the effect of using interactive whiteboard on the fifth graders’ vocabulary achievement, vocabulary retention and learning attitudes at tran quang khai primary school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY TRAN THI THUY TRANG THE EFFECT OF USING INTERACTIVE WHITEBOARD ON THE FIFTH GRADERS’ VOCABULARY ACHIEVEMENT, VOCABULARY RETENTION AND LEARNING ATTITUDES AT TRAN QUANG KHAI PRIMARY SCHOOL MASTER OF ARTS IN TESOL Ho Chi Minh City, 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY TRAN THI THUY TRANG THE EFFECT OF USING INTERACTIVE WHITEBOARD ON THE FIFTH GRADERS’ VOCABULARY ACHIEVEMENT, VOCABULARY RETENTION AND LEARNING ATTITUDES AT TRAN QUANG KHAI PRIMARY SCHOOL Major: Teaching English to speakers of other language Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: Dr NGUYEN HOANG TUAN Ho Chi Minh City, 2019 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: Trần Thị Thùy Trang Ngày sinh: 28/02/1990 Nơi sinh: Long An Chuyên ngành: Lý luận Phương pháp dạy học môn Tiếng Anh Mã học viên: 1581401110057 Tôi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) Trần Thị Thùy Trang STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Effect of Using Interactive Whiteboard on the Fifth Graders’ Vocabulary Achievement, Vocabulary Retention and Learning Attitudes at Tran Quang Khai Primary School” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgment in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, September 2019 TRAN THI THUY TRANG i ACKNOWLEDGEMENTS This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the people who have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis First of all, I am deeply indebted to my supervisor, Dr Nguyen Hoang Tuan, whose compassion; encouragement and guidance throughout the research have supported me in the thesis completion I have truly learned from his excellent knowledge and wide experience in research I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me valuable sources of intellectual knowledge during my study This knowledge was very useful when I conducted this research I owe a great debt of gratitude to the participating teachers and students at Tran Quang Khai primary school who contributed data to this thesis Without them, the data collection for this study could not properly been carried out ii ABSTRACT As the rapid growth of technology, the Interactive Whiteboard takes priority in educational settings around the world Unlike schools in developed countries, only Vietnamese public elementary schools in Hanoi and Ho Chi Minh cities have been newly supplied with this teaching aid since 2014, including Tran Quang Khai primary school Due to its first application, therefore, the overall aim of the study was to evaluate the success of integrating the Interactive Whiteboard into vocabulary lessons in terms of developing the fifth graders’ vocabulary achievement, vocabulary retention and positive learning attitudes The thirteen-week quasi-experimental study was conducted on the two classes 5/1 and 5/2 with the participation of 80 fifth graders as the control group and the experimental group, respectively The instruments included three vocabulary tests (e.g one pre-test, one post-test and one delayed posttest); and the attitude questionnaire The quantitative data obtained from these measurement tools were analyzed by SPSS version 20.0 The findings of the study indicated that the Interactive Whiteboard activities positively contributed to the fifth graders’ vocabulary performance and retention In other words, these interactive activities helped the students performed vocabulary tests better and retain the words longer Besides, the fifth graders’ level of motivation, interest, and active behavioral intentions considerably increased thanks to the Interactive Whiteboard Based on the research findings, the paper concluded with some pedagogical implications and a recommendation for further study in line of research on the Interactive Whiteboard application iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .iv LIST OF TABLES viii LIST OF FIGURES AND CHARTS x CHAPTER 1: INTRODUCTION 1.1 Background to the Study .1 1.2 Problem Statement 1.3 Research Aims 1.4 Research Questions 1.5 Significance of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Characteristics of Young Learners 2.2 Theories to Teaching to Young Learners .7 2.2.1 Social Constructivism .7 2.2.2 Zone of Proximal Development 2.3 Definition and Functions