using total physical response (tpr) method to improve students’ vocabulary retention and learning attitudes at le duc tho primary school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI DIEU HUYEN USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE STUDENTS’ VOCABULARY RETENTION AND LEARNING ATTITUDES AT LE DUC THO PRIMARY SCHOOL A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Ho Chi Minh City, November 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI DIEU HUYEN USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE STUDENTS’ VOCABULARY RETENTION AND LEARNING ATTITUDES AT LE DUC THO PRIMARY SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: Dr BUI THI THUC QUYEN Ho Chi Minh City, November 2019 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Using Total Physical Response (TPR) method to improve students’ vocabulary retention and learning attitudes at Le Duc Tho 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 in whole or in part 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 acknowledgement 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, 2019 Le Thi Dieu Huyen Le Thi Dieu Huyen – MTESOL015A Page i ACKNOWLEDGEMENTS This thesis is the report of a research that could not have been accomplished without the assistance of many people First and foremost, I would like to express my sincere appreciation and gratitude to my supervisor, Dr Bui Thi Thuc Quyen, for her valuable advice, great encouragement, expert support and enthusiastic guide Her constructive comments help me fulfill my research Second, I wish to extend my gratitude to all the lecturers for the Graduate School in Ho Chi Minh City Open University for their precious and useful knowledge as well as experiences during the TESOL course Third, special thanks are also forwarded to the Board of Principals and student participants at Le Duc Tho Primary School for their permission and support during the data collection process Fourth, my heartfelt thanks are sent to my classmates for their support, assistance and encouragement throughout the study Finally, my gracefulness goes to my beloved family who are always by my side, supporting and inspiring me in doing this research Their creative energies and strong spirit help me fulfill this academic goal Le Thi Dieu Huyen – MTESOL015A Page ii ABSTRACT The teaching and learning of vocabulary at a primary school has recently been paid much more attention to by teachers and learners However, many primary students still have some trouble in vocabulary achievement Thus, this study was carried out to examine the role of the TPR method in improving vocabulary performance and learning attitudes of the fourth graders at Le Duc Tho primary school, Go Vap District, Ho Chi Minh City To fulfill these research objectives, the quasi-experimental study was conducted in the second semester of the academic year 2018-2019, with the participation of 76 fourth-grade students These students were divided into two groups: one control group and one experimental group Data were collected through a set of instruments namely the vocabulary pre-test and post-test, the questionnaire and the interview The findings of the study revealed that the TPR method improved vocabulary performance of the target students Besides, this method also was positively correlated with their learning attitudes, i.e they felt motivated and interested in the TPR activities (i.e