acquisition of any language, whether it be a first, second, or foreign language It is substantiated by the research of Harmon (2009, cited by Bintz , 2011) He further explained that “vocabulary acquisition is a continuous process of encountering new words in meaningful and understandable contexts” It implies that learners should continue to acquire vocabulary knowledge Therefore, if they have mastered the language, it will be simple for them to acquire another

Hatch and Brown (1955:372, cited in Soraya, 2011) described five essential steps in vocabulary learning based on research into their strategies:

- Having sources for encountering new words

- Getting a clear image, whether visual, auditory, or both, of the forms of the new words

- Learning the meaning of the words

- Making a strong memory connection between the forms and meaning of the words

- Using the words

Regarding the definition of vocabulary, it is evident that mastering a foreign language cannot neglect vocabulary Mastering the vocabulary is the most essential aspect of acquiring a second language According to Finoacchiaro (1974:8), the mastery of vocabulary cannot be neglected in the development of the language aspects of communication, namely listening, speaking, reading, and writing It implies that if a person has a large vocabulary, they will have no trouble learning languages and will be successful in acquiring language abilities These are supported by Hammer

(1991:153), who argued that vocabulary is the vital organ of language development encouragement In this instance, vocabulary is the link between their abilities in listening, speaking, reading, and writing and a specific language-learning objective Teachers believe that the success of language learning is contingent on the number of vocabularies mastered and the proficiency with which they are employed

2.2 Flashcards

2.2.1 Flashcards definition

A flashcard, or flash card (also known as an index card), is a card with information printed on both sides that is intended for memorization purposes On these cards, texts and/or images are painted or drawn (Insaniyah, 2003:19) The images or texts on flashcards can be either pictures or words A flashcard is a piece of cardboard measuring approximately 18 x 6 inches on which a word, sentence, or simple outline illustration is printed The lettering should be large, transparent, and legible from the back of the room Capitalization is preferred Use print because it

is simple to read from a distance (Nasr, 1972:119) It is common practice to use flashcards to memorize vocabulary, historical dates, formulas, and any other information that can be learned through a question-and-answer format Flashcards can be physical or virtual (part of flashcard software)

Flash cards are a form of media that can be utilized for all English class content, particularly vocabulary Typically, flash cards are grouped by subject matter, such as groups of fruits, vegetables, body parts, animals, transportation, etc The dimension of flashcards is large so that students can make distinct matches Typically, a teacher will hold flashcards and then rapidly transfer them to the student's view Changing cards rapidly may be the primary reason why flashcards are used There is no universal definition

of a flash card The definition of a flash card has been adequately clarified

by a number of experts

According to Finocchairo (1974: 105), flashcards are cards with individual words (either printed or handwritten), which can be prepared and used in the same categories and order as the individual images The media are used to assist the teacher in explaining the instructional materials The images on flash cards are graphic in nature The images on flash cards can

be used to illustrate the meaning of words Suyanto (2007:103) stated that one of the simplest methods to elicit a language sample is by displaying an intriguing image Using images increases children's motivation to learn and can enhance their vocabulary skills Additionally, flash cards can aid students in mastering vocabulary

Meanwhile, Haycraft (1978:102) defined flashcards as cards with printed or drawn words or images According to the Oxford Advanced Learner's Dictionary (1995: 94), a flashcard is a card with a word or words and occasionally an image along its length On the basis of what has been discussed thus far, it is reasonable to conclude that flashcards are cards with

a word or words, a number, or a picture on them that teachers and students use in the classroom to learn and memorize new words According to Halliwel (1992:41), flashcards are types of cards that contain images, words, and instructions arranged in various combinations The pictorial format of flashcards is chosen based on the premise that images provide a clear understanding of what a word or structure could imply Flashcards are

an effective memory aid; write queries on one side and answers on the other (Edwards, 2006: 98)

