MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN VÕ MINH THƯ THE EFFECTIVENESS OF USING PICTURES TO TEACHING ENGLISH VOCABULARY TO SECONDARY SCHOOL STUDENTS FIELD OF STUDY THEORY AND METH[.]
INTRODUCTION
Chapter 1 establishes the study's background by outlining the research rationale, aims, objectives, and key research questions It also defines the scope and highlights the significance of the study, emphasizing its contribution to the field Additionally, an overview of the study's organization provides readers with a clear roadmap of the research structure and methodology, ensuring a comprehensive understanding of the research's purpose and relevance.
Vocabulary is essential in learning a foreign language, as students’ vocabulary knowledge directly impacts reading comprehension and academic success (Doff, 1988) Without a robust vocabulary, students struggle to read, listen, write, and communicate effectively in English, leading to decreased motivation for language learning Many high school students learn vocabulary passively by memorizing lists and definitions, which often results in short-term retention and disinterest (Greenwood, 2002) To enhance vocabulary acquisition, teachers should adopt diverse methods such as using pictures, examples, definitions, and synonyms, with visual aids being particularly effective (Nation, 1990) According to Nattinger (1998), pictures help reinforce words by linking them to visual images, making it easier for students to remember vocabulary Additionally, Gerlach (1980) highlights that pictures attract students’ attention, making them an engaging and effective tool for introducing and reviewing new words.
Vocabulary serves as the foundation of language, essential for meaningful communication and speech Without vocabulary, language structures lose their purpose, making effective speaking nearly impossible English teachers must organize engaging teaching activities, using appropriate techniques to help students effectively memorize and learn new words and word groups According to Maria (1987), research in language acquisition highlights that initial teaching should prioritize vocabulary, pronunciation, and grammar Therefore, it is crucial for teachers to effectively design lessons that focus on these key areas, ensuring students develop a strong and functional command of the language.
Effective vocabulary learning is essential for language development, and teachers play a crucial role in helping students memorize and organize new words Providing strategies to enhance long-term retention ensures students can effectively build their English vocabulary Educators should focus on employing the most efficient teaching methods to facilitate lasting memory of new words, making vocabulary acquisition both meaningful and sustainable.
Existing literature highlights the benefits of using pictures in language learning (Joklova, 2009; Leny, 2006; Shinta, 2006) However, few studies have focused on secondary school contexts, prompting this research to explore the effectiveness of pictures in teaching English vocabulary to secondary students Conducted as a two-month experimental study in Ninh Thuan province, the research aims to assess whether picture-based instruction enhances vocabulary acquisition The findings are expected to contribute valuable insights to EFL teaching strategies, specifically in improving vocabulary learning among secondary school students.
This research aims to explore the effectiveness of using pictures in teaching English vocabulary to students at a secondary school
To achieve this aim, the researcher tried to fulfill the following objectives:
1 To examine students’ responses to learning new words through pictures
2 To evaluate the effectiveness of teaching new words using pictures
1 What are students’ responses to learning new words through pictures?
2 How effective is teaching English vocabulary to students through pictures?
This study involved all 40 students at a secondary school in Ninh Thuan Province and focused on evaluating the effectiveness of using pictures to teach English vocabulary Data were collected through questionnaires, vocabulary tests, and classroom observations to assess students' learning progress and engagement The research highlights the positive impact of visual aids on vocabulary acquisition in secondary education.
Although extensive research has been conducted on the use of pictures in language learning, there is a lack of studies specifically focusing on Vietnam's EFL secondary school context Conducting this study is important because its findings can help teachers incorporate pictures more effectively into vocabulary instruction Additionally, it will assist students in learning vocabulary more efficiently through visual aids Ultimately, the research aims to provide pedagogically valuable insights that enhance vocabulary teaching and learning in Vietnamese secondary schools.
