An action research on using music and animated cartoons to teach english to primary students at dong hoa primary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -  - VŨ THỊ XUÂN AN ACTION RESEARCH ON USING MUSIC AND ANIMATED CARTOONS TO TEACH ENGLISH TO PRIMARY STUDENTS AT DONG HOA PRIMARY SCHOOL NGHIÊN CỨU HÀNH ĐỘNG VIỆC SỬ DỤNG PHIM HOẠT HÌNH CĨ NHẠC ĐỂ DẠY TIẾNG ANH CHO HỌC SINH TIỂU HỌC TẠI TRƯỜNG TIỂU HỌC ĐỒNG HÒA M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60 14 0111 HANOI – 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -  - VŨ THỊ XUÂN AN ACTION RESEARCH ON USING MUSIC AND ANIMATED CARTOONS TO TEACH ENGLISH TO PRIMARY STUDENTS AT DONG HOA PRIMARY SCHOOL NGHIÊN CỨU HÀNH ĐỘNG VIỆC SỬ DỤNG PHIM HOẠT HÌNH CĨ NHẠC ĐỂ DẠY TIẾNG ANH CHO HỌC SINH TIỂU HỌC TẠI TRƯỜNG TIỂU HỌC ĐỒNG HÒA M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60 14 0111 Supervisor: Prof Dr HOÀNG VĂN VÂN HANOI – 2014 CANDIDATE’S STATEMENT ***** - I hereby declare that the thesis entitled: “AN ACTION RESEARCH ON USING MUSIC AND ANIMATED CARTOONS IN TEACHING ENGLISH TO PRIMARY STUDENTS AT DONG HOA PRIMARY SCHOOL” represents my own work for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, Hanoi and that it has not been previously submitted to this university or any other institutions in application for admission to a degree, diploma or other qualifications Hanoi, 2014 Vu Thi Xuan i ACKNOWLEDGEMENTS I would like to take this opportunity to express my sincere appreciation and gratitude to my supervisor, Prof Dr Hoang Van Van, for his thoughtful advice and assistance in completing this study He devoted a lot of his time to guide and assist me throughout this study But for his advice and guidance, this thesis would not have been completed My thanks are also extended to all the lecturers in the Faculty of Postgraduate Studies, University of Languages and International Studies, VNU for their useful lectures from which I have benefited a lot for the accomplishment of this study I am greatly indebted to my students, class 3B, my school principal and my colleagues at Dong Hoa Primary School for their participation and assistance I would like to thank my mother and members of my family and my friends who motivated me to go ahead for this study ii ABSTRACT This study aims to examine the application of animated cartoons to teach English to the third graders at Dong Hoa Primary School This study is an action research which consists of four stages: planning, acting, observing, and reflecting The subjects of this study are 39 students from class 3B of the Academic Year 2013 – 2014 The data is collected using the following instruments: document analysis and questionnaire The study employs both qualitative and quantitative method for analyzing the data and obtaining the results The results of the research show that the employment of animated cartoons in teaching can help primary students improve the quality of their English learning The students also show their positive reponses toward the implimentation of animated cartoons in teaching English iii LIST OF ABBREVIATIONS AND SYMBOLS Abbreviations Stands for CD Compact disc DVD digital video disc EFL English as a Foreign Language FL Foreign Language FLT Foreign Language Teaching Q Question T Teacher TEFL Teaching English as a Foreign Language VCD Video compact disc % Percent / or iv TABLE OF CONTENTS CANDIDATE‟S STATEMENT i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS AND SYMBOLS vi LIST OF APPENDICES vii PART A: INTRODUCTION Rationale The aim of the study and research questions The significance of the study Scope of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Introduction 1.2 Teaching English to young learners 1.2.1 Definition of young learners 1.2.2 Characteristics of young learners 1.2.3 Teaching English as foreign language to young learners 1.3 Instructional media 1.3.1 Definition of instructional media 1.3.2 Types of instructional media 1.4 Animated cartoons 10 1.4.1 Definition of animated cartoons 10 1.4.2 Advantages of using animated cartoons in ELT 11 1.4.3 Criteria for selecting animated cartoons for teaching 13 v 1.4.4 Techniques for utilizing animated cartoons in classroom 14 1.4.5 Lesson plan using animated cartoons 16 1.5 Previous studies related to TEFL to young learners 16 1.6 Conclusion 17 CHAPTER II: THE STUDY 2.1 Introduction 18 2.2 The context of teaching English at Dong Hoa Primary School 18 2.3 Identifying the problem 19 2.4 Planning 21 2.5 Acting 21 2.6 Conclusion 22 CHAPTER III: DATA ANALYSIS AND FINDINGS 3.1 Introduction 23 3.2 Analysis of questionnaire 23 3.3 Analysis of questionnaire 25 3.4 Analysis of questionnaire 27 3.5 Findings 28 PART C: CONCLUSION Recapitulation 30 Recommendations 30 Limitations and suggestion for further study 31 Conclusion .31 References 32 Appendices 35 vi PART A: INTRODUCTION Rationale English plays an important role nowadays since it is used as a mean of international communication Now, in the globalization era all nations need to communicate with other and English will be their medium of communication English has been taught in many countries as a foreign language including Vietnam where it has officially been taught from secondary school