(Luận văn thạc sĩ) a study on using visual aids to teach ESP vocabulary for the students of the shipbuilding faculty at the central vocational college of transport no II

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BUI THI PHUONG THAO A STUDY ON USING VISUAL AIDS TO TEACH ESP VOCABULARY FOR THE STUDENTS OF THE SHIPBUILDING FACULTY AT THE CENTRAL VOCATIONAL COLLEGE OF TRANSPORT NO II (NGHIÊN CỨU VỀ VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN ĐỂ DẠY TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN KHOA ĐÓNG TÀU TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI TRUNG ƯƠNG II) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƯƠNG THẢO A STUDY ON USING VISUAL AIDS TO TEACH ESP VOCABULARY FOR THE STUDENTS OF THE SHIPBUILDING FACULTY AT THE CENTRAL VOCATIONAL COLLEGE OF TRANSPORT NO II (NGHIÊN CỨU VỀ VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN ĐỂ DẠY TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN KHOA ĐÓNG TÀU TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI TRUNG ƯƠNG II) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: VŨ THỊ THU THỦY, M.A HANOI - 2012 TABLE OF CONTENTS Page number Contents Declaration……………………………………………………… i Acknowledgement……………………………………………… ii Abstract ………………………………………………………… iii Table of contents……………………………………………… iv List of abbreviations…………….……………………….…… viii PART 1: INTRODUCTION……………………………… 1 Rationale of the study……………………………………… Research questions and aims of the study………………… Scope of the study………………………………………… Significance of the study…………………………………… Methods of the study………………………………… Design of the study………………………………………… PART 2: DEVELOPMENT……………………………………… CHAPTER 2: LITERATURE REVIEW………………………… 1.1 An overview of ESP……………………………………… 1.1.1 The definitions of ESP……………………………… 1.1.2 Classification of ESP………………………………… 1.2 Vocabulary in ESP teaching……………………………… 1.2.1 Definition of vocabulary…………………………… 1.2.2 Classification of vocabulary and ESP vocabulary….… iv 1.2.3 The issue of teaching ESP vocabulary……………… 1.2.3.1 Selection of vocabulary for teaching…………… 1.2.3.2 Stages in teaching vocabulary…………………… 10 1.2.3.2.1 Presenting…………………………………… 10 1.2.3.2.2 Practicing…………………………………… 11 1.2.3.2 Revising…………………………………… 12 1.3 Visual aids in teaching and learning vocabulary………… 12 1.3.1 Boards……………………………………………… 12 1.3.2 Overhead-projectors………………………………… 13 1.3.3 Pictures……………………………………………… 13 1.3.4 Objects……………………………………………… 14 1.3.5 Gestures, mine, actions and performance…………… 14 1.4 Benefits of using visual aids to teach ESP vocabulary…… 15 CHAPTER 2: METHODOLOGY……………………………… 16 2.1 Situation analysis………………………………………… 16 2.1.1 Learning situation…………………………………… 16 2.1.2 Textbook…………………………………………… 16 2.1.3 Students……………………………………………… 17 2.2 Research methodology…………………………………… 17 2.2.1 Research questions…………………………………… 17 2.2.2 The participants……………………………………… 18 2.2.3 The instruments……………………………………… 18 2.2.3.1 Instrument A – Survey questionnaires…………… 18 2.2.3.2 Instrument B – Class observation……………… 19 v CHAPTER 3: DATA PRESENTATION AND DICUSSION OF MAJOR FINDINDS……………………………………………………… 3.1 Data presentation………………………………………… 3.1.1 Data from the survey questionnaires………………… 20 20 20 3.1.1.1 The teachers’ and the students’ attitudes towards the use of visual aids in teaching and learning vocabulary………… 20 3.1.1.2 The teachers’ and the students’ opinion on purposes of teaching and learning vocabulary in shipbuilding…………… 21 3.1.1.3 Frequency of visual aids used in teaching vocabulary and students’ impression of visual aids……………… 22 3.1.1.4 The stages at which visual aids are often used and the students’ response…………………………………… ……… 25 3.1.1.5 Benefits of using visual aids to teach and learn vocabulary in shipbuilding………………………………… …… 26 3.1.1.6 The teachers’ and students’ difficulties in teaching and learning vocabulary in shipbuilding through visual aids…… 28 1.1.7 The suggestions made by the teachers for using visual aids to teach vocabulary in shipbuilding………………… 3.1.2 Data from the classroom observation………………… 3.2 Discussion of major findings…………………………… 31 32 34 2.1 The situation of current teaching and learning ESP vocabulary………………………………………………………… 3.2.2 The kind of visual aids to teach ESP vocabulary…… vi 34 34 3.2.3 The frequency of using visual aids to teach ESP vocabulary………………………………………………………… 35 3.2.4 The stages at which visual aids are used most often in ESP vocabulary lessons………………………………………… 35 3.2.5 The difficulties in using visual aids to teach ESP vocabulary……………………………………………………… PART 3: CONCLUSION……………………………………… 35 36 Implications………………………………………………… 36 Conclusions………………………………………………… 37 Limitations of the study……………………………… 37 Suggestions for further study………………………… 38 REFERENCES………………………………………………… 39 APPENDICES vii LIST OF ABBREVIATIONS GE: General English ESP: English for Specific Purposes EST: English for Science and Technology EBE: English