Luận văn thạc sĩ Lý thuyết và phương pháp giảng dạy tiếng Anh: Efl primary school teachers’ perceptions and practices of using flash cards in teaching English vocabulary to primary students

INTRODUCTION

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”.

Research aims and objectives

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

- 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.

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?

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.

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.

LITERATURE REVIEW

Vocabulary

Hornby (2006) defined “vocabulary as all the words a person uses when discussing a particular subject in a particular language Vocabulary is a list of words with meanings, glossaries, and words used in communication; these words have meanings and convey messages Vocabulary is also a fundamental communication talent; without vocabulary, communication will be difficult” Vocabulary is “a list of words and often phrases, typically arranged alphabetically and defined or translated; a lexicon or glossary” (Longman, 1987:1117) According to Carteret (2007:72, cited in Rofiah, 2010), vocabulary is central to the acquisition of a foreign language at the elementary level In recent years, it has moved to the forefront of foreign language instruction, supported by substantial and expanding research It is also reinforced by Cameron (2001:95), who stated that “vocabulary is the foundation of using a foreign language as discourse, since vocabulary is both acquired through discourse participation and is fundamental to discourse participation” Wallace (1998:9) pointed out that “Vocabulary is the most essential component of language” It implies that in order to communicate effectively in English, students must grasp vocabulary Vocabulary plays an essential role in

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

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

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

- 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

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

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.

Flashcards

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)

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

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

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

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.

METHODOLOGY

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

Mixed Method Approach Quantitative Quantitative - Quanlitative Qualitative

Setting and participants

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

The participants in this study are English language instructors who are teachers in primary schools in Quy Nhon city, with 96% of them being female and 4% male 94% of the teachers that took part in this survey are between the ages of 22 and 30 As shown in Table 3.1, just 18% of teachers had more than six years of teaching experience, with the majority of teachers (82%) having between one and five years of experience Of those participants, one teacher was chosen to be observed during the teaching in class Two male teachers and three female teachers were interviewed after that.

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 questionnaire was a list of questions to be answered by a group of people to get 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 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

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

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 period began To make sure the teachers were able to gather the necessary data, the researcher talked to the teachers before deciding which courses to monitor As a non-participant observer, the researcher made notes about the teachers’ instructions regarding the use of flashcards, teachers-students interaction regarding flashcards, classroom circumstances, activities of the teachers and students, potential problems the teachers might encounter, and how to resolve them By doing observation, the researcher knew the situation and condition directly based on the effectiveness of flashcards in teaching vocabulary to students in elementary school In addition, a checklist was utilized to record what was being observed.

Procedure

The research procedure began with the introduction of online questionnaires To be more specific, the demo electronic questionnaires were distributed in January 2023, in the middle of the semester of teaching Altogether, the final questionnaire, including 50 valid copies, was collected from February to March, with the option to choose an English version The data were analyzed using percentages Moreover, the researcher created the interview schedule to construct the gathering instrument The researcher looked for the phone numbers of the participants and contacted them Then, the researcher contacted the participants via Zalo and Messenger

The researcher needed an agreement from the participants to ask for their time Besides, the researcher and the participants decided the time for conducting the interview The language used in the interview and communication was Vietnamese because it was the researcher’s and participants’ first language Also, it could reduce misunderstandings, and the researcher could have an easier time communicating with participants

The researchers attentively reviewed the data, both from written reflections and semi-structured interviews The researcher further analyzed and identified important themes and codes that reflect the teachers’ beliefs about using flashcards in teaching English vocabulary The participants’ responses were classified into some themes: the teachers’ general perception of the necessity of flashcards to teach English vocabulary to primary students, the benefits and disadvantages of flashcards, and the difficulties in using the flashcards during English vocabulary lessons, and then suggestions to deal with these problems

Data analysis is the process of obtaining information that lies beneath the surface content of data In order to identify the crucial components used to explain the nature of the thing being studied, the researcher must interpret and analyze the collected data in a logical manner (Denscombe, 2007) Descriptive statistics were utilized to analyze the questionnaire and learn more about the teachers' attitudes toward using flashcards to teach English vocabulary to students in elementary schools

To successfully use segmentation, categorization, and relinking of data to investigate and interpret themes pertinent to the research topics, interview and classroom observation data were examined thematically.