2.2.2 Kind of flashcards

Flashcards are a set of double-sided cards developed for direct

vocabulary learning By flipping the front and back sides of the cards, learners can practice recalling the form and meaning links in repeated retrieval of L2 words Learning with flashcards is a quick approach to expanding vocabulary through focused learning According to Nation (2000), a flashcard is a little card featuring a foreign word and its explanation on both the front and back sides To help learners understand the meaning of new words, the card can include the word meaning in a first language translation or an image Flashcards have been utilized in EFL education for years as a tool for acquiring vocabulary since they have been shown to have a positive motivational effect on language learners (Ashcroft and Imrie, 2014) There are two kinds of flashcards: traditional cards and electronic or digital cards

A conventional flashcard is made of paper or card with an image on one side and language associated with the image on the other (Aslan, 2011) In a foreign language classroom, the teacher may add translations on the back of the card in the student's first language to enhance recall of vocabulary and meanings (McLean, Hogg, and Rush, 2013) The words or images on a flashcard should be large enough for every learner in the classroom to see This type of card is useful and simple to use for learning

at any moment In addition, most schools employ paper flashcards for simplicity of usage Paper flashcards are also the primary object used in this investigation

Another sort of flashcard that can be more successful than paper is a computer-based flashcard These flashcards are computer-based systems, sometimes known as digital flashcards, that are intended for use with electronic devices and projectors This style of flashcard can be made with Microsoft PowerPoint or any other tool or application

2.2.3 Teaching and Learning flashcards

The use of flashcards as a strategy for teaching vocabulary can be a relaxing method of instruction because flashcards contain pictures, words, symbols, or the actual shape of the word Typically, flashcards are used to teach vocabulary, which is the fundamental knowledge that must be mastered first This medium is best suited for instructing young or beginning learners and elementary-level students Because these three levels of education continue to emphasize vocabulary expansion This medium will benefit them more When the teacher tells them the name of

an object, there is no need for them to envision the object's shape; instead, the teacher should show them a depiction of the object so that they can recognize its shape Therefore, they will have a distinct understanding or impression of the object

Wright (1990) mentioned the procedures for teaching vocabulary through flashcards:

- Phonological Practice: Each card depicts a single individual whose name contains the sound to be practiced, perhaps in a humorous manner;

- Word Cards for Sentence Making: These may be displayed on a pedestal Alternately, each student is provided with a word card so that they can arrange themselves to present a sentence to the class;

- Reading Recognition: Each pupil is given a word or sentence card, and the majority of them point to an object or scene in the room or in a picture that corresponds to it Alternatively, the certificate may contain a directive for the students to follow The question and answer cards are jumbled together The pupil or group is responsible for sorting and matching the cards;

- Relating written and spoken forms;

- Guessing Game: The instructor displays several action cards to the class First, he requests that they recall the images Then he selects one, conceals the image, and asks the students to identify it, perhaps to test the students' extrasensory perception Each pupil speculates The instructor then examines the card and asks each student, "What did you say?" Contrasts for Significance: Two-sided flash cards can be used to reinforce the recognition of dissimilar concepts and provide oral reproduction practice Consequently, based on the aforementioned procedures for teaching vocabulary, it can be stated that teachers play a crucial role in arranging activities using the flash card procedures mentioned above so that they function smoothly This implies that the most important factor is how effectively teachers engage and motivate students to acquire English vocabulary

There are several methods for using flashcards to teach English vocabulary In the first method, pupils must determine the identity of the image displayed by the teacher:

- The teacher prepares the association flashcard related to the topic of that meeting (e.g., animal);

- The teacher divides students into small groups;

- The teacher prepares the flashcards based on the number of members in each group;

- The teacher reads the rules of the activity;

- The teacher displays the picture of the animal;

- Every representative of each group has to run to the front of the class to find the displayed picture’s name;

- If they find it, they have to stand on the flashcard word;

- Do the same activity for every representative of each group, or every student in each group will get the chance;

- After that, the teacher drills every single vocabulary word that was used in the activity;

- At the end, the teacher may ask students to draw their favorite animal and label or write down the animal names under its picture;

Another activity called “stick me on the wall” with topic synonyms suggests the following:

- Teachers prepare the words with their synonyms;

- The teacher sticks the synonym words on the wall, and the other synonyms are on the teacher’s table;

- Each student will get two similar words;

- The teacher reads the rules;

- This way, games can be played either individually or in groups;

- They have to hurry, run to the wall, and find out the word’s synonym;

- Stick the word to its synonym;