for Business and Economics ESS: English for Social Studies EAP: English for Academic Purposes EOP: English for Occupational Purposes M.A: Master of Arts CVCOT: Central Vocational College of Transport No II viii PART 1: INTRODUCTION Rationale of the study Vocabulary teaching is one of the most important components of any language class The main reason is the fact that it is a medium, which carries meaning; learning to understand and express the meaning is what counts in learning languages There has been increased focus on teaching vocabulary recently, “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (Harmer 1993:153) Vocabulary functions as a cornerstone without which any language could not exist Speaking would be meaningless and perhaps impossible having only structure without vocabulary A good mastery of vocabulary is essential for learners, especially for those who learn for specific purposes The main objective of English for specific purposes has always been the teaching of highly specialized vocabulary to specialists in various domains I myself have experienced 10 years of working as a teacher of English at the Central Vocational College of Transport No.II where students will be future technicians and workers Most of the students here find learning ESP vocabulary the most challenging to them in acquiring English Our students’ biggest obstacle in learning ESP vocabulary is that it is difficult for them to identify the meaning of, to understand the use of and to remember the words belonging to technical terms In fact, the students’ problems always haunt the teachers, which urge them to find a suitable solution to ESP vocabulary teaching and learning at the college to satisfy the students’ need The idea of using visual aids in teaching vocabulary is a good one This can add colors to an English lesson and motivate students to learn vocabulary, especially ESP vocabulary There is no reason for them to feel that learning vocabulary is dull At my college, visual aids have been used to teach ESP vocabulary So I conduct this study to get an insight of the current situation of using visual aids to teach ESP vocabulary at the Central Vocational College of Transport No.II It is hoped that this study will be of some values to my colleagues and those who want to improve their ESP vocabulary teaching Aims of the study To clarify the answer to the research question, the study aims at: ● Investigating the current situation of using visual aids to teach ESP vocabulary at the Central Vocational College of Transport No.II ● Exploring the difficulties facing teachers and students in teaching and learning ESP vocabulary through visual aids ● Providing some solutions to those difficulties to help teaching ESP vocabulary through visual aids more effectively Scope of the study Due to the time constraints and the scope of the study, the study only concentrates on how visual aids are used to teach ESP vocabulary to the students of the Shipbuilding Faculty at CVCOT Significance of the study The study is significant for the following reasons: firstly, it studies current situation of using visual aids at CVCOT Secondly it finds out difficulties in using visual aids to teach ESP vocabulary Thirdly, it suggests recommendations to teach ESP vocabulary more effectively So it is useful for both teachers and students of English In addition, it would become a good source of reference to those who are concerned with vocabulary teaching and learning Methods of the study The method of this study is survey study because it was conducted by using questionnaires and classroom observation to collect data The data for the study came from two sources: teacher respondents and student respondents at the Central Vocational College of Transport No.II Classroom observation was carried out to supplement the survey questionnaires, which is hoped to bring more reliable results for the study Design of the study The study consists of five chapters: Chapter is “Introduction”, which deals with the background, the rationale, the aims, the scope, the methods, the significance and the design of the study Chapter 2, “Literature Review” presents a brief view on ESP, the theoretical background of vocabulary and ESP vocabulary, the overall view of some visual aids Chapter 3, “Methodology” mentions the setting of the study, the participants, the instruments, the data collection procedure, the data analysis procedure and a brief summary Chapter 4, “Data presentation and discussion” presents the data collected from the survey questionnaires and class observation as well as the discussion of the data Chapter 5, “Implication and Conclusion” presents the pedagogical implications in teaching ESP vocabulary through visual aids and the ● Teachers should build up students’ motivation for acquiring vocabulary by raising their awareness of their understanding new