An investigation in to the use of audio visual aids in speaking lessons at le thuy high school

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - - MAI THI LUONG AN INVESTIGATION IN TO THE USE OF AUDIO-VISUAL AIDS IN SPEAKING LESSONS AT LE THUY HIGH SCHOOL MASTER’S THESIS IN EDUCATION Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - - MAI THI LUONG AN INVESTIGATION IN TO THE USE OF AUDIO-VISUAL AIDS IN SPEAKING LESSONS AT LE THUY HIGH SCHOOL Field: Theory and Methodology of English Language Teaching Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Assoc Prof Dr LE PHAM HOAI HUONG Nghe An, 2019 i STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not published elsewhere Author Mai Thi Luong ii ABSTRACT Speaking is one of the crucial skills in second language that should be mastered by students at school and in daily life The purpose of this study was to explore the use of audio-visual aids in English speaking lessons at Le Thuy high school The study employed both quantitive and qualitative research methods Questionnaire, interview and classroom observation were used as tools of data collection The population of this study included teachers and students at Le Thuy high school Ninety students were invited to answer questionnaire Besides, ten teachers and ten students were directly interviewed The findings show that generally, the students had positive perceptions towards the use of audiovisual aids to learn speaking skill A lot of audio-visual aids were being effectively used at Le Thuy high school Types of audio-visual aids were used a lot in speaking lessons such as video clip, pictures, hand-outs, powerpoint However, certain difficulties such as background knowledge, school facility, psychological factors, the quality of audiovisual aids and other factors are obstacles to teachers and students in using audiovisual aids From the findings, the research has sought to provide practical implications for improving students’ perceptions towards the use of audio-visual aids The use of the audio-visual aids can help teachers to develop their students' speaking skill and and overcoming obstacles that teachers and students have when using audiovisual aids iii ACKNOWLEDGEMMENTS During the period of learning and researching the scientific research thesis “An investigation into the use of audio-visual aids in speaking lesson in Le Thuy high school” I received support and assistance as well as caring and encouragement from colleagues and students Scientific research is also completed based on the reference, learning experience from relevant research results, specialized books and newspapers of many authors at universities First of all, I would like to express my deep gratitude to my supervisor- Assoc Prof Dr Le Pham Hoai Huong, who has always spent a lot of time and effort to guide me throughout the process of researching and completing research topics I wish to send my appreciation to my dear teachers of Department of Foreign Languages, Vinh University who taught to me in all the subjects which I have participated My thesis would not have come to a completion without the help from my students and colleagues who participated in my survey with their eagerness and constructive ideas I am grateful to my leaders of Le Thuy high school who gave me favourable conditions during my study I would like to show my deep gratitude to my beloved family-my parents, brothers, my friends, and especially my husband and two sons who shared all of the ups and downs of my academic endeavours with their boundless love and continuous support-both materially and spiritually iv CONTENTS STATEMENT OF ARIGINAL AUTHORSHIP…………………………… i ABSTRACT……………………………………….……………………… ii ACKNOWLEDGEMENTS………………………………………………… iii TABLE OF CONTENT………………………… ………………………… iv LIST OFABBREVIATIONS…………………… ………………………… viii LIST OF TABLES………………………………………………………… ix LIST OF FIGURES………………………………….……………………… x CHAPTER I INTRODUCTION……… …… …………… 1.1 Rationale………………………………………………………… …… 1.2 Research objectives……………………………………… …………… 1.3 Research questions……………………………………………………… 1.4 Significance of the study……………………………………………… 1.5 Scope of the research………………………………………… … …… 1.6 Structure of the thesis………………………………………………… LITERATURE REVIEW …………………… 2.1 Review of previous studies …………………………………………… 2.1.1 In other countries…………………………………………….