Nghiên cứu hành động về việc sử dụng tranh ảnh nhằm khuyến khích cho học sinh lớp 4 tại một trường tiểu học ở bắc ninh tham gia vào các hoạt động nói​

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐÀO THỊ MẾN AN ACTION RESEARCH PROJECT ON USING PICTURES TO ENCOURAGE 4TH GRADERS TO PARTICIPATE IN SPEAKING ACTIVITIES AT A PRIMARY SCHOOL IN BAC NINH PROVINCE (Nghiên cứu hành động việc sử dụng tranh ảnh nhằm khuyến khích cho học sinh lớp trường tiểu học Bắc Ninh tham gia vào hoạt động nói) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2020 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐÀO THỊ MẾN AN ACTION RESEARCH PROJECT ON USING PICTURES TO ENCOURAGE 4TH GRADERS TO PARTICIPATE IN SPEAKING ACTIVITIES AT A PRIMARY SCHOOL IN BAC NINH PROVINCE (Nghiên cứu hành động việc sử dụng tranh ảnh nhằm khuyến khích cho học sinh lớp trường tiểu học Bắc Ninh tham gia vào hoạt động nói) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Nguyễn Thu Hạnh, PhD Hanoi - 2020 CERTIFICATE OF ORIGINALITY OF PROJECT REPORT I certify my authority of the Study Project Report submitted entitled “An Action Research Project on Using Pictures to Encourage th Graders to participate in speaking activities at a Primary School in Bac Ninh Province” in fulfillment of the requirements for the degree Master of Arts Hanoi, July 2019 Đào Thị Mến i ACKNOWLEDGEMENTS First and foremost, I would like to register my profound gratitude to Mrs Nguyen Thu Hanh, my respected supervisor, for her invaluable instruction, contribution and great care to my research I wish to take this opportunity to express my heartfelt thanks to the teachers of Department of Post-Graduate Studies who have supplied me with the good conditions to conduct this thesis and finish this M.A course My thanks go to my managers at my school, my colleagues for their assistance, encouragement during the time I participated in M.A course Also, I owe my debt to my colleagues and students who are the subjects of my thesis for their willingness to answer my talks, questionnaires, and interviews Lastly, I am also grateful to my families for their kindly encouragement during the research‟s finalization ii ABSTRACT Teachers of English as a foreign language (EFL) encourage students to take a more active role in the oral activities in the classroom through different strategies This study was conducted with the purpose to identify the effectiveness of using pictures to encourage the student‟s participation in speaking activities The study showed that most students at this primary school experienced many difficulties in speaking English and they were not confident when they spoke or talked to their friends To make situation better, an action plan was made, focusing on using pictures to motivate them actively to participate in speaking English The subjects of the study were 32 fourth graders of a primary school in Bac Ninh province To that end, action research (AR) was attempted with the use of quantitative and qualitative methods to determine whether the use of pictures can improve the students‟ participation in speaking activities in class as well as their attitudes towards the use of pictures during speaking lessons The data were collected through the talks with colleagues, students‟ pre and post-questionnaires, and interviews The research was conducted during the first semester of the school year 2016 – 2017 The findings of the study suggested that through using pictures the fourth graders‟ participation in speaking activities increased because this technique made the lessons more interesting and attractive iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY OF PROJECT REPORT i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LISTS OF TABLES vii LISTS OF FIGURES viii CHAPTER 1: INTRODUCTION 1 Rationale for the study Aims and objectives of the study Research questions Scope of the study Significance of the study Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Overview of speaking skills 2.1.1 Definitions of speaking skills 2.1.2 Types of speaking skills 2.1.3 Difficulties in teaching and learning English speaking skills 2.1.4 The practice of teaching and learning speaking skills to primary students 2.2 Overview of pictures and their use in speaking lessons 10 2.2.1 Definitions of pictures 10 2.2.2 Types of pictures 11 2.2.3 Benefits of using pictures in teaching language 11 2.2.4 Activities used with pictures to teach speaking skills for children .13 2.3 Previous studies 14 Chapter summary 17 CHAPTER 3: RESEARCH METHODOLOGY 18 iv 3.1 An overview of action research 18 3.2 Research setting 20 3.2.1 The school 20 3.2.2 Participants 20 3.2.3 Data collection instruments 21 3.2.4 Data analysis 25 3.2.5 Research procedure 26 Chapter summary 30 CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Analysis of the talks with colleagues 31 4.2 Analysis of personal class observation 32 4.3 Analysis of students‟ pre-questionnaire 33 4.4 Analysis of students‟ post-questionnaire evaluation 39 4.5 Analysis of the interviews 42 4.6 Discussion 44 Chapter summary 47 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 48 5.1 Conclusion 48 5.1.1 Effectiveness of using pictures to motivate students to speak .48 5.1.2 Students‟ attitudes towards the use of pictures in speaking activities 49 5.2 Limitations of the research 49 5.3 Educational recommendations 50 5.3.1 For the teachers 50 5.3.2 For the students 51 5.4 