Using visual aids in teaching to improve students’ writing skill

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI NGOC ANH USING VISUAL AIDS IN TEACHING TO IMPROVE STUDENTS’ WRITING SKILL SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG VIỆC DẠY ĐỂ CẢI THIỆN KĨ NĂNG VIẾT CỦA HỌC SINH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2021 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI NGOC ANH USING VISUAL AIDS IN TEACHING TO IMPROVE STUDENTS’ WRITING SKILL SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG VIỆC DẠY ĐỂ CẢI THIỆN KĨ NĂNG VIẾT CỦA HỌC SINH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof., PhD Nguyen Van Do Hanoi – 2021 DECLARATION I certify that the minor thesis entitled “Using visual aids in teaching to improve students‟ writing skill” is the result of my own work and has not been submitted in any form for another degree or diploma at any universities or institutions Hanoi, 2021 Student Nguyen Thi Ngoc Anh i ACKNOWLEDGEMENTS I would like to express my profound and heartfelt thankfulness to all the people who have contributed to help me complete this study First of all, I would like to express my sincere gratitude and gratefulness to my supervisor Assoc Prof., PhD Nguyen Van Do, who is always willing to give enthusiastic instructions, useful advices, his patience, guidance and knowledge that helped me to complete this study as well as the teachers of Faculty of post – graduated studies, at University of language and International studies for giving me the chance to enhance and improve myself Secondly, I would you like to express thanks to my family for their boundless love and support, especially my parents who have always believed in me and encouraged me to achieve great things – thank you everything my parents! Last but not least, I am grateful with my teachers and students at a secondary school, Thanh Hoa province for their nice help to complete this study in their school Hanoi, 2021 ii ABSTRACT In the era of modern science and technology, there are many new innovations which are being applied in language teaching At the moment, language teachers are using visuals like a way to attract students‟ attention and interest in learning language skills The goal of this study is to investigate the effectiveness of using visual aids in teaching to improve Students‟ writing skill To attain the purpose of research, it is necessary to use the experimental method approach to assemble the required data Hence, I have a test for students who take part in this research Study partakers are 40 students from a seventh grade of a secondary school of Thanh Hoa province The test is about writing a text before and after using visual aids It is divided into two types of test: pre-test and post-test The main aim of conducting is to investigate the effectiveness of using visual aids in teaching writing skill The results of this study show that the differences between students who are used visual aids and are not used in teaching writing skill The students‟ mastery of writing a text made progress after they are taught by using visual aids It is expressed in the average result of the students‟ pre-test and post-test In conclusion, using visual aids in teaching writing skill play vital function They help to teach more effectively and successfully The feedbacks of participants show that visual aids help to make an issue or content clearer or easier to understand and detail It also helps to create the environment to attract the Students‟ attention For the students, using visual aids in teaching writing skill helps them to have more motivation and interest in learning In line with the result, I also have some recommendations for language teachers and the next researchers to teach writing skill by using visual aids as an alternative aid to help students pay more attention and interest in the lesson Besides, I also hope that these suggestions will help them to teach and study the problems of language better iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii CHAPTER I: INTRODUCTION 1.1 Rationale for the thesis 1.2 Aims and Objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study 1.6 Significance of the study 1.7 Organization of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Writing 2.1.1 Definition of writing 2.1.2 The importance of writing 2.1.3 Principles for teaching writing skill 2.1.4 Principles for planning writing techniques 2.2 Visual aids 10 2.2.1 Definition of visual aids 10 2.2.2 Classification of visual aids 10 2.2.3 The roles and functions of visual aids in teaching writing skill 13 2.3 A brief summary of some existing relevant studies 14 2.3.1 Previous abroad studies 15 2.3.2 Previous studies in Viet Nam 18 iv 2.4 Summary 20 CHAPTER III: METHODOLOGY 21 3.1 Restatement of research questions 21 3.2 The setting of the study 21 3.3 The participants 22 3.3.1 Students 22 3.3.2 Teachers 22 3.4 Data collection instruments 23 3.4.1 Questionnaires 23 3.4.2 Class Observation 25 3.4.3 Tests 26 3.5 The procedures 26 3.5.1 Pre-application (the first week) 26 3.5.2 While-application (from the second week to the fifth week) 27 3.5.3 Post-application 30 3.6 Methods of data analysis 30 3.6.1 Observation sheets 31 3.6.2 Questionnaires 31 3.6.3 Tests 31 CHAPTER IV: FINDINGS AND DISCUSSION 32 4.1 Data analysis 32 4.1.1 The results of pre-test and post-test 32 4.1.3 Observation sheets 36 4.2 Findings and Discussions 38 4.2.1 What are the differences between applying visual aids and without applying visual aids to improve students‟ writing skill? 