Teachers and fifth graders attitudes toward the use of interactive whiteboards at le thi hong gam primary school in efl vocabulary teaching and learning

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY TEACHERS’ AND FIFTH GRADERS’ ATTITUDES TOWARD THE USE OF INTERACTIVE WHITEBOARDS AT LE THI HONG GAM PRIMARY SCHOOL IN EFL VOCABULARY TEACHING AND LEARNING A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Major code: 60140111 Submitted by MAI THI NGOC HANH Supervisor: NGUYEN HOANG TUAN, PhD Ho Chi Minh City, December 2018 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Teachers’ and fifth graders’ attitudes toward the use of Interactive Whiteboards at Le Thi Hong Gam primary school in EFL vocabulary teaching and learning” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgment in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2018 MAI THI NGOC HANH i ACKNOWLEDGEMENTS This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the people who have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis First of all, I am deeply indebted to my supervisor, Dr Nguyen Hoang Tuan, whose compassion, encouragement and guidance throughout the research have supported me in the thesis completion I have truly learned from his excellent knowledge and wide experience in research I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me valuable sources of intellectual knowledge during my study This knowledge was very useful when I conducted this research I owe a great debt of gratitude to the participating teachers and students at Le Thi Hong Gam primary school who contributed data to this thesis Without them, the data collection for this study could not properly been carried out Last but not the least; I would like to thank my family, especially my respectful and beloved mother who gave me all support unconditionally regarding my research ii ABSTRACT As the rapid growth of technology, Interactive Whiteboard takes priority in educational settings around the world Unlike schools in developed countries where Interactive Whiteboard application has widely spread since 1990s, only Vietnamese public elementary schools in Hanoi and Ho Chi Minh cities have been newly supplied with this teaching aid since 2014, including Le Thi Hong Gam primary school Due to its first application, therefore, the study aimed at investigating how the EFL teachers and fifth graders perceive about teaching and learning vocabulary mediated by the Interactive Whiteboard To achieve this purpose, relevant literature on the characteristics of young learners, the background of the Interactive Whiteboard, and the understanding of vocabulary teaching principles at primary level was reviewed in the theory chapter to shape the theoretical framework of the study Based on this conceptual framework, the study was conducted on the two classes 5/1 and 5/2 with the participation of 74 fifth graders and EFL teachers Data collection was carried out from October to December, 2017 Data were collected through the tools of student questionnaire, teacher interview, and classroom observation The questionnaire was quantitatively analyzed with SPSS 20.0, while the two other tools were qualitatively analyzed The findings of the study indicated that although both teachers and learners had positive attitudes towards the influence of Interactive Whiteboard on the students’ vocabulary performance, motivation, and engagement However, this application did exist some certain difficulties Based on the research findings, the paper concluded with some pedagogical implications and a recommendation for further study in line of research on the Interactive Whiteboard application iii TABLE OF CONTENT STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv Chapter 1: INTRODUCTION 1.1 Background of the study 1.2 Rational for the study .2 1.3 Statement of problem .3 1.4 Purpose of the study 1.5 Research questions 1.6 Thesis outline Chapter 2: LITERATURE REVIEW .7 Overview of Chapter 2.1 Background of Young Learners .7 2.1.1 Definitions and Characteristics of Young Learners 2.1.2 Young Learners in Digital Era of the 21st Century 2.1.3 Theories for Young Learners’ Second Language Acquisition .10 2.1.3.1 Social constructivism learning theory 10 2.1.3.2 Zone of Proximal Development, Scaffolding and Mediation .12 2.2 Concepts of Attitudes .13 2.2.1 General Definition and Categories of Attitudes 13 2.2.2 Teachers’ Attitudes 13 2.2.3 Young Learners’ Attitudes, Motivation, Engagement 14 iv 2.3 Interactive Whiteboard 20 2.3.1 Definitions and Characteristics .20 2.3.2 