words ● The College should provide the teachers with visual aids (if applicable) In other words, teachers should get access to a wider variety of visual aids and be given enough time to prepare their lessons ● Teachers should invest more time in the preparation of the visual aids They should it for their students’ own sake That is, they should be aware of students’ taste, feeling and age, etc 3.1.2 Data analysis of the observation As mentioned before, we watched, followed, and recorded all activities as they were being performed in the real classroom settings The observation aims at checking the reliability of the data collected from the questionnaires We employed visual aids to teach vocabulary to three classes (03CDNV1, 03CDNV2, 03CDNV3) Three units chosen to be observed are unit 5, unit 6, unit in the textbook “English for shipbuilders” In these, we choose to observe the lessons on vocabulary only The first observation was taken from class 03CDNV1 with unit (Hull construction) It is a rather long unit with a lot of new and hard words The strange vocabulary items introduced in this unit were about hull construction Therefore, the teacher employed describing picture technique for the first stage of the unit She prepared a model of hull construction She wrote some new words on the boards She asked the students to look at the model and guess All the students looked at them carefully and matched the words with some parts of the model The students paid their great attention to the unit The activity lasted 15 minutes After checking the students’ answers, the teachers read the words and asked her students to repeat and then she explained all the new and difficult items with the help of the model of hull 32 construction From our observation, most of the students at first could not match correctly and then they had difficulties in pronouncing long new words For unit (Ship equipment), we observed the vocabulary teaching in 03CDNV2 Firstly, the teacher introduced what the unit was about Then the teacher showed a picture about ship equipment on the screen The teachers asked the students to match the words in the book with the parts of the pictures All the students actively participated in this activity After collecting all the answers from the students the teachers wrote them on the boards and explained to the students and then got them into practice The students seemed more excited when they took part in a game to practice all the words which helped to put the new words into the students’ long term - memory The last observation was done in class 03CDNV3 with unit 16 (Ship systems) In this unit, the teacher used pictures to teach the vocabulary and board drawings to get the students to practice the vocabulary they had learnt Firstly, the teacher divided the students into groups of four with a group leader Then the teacher gave each group some pictures about parts of ships The teacher wrote a new word on the board and defined them Which group gave a correct picture would get one mark This activity helped the teachers and the students to learn all the vocabulary without being bored however the teachers could not present new vocabulary by using visual aids effectively They often had to shorten the time for using visual aids and spent more time on translating the new words After all the observation, the most important factor we found out is that the visual aids the teachers used, in fact, motivated the students in learning ESP vocabulary a lot As it is observed, the students had very positive and reactions when the teachers used the visual aids They appeared to be more attentive and active in interaction with the others Thus, using visual aids can create students’ interest and motivate them in learning ESP vocabulary although most of the 33 students assume that ESP vocabulary is not very necessary for their future study and future work They only learn it because they have to Their major target is only to pass the exams Obviously, it is visual aids that make the ESP vocabulary teaching become attractive and effective 3.2 Discussion of major findings 3.2.1 The situation of current teaching and learning ESP vocabulary Among the purposes of teaching and learning vocabulary in shipbuilding, most of students have a thought of learning vocabulary in shipbuilding to pass the exams This reveals that there is not much motivation in the current process of teaching and learning shipbuilding technical terms at CVCOT To arouse students’ motivation, the teachers had improvement in teaching methods They used visual aids to teach shipbuilding technical terms This is highly appreciated by the students 100% of the students are interested in learning vocabulary in shipbuilding through visual aids 70% of the students find that visual aids help them a lot in learning vocabulary in shipbuilding The use of visual aids, thus, is hoped