to university However, for over ten years now, it has been introduced to primary schools Especially, since the 2020 National Foreign Language Project was implemented, it has formally been taught from the third grade at all primary schools A lot of efforts have been made by both primary teachers and curriculum developers to improve the quality of teaching and learning But, it seems that the quality of instruction at primary schools is not improved much This is due to the following problems Firstly, many primary English teachers are not adequately trained to teach English to such special learners with special characteristics Most English teachers still follow traditional teaching methods that usually make students bored and the lessons un-enjoyable A lot of teachers still follow test-oriented teaching approach that often concentrates on teaching English vocabulary and grammar, which does not develop students‟ language skills Not only the teachers‟ low language proficiency but also their inflexibility and uncreativeness in searching and applying various teaching techniques and methods into their real teaching make a big quality gap in current English teaching and learning Secondly, although the 2020 National Foreign Language Project was introduced in 2008, English is still one of the optional subjects in primary schools, which often demotivates students As English is not a compulsory school subject, both students and their parents especially in rural and semi-rural areas underestimate it They not consider it important to devote time to learning English Even, there are a lot of students going to school without any books or notebooks during a semester Thirdly, the textbook Let‟s Learn English appears to be inappropriate and unattractive to young learners When teaching young learners, we must find methods, which create fun environment making them feel comfortable to learn English We can use chants, songs, games, poems, or storytelling to make the environment more alive and entertaining to deliver the lessons, but using these materials is already ordinary and common to use These techniques also seem to be very familiar to my students so no longer catch much of their attention In order to keep students‟ motivation and to improve the quality of teaching, I decide to choose animated cartoons to teach English to my primary students The rationale behind choosing animated cartoons to teach my students rather than other techniques is that animated cartoons contain humorous characters and colorful and catchy visual presentations accompanied by enjoyable sound and music Moreover, young learners are much interested in watching animated cartoons The aim of the study and research questions The main aim of this research is to investigate the employment of animated cartoons as a medium to teach English at Dong Hoa Primary School and to find out the attitudes of third-grade students towards learning English by using animated cartoons To fulfill the aim of the study, the following questions are raised: Is the employment of animated cartoons to teach English to the third grader students at Dong Hoa Primary School effective? What are the attitudes of Dong Hoa third-grade students towards studying English by using animated cartoons? The significance of the study It is hoped that this study will benefit both teachers and students For teachers, this study will introduce to them a cartoon-based lesson and how to use cartoons to teach English to young learners It will bring them a new medium and a new way of teaching English at primary schools and provide them with some techniques of using animated cartoons to teach English to their students effectively APPENDICES Apeendix (1): Sample lesson plans I Lesson plan: Unit Seven: Family Members – Section B: 1, 2, * Aims: - Language content: At the end of this lesson, the students are expected to be able to ask and give answer to the question about name of the third singular person - Language skill: speaking and listening - Key language: What‟s his name? His name‟s Tony What‟s her name? _ Her name‟s May * Teaching aids: projector, computer, loudspeaker * Materials: Students‟ book, characters‟ pictures, worksheets, cartoon clip Warm up - T greets students - T has students listen and sing along a song “What‟s your name?” - T asks some students question “what‟s your name?” - T introduces the topic Presentation * Stage 1: Comprehension - T sets up the situation: T explains that students will see a cartoon clip about a dinosaur and his friends - T sets up an active viewing task: T delivers a list of words to students and also writes them on the board T lets students read the words and makes sure they understand each word T plays the cartoon clip twice and gets students to circle the word they hear or see after watching the cartoon clip Which one did you see or hear? - What Hello May Name Peter Tony Her His Jenny T plays the clip with sound on vision off right through once: students hear and must select words they hear from the clip I - T plays the clip with sound on vision on right through once: while students watch, or just after they have watched, they circle the words they saw from the clip - After watching the clip, students