Benefits of Interactive Whiteboard in language education .22 2.3.2.1 For teachers 22 2.3.2.2 For students 22 2.3.3 Challenges of Interactive Whiteboard in language education 23 2.3.4 Interactive Whiteboard functions 24 2.3.5 Teachers’ use of ICT in primary language education 247 2.4 Vocabulary Teaching and Learning at Primary Schools .28 2.4.1 Definition of vocabulary 29 2.4.2 Types of vocabulary 30 2.4.3 The importance of vocabulary in language learning .31 2.4.4 Principles of teaching vocabulary to young learners 32 2.4.5 An overview of vocabulary teaching and learning at Le Thi Hong Gam School 33 2.5 Previous studies 36 2.6 The gaps in previous studies 39 Chapter 3: METHODOLOGY 42 3.1 Pedagogical Setting and Participants .42 3.1.1 Convenience sampling technique 42 3.1.2 Research setting 43 3.1.2.1 Geographical traits 43 3.1.2.2 Materials and Curricular .44 3.1.3 Participants 45 3.1.3.1 Teachers .46 v 3.1.3.2 Students 46 3.2 Research design and procedure 48 3.2.1 Research design .48 3.2.2 Research procedure 48 3.3 Research instruments .49 3.3.1 Classroom observations 50 3.3.1.1 Rationale for classroom observations 50 3.3.1.2 Description of the classroom observations 50 3.3.2 Student questionnaire 52 3.3.2.1 Rationale for student questionnaire .52 3.3.2.2 Description of the student questionnaire .52 3.3.3 Teacher interviews 52 3.3.3.1 Rational for teacher interviews 532 3.3.3.2 Description of the teacher interviews 53 3.4 Data collection methods 53 3.4.1 Conducting classroom observations 54 3.4.2 Administering student questionnaires .57 3.4.3 Carrying out teacher interviews 57 3.5 Data analytical framework 58 3.5.1 Analysis of classroom observations 58 3.5.2 Analysis of student questionnaires 59 3.5.3 Analysis of teacher interviews 60 3.6 Methodological issues of validity and reliability 61 3.6.1 Validity and Reliability of classroom observations 62 vi 3.6.2 Validity and Reliability of student questionnaires 62 3.6.3 Validity and Reliability of teacher interviews 64 CHAPTER 4: FINDINGS AND DISCUSSION 66 4.1 Data analysis .66 4.1.1 Data analysis of the student questionnaire 66 4.1.1.1 The primary students’ emotional attitudes about learning vocabulary with the presence of the Interactive Whiteboard 66 4.1.1.2 The fifth-grade students’ behavioral attitudes about learning vocabulary with the presence of the Interactive Whiteboard 70 4.1.1.3 The primary students’ cognitive attitudes about learning vocabulary with the presence of the Interactive Whiteboard 74 4.1.2 Data analysis of the teacher interview 77 4.1.2.1 Teachers’ general attitudes about the use of Interactive Whiteboards .77 4.1.2.2 Teachers’ general attitudes about vocabulary teaching at primary school 81 4.1.2.3 Teachers’ general attitudes about the advantages and disadvantages of vocabulary teaching and learning mediated by Interactive Whiteboards 84 4.1.3 Data analysis of the classroom observations 94 4.1.3.1 Observation 1: Unit (Lesson 1-Words), Teacher F1, Class 5/1 .94 4.1.3.2 Observation 2: Unit (Lesson 1-Words), Teacher F1, Class 5/1 96 4.1.3.3 Observation 3: Unit (Lesson 1-Words), Teacher F2, Class 5/2 .97 4.1.3.4 Observation 4: Unit (Lesson 1-Words), Teacher F2, Class 5/2 .98 4.2 Discussion of findings .99 4.2.1 Discussion on research question 99 4.2.2 Discussion on research question 102 Summary of Chapter 105 vii CHAPTER 5: CONCLUSION, LIMITATION, RECOMMENDATIONS 106 Overview of Chapter 106 5.1 Summary of main findings 106 5.1.1 Research question .107 5.1.2 Research question .107 5.2 Evaluation of methodology 108 5.2.1 Strengths 108 5.2.2 Limitations 108 5.3 Recommendations for the teachers and students 109 5.3.1 For teachers 109 5.3.2 For students 110 5.4 Recommendations for further study 111 REFERENCES 113 APPENDIX A : CLASSROOM OBSERVATION SHEET 122 APPENDIX B.1: STUDENT QUESTIONNAIRE (ENGLISH VERSION) 123 APPENDIX B.2: STUDENT QUESTIONNAIRE (VIETNAMESE VERSION) 126 APPENDIX C: TEACHER INTERVIEW PROMPTS .129 APPENDIX D1: INTERVIEW TRANSCRIPTS (ENGLISH VERSION) 130 APPENDIX D2: INTERVIEW TRANSCRIPTS (VIETNAMESE VERSION) 144 APPENDIX E: THE OBSERVED LESSONS 151 viii LIST OF FIGURES, CHARTS Figure 2.1: A diagram of Interactive Whiteboard .21 Figure 2.2: Typical Pattern of Forgetting (SCHMITT, 2000:131) 34 Figure 2.3: Pattern offorgettimg with expanding rehearsal (Schmitt, 2000:131) .35 Figure 3.1: Flowchart of Research procedure 49 Chart 4.1: The fifth graders’ overall emotional attitudes on vocabulary learning within the Interactive Whiteboard .70 Chart 4.2: The fifth graders’ overall behavioral attitudes towards vocabulary