of the Interactive Whiteboard 2.4 Benefits and Challenges of the Interactive Whiteboard .11 2.5 Definitions, Roles and Aspects of Vocabulary 13 2.6 Vocabulary Instruction to Young Learners .13 2.6.1 The process of Vocabulary Acquisition 13 2.6.2 Principles of Vocabulary Instruction .14 2.6.3 Vocabulary Retention 15 2.7 Vocabulary Instruction with the Interactive Whiteboard 16 2.8 Concept of Learning Attitude 18 2.8.1 Definitions of Attitude 18 2.8.2 Constructs of Attitude 19 2.9 Previous Studies .19 iv 2.10 Conceptual Framework .22 2.11 Chapter summary 23 CHAPTER 3: RESEARCH METHODOLOGY .24 3.1 Research Design .24 3.2 Reseach Content 25 3.3 Research Participants .25 3.4 Training Procedure 27 3.4.1 Materials .27 3.4.2 Time Framework .28 3.4.3 Lesson Plans for the Experimental Group and the Control Group 29 3.5 Measurement Tools .30 3.5.1 Vocabualry Tests .31 3.5.2 Attitude Questionnaire 32 3.6 Data Analytical Configuration .35 3.6.1 Vocabulary Tests .35 3.6.2 Attitude Questionnaire .35 3.7 Reliability and Validity of the Measurement Tools .36 3.8 Chapter Summary .38 CHAPTER 4: DATA ANALYSIS AND DISCUSSION .39 4.1 Research Question .39 4.1.1 Data Analysis of the Vocabulary Tests 39 4.1.1.1 Independent Samples T-Test on the Pre-Test Results between Groups…………………………………………………………… 39 4.1.1.2 Paired Samples T-Tests on the Pre-Test and Post-Test Results within Groups……………………………………………………………………….41 4.1.1.3 Independent Sample T-Test on the Post-Test Results between Groups…………………………………………………………………….44 v 4.1.1.4 Paired Samples T-Test on the Post-Test and the Delayed Post-Test Results within Groups…………………………………………… 46 4.1.1.5 Independent Samples T-Test on the Delayed Post-Test Results between Groups 48 4.1.2 Discussion………………………………………………… 50 4.2 Research Question .53 4.2.1 Data Analysis of the Attitude Questionnaire 53 4.2.1.1 Reliability Analysis 54 4.2.1.2 Data Analysis 58 4.2.2 Discussion .59 4.3 Chapter Summary 62 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS .63 5.1 Conclusions 63 5.2 Overall Recap of Methodology 64 5.2.1 Strengths 64 5.2.2 Limitations .65 5.3 Recommendations .65 5.3.1 For Teachers 66 5.3.2 For Future Research 67 5.4 Chapter Summary .67 REFERENCES 68 APPENDICES .74 APPENDIX A: LESSON PLANS FOR THE CONTROL GROUP 75 APPENDIX B: LESSON PLANS FOR THE EXPERIMENTAL GROUP 84 APPENDIX C.1: PRE-TEST .94 APPENDIX C.2: POST-TEST 96 APPENDIX C.3: DELAYED POST-TEST .99 vi Câu Mức độ Nội dung Thái độ cảm xúc Em thích thực chức bảng tương tác AA2 Em thích học từ vựng với bảng tương tác AA3 Em thấy tiết học từ vựng với bảng tác tác thú vị 5 CA6 Em thấy bảng tương tác hiểu với việc học từ vựng em CA7 Em hiểu nghĩa từ tốt nhờ vào bảng tương tác CA8 Em ghi nhớ từ tốt nhờ vào bảng tương tác 5 5 5 AA1 AA4 Bảng tương tác tạo động lực cho em học từ vựng AA5 Em thấy có khác biệt việc giáo viên sử dụng bảng đen bảng tương tác Thái độ nhận thức CA9 Em hiểu sử dụng từ rõ ràng nhờ vào bảng tương tác CA10 Em phát âm từ xác nhờ vào bảng tương tác Thái độ hành vi BA11 BA12 BA13 Em muốn tham gia vào hoạt động cặp/ nhóm tiết học từ vựng có bảng tương tác Em muốn luyện tập tập từ vựng nhiều với hỗ trợ bảng tương tác Em tập trung vào tiết học từ vựng giáo viên sử dụng bảng tương tác BA14 Em thích giáo viên sử dụng bảng tương tác tiết học từ vựng CẢM ƠN SỰ THAM GIA CỦA EM! 105 APPENDIX E: TEST SCORES Experimental group Pre-test Post-test Delayed Post-test 6.5 5.5 7.5 5.5 6.5 4.5 3.5 5 4.5 6.5 5 4.5 6.5 6 7.5 7 7.5 8.5 7.5 7 5.5 4.5 4.5 5 6 7 7.5 6.5 5 6.5 5.5 6.5 8 6.5 9 7 7 6.5 7 7.5 6.5 8.5 8.5 6 Coded Student 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 106 Pre-test 6.5 5 4.5 6.5 6.5 7 5.5 5 5.5 6.5 5.5 7.5 5.5 6 Control group Post-test Delayed Post-test 5.5 6.5 5.5 6.5 4.5 6.5 7.5 5 6 4.5 4.5 5 6.5 7.5 6 5.5 7 6.5 7 4.5 4.5 6.5 7 6 5 6 7.5 8.5 7.5 5.5 5.5 4.5 7 6.5 37 38 39 40 107 4.5 6.5 4.5 4.5 8 5.5 6.5 ... Trang STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?The Effect of Using Interactive Whiteboard on the Fifth Graders’ Vocabulary Achievement, Vocabulary Retention and Learning Attitudes. ..MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY TRAN THI THUY TRANG THE EFFECT OF USING INTERACTIVE WHITEBOARD ON THE FIFTH GRADERS’ VOCABULARY ACHIEVEMENT, VOCABULARY RETENTION AND. .. Question 2: What are the fifth graders’ attitudes towards the presence of Questionnaire the Interactive Whiteboard in their vocabulary learning? 3.5.1 Vocabulary Tests At the outset of the study, the