……… 2.1.2 In Vietnam…………………………………………………………… 2.1.3 Gaps in literature……………………………………………….…… 2.2 Definitions of speaking…………………………………………… … 2.2.1 Communicative competencies……………………………………… 2.2.2 Elements of Speaking ……………………………………………… 11 2.2.3 Factors that cause speaking difficulties to EFL Learners…………… 12 2.3 Over-view of audio-visual aids………………………………………… 14 2.4 Definitions of audio- visual aids…………………………………… 15 2.5 Classification of audio-visual aids……………………………………… 16 CHAPTER II v 2.5.1 Audio aids…………………………………………………………… 16 2.5.2 Visual aids…………………………………………………………… 18 2.5.3 Audio visual aids…………………………………………………… 21 2.6 Advantages of audio-visual aids in speaking lessons ………………… 23 2.6.1 Using audio visual- aids to improve students’ pronunciation……… 23 2.6.2 Using audio visual- aids to provide vocabularies…………………… 24 2.6.3 Using audiovisual- aids as a source of information………………… 25 2.6.4 Using audiovisual- aids to motivate students’ attention……………… 25 2.6.5 Using audio-visual aids to improve fluency………………………… 25 2.7.Disadvantages of audio-visual aids in speaking lessons……………… 27 2.7.1 Technical Problems………………………………………………… 27 2.7.2 Student Distractions………………………………………………… 27 2.7.3 Expenses…………………………………………………………… 28 2.7.4 Time………………………………………………………………… 28 2.7.5 Space………………………………………………………………… 28 2.7.6 Convenience………………………………………………………… 28 2.8 Summary……………………………………………………………… 28 CHAPTER III RESEARCH METHODOLOGY……………………… 30 3.1 Research approach……………………………………………………… 30 3.2.1 Participants …………………………………………………………… 31 3.2.2 Survey participants…………………………………………………… 31 3.2.3 Interview participants ……………………………………………… 31 3.2.4 Observations………………………………………………………… 32 3.3 Instruments for data collection………………………………………… 32 3.3.1 Questionnaire………………………………………………………… 32 3.3.2 Interviews…………………………………………………………… 33 3.3.3 Classroom observations……………………………………………… 34 vi 3.4 Data analysis…………………………………………………………… 34 3.5 Summary……………………………………………………………… 35 CHAPTER IV FINDINGS AND DISCUSSION……………………… 36 4.1 Students’ perception of the use of audio-visual aids in speaking lessons 36 4.1.1 Students’ attitude towards the use of audio-visual aids in getting ideas 37 for English speaking……………………………………………………… 4.1.2 Students’ confidence in speaking with the use of audio-visual aids… 38 4.1.3 Vocabulary learning with the use of audio-visual aids in speaking 39 lessons……………………………………………………………………… 4.1.4 Students’ positive attitude in class with the use of audio-visual aids… 40 4.1.5 The use of cartoons to improve pronunciation………………… 40 4.2 The use of audio-visual aids in English speaking lessons……………… 45 4.2.1 Types of audio-visual aids used in speaking lessons………………… 45 4.2.2 Teacher’s activities in speaking lessons with the use of audio-visual 47 aid………………………………………………………………………… 4.2.3 Students’ activities in speaking lessons with the use of audio-visual 48 aids………………………………………………………………………… 4.3 Difficulties with the use of audio-visuals aids in speaking lessons…… 54 4.3.1 The difficulties faced by teachers in using audio-visual aids………… 55 4.3.2 Classroom size……………………………………………………… 56 4.3.3 Timing………………………………………………………………… 57 4.3.4 Noise………………………………………………………………… 57 4.3.5 Speakers’ speed in audio materials…………………………………… 58 4.3.6 The quality of audio-visual aids ……………………………………… 59 4.4 Conclusion……………………………………………………………… 64 CHAPTER V CONCLUSION AND IMPLICATIONS ………………… 66 5.1 Summary of the findings……………………………………………… 66 vii 5.1.1 Students’ perceptions towards the use of audio-visual aids………… 66 5.1.2 Audio-visual aid used in speaking lessons…………………………… 67 5.1.3 Difficulties in using audio-visual aids……………………………… 67 5.2 Contribution of the research…………………………………………… 68 5.3 Pedagogical implications……………………………………………… 68 5.3.1 For administrators…………………………………………………… 68 5.3.2 For teachers…………………………………………………………… 69 5.3.3 For students…………………………………………………………… 70 5.4 Limitations……………………………………………………………… 70 5.5 Further research………………………………………………………… 71 REFERENCES……………………………………………………………… 72 APPENDICES……………………………………………………………… 78 APPENDIX I: QUESTIONNAIRE FOR STUDENTS…………………… 78 APPENDIX II: INTERVIEW QUESTIONS FOR TEACHERS…………… 82 APPENDIX III: INTERVIEW QUESTIONS FOR STUDENTS………… 83 APPENDIX IV: CLASSROOM OBSERVATION SHEET……………… 85 APPENDIX V: SAMPLE OF TRANSCRIPT BY TEACHERS’ INTERVIEW……………………………………………………………… APPENDIX IV: SAMPLE OF TRANSCRIPT BY 87 STUDENTS’ INTERVIEW……………………………………………………………… 88 viii LIST OF ABBREVIATIONS CLT: Communicative Language Teaching CDs: Compact disks DVDs: Digital Video Disk EFL: English as a Foreign Language L1: The First Language TV: Television VCRs: Video Compact Records 75 Grant and I Mekere London: British Universities Film and Video Council pp 29-33 Moore, K D (1992) Classroom Teaching skill: New York: MeGraw - Hill, Inc Mukherjee, N & Roy, D (2003) A Visual Context-Aware Multimodal System for Spoken Language Processing Nakatani,Y (2010) Identifying strategies that facilitate EFL learners’ oral communication: classroom study using multiple data collection procedures The Modern Language Journal, 94(1), 346–8512 Ngozi, B.O, Samuel A.O, Ameh O.I, (2012) Motivating use of Audio-Visual in a Nigeria Technological University Library Journal of Education and Social Research Vol 2(1) Ng K H, Peh W C Preparing effective illustrations Part 1: graphs Singapore Med J 2009; 50(3):245 [PubMed] Oketunji I (2000) Application for Information Technologies in Nigerian Libraries: Probles and Prospects in I.K: Nwalo (ed); Information Technology in Library and Information Technology Education in Nigeria National Association of Library and Information Science Education: NALISE Paulson 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Presentation New York: Oxford University Stockwell, G.(2012) Computer-assisted language learning: Diversity in research and practice Cambridge university press Tarigan, Henry Guntur (2008) Berbicara sebagai suatu keterampilan berbahasa Bandung: Angkasa Umar Farooq(07/31/2014 - 06:34) Audio Visual Aids in Education, Definition, Types & Objectives Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press Webster (2001) Webster’s Encyclopedia Unabridged Dictionary of English 10.1007/s10755-006-9017-5 Weinreich, N K (1996) Integrating Quantitative and Qualitative Methods in Social Marketing Research Retrieved on 10 June 2016 from: htpp//: www.socialmarketing.com/research.html Wright, A (1989) Pictures for Language Learning: Cambridge University Press Zhang, S (2009) The role of input, interaction, and output in the development of oral fluency English Language Teaching,2(4),91–100 77 78 APPENDICES APPENDIX I QUESTIONNAIRES FOR STUDENT Vinh University, Faculty of Foreign Language Master Thesis of Education- Teaching English to Speakers of Other language (TESOL) By Mai Thi Luong: Maithiluong@quangbinh.edu.vn Dear student, I am presently doing a study on “An investigation into the use of audio visual aids in speaking lessons at Le Thuy high school” This questionnaire is presented to you to help us to investigate your perception and the use of audio-visual aids, also the difficulties in speaking lessons in order to gather data for my study Your responses will have much contribution to the success of the intended study So please read each item in the questionnaire carefully and give your genuine responses I would like to assure you that all of them would be kept confidential and used for only the research purpose Thank you for your contribution Section one: Personal information Gender: a Male b Female Age: Grade: …… Section two: Please read carefully and check () the appropriate column What kinds of audio-visual aids are used in your Yes English speaking lessons? Pictures Videos Posters No 79 Television Charts Maps Chalkboard Youtube Graphs Tape recorder Multimedia Powerpoint Filmstrip Handouts Computer Rating scales Questionnaire items Strongly Agree agree The use of audio-visual aids helps me to get ideas to speak English I feel more confident to speak with the use of audiovisual aids audio-visual aids provide me with speak vocabularies to Neutral Strongly Disagree disagree 80 The class becomes more interesting and enjoyable when the teacher uses audiovisual aids 6.Watching cartoons improve me pronunciation Audio-visual aids help me to improve my pronunciation The teacher asks students to read handouts before they speak The teacher asks students to watch video clips before speaking 10 Sometimes the teacher asks students to listen to a passage on