Summary

To sum up, the chapter presented an overview of the surveyed research participants in the primary schools in Quy Nhon City and the research design to address the two research questions on primary teachers’ perceptions and practices of using flashcards in teaching English vocabulary to primary students This chapter has descriptively detailed a quantitative-qualitative approach with its three instruments: the questionnaires, the interview, and the observation checklists, ranging from research administration to data collection, data processing, and data analysis.

FINDINGS AND DISCUSSION

Teachers’ perceptions of using flashcards in teaching English

The teachers' perceptions of the use of flashcards in teaching English vocabulary are calculated and presented using the teachers' questionnaire (Appendix A) and interview(Appendix C) The study data is analyzed in accordance with the research questions

4.1.1 The necessity of using flashcards in teaching English vocabulary

The primary source of data utilized to examine teachers' perceptions of using flashcards is a questionnaire titled "Teachers' perceptions of using flashcards in teaching English vocabulary to primary students." (See Appendix A.)

Table 4.1 Teachers’ perceptions of the necessity of using flashcards

Strongly Agree Agree Neutral Disagree Strongly

Strongly Agree Agree Neutral Disagree Strongly

N % N % N % N % N % be used to teach vocabulary to elementary school pupils

2 I think that flashcards should be frequently used by primary school teachers when teaching

3 I am cognizant that students like to learn vocabulary through flashcards

4 I tend to use flashcards for the majority of my vocabulary lessons

Strongly Agree Agree Neutral Disagree Strongly

5 I think flashcards play an important role in developing elementary school students' vocabulary

The questionnaire from items 1 to 5 is used to determine teachers’ perceptions of the importance and necessity of flashcards in teaching vocabulary to elementary students The results of the questionnaire show that 96% of teachers strongly agree and only 4% agree, which means most teachers believe that flashcards are used for teaching English vocabulary and the learning process for primary pupils In response to item 2, 92% of teachers choosing strongly agree, and 8% choosing agree The above data results reflect that nearly all of the teachers confirmed that flashcards should be used in English classes For item 3, 82% of teachers strongly agree and 18% agree From the data above, the researcher knows that most of the primary students feel happy when learning English vocabulary through flashcards The questionnaire in item 4 shows that 22% strongly agree, 74% agree, and only 4% are neutral This shows that teachers tend to use flashcards in the majority of vocabulary lessons The next assumption in Item 5 is that flashcards play an important role in developing primary learners’ vocabulary In detail, 98% of the respondents supported this assumption, while the rest (2%) reacted with hesitation

The teachers have some reasons why they have to apply this approach in the classroom because they think that this method is necessary for teaching English vocabulary From the data interview, by answering the question, “Do you think that flashcards should or should not be used by teachers in English classes in primary schools? Why?", the researcher also gets the teachers’ statement about their purpose in conducting this approach Each teacher has their own perspective on using flashcards in teaching process

Teacher ID 2 answered: “I think most learners are interested in learning vocabulary through flashcards because pictures make learners curious about what is in the flashcard” Teacher ID 1 also mentioned: “ Flashcards can help learners learn easily and it is not as boring as translating word-for-word from Vietnamese to English Learners are more excited in looking at animated flashcards”

Meanwhile, some teachers said that they liked using flashcards to teach vocabulary because they could organize many activities For example, teacher ID 4 indicated: “When I use flashcards, I can design many activities for learners I use flashcards to revise vocabulary learners already studied or to practice drilling or guessing”

From the opinions above, the researcher can find out several reasons why these teachers use flashcards in their classrooms First, by being lively and eye-catching, flashcards help students' attention and curiosity Second, flashcards help students quickly pick up the second language without the teacher having to explain word meanings in their native tongue Third, teachers can use flashcards to organize a variety of activities in the classroom, assisting students in learning new words as well as reviewing previously learned words As a result, it can be concluded that flashcards should be used in the classroom to teach vocabulary because of its advantages

4.1.2 The benefits of using flashcards in teaching English vocabulary

Flashcards actually provide a variety of benefits, not only for primary learners learning but also for teaching English In this study, teachers are asked to list some concepts that connected to how they saw the advantages of flashcards Table 4.2 presents the survey results