check their answers with T * Stage 2: Language study - T plays the clip again and pauses at the target language which are taught in the lesson - T has students repeat the target language from chorally to individually - After the video is played, T elicits from students the language taught by asking them to retell the sentences - T writes up complete sentences on the board and has students repeat chorally T instructs students to say the sentences naturally and say with right stress and intonation - What‟s her name? Her name‟s Jenny What‟s his name? His name‟s Tony Consolidate the language taught through the clip: T plays the clip again and encourages students to respond either aloud or mouthing the response quietly - Language exercise and drills from the textbook: T gives each group pictures of six students in the book on page 71 and some others, has them work in pairs to ask the names of students in the pictures - T calls students to present at front of the class - T lets students ask and answer names of friends in their groups - T observes and helps students if they face any problems * Stage 3: Extension and transfer: Acting out the dialogue - T gives each group the video transcript with some missing words T plays the clip and gets students to fill in the blanks After all the blanks are filled, T gives time to students to practice the dialogue after that T collects the video transcript and has them to practice in pairs - T goes round each group, helps them prepare the role and helps with language if they forget II - When the groups are ready, T asks them to act out the dialogue During the acting out, T listens and take notes - T praises their work and gives some immediate feedback on their work - After students‟ presentation, T has students listen to the song on the clip then sing along sentence by sentence * Video transcript: Tony: Hello, GoGo Jenny: Hello, GoGo GoGo: Hello, Tony Hello, Jenny Tony: How are you, GoGo? GoGo: I‟m fine, thank you Hello, how are you? Tony: Oh, Gogo His name‟s Peter Gogo: Peter, his name‟s Peter Jenny: Her name‟s May Gogo: May, her name‟s May His name‟s Peter Her name‟s May Tony and Jenny clap the hands Gogo: Hello Jenny: What‟s his name? Gogo: His name‟s Gogo Tony and Jenny clap the hands II Lesson plan: Unit Eight: Ages – Section A: 1, 2, * Aims: - Language content: At the end of this lesson, the students are expected to be able to say numbers from one to ten in English and ask and give the answer to the question about the age of people who are speaking to them - Language skill: speaking and listening * Key language: numbers from one to ten; How old are you? _ I‟m ten * Teaching aids: projector, computer, and speaker III * Materials: students‟ book, number cards, worksheets, cartoon clip Warm up - T has students stand up - T gets students to listen, repeat and as T does these actions: jump, step forward, step back, spin around from twice to three times - T lets students watch a video and encourage them to sing along either aloud or mouthing and imitate the actions as they are done in the video - T asks students the content of the song - T asks students the application of numbers and introduces the topic Presentation * Stage 1: Comprehension - Pre-teach vocabulary: T shows card of number and asks students to say number in English If not, T says aloud the word and has students repeat from chorally to individually T does the same to the next numbers When all numbers are presented, T revises vocabulary through the clip by getting students to read aloud numbers when the clip is playing Vocabulary One Số Two Số …… Con số Number - T sets up an active viewing task: T writes a list of words and phrases on the board T lets students read the words or phrases and makes sure they understand them thoroughly T has them watch the cartoon clip and asks them to circle the word they hear or see in the clip Which one did you see or hear? Happy birthday How Are Thank you Ten You Five Nine Jenny IV - First the video is played: T plays the cartoon clip with sound on vision on: students watch and active viewing task individually - After playing the video, T has students read aloud the words or phrases they hear or see and T will circle the words they say and play the clip to checks their answers * Stage 2: Language study - T plays the clip with sound on vision on and pause at the target language which is taught in the lesson - T has students repeat the target language from chorally to individually - After the video is played, T elicits from the class the language taught by asking them to retell the sentences - T writes up complete sentences on the board and has students repeat chorally T instructs students to say the sentences naturally and say with right stress and intonation I‟m ten How old are you? - Consolidate the language taught through the clip: T plays the clip again and encourage students to respond either aloud or mouthing the response quietly - Language exercise and drills from the textbook: T delivers number cards to each group The group leaders take number cards T asks them to put cards down on the table so that number side is against the table and mix the cards to make sure the other group members not know number in the