cassette tape and talk again 11 The teachers use the multimedia room to teach speaking 12 The students work in groups to look at the pictures and talk 13 The students listen to a video clip and exchange to partners and talk 14 The students look at the 81 pictures and talk basing on them 15 The teacher does not have enough techniques to use audio-visual aids in speaking lessons 16 The size of the classroom affects the learning of speaking skill 17 The pressed time makes it difficult for students practice speaking to through audio-visual aids 18 The students are too noisy when listening to the audiovisual aids 19 The students have difficulty in listening to audio aids because the speakers speak too quickly 20 The quality of audiovisual aids affects the practice of speaking skill 82 APPENDIX II INTERVIEW QUESTIONS FOR TEACHERS Dear teacher, Before starting our interview, let me introduce myself I am Luong I am conducting this research to explore the use of audiovisual materials in English speaking lessons of Le Thuy high school It is designed to help me to complete my Master’s degree in Teaching English as a Foreign Language (TEFL) To achieve the purpose, your sincere responses to the question that I am going to pose are very important Therefore, I kindly request you to give genuine responses that will be kept confidential and will be only for research purpose Thank you for your cooperation! PART I Background Information of teachers Your educational level: ………………… Your English language teaching experience: ………………… PART II Interview questions Question How you use the audio-visual materials in the speaking lessons? Question What kinds of audio visual aids you often use to teach speaking skill? Why? Question Do you let your students practice EFL speaking skill with their classmates by using audiovisual materials? Question Do you face any challenges while using audio-visual aids? If yes, what are they? Question How you overcome those problems? Thank you for your contribution! 83 APPENDIX III INTERVIEW QUESTIONS FOR STUDENTS Dear students, Before starting our interview, let me introduce myself I am Long I am conducting this research to explore the use of audiovisual materials in English speaking lessons of Le Thuy high school It is designed to help me to complete my Master’s degree in Teaching English as a Foreign Language (TEFL) To achieve the purpose, your sincere responses to the question that I am going to pose are very important Therefore, I kindly request you to give genuine responses that will be kept confidential and will be only for research purpose Thank you for your cooperation! PART I Background Information of students Gender: a Male b Female Age: Grade: …… PART II Interview questions Question Are you interested in learning English-speaking skill with the help of audiovisual materials? If yes, why? If no, why not? Question Do you think that audio-visual aids will help you more confident when speaking English? Question Do audio-visual aids provide you with a source of information and vocabularies to speak English? Question What you usually with a video clip in speaking lessons? Question What you with pictures, graphs, charts when practicing speaking skill? 84 Question What difficulties you have when you practice speaking with the use of audio- visual aids? Question How you overcome these problems? Thank you for your contribution! 85 APPENDIX IV CLASSROOM OBSERVATION SHEET LESSON: …………………………………………… DATE: …………………………….TIME: ………… SCHOOL: …………………………………………… TEACHERS: ………………………………………… CLASS: …………………………………………… NO STUDENTS: …………………………………… AIMS: To have an overall observation on students’ attitudes to the use of audiovisual aids in speaking lessons, how teachers use audio-visual aids, the difficulties they meet and their solutions Contents 1.Chalkboard Kinds of audio visual aids Computer Graph Pictures Video Map Filmstrip Cassette player Chart 10 YouTube 11.Television Yes (√) No (X) Comments 86 12 Power point 13 Handouts 14 Multimedia How are audio-visual aids being used? 3.Difficulties/ Problems 1.The teacher uses suitable audio- visual aids in speaking lessons The audio-visual aids provide the students with information, vocabularies… The teacher lets students practice in groups with the use of audio -visual aids The teacher corrects the mistakes that students have after using audio-visual aids The audio-visual aids motivate the students’ attention The students are active, self motivated, cooperative in speaking process The students feel confident when presenting their ideas, opinions with the use of audiovisual aids 8.The students can practice dialogues after using audiovisual aids Background knowledge makes students difficult in speaking English 10 Psychological factors hinder students’ communication skill 11 The difference of students’ability has influence in speaking lesson Observer Mai Thi Luong 87 APPENDIX V: SAMPLE OF TRANSCRIPT BY TEACHERS’ INTERVIEW 1.1 I often let my students listen to and English song to facilitate them in speaking 1.2 I only press the button and ask my students to listen and talk again 2.1 I show a picture on the PowerPoint and ask my students to look at and say 2.2 I usually find some videos that is suitable to the lesson and ask people to listen and speak because I want them to practice the native language correctly 3.1 Yes, I 3.2 I often let my students work with their partners by using audio-visual aids 4.1 I am 56 years old, It is difficult for me to keep pace with the modern technology 4.2 My class has 45 students, I cannot control all of them, I only call same groups to present in front of class 4.3 When I am using computer, suddenly the electricity failed I cannot manage to overcome 4.4 It is very challenging for the teachers to find out suitable materials that match with the level of the learners with other criteria 5.1 It is necessary to build bigger rooms and there is a safe electricity system 5.2 I want to be trained courses about information technology 88 APPENDIX VI: SAMPLE TRANSCRIPT BY STUDENTS’ INTERVIEW 1.1 I really like learning English speaking skill with the help of audio-visual aids, especially, using videos Because it helps me get some important information with real images 1.2 From my point of view, I find it interesting and useful to access to English through audio-visual materials The reason is that the materials provide us with vivid examples and usage of a real language 1.3 I’m not particularly interested in English speaking lessons when teacher asks us to look at the pictures, maps, handouts and discuss in groups because everyone is very noisy, some students don’t pay attention to what others say 2.1 I feel embarrassed to speak English after listening a video clip because my voice is bad 2.2 Picture is a source of information helping me express ideas, opinions, I feel more confident 2.3 Audiovisual aids are like a stimulus, awaking our potentials by leaving good impression on us and letting me speak what I want 3.1 I can pick up some new words after listening to a video clip 3.2 Video clips provide good speaking and listening materials After listening I try to reproduce by imitating correct pronunciation and learning new words and expressions 3.2 The use of the video was found very effective as the students got a complete visual idea with the narration about the topic 4.1 I often work in groups and give my ideas before presenting in font of class 4.2 I look at the pictures and say what I understand 5.1 I not follow what people say in videos or cassette player 89 5.2 Speaking speed in video clip makes me difficult to listen 5.3 My class has 45 students, so I have little chance to practice in front of the class 5.4 My knowledge of vocabulary is very limited, so I can express my ideas as I want 6.1 My teacher should find out video clips which are suitable to my level 6.2 There should be more labs, bigger rooms in my school ... perceptions of the use of audio- visual aids in speaking lessons? How are the audio- visual aids being used in English speaking lessons? What are some difficulties with the use of audio- visual aids in speaking. .. towards the use of audiovisual aids to learn speaking skill A lot of audio- visual aids were being effectively used at Le Thuy high school Types of audio- visual aids were used a lot in speaking lessons. .. During the period of learning and researching the scientific research thesis ? ?An investigation into the use of audio- visual aids in speaking lesson in Le Thuy high school? ?? I received support and