Table 4.2 Teachers’ perceptions of the benefits of using flashcards

Strongly Agree Agree Neutral Disagree Strongly

6 Flashcards can help the students ease themselves in memorizing words they have learned

7 Flashcards can be used for consolidating vocabulary

8 Flashcards are motivating and eye-catching

Strongly Agree Agree Neutral Disagree Strongly

9 Flashcards are effective and can be used for any level students

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

11 Flashcards also be used for practicing structure and word order or for a variety of games

12.Flashcards rovide a visual link between L1 and the target language

Strongly Agree Agree Neutral Disagree Strongly

14 Flashcards become a simple and effective medium for learning English vocabulary

16.Flashcards can help SS enhance

17 Flashcards can be brought everywhere because the size of the cards is not too big

Strongly Agree Agree Neutral Disagree Strongly

18 Flashcards are cost effective/inexpensi ve

Table 4.2 shows the results of the thirteen items to find out teachers’ perceptions of the advantages of flashcards in teaching English vocabulary to primary students It is clear that the majority of teachers believe in the benefits of flashcards An important benefit of flashcards is that they develop students' vocabulary For item 6, teachers strongly agree with 18% and agree with 74% that flashcards make the students remember the words easily for a long time In response to Item 7 that flashcards can be used for consolidating vocabulary, there is a considerable agreement among most of the surveyed teachers (94%), whereas those who hesitate take up 6%

In addition, 44% and 56% are observed to strongly agree and agree, respectively It can be seen that flashcards have pictures and colors, which can be easily interesting learning aids in the teaching and learning process Regarding item 9, that flashcards are effective and can be used for any level of students, more than half of the participants approve of the priority (64%), whereas those who are hesitant or rejected take up 36% Most teachers (84% strongly agree, 16% agree) answer that target words can be logically grouped together using flashcards Next, item 11 about flashcards also being used for practicing structure and word order or for a variety of games is warmly welcomed by 76% of the participants, compared to near 24% for uncertainty and disagreement, which possibly reflects the respondents‘ uncertainty about their abilities to teach structures and activities using flashcards

In detail, the respondents’ high approval of Item 12 (92% strongly agree and 8% agree), Item 12 (68% agree and 20% strongly agree), Item 14 (68% agree and 30% strongly agree), and Item 15 (62% agree and 26% strongly agree) reflect that flashcards are effective and simple media for teaching English, especially in elementary school The pupils can understand the material without translation Moreover, flashcards create fun learning, especially in their use through the game

Besides, more than half of the respondents (52% agree and 6% strongly agree) report that flashcards can help students enhance their creativity For item 17, teachers strongly agree with 94% and agree with 6% that teachers can bring flashcards everywhere because of their small size For item 18, flashcards are cheap, which is supported by 48% of the participants in comparison with 52% of those who disagree and even hesitate

In addition to findings from questionnaires, the data from interviews also reveals that all five teachers agree that flashcards are useful in teaching English vocabulary to primary pupils For example, teacher ID 1, ID 2 and

ID 5 mentione that flashcards make the students not get bored in the learning process when they answer the question, “Could flashcards create a good atmosphere in the teaching-learning process? Do students enjoy the learning English vocabulary through flashcards?”

Teacher ID 1 said: “When learning vocabulary with flashcards, my students feel less bored, feel more engaged in the lesson, and increase their motivation to learn vocabulary They really enjoy participating in class activities.” As seen from his statement, teacher ID 1 confirms that flashcards are a medium that is able to offer students more interesting learning and demanding activities They could be more interested, active, creative, and happy in learning, which could be more meaningful

The implementation of using flashcards to teach English

4.2.1 Frequency of the use of using flashcards in teaching vocabulary

From teachers’ perceptions presented above, the researcher wants to know whether this method is always used, and findings from the questionnaire are presented below

Chart 4 1 Frequency of the use of flashcards in the classroom

Chart 4.1 indicates that the frequency of the use of TPR in language classes is quite high The reason is that a large number of the teachers perceive the importance of flashcards positively; 68% of the teachers use flashcards frequently, and 22% of the teachers sometimes implement flashcards in their English class 8% and 2% of the teachers are observed to use these in the class rarely and never, respectively

The researcher also finds the application of these strategies by interviewing five teachers Here are some of their answers:

“ I just use flashcards for the first time to make learners familiar with pictures on; and then have learners practice vocabulary and participate in activities I find that using flashcards can get learners across the word meanings immediately” (Teacher ID 1)

“ I often used flashcards at the beginning of the lesson because

60% always often sometimes rarely never learners find fun and catch or remember the vocabulary and use that vocabulary in a sentence structure” (Teacher ID 2)

“ When I use flashcards, I can design many activities for learners For example, to provide fun, I split learners into two teams standing in rows When seeing the flashcard with word or an object, the first learner who can read aloud the word or name the object receives the flashcard At the end of the game, the team with the most flash cards will win Similarly, I use flashcards to revise vocabulary learners already studied or to practice drilling or guessing” (Teacher ID 5)