38 CHAPTER V: CONCLUSION 43 v Recapitulation 43 Concluding remarks 43 Limitations of the study 44 Recommendations 44 Suggestions for the further research 45 REFERENCES 46 APPENDICES I APPENDIX 1: QUESTIONNAIRES FOR TEACHERS I APPENDIX 2: QUESTIONNAIRES FOR STUDENTS III APPENDIX 3: OBSERVATION SHEETS V APPENDIX 4: PRE-TEST VI APPENDIX 5: POST-TEST VII APPENDIX 6: SYLLYBUS OF TEACHING WRITING SKILL VIII APPENDIX 7: LESSON PLAN IX vi LIST OF TABLES Table 3.1 Research Schedule 30 Table 4.1 The results of the pre-test and post-test 33 Table 4.2 The results of observation class 37 vii CHAPTER I: INTRODUCTION 1.1 Rationale for the thesis Nowadays, when the society is more and more developed, people also seem to focus more on education To lead a good life, education is indispensable to everyone The key factors in education are teaching and learning Therefore, the teachers often have to seek, apply the different methods and make full of material to teach and learn effectively By many ways, they try to attract students‟ interest and attention in learning With the passage of time, there are many different methods and materials which are applied in the field of education and teachers use the altered types of aids to make useful leaning I decide to use visual aids as supportive material to make easy learning and to be clear proof not only that they are useful to teach writing skill but also effective to attract and motivate students in learning Visual aids are considered to stimulate the attention of students and help the teachers to make clear the concept simply Besides, visual aids help students to have realistic experiences which attract their concentration According to Kinder, S James “Visual aids are any devices which can be used to make the realistic experience more real, more accurate and more active.” Burton expresses his opinion about visual aids likes “Visual aids are those sensory objects or images which initiate or stimulate and learning.” In fact that these days have many available visual aids which can be applied to improve the students‟ writing skill such as pictures, slides, maps, flashcards, models, charts, videos, real objects etc The challenge of students is that they are learning text books which are designed with many interactive activities It means that only using textbooks to teach are not enough, the teachers need to apply visual aids in teaching to convey all possible knowledge for learners and help them to increase the interest in learning In Vietnam, there is a make teaching become more effective and easier Secondly, teacher should often use visual aids to help students understand the lesson easier and transmit more information to them Thirdly, there are many types of visual aids Teacher should find and select visual aids carefully and suitably to be matched with the topic of lesson Finally, students may be use visual aids to improve their writing skill Addition, they may help students to become confident when expressing their own ideas and feelings Suggestions for the further research I hope that the limitations of this research will be remedied in further studies with the increased number of participants, in other schools In addition, more interviews ought to be conducted to collect and take more reliable information Last but not least, I hope that this study would assist as a considerably good source of information to teachers who concern about using visual aids to teach writing skill I really appropriate advices or comments from others teachers and colleagues 45 REFERENCES Adbul Jabr, Baser (2013) The role of visual aids in teaching: A study of visual aids used by TTC teachers in two provinces of Afghanistan, Karlstads University Bui Yen Nhi (2011) A study on using visual aids to teach grammar to the 10th form students at Nghi Loc III high school, Graduation thesis, Vinh university Bui Thi Phuong Thao (2012) “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”, Master thesis, Vietnam National University, Hanoi, University of languages and international studies Byrne, D (1988) Teaching writing skills, (New ed.): Longman Canning, C (2000) Visual Research, Invited presentation for the TESOL Arabia Special Interest Group, Hilton Ballroom, April 14, 2000 at the TESOL Arabia 2000 Conference "Bridging the Gap Between Learner and Teacher", April 12-14,2000 Carr, W and Kemmis, S (1986) Becoming critical: education, knowledge and action research, Falmer, London Celce-Murcia, M., & Hilles, S (1988) Techniques and resources