affective attitudes), they believed in the effectiveness of this method (i.e cognitive attitudes), and they actively participated in the activities of this method (i.e behavioral attitudes) Finally, some suggestions for teachers and further research in applying this method were also made Le Thi Dieu Huyen – MTESOL015A Page iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS viii LIST OF TABLES ix LIST OF CHARTS x CHAPTER INTRODUCTION 1.2 Problem statement 1.3 Research aims 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Total Physical Response (TPR) 2.1.1 An introduction to TPR 2.1.2 Principles of TPR 2.1.3 Advantages and disadvantages of TPR 2.1.4 Teachers’ and learners’ roles of TPR 2.1.5 TPR activities 10 2.2 Background of young learners 12 2.3 Vocabulary teaching and learning 13 2.4 2.3.1 Definition of vocabulary 13 2.3.2 Aspects of vocabulary 14 2.3.3 Vocabulary teaching principles for young learners 14 Concept of attitudes 15 2.4.1 Definitions of attitudes 15 Le Thi Dieu Huyen – MTESOL015A Page iv 2.4.2 Roles of learners’ attitudes 15 2.4.3 Components of attitudes 15 2.5 Previous studies 16 2.6 Research gaps 18 2.7 Chapter summary 19 CHAPTER METHODOLOGY 20 3.1 Research setting and participants 20 3.1.1 Research setting 20 3.1.2 Research participants 20 3.2 Research design 21 3.3 Procedures of the study 23 3.5 3.6 3.7 3.3.1 Teaching material 23 3.3.2 Time distribution 23 3.3.3 Training for experimental group 25 3.3.4 Training procedure for the control group 26 3.4.2 Questionnaire 29 3.4.3 Interview 30 Data analytical framework 31 3.5.1 Tests 31 3.5.2 Questionnaire 31 3.5.3 Interview 32 Methodological issues 32 3.6.1 Reliability and validity 32 3.6.2 Ethical consideration 34 3.6.3 Triangulation 34 Chapter summary 34 CHAPTER DATA ANALYSIS AND DISCUSSION OF FINDINGS 36 Le Thi Dieu Huyen – MTESOL015A Page v 4.1 4.2 4.3 Research question 36 4.1.1 Data analysis of the tests 36 4.1.2 Discussion 48 Research question 49 4.2.1 Data analysis of the questionnaire 50 4.2.2 Data analysis of the semi-structured interview 53 4.2.3 Discussion 56 Chapter summary 58 CHAPTER CONCLUSION AND IMPLICATION 59 5.1 Conclusion 59 5.1.1 Key findings of research question 59 5.1.2 Key findings of research question 60 5.2 Implications 60 5.3 Evaluation of the overall methodology 61 5.3.1 Strengths 61 5.3.2 Limitation of the study 62 5.4 Recommendations for further studies 62 5.5 Chapter summary 63 REFERENCES 64 APPENDICES 70 APPENDIX A 71 APPENDIX B 77 APPENDIX C.1 PRE – TEST 84 APPENDIX C.2 POST – TEST 87 APPENDIX D.1 QUESTIONNAIRE (ENGLISH VERSION) 90 APPENDIX D.2 QUESTIONNAIRE (VIETNAMESE VERSION) 92 APPENDIX E.1 INTERVIEW (ENGLISH VERSION) 94 Le Thi Dieu Huyen – MTESOL015A Page vi APPENDIX E.2 INTERVIEW (VIETNAMESE VERSION) 95 APPENDIX F.1 TRANSCRIPTS (ENGLISH VERSION) 96 APPENDIX F.2 TRANSCRIPTS (VIETNAMESE VERSION) 98 APPENDIX G.1 TEST SCORES OF THE CONTROL GROUP 101 APPENDIX G.2 TEST SCORES OF THE EXPERIMENTAL GROUP 103 APPENDIX H.1: CONSENT FORM TO THE BOARD OF LE DUC THO PRIMARY SCHOOL (ENGLISH VERSION) 105 APPENDIX H.2: CONSENT FORM TO THE BOARD OF LE DUC THO PRIMARY SCHOOL (VIETNAMESE VERSION) 106 Le Thi Dieu Huyen – MTESOL015A Page vii LIST OF ABBREVIATIONS TPR : Total Physical Response ESL : English as a Second Language EFL : English as a Foreign Language CG : Control Group EG : Experimental Group SPSS : Statistical Package for the Social Sciences S1 : Student S2 : Student