cards The group leaders get members to choose their own cards but not let the others know The numbers that they choose indicate their ages In order to know their partners‟ ages, they have to ask by using the new language taught - T observes and helps students if they face any problems - T calls each group to present at front of the class - T praises and comments their work * Stage 3: Extension and transfer: Role-play - T sets up some situations (written in Vietnamese) accompanied with a sample dialogue that is practiced in which the new language taught through the clip is used and lets each group picks up one situation Students read and discuss the situation V and the characters Two or three members in the group play the role of characters in that situation to practice speaking - T goes round each group, helps students to prepare the role and helps with language - When the groups are ready, T asks students to the role-play at front of class During the role-play, T listens and takes notes - T praises their work and gives some immediate feedback on the role-play - Situation 1: You go to Lan‟s House to ask her for borrowing a book You see her mother She greets and asks your names and ages Talk to her using the following sample dialogue * Sample dialogue: Lan‟s mother: Hi Nice to meet you Student 1: Nice to meet you too Student 2: Nice to meet you too Lan‟s mother: What‟s your name? Student 1: My name‟s ………… Student 2: My name‟s …………… Lan‟s mother: How old are you? Student 1: I‟m ……… Student 2: I‟m ……… - Situation 2: On the way to school, a student wants to make friends with you He/she greets and asks your name and age Talk to her or his using the following sample dialogue * Sample dialogue: A: Hi, nice to meet you B: Hi, nice to meet you A: What‟s your name? B: My name‟s …………… And you? A: My name‟s ………… … How old are you? B: I‟m … … How old are you? VI A: I‟m ….… - Situation 3: You are in a game show Introduce yourself * Suggested language: Hi, my name‟s …… I‟m … Nice to meet you III Lesson plan: Unit Eight: Ages – Section B: 1, 2, * Aims: - Language content: At the end of the lesson, the students are expected to be able to ask and give answer to the question about the age of the third singular person - Language skill: speaking and listening * Key language: How old is he? He‟s seven How old is she? She‟s eight *Teaching aids: projector, computer, loudspeaker * Materials: students‟ book, number cards, worksheets, cartoon clip Warm up - T has students listen, and sing along a song “Numbers” - T asks some students question “How old are you?” - T introduces the topic Presentation * Stage 1: Comprehension - T sets up the situation: T explains that the students will see a cartoon clip - T sets up an active viewing task: T prepares a list of statements T delivers to students and writes them on the board T gets students to read each statement to makes sure they understand them Students must decide which statements are in the clip by ticking them after viewing Which one in the clip? a He‟s 100 years old b Tillie‟s c He‟s year old d He‟s years old e She‟s years old f She‟s years old VII - First the video is played: T plays the video with sound on vision on: Students watch and check the statements - T gets students to compare and discuss their answers with the others in group T plays the clip again to allow students to check * Stage 2: Language study - Second the video is played: T plays the clip with sound on vision on and pause at the target language which is taught in the lesson - T has students repeat the target language from chorally to individually - After the video is played, T elicits from the class the language taught by asking them to retell the sentences - T writes up complete sentences on the board and has students repeat chorally and individually T instructs students to say the sentences naturally and say with right stress and intonation How old is he? He‟s (years old) How old is she? She‟s (years old) - Consolidate the language taught through the clip: T plays the clip again and encourage students to respond either aloud or mouthing the response quietly * Stage 3: Extension and transfer: Mini situations - T sets up some situations (written in Vietnamese) in which the expressions taught through the clip are used and lets groups pick up one situation Students are asked to give responses to each situation - T gets the group leader to read aloud the situation and make sure they understand their situation - T has students work in groups to discuss the possible responses - T goes around offering advice on language and ideas - When all groups are ready, T calls a group member to give the group‟s response T writes down the response on the board - T lets the other groups check the result then give feedback - Situation 1: What would you answer in English if someone asks you a question “How old is he?” or “How old is she?” VIII - Situation 2: You took a beautiful photo with your brother and sister on Tet Holiday You brought that photo to the class to introduce them to your friends How you introduce? (Introduce their names and ages) - Situation 3: You are on a bus A woman next to you is holding a nice baby How you the woman about the baby‟s age? Listen