- After all the words have the correct synonyms, teachers may ask their students to repeat and drill the words;

- At the end, the teacher may ask students to draw their favorite animal and label or write down the animal names under its picture

Using flashcards to teach vocabulary can stimulate and educate students about the English language's vocabulary Flashcards and other

instructional media also provide a clear understanding of the information presented Flashcards can add variety to the instructional process It is utilized in accordance with the lesson's topic By presenting media in class, particularly flashcards, students will be motivated to learn English vocabulary In addition, the students will have a direct experience of what the instructor desires Media can assist the educator in making the instructing and learning process more enjoyable In this instance, flashcards are effective for expanding the vocabulary of students If a visual is evident, everyone who views it will be able to derive some meaning from

it Images were superior to paraphrases and definitions for describing concrete terms On the basis of the preceding explanation, it can be concluded that flash cards are one of the most effective tools for teaching and learning foreign languages

For learners, flash cards are among the most useful tools for studying and memorizing information Moreover, vocabulary flashcards are excellent study aids They can be entertaining, colorful, and inventive methods to aid memory and retention of vocabulary terms In addition, Charles (2009) stated that flash cards are especially useful for memorizing vocabulary words and their definitions, historical events and their significance, as well as images of artwork or other items that you will be responsible for identifying

2.2.4 Advantages and disavantages of flashcards

2.2.4.1 Advantages of flashcards

The size and layout of the cards are ideal for quick and stimulating work Some flash cards are intended to help you improve your English, while others can assist you in learning an entirely new language The key to using flash cards is to examine the word or definition on one side and

evaluate your ability to recall the answer written on the other side (Wright, 1990) For practicing new letters, syllables, words, and other information, flash cards can be useful A flash card is a series of cards with information, such as words or numbers, printed on one or both surfaces, used for classroom exercises or private study A vocabulary flash card can be a creative, colorful, and entertaining method to aid in the memorization and retention of words According to Komachali and Khodareza (2012), flash cards are commonly used as a spaced repetition-based learning exercise

The advantages of using flashcards, according to Wright (1968:73), are as follows:

- It can help the students ease themselves into memorizing the words they have learned;

- It can be brought everywhere because the size of the cards is not too big;

- It gives variation in teaching The teacher is not only to teach and explain the lesson;

- Flashcards are very helpful to refresh the students minds before starting the new lesson plan;

Meanwhile, according to Haycraft (1978: 102) and Cross (1991: 120), there are some advantages to using flashcards in language teaching They are, namely:

- Flashcards can be used for consolidating vocabulary;

- Flashcards are motivating and eye-catching;

- Flashcards are effective and can be used by students of any level;

- Flashcards can be taken almost everywhere and studied when one

has a free moment;

- Flashcards can be arranged to create a logical grouping of the target words;

- Flashcards are cost-effective and inexpensive;

- Flashcards provide a visual link between L1 and the target language;

- Flashcards can also be used for practicing structure and word order

or for a variety of games;

Moreover, according to Brown (2000), one of the primary benefits of flashcards is that they are portable and can be studied at any time Flashcards are an entertaining strategy that can increase the reading interest

of students This strategy presents visualizations in the form of symbols, numerals, word-and-picture combinations, and images (Herlina & Dewi, 2017) The use of flashcards can create a pleasurable environment for students to expand their vocabulary Consequently, flashcards are an effective strategy in education as a visual source and method for ensuring that the learning process is meaningful

In brief, vocabulary cards are an effective instrument for teaching and acquiring vocabulary Not just because of its compact size and eye-catching hues, but also because it supports pupils in learning a second language However, in addition to the benefits listed above, vocabulary cards have significant limitations These drawbacks will be discussed further below

2.2.4.2 Disadvantages of flashcards

According to Wright (1968:73), as quoted by Debora, the disadvantages of using flashcards are:

- Flashcards are not applicable at any level For those who already have an extensive vocabulary Flashcards are ineffective;

- A teacher who wishes to create flashcards must devote a significant amount of time to both presenting and creating the cards;