4.2.2 Teachers' application of using flashcards in teaching English vocabulary

With the purpose of increasing the realism of teachers' application of using flashcards in their classrooms, the researcher also observes 10 meetings of 5 participants by using checklists (Appendix B)

1.1 Arranging students learning using flashcards implementation 9 90 1 10

1.3 Acting as models and asking them to imitate 10 100 0 -

1.4 Correcting students’ mistakes in pronunciation 6 60 4 40

1.5 Using appropriate activities to enhance the 7 70 3 30 lesson's objectives

1.6 Using materials ( realia, audio recorders, videos) 5 50 5 50

1.7 Encouraging students to participate in activities using flashcards 9 90 1 10

1.8 Going around and offering help 8 80 2 20

According to Table 4.4’s classroom observation results, the teachers really performe some of the expected classroom activities well For instance, 90% of the observed classes show the implementation of flashcards in their lessons Almost all of the teachers (80%) give clear and simple instructions Moreover, although 70% of the teachers are good at using appropriate activities and 100% of them model for students, only 60% of the teachers give feedback and correct errors for students

4.2.3 Students’ respond when flashcards are implemented

Table 4.5 presents students' activities in their class The result is shown below

2.1 Give attention to the teacher’s explanation 8 80 2 20 about the material’s goal

2.2 Participating in pronouncing the target words 6 60 4 40

2.3 Following up on teachers’ commands 5 50 5 50 2.4 Involving in activities using flashcards 8 80 2 20

2.5 The students listen and repeat the teachers’ words well 6 60 4 40

2.7 The students demonstrate their memorizing of vocabulary well and enthusiastically 7 70 3 30 2.8 Answering teachers’ questions correctly 6 60 4 40

The observation result in Table 4.5 shows that students seem to portray the required behavior for their own learning Among the 10 observed sessions, 80% of the students are involved and enjoy the activities that use flashcards; 70% of them remember vocabulary well; and the students like to learn vocabulary through flashcards, especially the games using flashcards Meanwhile, half of the students (50%) respond to the teacher's command, and 60% of them practice pronunciation and say words correctly

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

Table 4.6 Challenges that teachers may face when using flashcards

22 Flashcards only emphasize the perception of the sense of vision 44 88%

23 Abstract words are difficult to teach through flashcards, which only contain pictures

24 Flashcard are only for learning new vocabulary 30 60%

25 Lack of activities can be done to use vocabulary flashcards effectively 15 30%

26 Have difficulty with their vocabulary instruction through flashcards in relation to learning new activities

27 Students will feel bored when the technical use of flashcards is the same 41 82%

28 Size of the flashcard is too small, and some students cannot see the picture clearly 46 92%

29 Student sitting far away which cannot see the material clearly bored and usually students are busy

30 The students pay too much attention to the flashcards in the learning process, especially for younger learners

Table 4.4 demonstrates that there are lots of challenges that teachers may face when using flashcards to teach English vocabulary to primary students 70% of the respondents report that flashcards only emphasize the perception of the sense of vision This is the reason why more than half of the teachers (52%) agree that the students pay too much attention to the images in the flashcards in the learning process, especially for younger learners Specifically, the majority of the teachers (98%) say that abstract words are difficult to teach through flashcards Besides, 60% of the respondents claim that flashcards are only for teaching and learning new vocabulary Only 30% of the participants have a lack of varied activities in teaching with the use of flashcards Meanwhile, 62% of the teachers have trouble with their vocabulary instruction through flashcards in relation to learning new activities That leads to 82% of responses claim that students feel bored when the teacher uses the same technical flashcards The 92% agreement from the respondents also demonstrate that students sitting far away who could not clearly see the material were bored The reason for this is that the flashcard size is too small, so it is hard to see clearly (92%) This could lead to students sitting far away, being distracted, and making noise

In short, from the above data analysis, it is proven that most students preferred learning vocabulary through flashcards From the teachers' point of view, the major benefits of flashcards are that they develop students’ vocabulary by helping the students learn new vocabulary and consolidating vocabulary; flashcards are visionary and eye-catching, which helps students easily acquire new vocabulary and memorize it meaningfully As regards the teachers' perception of the disadvantages of flashcards, it is noticed that the majority of teachers find it challenging to introduce abstract words In addition, flashcards are not big enough, which makes it hard for teachers to involve the students in the lesson