S3 : Student S4 : Student S5 : Student Le Thi Dieu Huyen – MTESOL015A Page viii Page 92 APPENDIX D.2 QUESTIONNAIRE (VIETNAMESE VERSION) Thân chào em, Cô Lê Thị Diệu Huyền, học viên cao học trường đại học Mở TP.HCM Hiện tại, cô thực đề tài nghiên cứu: Sử dụng phương pháp phản xạ toàn thân để cải thiện khả từ vựng thái độ học tập học sinh Trường Tiểu học Lê Đức Thọ Các em vui lòng dành thời gian để đọc trả lời câu hỏi giúp cô Câu trả lời em đóng góp lớn cho thành cơng nghiên cứu Thông tin cá nhân em giữ bí mật sử dụng cho mục đích nghiên cứu Cảm ơn hợp tác em Chân thành cảm ơn, Cô Lê Thị Diệu Huyền I-Thông tin cá nhân Tuổi:  10 tuổi  11 tuổi Giới tính:  Nữ  Nam Nghĩ việc học tiếng Anh:  Thích  Khơng  Khơng thích II-Câu trả lời Mức độ: 1= Hồn tồn khơng đồng ý, 2= Không đồng ý; 3= Không chắn; 4= Đồng ý; 5= Hoàn toàn đồng ý Le Thi Dieu Huyen – MTESOL015A Page 92 Page 93 Câu Mức độ Nội dung A Thái độ cảm xúc Học từ vựng phương pháp phản xạ toàn thân thú vị Sử dụng hoạt động phản xạ toàn thân tạo động lực cho em học từ Em cảm thấy chán học từ vựng hoạt động phản xạ tồn thân Em thích viết từ vựng vào học thuộc học với hoạt động phản xạ toàn thân 5 5 5 5 5 B Thái độ nhận thức Các hoạt động phản xạ toàn thân tạo hội cho em ôn tập luyện tập từ học Em dễ nhớ từ vựng lâu hoạt động phản xạ toàn thân Các hoạt động phản xạ toàn thân giúp em hiểu rõ nghĩa cách dùng từ Các hoạt động phản xạ toàn thân hiệu việc ghi nhớ từ C Thái độ hành vi Em tích cực tham gia vào hoạt động phản xạ toàn thân học từ vựng 10 Em mong muốn giáo viên sử dụng hoạt động phản xạ toàn thân thường xuyên Le Thi Dieu Huyen – MTESOL015A Page 93 Page 94 APPENDIX E.1 INTERVIEW (ENGLISH VERSION) Question 1: Do you like learning vocabulary with TPR activities? Why (not)? Question 2: Which types of TPR activities you like best among games, storytelling or action-based drills? Question 3: Are TPR activities effective to learn and remember vocabulary? Why (not)? Question 4: Do you actively participate in TPR activities? Question 5: Would you like your teachers to use TPR activities further? * * * Thanks for your help! * * * Le Thi Dieu Huyen – MTESOL015A Page 94 Page 95 APPENDIX E.2 INTERVIEW (VIETNAMESE VERSION) Câu hỏi 1: Em có thích học từ vựng hoạt động phản xạ tồn thân khơng? Tại sao? Câu hỏi 2: Em thích loại hoạt động phản xạ tồn thân nào, trị chơi, kể chuyện, diễn tả hành động? Câu hỏi 3: Theo em, hoạt động phản xạ tồn thân có hiệu việc học nhớ từ vựng không? Tại sao? Câu hỏi 4: Em có tích cực tham gia vào hoạt động phản xạ tồn thân khơng? Câu hỏi 5: Em có muốn giáo viên thực hoạt động phản xạ tồn thân thường xun lớp khơng? Cám ơn giúp đỡ em nhé! Le Thi Dieu Huyen – MTESOL015A Page 95 Page 96 APPENDIX F.1 TRANSCRIPTS (ENGLISH VERSION) Question 1: Do you like learning vocabulary with TPR activities? Why (not)? S1: Yes, I Because they make me more active with laughing and actions S2: Of course Because the lessons are interesting and understandable S3: Absolutely agree Because I have many opportunities to work with my close classmates, talk and actions S4: Yes, of course Compared to the previous way, these activities make me more engaged and draw great attention to the given lessons S5: Yes, I Because I find it interesting to participate in, and I feel comfortable and fun Question 2: Which types of TPR activities you like best among games, storytelling or action-based drills? S1: I like all these activities S2: Games and