In addition, flashcards have some disadvantages According to Asnawir and Usman (2010), the size of flashcards is typically too small, so pupils sitting in the front can see them clearly, but those in the rear cannot Due to their knowledge of the material the teacher is explaining, some students may find it challenging to understand what the teacher is saying; however, this does not affect the achievement of the intended objectives

2.3 Teachers’ preceptions on using flashcards

Even though research has demonstrated the effectiveness of flashcards

in language teaching and learning, it is the instructor who determines how flashcards are utilized When used in conjunction with other instructional steps, flashcards can maximize their efficacy Before teaching, the teacher, as

a planner, prepares and adapts teaching aids and anticipates any potential problems In the classroom, he or she is responsible for organizing the learning space, ensuring that everything functions efficiently, and establishing rules and routines for student and teacher behavior and interaction In reality, the learning abilities of students vary, so instructors must be prepared to assist with any individual, partner, or group work activities while also assessing and providing the necessary support According to numerous studies cited by Wubbels et al (2006), teachers with high agency and communication skills can motivate and improve student

learning To ensure that the students are following the teacher's instructions, allow them to ask questions about flashcards and the language material being taught in the classroom Students who perform well on the activities should

be selected to demonstrate in front of the class and be awarded an incentive There are numerous methods to encourage students to use flashcards for effective learning; however, instructors must have a positive rapport with students in order for them to benefit from flashcard-based techniques

In general, research on flashcards has become a prominent topic that has drawn an increasing number of scholars.The next section focuses on a review of existing studies on the correlation between flashcards and vocabulary retention

2.4 Related studies

Nugroho (2012) conducted a study titled Improving Students' Vocabulary Mastery Using Flashcards The research was conducted on the fourth grade of SD Negeri II Watuagung, Baturejo, and Wonogiri during the 2011–2012 academic year It consisted of field research The research took four months to complete On the basis of the quantitative data (pre-test and post-test), it is possible to conclude that flashcards can enhance students' vocabulary mastery The enhancement of students' vocabulary mastery scores and field notes as observational data demonstrated that flashcards can increase students' motivation during the teaching and learning process

The second study is The Use of Flashcards in Teaching Vocabulary

to Fourth-Grade Students of SDN Sukosari Dagangan, Madiun, by Rahmasari (2016) Through this study, the researcher aimed to determine whether the use of flashcards was effective and to identify the advantages and disadvantages of flashcards as a medium for teaching English

vocabulary The researcher collected data through observation and testing The researcher wished to observe the situation and conditions directly related to the efficacy of flashcards in teaching vocabulary to fourth-grade elementary school students For the purpose of determining the efficacy of flashcards in teaching vocabulary to fourth graders, a test was used to collect data The outcome demonstrated that flashcards are an effective learning tool It can be seen by comparing the average score of students before and after using the flashcards The students' average score before using flashcards was 7.40, and their average score after using flashcards was 8.15

The Use of Flashcards in Improving Vocabulary Mastery of Disabled Students is another study by Habibi (2017) Using flashcards, this study aimed to enhance the vocabulary of students with disabilities in the second grade of SMP Dipenogoro, Junrejo, and Batu during the 2017–2018 academic year The cycle consisted of four meetings plus one post-test meeting At the first meeting, the researcher instructed students with disabilities on descriptive writing The method consisted of displaying and explaining the material using flashcards and requiring students to compose

at least one sentence based on the image they saw The second gathering involved teamwork Each combination is comprised of two students with the same disability and one group of students with a distinct disability After the teacher explained the material, each pair discussed the worksheet's task, contrasted their answers with those of other pairs, and assisted one another (only if they encountered difficulties) The partner with the highest score will receive a prize At the third meeting, the teacher distributed arrangement vocabulary flashcards to each partner After they correctly answered the question, the flashcards were distributed to the other

pairings, and each pair presented their own flashcards After using the flashcards, a post-test was administered at the conclusion of the fourth and final meeting The evaluation was distributed to the students, who were required to complete it independently After observing and analyzing the data, it was determined that before flashcards were implemented, all students with disabilities scored below 75, with the lowest score being 50 and the highest score being 70 None of the six pupils failed to meet the standard minimum criteria (KKM) After using the flashcards, particularly

in the first cycle, the scores of all students with disabilities met the standard minimum criteria (KKM), with 80 as the lowest score and 100 as the highest