to increase the students’ motivation in ESP vocabulary lessons 3.2.2 The kind of visual aids to teach ESP vocabulary The teachers have been using different types of visual aids to teach technical terms in reality Among these, objects, pictures and overhead projectors, especially objects are used with highest frequency in most ESP vocabulary lessons Chalkboard drawings are sometimes used, while gestures, mine, actions and performance are rarely exploited Definitely, it was observed that it is sometimes more meaningful to present new word meanings by demonstration because demonstration or mine is very helpful to highlight a particular word and help associate it in the students’ mind with both visual and aural memories 34 3.2.3 The frequency of using visual aids to teach ESP vocabulary The order of frequency for using visual aids to teach ESP vocabulary from the teachers’ survey questionnaire is as follows: ● The most frequently used visual aids are: objects, pictures, overhead projectors ● Visual aids sometimes employed are: chalkboard drawings, gestures, mine, actions and performance The teachers show their interests in using such visual aids as objects, overhead-projectors and pictures With these visual aids, the teachers can organize activities in teaching ESP vocabulary in various ways such as translation, using pictures exploited from the course book or from the internet, playing the game, etc 3.2.4 The stages at which visual aids are used most often in ESP vocabulary lessons Among three main stages, presentation stage is most often carried out with visual aids in ESP vocabulary lessons because the activities at these stages are free and easy for the teachers to apply visual aids to In practice stage, the teachers also use visual aids to help the students have images of ESP words in their mind In revision stage, the teachers use visual aids but not often The teachers also let their students revise what they have learnt at home because of the limit of time 3.2.5 The difficulties in using visual aids to teach ESP vocabulary Although the students gain a great number of benefits from learning ESP vocabulary through visual aids, some of them not really see the beneficial aspects of the activity In other words, these students experience boredom, distraction or even confusion during the lesson when visual aids are employed to assist teachers’ vocabulary presentation The percentage of this student group is not very high; however, this is a problem that the teachers should consider in planning their teaching 35 PART 3: CONCLUSION Implications According to the results of the questionnaires, there are some problems arising in ESP vocabulary teaching and learning through visual aids In this part, some solutions to the problems and practical recommendations for a better use of visual aids in teaching ESP vocabulary at CVCOT are provided It is undeniable that when adopting visual aids in teaching ESP vocabulary, the students are interested in the lively information and willing to join in language activities Visual aids should be made full use of in ESP vocabulary lessons Teachers are encouraged to employ various kinds of visual aids, increase the frequency of using visual aids and use visual aids in as many stages as they can Moreover, from the data collected the most prominent problems the teachers have are the lack of time and visual aids It is advisable that the teachers should know to choose and make visual aids quickly and economically and apply them appropriately Furthermore, according to Gardner (1985), students’ feelings, interests, needs, should be taken into consideration when investigating the factors causing low motivation for learning English These sometimes affect the success of the lessons, especially for understanding the vocabulary Therefore, it is very important to help students to build up their motivation for acquiring vocabulary by raising their awareness of their understanding new words Finally, the teachers should bear in mind that without basic knowledge of the subject, the teachers can not make their ESP vocabulary lessons successfully Therefore, they need to be experts in the subject matter The ESP teachers at CVCOT should be trained in shipbuilding by attending the workshops, 36 conferences or lectures of their colleagues in the field of shipbuilding or they can self-study to get general knowledge of the subject matter and build up confidence to handle the specialized content Conclusions Visual aids are really a large category which may be employed to teach vocabulary as well as grammar and all language skills This study has presented the application of visual aids in teaching ESP vocabulary for the students at the Faculty of Shipbuilding, CVCOT From this research study, it can be concluded that ESP teachers at Central Vocational College of Transport No.II are aware of the role of