The thesis consists of five chapters:
Chapter 1, Introduction, presents the rationale for conducting the study, the research aims and questions, the objectives of the study, the research significance, and the structure of the thesis
Chapter 2, Literature Review, establishes a comprehensive theoretical framework by defining vocabulary, classifying its types, and exploring its critical roles in teaching and learning English It addresses common challenges in acquiring English vocabulary and outlines effective strategies for vocabulary development Additionally, the chapter discusses the significance of pictures in language learning, including their various types, methods of use, and associated advantages and disadvantages, supported by related studies on visual aids in education.
Chapter 3, Research Methodology, describes the methodology used in the research involving research design, participants, instruments, and the procedures for data collection and analysis
Chapter 4, Findings and Discussion, presents the results gained in the processing of the data and discusses the results of the data analysis
Chapter 5, Conclusion, summarizes the findings, presents the limitations of the study of teaching vocabulary using pictures, provides some suggestions for further study, and gives implications on teaching vocabulary
LITERATURE REVIEW
Definitions
Vocabulary is the fundamental list of words that speakers of a language use, serving as the smallest meaningful components of language (Hatch & Brown, 1995; Carter, 1998, p 25) Experts agree that a word is a distinct item within the language system, essential for effective communication (Bloomfield, 1993; Carthy, 1992, p 32) As Richards and Renandya (2002, p 255) emphasize, vocabulary is a core component of language proficiency, forming the basis for how well learners speak, listen, and write, highlighting its critical role in language development (Richard, 2001, p [page number needed]).
4), one of the first things applied linguistics focuses on is vocabulary, which is one of the most visible components of language Instead of thinking that
6 vocabulary is taught, it can be presented, explained, used in a variety of activities, but it must be learned by the individual
Vocabulary comprises the words that speakers use to communicate, express their thoughts, and share feelings effectively It is essential for language learners to acquire a strong vocabulary, as having enough words in their target language enables them to communicate efficiently and confidently Developing a rich vocabulary is a fundamental aspect of language proficiency and improves overall linguistic competence.
Classification of vocabulary
There are different ways of vocabulary classification according to different criteria, features, or functions
According to Schmitt (2008), vocabulary can be categorized into notional words and functional words Notional words carry lexical meaning and constitute a major part of a speaker’s vocabulary, representing objects, actions, qualities, and more In contrast, functional words serve grammatical purposes and derive their meaning from their relationship with other words in a sentence Understanding this distinction is essential for effective language learning and vocabulary development.
In terms of grammar, vocabulary is classified based on different parts of speech such as nouns, verbs, adjectives, adverbs, prepositions, etc
Foreign language learners' vocabulary is typically categorized into active and passive vocabulary Active vocabulary includes words learners can understand, pronounce correctly, and use effectively in speaking or writing Conversely, passive vocabulary comprises words that learners recognize and understand during reading or listening but do not actively incorporate into their speaking or writing Understanding the distinction between active and passive vocabulary is essential for effective language acquisition and teaching.
However, some methodologists of the Communicative Language Teaching approach classify the learner’s vocabulary into productive and receptive
Productive vocabulary consists of words that learners can effectively use in speaking and writing, while receptive vocabulary includes words they understand when listening and reading As foreign language teachers, understanding these classifications enables them to better assist students in expanding their vocabulary Focused instruction on both active and passive vocabulary helps students develop a richer, more functional language skills set.
Important role of vocabulary in teaching and learning English
Mastering vocabulary is essential in language learning because it underpins effective communication and understanding in both spoken and written contexts Vocabulary holds greater importance than grammar in language proficiency, as it enables learners to express ideas clearly and comprehend what they read and hear According to Saville and Troike (1984), vocabulary knowledge is the most crucial skill supporting listening, speaking, reading, and writing Wilkins (1972) emphasizes that without vocabulary, conveying meaning is nearly impossible, highlighting that vocabulary is a foundational component of language alongside phonetics and grammar Harmer (1993) likens vocabulary to the vital organs and flesh of language, underscoring its importance in making language meaningful Morra and Camba (2009) further stress the significance of vocabulary in contemporary language learning, emphasizing its role in developing overall language competence.