4.2.5 Suggestions for the effective use of flashcards in English classes

Two aspects of support that teachers indicated in the interview process include resources and training

Five teachers report that they need support from the school in providing sufficient flashcards prepared for their vocabulary classes The lack of flashcard themes is a challenge for teachers using flashcards to teach English In learning English, the teachers must have a variety of flashcard themes so that they are helped every time teaching vocabulary For each vocabulary theme delivered, the teachers have a flashcard according to the theme When teaching vocabulary by using flashcards, the teachers need more money to buy the flashcards and make some preparations Because the flashcards used must be clear and big enough to be seen by all of the students in class To attract students’ attention, the pictures on flashcards are colorful If the teachers only give a copy of the picture, the students will get bored quickly That is why the teachers must be serious when selecting the pictures of flashcards, and it takes them a lot of time The following examples illustrate this view

“I believe the primary school should provide enough flashcards to every vocabulary teacher so that all teachers, including me, can have time to prepare lesson plans instead of thinking about how to design flashcards.” (T1)

“The support that I need is that I have flashcards available and ready for use in my vocabulary lessons.” (T2)

“I want an adequate number of flashcards provided by the school so

I can begin my class at ease.” (T3)

“Flashcards should be prepared and made available Moreover, words and pictures should be appropriately designed The size and color should also be designed for learners appropriately.” (T4)

“Some flashcards with words or pictures are not related to the topic of the lesson Therefore, I need enough flashcards for my class.” (T5)

Moreover, It is necessary for teachers to create something to attract students' interest in learning, facilitate understanding, and solve problems in education, which is one of the low learning outcomes Teachers' creativity in teaching, especially in the use of flashcards, is required to find an exciting learning process so that students do not feel bored with the techniques used by the teacher, but this becomes an obstacle for the teachers Teacher 1 stated that:

“When using flashcards to learn English, sometimes it is not easy to form interesting technicalities I'm afraid that students will feel bored when the technical use of flashcards is the same, so I have to look for variations so that students are more enthusiastic and not bored At least students can pay attention to the whole thing when I explain the material I experienced that when students were bored, they were usually busy playing alone and ignored me.” (T1)

So, the participants indicate that they needed training to improve their vocabulary instruction through flashcards in relation to learning new activities For instance, teacher 2 claimed that:

“The primary school should provide teachers with training for some days so that they can learn new things or keep their teaching updated.”

Teacher 3 further said: “I think it is necessary for us to have some training courses for sharing discussion or experiences about what activities can be done to use vocabulary flashcards effectively.” (T3)

In summary, the results from the interviews agree with the data from the questionnaire It is possible to deduce that the teachers rate the importance of using flashcards in their classrooms favorably Their awareness stemmed from their belief in the possible good effects of such an application However, it is obvious that teachers encountered some difficulties when using flashcards in the classroom; as a result, these problems require extra attention.

Discussion

In this section, the research findings are discussed with other relevant references In order to justify the research findings, the discussion is based on the theories related to the flashcards in teaching English vocabulary The outcomes of the questionnaire, observation and interview are explained further below

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

With regard to how teachers perceive vocabulary teaching through flashcards, the present study reveals that these teachers conceptualize the potential use of flashcards Specifically, the teachers perceive flashcards as a useful visual tool that allows learners to interact and retain words In other words, through the questionnaire data, these teachers understand the role of flashcards used in vocabulary instruction for primary school learners Among the benefits mentioned above, teachers highlight the major benefits of flashcards Haycraft (1978: 102–106) stated that there are two types of flashcards: word flash cards and picture flash cards Therefore, flashcards with words, numbers, or pictures could help learners remember and recognize words easily An important benefit of flashcards is developing students’ vocabulary As shown in Table 4.1, the majority of teachers (98%) believe that flashcards develop primary school students' vocabulary Using flashcards could ease the students introduction to new vocabularies Furthermore, flashcards make it simple for students to introduce the objects Flashcards may assist children in learning new words Furthermore, the flashcards expand the pupils' vocabulary According to Inayah (2010), using flashcards to help students acquire new vocabulary is a good and successful approach to assisting students in the learning process Furthermore, Grillo and Dieker (2013) stated that flashcards can aid and support students' learning Furthermore, Wardani (2013) indicated that flashcards can be utilized to increase some elements, such as memory development, self-reliance, creativity, and language mastery Similarly, Eric (2011) argued that flashcards are an efficient memory aid that can help students acquire new material rapidly Additionally, flashcards can assist kids in the learning process because the images and explanations on the cards can help them remember new terminology As a result, the students may acquire vocabulary and use flashcards as media