visual aids in teaching ESP vocabulary It can be seen clearly that the teaching of ESP vocabulary at CVOT is not effective enough The students are not equipped with necessary skills to learn ESP vocabulary Inexperienced teaching methods and the gap on professional knowledge are considered to be great challenges The thesis comes up with several suggestions These include strategies for teachers to teach ESP vocabulary and the training for the teachers to improve their classroom techniques and professional knowledge The teachers should take into account things such as choice and kind of visual aids, students’ background In conclusion all the aims of the study have been achieved and it is hoped that the study will make a considerable contribution to better the current situation of teaching ESP vocabulary in medicine to the second year students at CVOT Limitations of the study 37 In this study, I have made great effort and gained an insight into the situation of using visual aids to teach ESP vocabulary at CVCOT However, due to strict time and experience, limitations are unavoidable Firstly, the number of the teachers and the students involved in the survey is limited, so the findings, to some extents, may not be generalized for all students at CVCOT Secondly, the focus of the study is on the situation of using visual aids to teach ESP vocabulary while other aspects of using visual aids through ESP vocabulary have not been taken into consideration Suggestions for further study It is firstly suggested that the limitations of this study will be overcome in further studies with the increased number of participants Secondly, more class observations should be carried out to provide more reliable information Moreover, other aspects of using visual aids to teach English such as grammar, speaking, listening, reading and writing should be employed in further studies Thus, this study has come to a certain extent and succeeded in answering the research questions Hopefully, this research would serve as a considerably good source of information to the teachers at CVCOT and others teachers who concern in using visual aids to teach ESP vocabulary Any suggestions and comments from others teachers and colleagues are really highly appreciated 38 REFERENCES Billow F.L (1961), The techniques of language teaching, Longman, London Carter D (1983), Some prepositions about ESP The ESP Journal, 2, 131137 Chamberlain A (1980) The impact of audio-visual aids in the language classroom Guidelines for audio-visual aids, 4, 1-22 Dictionary of English Language and Culture (1998) Spain: Addison Wesley Longman Doff A (1988), Teaching English: A training course for Teachers, Cambridge University Press Dudley-Evans T., St John M (1998), Development in ESP: A multidisciplinary approach Cambridge: University Press Flower J., Berman M.(1989), Build up with your Vocabulary England: Language Teaching Publications Fraser S (2005) The lexical characteristics of specialized texts In K Bradford Watts, C Ikeguchi, & M Swanson (EDs.) JALT 2004 Conference Proceedings Tokyo: JALT Gairns R., Redman S University Press (2003), Working with Words Cambridge 10 Gardner R.C (1985) Social psychology and second language learning London: Edward Arnold Ltd 11 Gower R., Phillip D., Walters, S (2005) Teaching practice: A handbook for teachers in training, Macmillan books for teachers Oxford: Macmillan Publishers Limited 12 Harmer J (1991), The practice of English Language Teaching, Cambridge: Longman 39 13 Harmer J (1993), The practice of English language teaching Essex: Longman Group UK Limited 14 Hornby A (1995), Oxfords advanced learners dictionary of current English Oxford University Press 15 Hutchinson T., Water A (1987) English for specific Purposes: A learnercentered approach, Cambridge University Press 16 Richards J., Platt J (1992) Longman dictionary of language teaching and applied linguistics Essex: Longman 17 Robinson P.C (1991), ESP today: A practitioners guide, London: Prentice Hall 18 Strevens P (1988), “ESP after twenty years: a Pre-appraisal” in Makhan Tickoo (Ed.), ESP: state of the art, SEAMEO Regional Language Center 19 Thornbury S (2002) How to teach vocabulary Essex, England: Pearson Education Limited 40 APPENDICES APPENDIX SURVEY QUETIONAIRE FOR STUDENTS This survey questionnaire is designed for my study on using visual aids to teach ESP vocabulary for the students of the Shipbuilding Faculty at Central Vocational College of Transport No II Your assistance in completing the survey is highly appreciated All the information provided by you will only be used for the study purposes So please answer the questions as honestly as possible Thank you very much for your cooperation Survey conductor: Bui Thi Phuong Thao English Division Department of Basic science Central Vocational College of Transport No.II Please tick (√) or fill in the information