storytelling S3: I like games best, since they are extremely joyful S4: I like either of them S5: Games Question 3: Are TPR activities effective to learn and remember vocabulary? Why (not)? S1: Yes, they are I have chances to meet and practice vocabulary repeatedly with these activities Le Thi Dieu Huyen – MTESOL015A Page 96 Page 97 S2: Yes I remember the learnt vocabulary longer, know how and when to use it suitably S3: Yes I am able to comprehend meaning of the learnt words through effective ways associated with pictures, objects, gestures and postures S4: I can retain the words longer when I recall what the teacher modeled them and used pictures or realia S5: I am capable of recalling the words and understanding their meanings as I am exposed to the pictures and actions iteratively Question 4: Do you actively participate in TPR activities? Why (not)? S1: Yes, because they are joyful S2: I always I not feel tired and bored S3: Of course S4: Simply, I like a combination of playing games, taking roles, and learning S5: To be honest, these activities get me more energetic Question 5: Would you like your teachers to use TPR activities further? S1: Yes, I would S2: I want to participate in such many activities They are really joyful S3: Yes, I hope that S4: Yes, it is a good idea S5: Yes, I really expect my teacher to use these exciting activities Le Thi Dieu Huyen – MTESOL015A Page 97 Page 98 APPENDIX F.2 TRANSCRIPTS (VIETNAMESE VERSION) Câu 1: Em có thích học từ vựng phương pháp phản xạ tồn thân khơng? Tại sao? HS1: Dạ có Bởi hoạt động khiến em trở nên tích cực với tiếng cười hành động HS2: Tất nhiên Bởi học có phương pháp trở nên thú vị dễ hiểu HS3: Dạ, em hoàn toàn đồng ý Bởi em có nhiều hội để học với bạn thân em, nói thực hành động HS4: Dạ tất nhiên So với phương pháp cũ, hoạt động phản xạ tồn thân làm em tập trung vào học HS5: Dạ, em thích Em thấy thật thú vị để tham gia vào hoạt động này, em cảm thấy thoải mái hưng phấn Câu 2: Em thích loại hoạt động phản xạ tồn thân vậy, trò chơi, kể chuyện hay diễn tả chuỗi hành động? HS1: Em thích tất HS2: Trị chơi kể chuyện HS3: Em thích trị chơi nhất, chúng thú vị HS4: Cái em thích HS5: Dạ trị chơi Le Thi Dieu Huyen – MTESOL015A Page 98 Page 99 Câu 3: Theo em, hoạt động phản xạ tồn thân có hiệu việc học nhớ từ vựng không? Tại sao? HS1: Dạ có Em gặp luyện tập từ lặp lặp lại hoạt động HS2: Dạ có Em nhớ từ lâu hơn, biết cách sử dụng chúng cho phù hợp HS3: Dạ thưa cơ, có Em hiểu nghĩa từ vựng thơng qua hình ảnh, vật dụng, cử dáng dấp HS4: Em nhớ từ lâu em liên tưởng đến làm mẫu sử dụng tranh ảnh vật HS5: Dạ em gợi nhớ từ vựng, hiểu nghĩa chúng em giải thích qua tranh ảnh hành động liên tục Câu 4: Em có tích cực tham gia vào hoạt động phản xạ tồn thân khơng? HS1: Dạ có ạ, chúng hứng thú HS2: Em ln ln tích cực tham gia em cảm thấy không mệt chán HS3: Đương nhiên HS4: Dạ có ạ, đơn giản em thích vừa học, vừa chơi trị chơi hay đóng kịch HS5: Dạ, nói thật hoạt động khiến em có nhiều lượng Câu 5: Em có muốn giáo viên thực hoạt động phản xạ toàn thân thường xuyên lớp không? HS1: Dạ muốn Le Thi Dieu Huyen – MTESOL015A Page 99 Page 100 HS2: Em muốn tham gia vào hoạt động thú vị HS3: Dạ, em hi vọng HS4: Dạ, ý hay HS5: Dạ, em muốn cô giáo thực thường xuyên Le Thi Dieu Huyen – MTESOL015A Page 100 Page 101 APPENDIX G.1 TEST SCORES OF THE CONTROL GROUP Coded student Pre-test Post-test 7.5 7.5 7 5 4.5 6.5 8 6.5 6.5 5.5 10 11 12 5.5 13 6.5 5.5 