Vocabulary learning is widely recognized as a crucial element in acquiring both native and foreign languages As the Ministry of Education (2019) now advocates for teaching English starting in primary school, parents are increasingly enrolling their children in foreign language centers Additionally, students with an IELTS proficiency score of 4.5 will be exempt from English requirements on the national high school exam, motivating parents to encourage early language learning English proficiency offers Vietnamese individuals advantages in accessing global culture, working for international companies, and integrating into the world Incorporating visual aids, such as pictures, into English vocabulary teaching for children significantly enhances learning effectiveness.
Vocabulary is the key component in effective language communication, enabling students to enjoy their classes and achieve language learning objectives Mastery of vocabulary reduces difficulties in language skills such as listening, speaking, reading, and writing, while a limited vocabulary can lead to significant challenges Therefore, vocabulary plays a crucial role in the overall process of language acquisition, making it an essential element across all aspects of language use.
Stages in vocabulary teaching
Basically as proposed by Doff (1988, p 98), there are four stages in teaching vocabulary namely presentation, practice, production, and review
The initial stage of teaching vocabulary, known as presentation, is a crucial and intricate step in the learning process Its primary purpose is to introduce new lexical items to learners effectively According to Thornbury, this stage plays a vital role in ensuring learners understand and retain new vocabulary words, making it a foundational element in language acquisition.
(2002, p 75), learners need to learn both the meaning and the form of a new word
He highlights key factors influencing the ideal word count, including the learner's proficiency level—whether beginner, intermediate, or advanced—and their familiarity with the vocabulary Tailoring content to these aspects ensures effective learning and optimal engagement Properly adjusting the number of words based on these factors enhances comprehension and supports language development.
Effective vocabulary presentation techniques include visual methods such as mime, gestures, flashcards, photographs, blackboard drawings, wall charts, and realia, which help learners understand meaning through imagery Verbal techniques, like using illustrative situations, synonyms, definitions, contrasts, and examples, aid in contextualizing new words Additionally, translation serves as a quick and efficient method for conveying vocabulary meaning Experts like Gairns & Redman (1986), Thornbury (2002), and Doff (1988) emphasize that combining these techniques—visual, contextual, and translation—enhances the effectiveness of vocabulary teaching Utilizing multiple approaches addresses diverse learning styles and improves retention of new vocabulary.
Teachers should provide students with meaningful practice opportunities to actively activate their vocabulary Simply presenting the meanings of new words often results in passive vocabulary that students may forget or struggle to use correctly To ensure long-term retention and proper usage, students need engaging activities that allow them to apply new words in context, transforming passive knowledge into active language skills.
Effective vocabulary retention relies on practical exercises that reinforce long-term memory Thornbury (2002, p 93) emphasizes that “practice makes perfect” and highlights the importance of activities such as matching pictures to words, building words with prefixes and suffixes, classifying items, completing vocabulary tasks, and playing memory games These activities help students become more familiar with new words and facilitate transition from short-term to permanent memory Thornbury also categorizes vocabulary tasks into five types—identifying, selecting, matching, sorting and ranking, and sequencing—and notes that they vary in cognitive demand, with ranking and sequencing being the most intensive Incorporating a variety of these exercises can effectively enhance vocabulary learning and retention.
Developing fluency with familiar vocabulary is crucial for learners to effectively utilize their existing knowledge At this stage, students should focus on completing high-level production tasks, as recommended by Thornbury (2002), to enhance their language proficiency.
He recommends that learners should produce something as a product of their own
To enhance long-term memory and transform receptive vocabulary into productive skills, learners should engage in activities like completion and creation According to Hunt and Beglar (2002), fluency-building exercises recycle familiar words within known grammatical and organizational patterns, allowing students to focus on recognition and usage Effective vocabulary production activities include first and second-language comparisons and chunk-based translation, which emphasize meaning and context over literal word-for-word translation These strategies support deeper vocabulary acquisition and improve learners' ability to actively use new words in communication.