In Vietnam, there was a study namely “Using flashcards to teach vocabulary effectively in a primary school” by Nguyen (2017) She concluded that there was a difference in achievement between the experimental group and the control group, implying that using flashcards to teach vocabulary can help students have a stronger and more lasting memory of the words taught In addition, after attending a lecture utilizing flashcards, students were eager to learn with this method

In addition, Nguyen Thi Le Hang (2019) conducted the study “Using flashcards to teach English vocabulary to elementary school students” After receiving an eight-week treatment, the majority of students exhibited more favorable attitudes toward flashcard applications, according to the researcher Moreover, the post-test results suggested that flashcards contribute to the improvement of students' vocabulary retention and attitudes toward vocabulary learning During her treatment, the author also recorded some unforeseen complications First, she noticed that superior students dominated the group activities A small number of students used

their native language to communicate during the flashcard activities In order to enhance the effectiveness of flashcards in the classroom, the author also recommended excellent preparation and organization

Through their studies, the researchers demonstrated that flashcards are an effective method for teaching English vocabulary because they aid students in acquiring a better command of the language Nonetheless, there are limitations to research Utilizing experimental research or qualitative and quantitative research, the majority of studies conducted in Vietnam investigated whether teaching vocabulary using flashcards has any effects

In addition, students' perspectives on flashcards in learning have been the focus of the majority of research, whereas instructors' perspectives have been the subject of relatively little inquiry Therefore, in this action research paper, the researcher has a desire to make these materials clearer

to primary school teachers in Quy Nhon

In conclusion, this chapter has provided the theoretical foundation for the entire paper by defining key terms and providing significant background information on vocabulary and the concept of teaching and learning vocabulary Moreover, details regarding the use of flashcards as a tool for teaching vocabulary have been demonstrated, allowing readers to understand the specific strategies in which flashcards have been used with students of various ages and how the technique could fit within the context

of this study To demonstrate the efficacy of flashcards in teaching vocabulary, a study was conducted in the context of Quy Nhon's elementary schools using the methodology that will be discussed in further detail in the following chapter

CHAPTER 3 METHODOLOGY

This chapter focused on the details of the research method, which consisted of the subject of the study, research design, instrument of the study, and method of analyzing data

3.1 Research design

The descriptive technique was utilized in this study since the research would offer a description of the teachers' opinions of teaching vocabulary using flashcards and, finally, build a conclusion based on the data obtained Creswell (1994) assumed that the descriptive method of research was used to gather information about the present state of affairs as well as to evaluate the hypothesis or query concerning the current state of the investigation In 2008, he also proposed a mixed-methods research strategy in which quantitative data to measure trend patterns of a large number of people are combined with qualitative data to acquire more comprehensive and specific information, thereby strengthening the quantitative data Therefore, a descriptive research using mixed- methods approach has been chosen in this study for its own strengths

The quatitative approach with questionnaires and observation checklist are the appropriate methods to be applied in this research For the first objective to answer the first research question “What are EFL primary school teachers’ perceptions of using flashcards in teaching English to primary students?” A questionnaire survey was used in this study Thus, numerical data on a broad population might be quantitatively collected and technically processed for both objectivity and universality, as well as to represent the implications of instructors' opinions

According to Cresswell (2012), qualitative research is a type of

educational research method that is the best way to investigate problems and elaborate on a specific and detailed understanding of the main problem The aim of the research was to investigate the teachers’ perceptions and practices of using flashcards as a learning vocabulary medium in elementary school Therefore, the qualitative approach with interview is also the appropriate method to be applied in this research because it helps the researcher answers the second objective about “How do EFL primary school teachers implement flashcards into their English teaching practice?”