14 4.5 15 7.5 16 6.5 17 4.5 18 5.5 19 7.5 20 7.5 21 4.5 4.5 22 4.5 6.5 23 6.5 5.5 24 7.5 6.5 Le Thi Dieu Huyen – MTESOL015A Page 101 Page 102 25 6.5 26 27 7.5 8.5 28 29 5.5 6.5 30 5 31 6.5 5.5 32 7 33 4.5 34 5.5 35 5.5 36 7.5 6.5 37 5.5 5.5 38 6.5 Le Thi Dieu Huyen – MTESOL015A Page 102 Page 103 APPENDIX G.2 TEST SCORES OF THE EXPERIMENTAL GROUP Coded student Pre-test Post-test 6.5 6 5.5 4.5 6 5.5 8 8 10 7 11 5.5 6.5 12 7.5 13 4.5 14 15 16 6 17 18 6.5 19 5.5 20 21 22 4.5 6.5 23 4.5 24 Le Thi Dieu Huyen – MTESOL015A Page 103 Page 104 25 7.5 26 27 8.5 28 29 6.5 30 7.5 7.5 31 5.5 5.5 32 5 33 7.5 34 35 4.5 36 6.5 7.5 37 6.5 38 6.5 7.5 Le Thi Dieu Huyen – MTESOL015A Page 104 Page 105 APPENDIX H.1: CONSENT FORM TO THE BOARD OF LE DUC THO PRIMARY SCHOOL (ENGLISH VERSION) Dear Mr Duong Tran Binh, Principal of Le Duc Tho primary school, I am LE THI DIEU HUYEN, a postgraduate candidate of TESOL Intake 10 (2015- 2019), Ho Chi Minh City Open University I am carrying out a research study as a part of my Master’s Degree in TESOL In this study, I explore the effects of the TPR method on the fourth-grade students’ vocabulary mastery and their learning attitudes The current study that I am conducting requires the participation of the fourth-grade students at your school I would like to ask for your permission to carry out the research on this student group If you agree to let these students participate in my students, they will participate in the experiment, fulfill a questionnaire, join in semi-structured interviews You must be assured that the students’ responses will be CONFIDENTIAL and their names will not be used in the report of the results The students’ participation in the experimental study is VOLUNTARY If you agree to permit the students to take part in the study, the consent form is signed by you The people who will have an access to the data will only be the researcher and my thesis supervisor, Dr BUI THI THUC QUYEN All possible steps will be taken to protect the students’ identity Besides, there is NO risk to the students when participating in this study For any additional information, you can contact me, Le Thi Dieu Huyen, email: huyenltd.158t@ou.edu.vn; mobile phone: 0356184061, or Dr Bui Thi Thuc Quyen, the language lecturer at Ho Chi Minh City Open University, email: quyen.btt@ou.edu.vn Thank you for your precious collaboration and assistance in this research I have read the material above, and any questions that I asked have been answered to my satisfaction I understand a copy of this form will be made available to me for relevant information and phone numbers Name: ………………………………… Signature: ………………… Date: …………………… Le Thi Dieu Huyen – MTESOL015A Page 105 Page 106 APPENDIX H.2: CONSENT FORM TO THE BOARD OF LE DUC THO PRIMARY SCHOOL (VIETNAMESE VERSION) Le Thi Dieu Huyen – MTESOL015A Page 106 ... STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?Using Total Physical Response (TPR) method to improve students’ vocabulary retention and learning attitudes at Le Duc Tho Primary School? ??... OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI DIEU HUYEN USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE STUDENTS’ VOCABULARY RETENTION AND LEARNING ATTITUDES AT LE DUC. .. participants’ learning attitudes towards learning vocabulary with TPR method To explore the primary school students’ learning attitudes, the researcher utilized both questionnaire and interview