Enhancing language awareness through repetition and recycling of activities, such as summarizing a text orally one day and revisiting it later, helps reinforce vocabulary and expressions Incorporating language corpora created by teachers can further support classroom learning According to Doff (1988), communicative activities like information exchange, eliciting student talk, games, and role plays are highly effective in motivating students to actively participate in speaking activities and confidently produce known words.
This process aims to help students acquire active, productive vocabulary through effective review strategies During the reviewing stage, students have increased opportunities to practice language use and receive valuable feedback Using games and communicative activities is one of the most effective methods to assist students in reviewing and reinforcing vocabulary Incorporating visual aids can also make vocabulary revision more engaging and impactful Vocabulary review can be conducted individually or collaboratively, enhancing learning flexibility According to Doff (1988), vocabulary is primarily reviewed during warm-up activities, allowing teachers to revisit new words in subsequent lessons to refresh students’ memories and prepare for new content.
Techniques in teaching English vocabulary
Effective vocabulary learning techniques include repetition, where students repeat new words multiple times to enhance long-term retention; personalizing, which involves spaced repetition of vocabulary across lessons to reinforce memory; and visualizing, where associating words with mental images or pictures helps improve recall and understanding According to Thornbury (2002), these methods support the creation of permanent memory and make vocabulary teaching more effective Incorporating diverse strategies like repetition, personalization, and visualization can significantly boost vocabulary acquisition for language learners.
12 there are other mnemonics, such as making clues from associations with similar- sounding words and their meaning in the mother tongue
Effective vocabulary presentation can be achieved through two main methods According to Harmer (1993), one approach involves the teacher initially providing learners with the meanings of new words, followed by introducing their forms, or vice versa The second method, known as the discovery technique, encourages students to explore and identify word meanings and properties independently, often through context such as texts or images Additionally, Thornbury emphasizes the importance of using contextualized images to facilitate student discovery and deepen word understanding Incorporating these strategies into language instruction enhances vocabulary learning by combining direct teaching with active learner engagement.
Using real objects, examples, or miming effectively explains the meaning of new words, as suggested by 2002, p 86 Additionally, Wright (1990) highlights that pictures are valuable tools for illustrating vocabulary, making comprehension easier These techniques vary in usefulness depending on the situation and vocabulary level In this research, pictures are specifically used in vocabulary teaching because they simplify presenting and verifying new words, enhance students' memory retention, and make lessons more engaging and effective.
Factors affecting vocabulary retention
According to Nation (2001), multiple factors influence vocabulary acquisition, although opinions differ slightly Despite these differences, there is a consensus that vocabulary retention is affected by key factors such as exposure, practice, and contextual learning Understanding these elements is essential for effective language learning and vocabulary retention strategies.
Therefore, understanding factors affecting vocabulary retention might help teachers create more effective ways to teach vocabulary and find their way to find the solution to teaching difficulties
Memory is vital in learning new words According to Thornbury (2002), there are two main categories of memory: short-term memory and long-term memory
Short-term memory is the brain's ability to temporarily store a limited amount of information for a few seconds, such as repeating a word just heard from a teacher However, successful vocabulary learning requires more than just holding words briefly; it involves processing and engaging with the words through various cognitive operations To transfer words into long-term memory, learners must actively encode and manipulate the information beyond short-term retention.
Long-term memory functions as a vast filling system with an enormous capacity and durable content over time Research by Thornbury (2002) highlights key principles to enhance the transfer of learning material into long-term memory, including repeated encounters with lexical items at spaced intervals, active retrieval and use, fostering cognitive and affective depth, personalization, imagery, mnemonics, and focused attention These strategies are essential for effective vocabulary retention and long-lasting learning.