in teaching grammar England: Oxford University Press Celce-Murcia, M., and D Larsen-Freeman (1999) The Grammar Book: An ESL/EFL Teacher's Course 2d ed Boston, MA: Heinle & Heinle Chappell, V (2011) What makes writing so important? Retrieved December 27, 2012, from http://www.marquette.edu/wac/WhatMakesWritingSoImportant.shtml 10 Chien, C (2015) Analysis the Effectiveness of Three Online Vocabulary 46 Flashcard Websites on L2 Learners’ Level of Lexical Knowledge English Language Teaching, 8(5), 111-121 doi:10.5539/elt.v8n5p111 11 Cuban, L (2001) Computers in the Classroom, Cambridge, M.A Harvard University Press Retrieved from http://www.webpages.uidaho.edu/mbolin/akerele-afolable.htm 12 Dolati, R., & Richards, C (2010, September 1) Harnessing the Use of Visual Learning Aids in the English Language Classroom Retrieved October 24, 2015, from http://www.researchgate.net/publication/220029726 13 Dolati, R., & Richards, C (2011) Harnessing the use of visual learning aids in the English language classroom Arab World English Journal, 2(1), 3-17 14 https://dictionary.cambridge.org/vi/dictionary/english/visual-aid 15 Gerlach, V.S, D.P Teaching and media: A systematic Approach London Prentice-Hall International 16 James S Kinder (1942) Chapter VIII: Visual Aids in Education, Review of Educational Research, 12(3), 336-344 https://doi.org/10.3102%2F00346543012003336 17 Jesa, M (2008) Efficient English Teaching S.B Nangia APH Publishing Corporation 18 Kishore N (2003); Educational technology, Abhishek publication 19 Klasone, I (2013) Using pictures when teaching prepositions in English lesson in the forms 3- Dil ve Edebiyat Egitimi Dergisi, 2(8), 23 20 Koren, S (1999) Vocabulary instruction through hypertext: Are there advantages over conventional methods of teaching?.TESL-EJ, 4(1), 114 Limited 21 Le Hoang Mai (2013) A study on the use of visual aids in teaching English to the first-year students at military technical academy, Master thesis, 47 Vietnam National University, Hanoi, University of languages and international studies 22 Nunan, D (2003) Practical English Language Teaching New York: the Mcgraw-hill companies Inc 23 Maley, A (2009) Creative writing for language learners (and teachers) Retrieved April 12, 2011, from http://www.teachingenglish.org.uk/think/articles/creative-writing-languagelearners-teachers 24 Mayers, A 2004 Gateways to Academic Writing New York: Pearson Education 25 Mayers, A 2005 Gateways to Academic Writing: Effective Sentences, Paragraph, Essay Longman New York 26 Rautrao, S (2012) Significance of Audio-visual Aids In Teaching English Indian Streams, Research Journal, Vol 2: No 27 Shabiralyani, G., Hasan, K.S., Naqvi, H., and Iqbal, N 2015 Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan Journal of Education and Practice Vol.6, No.19, 2015 ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) 28 Ur Penny, (1996) A Course in Language Teaching: Practice and Theory United Kingdom: Cambridge University 29 Ur, P (1991) Grammar practice activities: A practical guide for teachers Cambridge [u.a.]: Cambridge Univ Press 30 Winch, G., Ross Johnson, R., March, P., L., & Holliday, M (2010) Literacy: Reading, Writing & Children’s Literature , Victoria: Oxford 48 APPENDICES APPENDIX 1: QUESTIONNAIRES FOR TEACHERS Name: Age: Gender: Choose the best option for the following questions How often you use visual aids during teaching writing skill? A Often C Rarely B Sometimes D Never What kind of visual aids you use to teach writing skill? A NON-Projected 2D B NON-Projected 3D C Projected 3D D Verbal E All of options When you use visual aids to teach writing skill in the class? A The concept is unclear B The topics and subject matters are difficult to explain C The teacher wants to save time D The teacher wants students to be interested in the lesson E All of options Which one or set of the following visual aids you mostly use in teaching writing skill? A Pictures/ Flashcards B Models C Miniatures as the media I D Graphs/ Charts E Other types of visual aids Why don’t you use the other types of visual aids which are not listed in question number 5? A It is not available to use B Budget is not enough to buy C It is not effective to teach D It is difficult to bring E It is no time to prepare From where you obtain visual aids? Select the one most common source? A Environment D School prepare B By myself E Other teachers C Students Using of visual aids is important during teaching and learning process of writing skill, isn’t it? A Strongly disagree B Disagree C Neutral D Agree E Strongly agree Lack of training for proper use of aids in teaching and learning process, is it necessary for teachers to have special training for using visual aids? A Strongly disagree D Agree B Disagree E Strongly agree C Neutral II APPENDIX 2: QUESTIONNAIRES FOR STUDENTS Name: Class: Gender: Choose the best option for the following questions How often are you taught writing skill through using visual aids? A Often C Rarely B Sometimes D Never Are you interested in the lessons