learning within the Interactive Whiteboard 73 Chart 4.3: The fifth graders’ overall cognitive attitudes towards vocabulary learning within the Interactive Whiteboard .76 ix General comments Strength: - The teacher is flexible to explore different techniques in teaching new words She diverses activities to recycle, demonstrate and enhance social interaction via multiple functions of Interactive Whiteboard She makes use of Dual pens, Spotlight on Tool bars and features of Action Browser to engage young learners in vocabulary learning - She invests time to streamline the teaching steps carefully As a result, students are aware of the importance of vocabulary revision at home Additionally; they pay attention to the lesson and joined activities enthusiastically This is an important factor to achieve positive outcome Areas for improvement: - It is necessary to add transitions between activities (song, dance, movement) To grasp students’ attention to the end of the lesson, the teacher should reward them after each activity - It is better to position a group leader, who can manage and direct group work - Moreover; the teacher should pay more attention to reluctant children to adjust teaching steps (slow down the teaching pace,… ) - There is a need to guide students how to write with electric pen effectively in order to save learning time - In activity 2, it seems inappropriate because it takes time and students can’t remember written form in the class Moreover; they are not skilled in writing with electric pen It is better to let them drag the words and situate them below given pictures Warm up Hello song Weather report Action browser/ Current selection/ Size central incrementally Review Presentation Practice Activity 1: Guessing game Tool / Spotlight/ Square Spotlight Activity 2: Read and write Production CLASSROOM OBSERVATION SHEET I General Information Teacher F2 - Class: 5/2 December 5th , 2017 Unit 5: The dinosaur museum! (Lesson 1) Teaching time: 7:30 am – 8:40 am II Teaching aids/ facilities used Interactive whiteboard system (interactive board, projector, computer), video clips, pictures, microphone Teaching steps Warm up Vocabulary Activity Teacher’s activity Students’ activity Note “Good morning” song - Have students stand up and sing - Sing and action - Sing aloud and actions enthusiastically Weather report - Ask students to make weather report - Use electric pen to circle the day, date, the picture of “sunny” and make weather report Today is … It is (sunny) - Raise hands and shout “me, me” Some students stand up and raise hands higher Review concert, drums, instruments, violin, audience, recorder, cheer, stage Bamboo game - Model activity - Limit the time (2 minutes) (Tool/ clock) - Invite one student to come to the board - Say “ One, two, three eyes on me” when the class is a little bit noisy - Look at the board and listen to teacher’s instructions - The whole class raise hands - They talk together and show enthusiasm on their faces - One student touches boxes to find identical pairs, then produce the words orally - All students raise hands - They shout “ Hurry up” when the time is going to expire The whole class cheered happily as their friend complete the game in scheduled time - The class is quiet - Respond “ one, two eyes on you” Presentation New words dinosaur, museum, model, scary, scream, roar, alive Lead-in - Cover the picture - Ask question: What animal is it? - Invite one student to reveal the picture of dinosaur with Manifier - Ask questions: Which place is it? - Tell the class they are going to learn some new words about the dinosaur museum  dinosaur , museum, model (pictures)  roar (picture + sound effect)  scream (picture)  scary (picture) - Look at the screen to answer the question - One student gradually drags the Manifier to identify the animal (dinosaur) - Students raise hands, in which some individuals stand up, shout and stretch hands in hope of having the chance to come to the board - Students are attracted when they hear the roaring sound of lion However, teacher should fully exploit picture 4, sound effect (p.36) and different vocabulary techniques  save time (books closed) and help students - Look at pictures understand meaning of - Listen to pronunciation new words of individual words, then read them aloud Introduce new words  alive, dead (pictures) - Play track 39 - Check students’ pronunciation Practice Activity 1: Missing game - Show flashcards on the blackboard - Listen and repeat  roar, scream (technique: simple English + QuestionAnswer) - The dinosaur