where appropriate I Personal information  Your gender: Male Female  Your age: ……………………………………………………  How long have you been learning English? year(s) I II Your opinions on using visual aids in learning shipbuilding technical terms Are you interested in learning vocabulary through visual aids? A yes B no How much visual aids assist you in learning vocabulary? A very much B quite much C little D not at all What are your purposes of learning vocabulary in shipbuilding? A To read drawings in English B To enrich your vocabulary with shipbuilding technical terms C To communicate with foreigners about shipbuilding D To pass the exams E All of the above How interested are you in learning vocabulary through the following visual aids? Very Interested interested Neutral Chalk board drawings Overhead projectors Pictures Objects Gestures, mine, actions and performance II Uninterested Very uninterested Which of the following stages of using visual aids you prefer? A Presentation stage B Practice stage C Revision stage What are benefits of learning vocabulary in shipbuilding through visual aids? A Help you become interested in learning vocabulary in shipbuilding B Help you understand the meanings of the new words clearer C Help you learn technical terminologies in shipbuilding more easily D Help you store vocabulary in shipbuilding in minds E Others……………………………………………………………….… Have you got any difficulties in learning vocabulary in shipbuilding through visual aids? A yes B no What are your difficulties in learning vocabulary in shipbuilding through visual aids? A Learning vocabulary in shipbuilding through visual aids makes you bored B Learning vocabulary in shipbuilding through visual aids makes you confused C Learning vocabulary in shipbuilding through visual aids makes you distracted D Others (please specify)…………………………… ………………… III APPENDIX SURVEY QUETIONAIRE FOR TEACHERS This survey questionnaire is designed for my study on using visual aids to teach ESP vocabulary for the students of the Shipbuilding Faculty at Central Vocational College of Transport No II Your assistance in completing the survey is highly appreciated All the information provided by you will only be used for the study purpose So please answer the questions as honestly as possible Thank you very much for your cooperation Survey conductor: Bui Thi Phuong Thao English Division Department of Basic Science Central Vocational College of Transport No II Please tick (√) or fill in the information where appropriate I Personal information  Your gender : Male Female  Your age: ……………………………………………………  How long have you been teaching English? year(s) II Your opinions on using visual aids in learning ESP vocabulary Are you interested in vocabulary teaching through visual aids? IV A yes B no How much visual aids assist you in teaching vocabulary? A very much B quite much C little D not at all What are your purposes of teaching vocabulary in shipbuilding? A To help students read drawings in English B To help students enrich their vocabulary with shipbuilding technical terms C To help students communicate with foreigners about shipbuilding D To help students pass the exam E All of the above How often you use the following visual aids in teaching vocabulary? Visual aids Always Often Sometimes Rarely Never Chalk board drawings Overhead projector Pictures Objects Gestures, mine, actions and performance Which of the following stages you use visual aids? A presentation stage B practice stage V C revision stage What are benefits of teaching vocabulary in shipbuilding through visual aids? A Help you save time and energy B Help you have fascinating lessons C Help you teach technical terminologies in shipbuilding more effectively D Help you feel more comfortable when teaching E Others………………………………………………… Have you got any difficulties in teaching vocabulary in shipbuilding through visual aids? A yes B no What are your difficulties in teaching vocabulary in shipbuilding through visual aids? A The lack of visual aids B No time to prepare C Difficulties in class management D Inconvenience for storing and carrying E Other (please specify)………………………………….……………… Have you got any suggestions for using visual aids to teach vocabulary more effectively? A yes B no If yes, what should be done? VI ... study, it can be concluded that ESP teachers at Central Vocational College of Transport No. II are aware of the role of visual aids in teaching ESP vocabulary It can be seen clearly that the teaching... situation of using visual aids to teach ESP vocabulary at the Central Vocational College of Transport No. II ● Exploring the difficulties facing teachers and students in teaching and learning ESP. .. observation to collect data The data for the study came from two sources: teacher respondents and student respondents at the Central Vocational College of Transport No. II Classroom observation was