The quantitative data has been qualified for interpretation or analysis, and the qualitative data has been quantized for its behavior patterns, by triangulating the three forms of data For appropriate research methodologies, such a quantitative-qualitative combination may allow for seamless mixing and important double-checks from quantitative to qualitative data The impacts between the two types of quantitative and qualitative data are believed to be scientifically strengthened for self-correcting feedback loops and created an interactive continuum in any research study (Newman & Benz, 1998) The multiple regression analyses among the three instruments for validity and reliability can be seen in Table 3.1

Table 3.1 Reseach Design

Mixed Method Approach

The sample population under study consisted of 50 EFL primary school teachers who are Vietnamese teachers teaching English as a foreign language in 17 different primary schools in Quy Nhon City The participants that the researcher chose are primary English teachers who teach English from 1st to 5th grade The reason why the researcher chose the teachers who teach in that grade is because the focus of this research is

on teaching English to primary students The ethnological information about the participants is presented in Table 3.2

Table 3.2 A brief description of the survey participants

was chosen to be observed during the teaching in class Two male teachers and three female teachers were interviewed after that

3.3 Data collection instruments

This study employed mainly qualitative and quantitative data collection tools The relevant data was collected through classroom observation checklists, questionnaires, and semi-structured interviews As a result, the researchers preferred the quantitative method to describe all questionnaires and observation checklists and the qualitative method to describe the data collected through classroom observation checklists and interviews

a large amount of information relatively quickly”

In this study, the questionnaire was intended to find out some additional information about teachers' perceptions of teaching English by using flashcards There were two parts on the questionnaires (see Appendix

A for the full form of the questionnaire) The participants' personal data (gender, age, and number of years of college teaching experience) was the subject of the first part The second part is the questionnaire with 10 questions in total which are categorized into two sections: The first section called teachers’ perception of the use of flashcards in teaching English vocabulary with 21 items focused on teachers’ perceptions of the necessity

of using flashcards in teaching vocabulary (5 items), teachers’ perceptions

of the benefits of using flashcards in teaching vocabulary (13 items) and teachers’ perceptions of the weakness of using flashcards in teaching vocabulary (3 items) This section is positively polarized on 1-5 Likert scale, ranging respectively from strongly disagree (SD), disagree (D), neutral (N), agree (A) to strongly agree (SA) to indicate the levels of their perceptions The second section is 9 close-ended questions which explore the implementation of using flashcards to teach vocabulary in English classes There is also an open-ended question at the end of the questionnaire for obtaining suggestions for primary teachers to use flashcards in teaching English vocabulary in English classes effectively

3.3.2 Semi- structured interview

The interview is an exchanging information activity Manion and Morrison (2007) stated that interview can be controlled by the interviewer, but it still provides space for spontaneity and emphasizing not only complete answers but also responses about complex and deep problems, so that interview become one of the powerful instruments for the researcher especially in qualitative research Thus, the researcher thought that by gathering data through the interview, the researcher could gain deep information related to the research problem

For this research, the interview was with 5 teachers (2 male teachers and 3 female teachers) to assess the depth of their perceptions and practices about using flashcards in teaching vocabulary Identified issues derived from the quantitative data and developed into guiding questions for semi-structured interviews The interview began with the teachers' general perception of the necessity of flashcards to teach English vocabulary to primary students They were then asked to go into more detail about their

opinions regarding the pros and cons of utilizing flashcards to teach vocabulary The teachers were then asked to comment on the challenges they encountered when utilizing the flashcards during English vocabulary lectures and to offer solutions Individual interviews with each interviewee were then conducted on Facebook and Zalo Each interview was straightforward The researcher used an audio recorder to take notes throughout each session, which typically lasted under fifteen minutes Every session had the same questions, but each interview had a little bit of

a different format The interview approach, which frequently devolved into informal chats, was a good one for gathering qualitative data because it encouraged candid responses

3.3.3 Observation checklist

Observers can quantify what happens in the classroom, and quantities can be informative, especially when these are related to intentions (Wragg, 1999) Observation is an activity done directly The process of observation can be done by seeing and hearing, then noting objectively Based on the explanation above, it can be concluded that the definition of observation is one way to find information, and checklist data

is the instrument that is used by the researcher

The instrument that the researcher used was checklist data By doing observation, the researcher could know the situation and condition directly based on the effectiveness of flashcards in teaching English vocabulary to students in elementary school In the study, the researcher took on the role

of an observer who was not involved It denoted that the observer was not actively participating in the circumstances under observation (Gay, 2000) The teachers gave permission to be watched The teachers were made aware of the purpose of the observations before the official data collection