Recommendations for further research 51 REFERENCES 53 APPENDICES I APPENDIX 1: TALKS TO THE COLLEAGUE I APPENDIX 2: TALKS TO THE COLLEAGUE II v APPENDIX 3: TALKS TO THE COLLEAGUE APPENDIX 4: PRE-QUESTIONNAIRE FOR STUDENTS APPENDIX 5: POST-QUESTIONNAIRE FOR STUDENTS APPENDIX 6: INTERVIEW QUESTIONS FOR STUDENTS APPENDIX 7: LESSON PLAN vi LISTS OF TABLES Table 3.1: Procedure and duration of conducting questionnaires 24 Table 3.2: Procedure of conducting interviews 25 Table 4.1: Factors causing students‟ low participation 35 Table 4.2: Students‟ frequency of attending speaking activities 37 Table 4.3: Students‟ opinions about speaking activities in the class .38 Table 4.4: Students‟ opinions about English speaking activities using pictures 39 Table 4.5: Students‟ opinions of the benefits of using pictures in English speaking activities 40 Table 4.6: Students‟ own changes after using pictures in speaking activities .41 vii LISTS OF FIGURES Figure 3.1: Steps in the action research cycle (Kemmis & Mc Taggart, 1998) 19 Figure 4.1: Students‟ evaluation of the English speaking activities in the classroom 33 Figure 4.2: Students‟ evaluation on their anxiety in English speaking lessons .34 Figure 4.3: Students‟ interest in learning English speaking skills 37 viii APPENDIX 5: POST-QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for my thesis: “An action project on using pictures to motivate th graders to participate in speaking activities” Your assistance completing this survey questionnaire is highly appreciated Please circle the most appropriate options according to you or write the answer where necessary Question 1: How you feel about English speaking activities using pictures? A Like B Neither like nor dislike C Dislike Please provide reason for your choice: ………………………………………… …………………………………………………………………………………… Question 2: Do you think the use of pictures English speaking activities has made it easier for you to learn English? A Agree B Neither Agree nor Disagree C Disagree D Please provide reason for your choice: ……………………………………… …………………………………………………………………………………… Question 3: What are your own changes after taking part in the English speaking activities using pictures? You can choose more than one options A I am more motivated to listen and speak in English B I have made progress in English speaking C class I am confident enough to speak English in groups or in front of the D My pronunciation has been improved E My vocabulary has been enlarged F I can make longer English sentences G I speak English more accurately Thank you very much! VIII PHIẾU KHẢO SÁT SAU KHI THỰC NGHIỆM (Dành cho học sinh) Chào em, cô thực bảng câu hỏi điểu tra nhằm phục vụ thu thập số liệu cho đề tài “ Nghiên cứu hành động việc sử dụng tranh ảnh nhằm tạo hứng thú cho học sinh lớp trường tiểu học Bắc Ninh tham gia vào hoạt động nói” Các em khoanh trịn vào ý mà em cho hợp lý với em câu hỏi em viết ý kiến cần thiết Cơ cảm ơn tham gia em Câu 1: Em có thích hoạt động nói tiếng Anh sử dụng tranh ảnh khơng? A Em thích chúng B Em thấy bình thường C Em khơng thích chúng Lý em chọn phương án trên: ………………………………………… …………………………………………………………………………………… Câu 2: Em có đồng ý việc sử dụng tranh ảnh hoạt động nói tiếng Anh giúp em học tốt khơng? A Em đồng ý B Em không C Em không đồng ý Lý em chọn phương án trên: ………………………………………… …………………………………………………………………………………… Câu 3: Em có tiến học tập sau tham gia hoạt động nói tiếng Anh có sử dụng tranh ảnh? Em chọn nhiều đáp án A Em có động lực nhiều để luyện nói tiếng Anh B Kỹ nói tiếng Anh em tiến nhiều C Em tự tin nói tiếng Anh nhóm trình bày trước lớp D Phát âm tiếng Anh em tốt E Từ vựng em mở rộng F Em nói câu tiếng Anh dài G Em nói tiếng Anh chuẩn xác Xin trân trọng cảm ơn! IX APPENDIX 6: INTERVIEW QUESTIONS FOR STUDENTS English Question 1: Do you like using pictures in English speaking activities? Why/ Why not? Question 2: What benefits you have from English speaking activities using pictures? Question 3: May you give your suggestions about the use of pictures in speaking activities? Vietnamese Câu hỏi 1: Em có thích hoạt động nói tiếng Anh có sử dụng tranh ảnh khơng? Tại sao/ khơng? Câu hỏi 2: Những lợi ích mà em thu tham gia hoạt động nói tiếng Anh có sử dụng tranh ảnh? Câu hỏi 3: Em đưa gợi ý cho việc sử dụng tranh ảnh hoạt động nói tiếng Anh? X APPENDIX 7: LESSON PLAN UNIT 2: I’M FROM JAPAN Lesson 1: 1-2 I OVERVIEW Objectives: By the end of period, Ps will be able to: ask and answer questions about where someone is from Language focus + New word: Malaysia, America, Australia, England, Japan + Sentence patterns: Where are you from? I‟m from …………… Resources: II PROCEDURE Steps Warmup (3m) Look, Listen & Repeat (10m) Point & Say (10m) XII Let’s Talk (14m) Home link (3m) XIII Picture a Picture b XIV Picture c Picture d XV Hakim/Malaysia Tom/America XVI Tony/Australia Linda/England XVII XVIII XIX XX XXI ... ENCOURAGE 4TH GRADERS TO PARTICIPATE IN SPEAKING ACTIVITIES AT A PRIMARY SCHOOL IN BAC NINH PROVINCE (Nghiên cứu hành động việc sử dụng tranh ảnh nhằm khuyến khích cho học sinh lớp trường tiểu học Bắc. .. pre-questionnaire 33 4. 4 Analysis of students‟ post-questionnaire evaluation 39 4. 5 Analysis of the interviews 42 4. 6 Discussion 44 Chapter summary 47 CHAPTER 5:... khích cho học sinh lớp trường tiểu học Bắc Ninh tham gia vào hoạt động nói) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8 140 231.01 Supervisor: Nguyễn Thu Hạnh, PhD Hanoi