model is making a loud noise It - Some students stand up is roaring and read learnt words - What are the children doing? They are screaming  dead (technique: simple English) Dinosaurs died a long time ago They were dead  alive (technique: antonym) alive is opposite to dead - Look at flashcards (students find out the missing picture) - Ask students to close their eyes and take away one flashcard - Have their eyes opened - Invite one student to say aloud the missing word Activity 2: Read and write (read running words on the screen, then choose and write correct words on the lines) - Continue this activity with another pair of students - Eyes closed - Open eyes - Say aloud the word connected to the flashcard - Give example: + set the time (insert a clock - Look at the screen on the screen) + invite randomly one student to look at running words and write one word next to definition (example) - Begin the game: + ask each student to pick up - Write words next to a piece of paper and pencil definitions to write answers + set the time + establish speed for running words on the screen - The teacher reminds students not whispering the words to the game participant - Most of students like this activity, they concentrate on the board to complete this task However; some students find it difficult because they can’t remember the - Get some students’ - Read and write handouts at random and check their answers - Invite one student to write all answers on the interactive board - Check answers with the class Production Making sentences - Have students in groups of five - Model the activity + display the dice with six sides Six pictures glued on six sides of a dice.(pictures of museum, model, scary, scream, roar, alive) + throw the dice + make sentence with one picture on the dice - Ask students to carry out this activity by themselves meaning of all new words - Several students at the back are playing with pencils and talk together - Sit in groups - Listen to the teacher’s instructions - Students pay attention to teacher’s instructions - Students from each group take turn throw the dice and make sentences - Teacher moves around to give support She visits all groups to make sure they are working seriously However, some students fail to make complete sentence - The students’ engagement decreases a little bit They feel tired when concentrate on the lesson in forty minutes General comments Strength: - The lesson is well prepared with pictures, video clips, sound effects and different activities A variety of functions of Interactive Whiteboard have advantages of maintain students’ interests Students take part in activities positively - Bamboo game in review section really attracts the children It helps children have the feeling that they are in a game show - For the activity (practice), the teacher enables words running on the screen with Tickertape Students pay attention to read and write words next to definitions Areas for improvement: - The teacher should add transitions between sections For example, a song with physical movements will excite students’ energy to move to the next part of the lesson (the practice section) As a result, the engagement will be maintain longer - It is better to award students’ performance after each activity It is also a way to provoke interest, which contributes to learning achievement - Although multi- functions can meet different learning styles, a harmony combination of vocabulary techniques have the possibilities of save teaching time and helps students understand meaning of new words more effectively - The teacher should notice individuals who can not catch up with the pace of lesson in order to adapt teaching strategies appropriately In addition, pair work should be accommodated in a lesson alongside individual work or group work to maximize social interaction, which is important to enhance engagement Warm up Review: Bamboo game Presentation Lead-in New words Practice Read and write ...STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?Teachers? ?? and fifth graders? ?? attitudes toward the use of Interactive Whiteboards at Le Thi Hong Gam primary school in EFL vocabulary. .. behavioral attitudes towards vocabulary learning within the Interactive Whiteboard 73 Chart 4.3: The fifth graders? ?? overall cognitive attitudes towards vocabulary learning within the Interactive. .. as following: RQ-1: What are teachers? ?? attitudes towards the use of Interactive Whiteboard on vocabulary teaching for the fifth graders at Le Thi Hong Gam Primary School? RQ-2: How does Interactive