and number * Pre-listening: - T gets students to say names of characters in each picture and gets them predict the right order of pictures - Picture a: Nam and Mai - Picture b: Peter and Linda - Picture c: Alan and LiLi - * While-listening: - T plays the audio twice and lets students number the picture, students work individually - T lets students compare and discuss their results in groups The group leaders will collect and present the result - T plays the audio again to allow them to check their results * Post-listening: - T plays the audio and asks students to write the ages of each character in the each picture then three groups will presents at front of the class The other groups listen and comment - T gives feedback and praises students to make sure they are satisfied at their work and never lost their interest IX Appendix (2): Questionnaire for survey in Vietnamese Câu hỏi khảo sát Chào em Các em câu trả lời câu hỏi cách đánh dấu vào phương án cho sẵn Các em trả lời thành thật khơng nhìn bạn bên cạnh Câu hỏi 1: Em có cảm nhận đoạn phim hoạt hình mở tiết học?  Rất thích Hơi thích Khơng thích Khơng biết Câu hỏi 2: Em thấy khơng khí lớp học giáo sử dụng phim hoạt hình học tiếng Anh?  Thoải mái  Bình thường  Buồn chán Câu hỏi 3: Khi học tiếng Anh phim hoạt hình, với em việc học tiếng Anh nào?  Vui vẻ  Bình thường  Buồn chán Cám ơn em giúp cô trả lời câu hỏi X Câu hỏi khảo sát Chào em Các em câu trả lời câu hỏi cách đánh dấu vào phương án cho sẵn Các em trả lời thành thật khơng nhìn bạn bên cạnh Câu hỏi 1: So với việc học Văn Toán, em thấy việc học tiếng Anh nào?  Dễ  Khó a Hãy đánh dấu vào lĩnh vực khó học em?  Học từ  Học mẫu câu  Nghe  Nói Câu hỏi 2: a Các hoạt động dạy học sử dụng phim hoạt hình giúp em dễ dàng hiểu nội dung hội thoại hơn?  Có  Khơng b Qua xem phim hoạt hình, em thấy nhớ mẫu câu nghĩa từ nhanh khơng?  Có  Khơng Câu hỏi 3: a Em có thích đóng vai nhân vật hoạt hình diễn lại đoạn hội thoại khơng?  Thích  Khơng thích b Em thích nhân vật hơn, phim hoạt hình hay sách?  Trong phim Trong sách Cám ơn em giúp cô trả lời câu hỏi XI Câu hỏi khảo sát Chào em Các em câu trả lời câu hỏi cách đánh dấu vào phương án cho sẵn Các em trả lời thành thật khơng nhìn bạn bên cạnh Câu hỏi 1: Tiết học thú vị hơn, tiết tiếng Anh dùng phim hoạt hình hay tiết tiếng Anh học bình thường?  Có dùng phim hoạt hình  Học bình thường Câu hỏi 2: Em có muốn giáo em sử dùng phim hoạt hình tiết tiếng Anh khơng?  Có  Khơng Câu hỏi 3: Em cảm thấy tiết tiếng Anh cô giáo mở phim hoạt hình khơng?  Có chán  Khơng chán Cám ơn em giúp cô trả lời câu hỏi XII Questionnaire Hi, children Please answer the following questions by checking one option You should be honest and not copy your friends‟ answers Question 1: How you feel about the animated cartoon clip that I showed in the lesson?  Very interesting  Quiet interesting  Not interesting  No idea Question 2: How you think about the classroom atmosphere when I showed the animated cartoon clip in English lesson?  Entertaining  Normal  Boring Question 3: When studying English by animated cartoons, how you feel about studying English?  Exciting  Normal  Tedious Thank you for your answers XIII Questionnaire Hi, children Please answer the following questions by checking one option You should be honest and not copy your friends‟ answers Question 1: In comparison with studying Vietnamese and Maths, how you think about studying English?  More difficult  Same  Easier b Please choose the aspects that are difficult for you to learn  learn a new word  Learn a sentence pattern Question 2: a The teaching and learning activities using the animated cartoon more help you in understanding the dialogue?  Yes  No c Do you find it quicker to remember a sentence pattern and meaning of a new word when I showed you the animated cartoon?  Yes  No Question 3: a Do you find it quicker to remember a sentence pattern and meaning of a new word when I showed you the animated cartoon?  Like  Do not like c Which one you like, the characters in the animated cartoon clip or in your textbook?  In cartoons  In textbook Thank you for your answers XIV Questionnaire Hi, children Please answer the following questions by checking one option You should be honest and not copy your friends‟ answers Question 1: Which one is more interesting, the cartoon-based lessons or traditional lessons?  Cartoon-based lesson  Traditional lesson Question 2: Do you want your teacher to use the animated cartoons in the English lesson?  Yes  No Question 3: How you feel if the teacher uses the animated cartoon in every English lesson?  Bored  Not bored Thank you for your answers XV ... animated cartoons to teach English to my primary students The rationale behind choosing animated cartoons to teach my students rather than other techniques is that animated cartoons contain humorous... researcher plans to search animated cartoons on the internet, then redesigns animated cartoons so that they are appropriate to the content of textbook; next makes lesson plan using these cartoons, and. .. application of animated cartoons in teaching English to third graders at Dong Hoa Primary School At the planning stage, I plan to search for animated cartoons on the internet, select animations which