According to the results in Table 4.2, the majority of instructors (88%) think that employing flashcards as a learning media in primary school was a strength According to the interview findings, employing flashcards could help students rapidly comprehend the subject Furthermore, flashcards help pupils understand the content during the teaching and learning process Flashcards, according to Grillo and Dieker (2013), can assist and support students in the learning process by allowing them to simply absorb the subject Furthermore, Eric (2011) claimed that flashcards come in a variety of colors, and teachers can utilize them as references to create material themes during the teaching process Furthermore, the findings from observation supported the results from the questionnaire, and the flashcard aids students in very quickly understanding the content

As shown in Table 4.2, most of the teachers (88% agreement) emphasize that flashcards could create fun learning When most teachers believe that flashcards raised students' attention, motivation, and enthusiasm, the results from observation and interviews supported the findings from the questionnaire Students would thus concentrate more on taking part in in-class activities The statement is further supported by Susilana and Riyana (2009), who claimed that flashcards make learning enjoyable, particularly when used in conjunction with a game The previously mentioned assertion was consistent with Aliponga and Johnston's (2013) explanation that, when playing word card games, students must come up with sentences using a random selection of words from their collection Additionally, it enables the students to read extensively in graded books that are appropriate for their level and exposes them to a number of the high-frequency words they are learning Flashcards are an effective teaching and learning tool because they make learning enjoyable Flashcards, according to Nurseto (2011), are a medium that can provide students with more engaging learning opportunities With the use of learning media, teachers could be inspired to enhance and diversify their teaching methods However, learning will be more meaningful if the pupils are more engaged, enthusiastic, inventive, and happy

Furthermore, the findings from observation and interview strengthen the results from the questionnaire when the majority of teachers agree that flashcards are full of colorful teaching media, which is a strength of using flashcards as learning media in elementary school The flashcards have images and colors, so the students are interested in learning easily Haycraft (1978:102) defined flashcards as cards with printed or drawn words or images Flashcards are also able to reduce students’ boredom when learning new things The researcher discover that because flashcards are colorful and attractive, they engage students and aid in their understanding of the topic being taught It can be concluded from observations and a questionnaire that the majority of participants thought flashcards were helpful for pupils learning English vocabulary The results of the interview confirm those of the questionnaire, showing that the teachers find it simpler for their students to comprehend and retain the information when they use flashcards in teaching English The understanding of students is greatly improved by the use of flashcards when learning English With the help of clear flashcards, the teacher makes sure that the students fully comprehend the information being studied

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

As indicates in Table 4.3, the participants discuss the drawbacks of teaching English vocabulary to primary school students using flashcards The findings obtain from the surveys indicate that the majority of teachers (98%) struggle with flashcard size The teachers find it difficult for their students to clearly see the picture on the flashcard due to its small size Gilfgren (2012) claimed that if the image is not expanded larger, the pupils will never notice it The illustrations on the flashcards must be larger for the kids to fully view them; hence, they must be bigger Furthermore, according to Sadiman (2006), huge groups are the only ones who can use flashcards While some educators think that using flashcards might boost students' self-esteem, motivate them, and organize activities, others mentioned difficulties with flashcard production and understanding of abstract terms.

Summary

This chapter includes the results of the data analysis as well as a discussion of the significant findings The findings of the data analysis could lead to answers to the two study topics The majority of teachers are enthusiastic about utilizing flashcards in vocabulary lessons They believe that flashcards can provide significant context for word learning; hence, they regard this visual assistance as a novel strategy for teaching vocabulary Furthermore, a substantial number of students participate more attentively in the classes that included flashcards As a result, the majority of pupils improve their vocabulary retention after being taught using flashcards.

CONCLUSION AND IMPLICATIONS

Conclusion

The chapter begins with a synopsis of the study and its key findings The findings are used to draw certain conclusions in the second section The third portion discusses the limits of the previous section, which offers suggestions for future research

All participants (50 teachers) completed questionnaires, interviews, and classroom observations to collect data The collected data was examined using numbers and percentages Based on the data and conversations discussed in the preceding chapters, it is clear that pupils in elementary school favored and were interested in utilizing flashcards with a range of images and colors The following significant findings were derived from the study based on data analysis:

To begin, the breadth of the frequency of utilizing flashcards in primary schools was discovered to be rather high in the data analysis The majority of teachers were aware of the value and necessity of flashcards, and the majority of them were favorable to the use of flashcards in the teaching of English vocabulary to primary school students They believed that flashcards were useful for vocabulary instruction because they might pique students' interest and motivation in the learning process Furthermore, flashcards keep pupils engaged and prevent boredom when learning English vocabulary Furthermore, flashcards help pupils understand the information and have fun while learning According to the study's objectives, flashcard learning was very helpful in enhancing students' understanding and vocabulary skills The advantages include improved language abilities and increased vocabulary Aside from cognitive benefits, flashcards can also boost self-confidence, create good and effective communication skills, and boost creativity As a result, flashcards were a pleasant learning approach that drew students' attention and motivated them to learn Finally, the findings revealed that there are strategies for utilizing flashcards, as well as the benefits and drawbacks of using flashcards in learning English vocabulary

Second, the survey confirmed that some challenges teachers frequently face when using flashcards to teach vocabulary to elementary students are: flashcard size is too small, limiting it to large groups; some abstract words may cause pupils to misunderstand their meanings; and vocabulary about the theme does not have similar pictures, causing pupils to be unaware of what they are

Third, there are several suggestions for teachers on how to use flashcards effectively in English lessons However, the following proposals are the primary emphasis of this study: It is recommended that teachers attend professional development seminars or vocabulary instruction workshops on a regular basis so that they can modify lesson plans or update syllabi to include innovative techniques or strategies to improve their instruction and learners' vocabulary performance They will be more original and creative in their use of flashcards for learning English, particularly vocabulary information, in order to capture students' attention The prior attempts were commendable, but they may be improved with greater ingenuity, even though the resources are restricted.

Implications

The study's findings demonstrate that, while the majority of instructors thought using flashcards to teach vocabulary was a good concept, they still had some challenges to cope with in the classroom Teachers must not only be competent performers but also have a thorough command of the language in order to successfully teach English to young learners Teachers must consider difficulties in order to improve their performance

This research is incredibly useful for teaching language to young students in primary schools Teachers should improve their skills to teach English, particularly when using flashcards to develop vocabulary mastery, so that pupils can readily recall the terms Teachers must properly teach language As a result, teachers' roles in the teaching and learning process might influence students' vocabulary knowledge English teachers were recommended to use the flashcard approach in the teaching process based on the findings and discussions Furthermore, using the flashcard approach makes studying English, particularly vocabulary, more fascinating and enjoyable for students As a result, English teachers were instructed to always inspire their students Although there are numerous techniques, strategies, or other ways for teachers to use when teaching English vocabulary to students, using the flashcard strategy offers several benefits that can increase students' knowledge and learning skills of English vocabulary Furthermore, the teacher required the children to learn English on a regular basis Students should be more engaged and self-assured during the teaching and learning process They should also pay attention in class when the teacher explains the materials using terminology, and they should understand that learning English is entertaining and enjoyable A school is a location for students to learn The school, like another instructor, plays an important role in the teaching and learning process, particularly in English The school should provide all of the necessary resources for children to study English more effectively.

Limitations of the study

Although there has been much effort in conducting the research, there are still some limitations and shortcomings

Due to time and knowledge constraints, the study only focuses on teachers' perceptions and practices If time allows, it would be preferable to compare teacher and student perceptions and practices Second, this investigation's scope is limited There were only about 1/2 EFL primary school teachers from 17 primary chools who took part; teachers from other primary schools were not Assuming that the thoughts described above represent the total capacity of all Quy Nhon professors would be absurd

Furthermore, the limits of the sources are definitely a hindrance to carrying out this investigation flawlessly There should be more films that the researcher was unable to access and provide in the literature review chapter for a variety of reasons Some errors are unavoidable when performing research due to the limitations outlined above As a result, we expect that many more research papers on our topic will be conducted in more depth.

Suggestions for further studies

Based on these shortcomings, the researcher would like to make some recommendations for further research At first sight, it appears that this study was mainly focused on vocabulary through flashcards Flashcards could be utilized to teach other parts of language, such as grammar or pronunciation, in future studies The second recommendation is that future research should include a larger number of participants and be conducted over a longer period of time to yield more thorough results To summarize, based on the study's findings, there are still some limits as well as some ideas that the researcher wishes to solve and propose Hopefully, interested academics will look into the effects of flashcards on foreign language teaching and learning for students at all stages of education, not just primary school students

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APPENDICES APPENDIX A QUESTIONNAIRE (for teacher)

This questionnaire is designed with the aim of to investigate "EFL primary school teachers’ perceptions and practices of using flashcards in teaching English vocabulary to primary students” All the data collected in this questionnaire are only for the purpose of the research Your answers will be kept confidential Please take a few minutes to complete this form I am grateful for your contribution

Definition: John Haycraft (1978:102) defined flashcards as cards with printed or drawn words or images 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

• How long have you been teaching English?