Repeated exposure to a word is highly effective for long-term retention Students are more likely to remember a term when they encounter it multiple times over a period during reading exercises Consistent repetition reinforces vocabulary learning and enhances memory retention, making it a crucial strategy in language acquisition Incorporating repetition into practice can significantly improve students' ability to recall and understand new words.
+ Retrieval-another kind of repetition Activities that require retrieval, such as using the new items in written tasks, help students be able to recall them again in the future
+ Spacing is useful to split memory work over some time rather than to mass it together in a single block
Using words in an engaging and meaningful way is the most effective method to ensure they are stored in long-term memory This approach aligns with the well-known “use it or lose it” principle, emphasizing that actively applying words enhances retention Incorporating usage-driven vocabulary learning not only improves memory but also boosts language proficiency for lasting mastery.
+ The more decisions students make about the word, and the more cognitively demanding these decisions are, the better the word is remembered
+ Personalization increased the likelihood that students would remember new items significantly It is achieved mainly through conversation and role-plays
+ Attention-impossible to improve vocabulary without a certain degree of conscious attention
Motivation is a crucial factor that significantly impacts success or failure in learning English, as without it, students lack the necessary drive to engage in language acquisition activities Rogers (2010) emphasizes that motivation is equally a concern for teachers and students, depending on both the teacher's and students' attitudes Additionally, motivation can be understood as a cognitive arousal that prompts individuals to make a decision to act, sustaining their effort toward achieving predetermined language learning goals (Williams & Burden, 1997).
Motivation is a crucial factor in second language learning, influencing whether students start, how much effort they invest, and their perseverance, as emphasized by Littlewood (1998) Keller (1984) highlights that interest, a key component of motivation, involves a positive response to stimuli that sparks and maintains learners’ curiosity, driven by their existing cognitive structures Together, these perspectives underscore the importance of motivation and interest in promoting effective language acquisition.
Students need to be motivated by both intrinsic and extrinsic motivation to enhance their learning According to Harmer (1993), intrinsic motivation is characterized by an internal drive where students engage in activities, such as language learning, out of genuine personal interest An example of intrinsic motivation is pursuing a hobby or activity for its own sake, which fosters a deeper and more meaningful engagement in the learning process.
Extrinsic motivation is driven by external factors, such as being compelled by teachers, parents, or societal expectations, often involving tangible rewards like praise or career prospects In contrast, intrinsic motivation stems from internal factors within the classroom, playing a crucial role in students’ success or failure, according to Harmer Classroom experiences significantly shape students' attitudes toward language learning, with intrinsic motivation fostering genuine engagement Conversely, extrinsic motivation includes motivations such as using language skills to secure better job opportunities or integrate into cultural environments Overall, students' attitudes toward learning are heavily influenced by whether their motivation is driven by internal interests or external rewards.
Learning a foreign language is primarily influenced by community members, but other factors also play a crucial role Physical conditions, teaching methods, and the success or failure of learners significantly impact language acquisition Most importantly, the teacher's role is vital in shaping learner outcomes, highlighting that multiple elements collectively affect the learning process.
Motivation in children’s learning differs from adults, as kids often act based on intrinsic motivation—choosing toys or clothing because they enjoy the act itself and find satisfaction in making their own choices These self-directed activities tend to be self-sustaining as long as the child remains interested Additionally, children may participate in activities to please adults or follow instructions, highlighting the influence of extrinsic motivation alongside their natural desire for autonomy.
Children who are intrinsically motivated find activities rewarding in themselves, leading to deeper engagement and better retention of learning In contrast, extrinsically motivated children rely on external rewards, which must be continually provided; this dependence makes it harder for them to sustain motivation Intrinsic motivation fosters greater involvement in learning and development because children feel they are pleasing themselves, enhancing confidence Parents can support this by guiding their child's play and offering a variety of options, emphasizing unstructured play as a crucial element for motivation, learning, and overall development.