which are taught with visual aids? A Very interested B Normal C Uninterested (If you choose the options A or B, please answer the question If you choose the option C, please answer the question 4) Why are you interested in learning writing skill through using visual aids? A Strongly agree C Disagree B Agree D Strongly disagree Reason A You understand more effectively with the use of visual aids The lessons are more lively You feel more active in the lesson You feel more comfortable when learning You are close to the real life The lessons are interesting and ebullient Saving time You understand the concept of teacher clearly by using visual aids III B C D Why are you uninterested in learning writing skill through using visual aids? A Strongly agree C Disagree B Agree D Strongly agree Reason A B C D The class is noisy It is difficult for students to pay attention the lesson Time-consuming It is difficult for teacher to manage the class It is difficult for weak students to keep up with the lesson In the next lessons, what method you hope your teacher to use in teaching writing skill? A Use visual aids B Do not visual aids C Both A and B IV APPENDIX 3: OBSERVATION SHEETS Date: Class: Teacher: Number of students: Aim of the lesson: Tick the appropriate box, the number 1-5 indicate the degree you agree with each of the statement (1: very good, 2: good, 3: normal, 4: very bad, 5: bad) Criterion Students take interest when teacher use visual aids Using of visual aids provide easy way to teach a difficult concepts Visual aids provide depth and variety of teaching methods Saving time Visual aids provide more information Visual aids make teaching writing skill more meaningful Using of visual aids bring change in classroom environment Teacher guide their students to use properly by using visual aids Visual aids provide help to students in different assignment Teacher need to be trained to use visual aids Visual aids help students to avoid the dullness V APPENDIX 4: PRE-TEST Date: Class: Teacher: Number of students: Question: Write a passage (about 60 words) to describe about your close friend Answer: VI APPENDIX 5: POST-TEST Date: Class: Teacher: Number of students: Question: Write a passage (about 60 words) to describe about the thing which you like the best in your house Answer: VII APPENDIX 6: SYLLYBUS OF TEACHING WRITING SKILL The contents of teaching Students’ writing skill are followed the curriculum of textbook English grade 7– Published by Ministry of Education and Training (From the second week to the fifth week of experiment) Week Contents Unit 3: Community Service Lesson (period 21): Write a paragraph about volunteer work Unit 4: Music Lesson (period 31): Write an informal letter of invitation Unit 5: Vietnamese foods and drinks Lesson (period 39): Write about some popular foods or drinks Unit 6: The first university in Viet Nam Lesson (period 47): Write a short passage about a historic place VIII APPENDIX 7: LESSON PLAN UNIT 3: COMMUNITY SERVICE Period: 21 - Lesson 6: Skills I Objectives: By the end of the lesson, Ss will be able to write a paragraph about volunteer work II Teaching aids: - Flashcards, pictures, models and miniatures III Procedure I Class organization - Greetings - Checking attendance: 7A……… II New lesson Students’ and teacher’s activities Contents 1.Warm up: Discussing: Why people volunteer work? 2.Presentation: I Vocabulary: T elicits new words self- confident (adj): tự tin special (adj): đặc biệt Activities: II Activities: Activity 1: - Ask Ss to pick choose a volunteering IX idea from the previous lessons Ask the class: „Who you think benefits from that volunteer work?‟ „In what way?‟ - Then discuss as a class the two questions in exercise - If T has some volunteer experience himself/herself, talk about it with the class and tell Ss what it means to you Activity 2: - Tell Ss now they will write a paragraph about volunteer work - Firstly, Ss were required to imagine, discuss together and show the outline or the main idea about the topic of lesson - Secondly, T used some pictures, flash cards which related to the topic of the lesson for students to observe In the observing process, T noted some main ideas in the pictures or flash cards on the board, coupled with explanation to reinforce understanding of the Ss Besides, T suggested some models which help students to write more easily and effectively Next, T asked Ss to write - Ss have 15 minutes to write After finishing their writing, T asked students to X exchange their essay together Each pair would meet to have a discussion about the mistakes in the essay At this step, T sometimes interfered the discussion when there was any disagreement Besides, T pointed out their regular mistakes in writing process and asked them to check and correct their essay Home work: - Do exercises in the Workbook - Prepare: Looking back and project XI ... decide to conduct a study on ? ?Using visual aids in teaching to improve students’ writing skill? ?? 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