• The certificate(s)/ qualifications you have for your teaching job is/are:

Bachelor of Education in English Bachelor of English

In-service teacher education Master of Education

Please tick ( ) the appropriate options for your answers

• Teacher’s perception of the use of flashcards in teaching English vocabulay

1 Do you use flashcards in your English classes? a Yes b No

2 How often do you use flashcards in teaching English vocabulary? a Always b Often c Sometimes d Rarely e Never

Please express your thoughts by putting an X in the box that best describes you

ONLY circle ONE NUMBER for each statement

Str on gl y A gr ee A gr ee N eut ral D isa gr ee Str on gl y

Teachers’ perceptions of the necessity of using flashcards in teaching vocabulary

I think that flashcards should be used to teach vocabulary to elementary school pupils

I think that flashcards should be frequently used by primary teachers when teaching English vocabulary

I am cognizant that students like to learn vocabulary through flashcards

I tend to use flashcards for the majority of my vocabulary lessons

I think flashcards play an important role in developing elementary school students' vocabulary

Teachers’ perceptions of the benefits of using flashcards in teaching vocabulary

6 Flashcards can help the students ease themselves in memorizing words they have learned

7 Flashcards can be used for consolidating vocabulary

8 Flashcards are motivating and eye- catching

9 Flashcards are effective and can be used for any level students

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

11 Flashcards also be used for practicing structure and word order or for a variety of games

12 Flashcards provide a visual link between L1 and the target language

SS understand the material easily

14 Flashcards become a simple and effective medium for learning English vocabulary

17 Flashcards can be brought everywhere because the size of the cards is not too big

18 Flashcards are cost effective/inexpensive

19 Flashcards are not big enough

20 Some abstract words weakness of using flashcards in teaching vocabulary could make pupils misunderstand their meanings

21 Vocabulary about the theme does not have similar pictures, which leads to pupils cannot realize what they are

• Which challenges do teachers face when using flashcards in teaching vocabulary?

22 Flashcards only emphasize the perception of the sense of vision

23 Abstract words are difficult to teach through flashcards, which only contain pictures

24 Flashcard are only for learning new vocabulary

25 Lack of activities can be done to use vocabulary flashcards effectively

26 Have difficulty with their vocabulary instruction through flashcards in relation to learning new activities

27 Students will feel bored when the technical use of flashcards is the same

28 Size of the flashcard is too small, and some students cannot see the picture clearly

29 Student sitting far away which cannot see the material clearly bored and usually students are busy

30 The students pay too much attention to the flashcards in the learning process, especially for younger learners

• The suggestions for teachers to use flashcards in teaching English vocabulary in English class effectively?

What are the suggestions for EFL teachers to use flashcards in teaching English vocabulary in English class effectively?

The purpose of this observation is to access the implementation of flashcards in teaching English vocabulary and also to find out the problems faced by the teacher in English teaching and learning process The activities will be marked in the category of YES/NO on the basis of whether they happen or not in the classroom

Numbers of students in the class:

1 Teacher’s activities Yes No Note

1.1 Arranging students learning using flashcards implementation

1.3 Acting as models and asking them to imitate

1.4 Correcting students’ mistakes in pronunciation

1.5 Using appropriate activities to enhance the lesson's objectives

1.6 Using materials ( realia, audio recorders, videos)

1.7 Encouraging students to participate in activities using flashcards

1.8 Going around and offering help

2.1 Give attention to the teacher’s explanation about the material’s goal

2.2 Participating in pronouncing the target words

2.3 Following up on teachers’ commands

2.4 Involving in activities using flashcards

2.5 The students listen and repeat the teachers’ words well

2.7 The students demonstrate their memorizing of vocabulary well and enthusiastically

3 Utilization of teaching aids (visuals, technology) and instructional materials

3.1 Does the teacher use pictures, video/audio recorder?

3.2 Does the teacher use them more than text book?

3.3 Does the teacher use different materials to illustrate ideas or concepts?

4.1 Teacher gives instructions, models them and gives the tasks to students

4.2 Teacher follows up on students’ participation and activities

4.3 Teacher gives feedback on the students’ work