Person-dependent characteristics such as age, linguistic ability, IQ, attitude, personality, learning style, and previous experiences significantly influence second language vocabulary development According to Rubin and Thomson (1994), these factors are crucial in understanding individual differences in language learning, and this thesis explores their impact on vocabulary acquisition to enhance effective teaching strategies.
Age significantly influences second language acquisition, with children often learning quickly and effortlessly, especially in pronunciation, though differences between children and adults extend beyond neurological, psychological, and linguistic factors While younger learners may not acquire vocabulary and grammar as rapidly as adolescents or adults, their longer exposure can lead to greater overall success, challenging the critical period hypothesis Research suggests that the starting age affects pronunciation more than grammar or vocabulary, and the optimal age to begin learning depends on individual circumstances Effective language teaching across all age groups requires adapting methods to meet the specific needs of each learner.
Intelligence encompasses various aspects such as reasoning, abstract thought, comprehension, self-awareness, communication, learning, emotional knowledge, retention, and planning Research indicates a strong link between intelligence and learning a foreign language, particularly in academic contexts, with higher IQ learners typically achieving better results on language assessments Studies show that intelligence significantly influences the rate and success of second language acquisition in formal educational settings However, learning a second language for academic purposes is strongly correlated with IQ scores, while learning a second language for informal or social reasons appears to be unrelated to IQ, as noted by Spolsky (1989).
Attitude plays a very important role in language acquisition Gardner and Lambert (1959) have investigated several different attitudes, which were classified into three types Stern (1990, p 376):
Attitudes toward the community and people who speak a second language Attitudes toward learning and language concern
Language attitudes and language acquisition in general
Definition
There are numerous definitions for the word “picture.” Mckenkchnie
A picture is typically defined as an image or likeness of an object, person, or scene created on a flat surface through methods such as painting, drawing, or photography (1980, p 1357) According to Cobuild (1987, p 295), a picture can also be understood as a visual representation that captures the appearance of subjects, making it a vital element in visual communication and artistic expression.
A picture is a visual representation created through painting, drawing, photography, or other rendering techniques on a flat surface According to Wright (1990), a picture is more than just a method; it plays a vital role in shaping our overall experience by depicting places, objects, and people This emphasizes the importance of images in engaging viewers and conveying meaningful narratives.
According to 2007, p 1138, “a picture is a description that gives you an idea in your mind of what something is like,” highlighting the importance of visual aids in language learning Using pictures helps children remember and understand new vocabulary more easily by providing visual context Additionally, pictures allow learners to see people, places, and objects beyond their immediate environment, enriching their understanding of the world They can also depict historical images or future scenarios, making visual tools versatile for engaging learners across different topics Incorporating pictures into educational materials enhances comprehension and retention, making it an effective strategy for vocabulary acquisition.
Pictures are highly effective in enhancing learning because of their visibility and ability to serve various pedagogical purposes They are more practical and memorable than words, making it easier for learners to recall information Additionally, images can depict real-life situations, even those from the distant past, enriching the learning experience Experts like Vernon, S Gerlach, and Donald emphasize the importance of using pictures to improve comprehension and retention in education.
According to (2000, p 187), "a picture may not only be worth a thousand words," emphasizing that images serve as powerful tools for communication Pictures effectively transform complex objects, scenes, or experiences into simple visual representations, making it easier to convey information about places, people, or events This visual exchange facilitates quick understanding and enhances engagement, highlighting the importance of imagery in effective communication.
In conclusion, pictures represent the real object in a simple way that shows a series of places, things, or even experiences
Principles of selecting a picture
When using pictures to teach vocabulary, selecting the right image is crucial, as it should be appealing, relevant, and recognizable to engage students effectively According to Wright (1989), teachers should ensure the picture captures interest, aligns with lesson objectives, and features recognizable elements aligned with students’ cultural understanding Additionally, the size should make the image visible to all students, and clarity is essential—self-made pictures must have clear outlines and appropriate colors, while images from other sources should be edited to eliminate distractions Proper selection of pictures enhances vocabulary learning by stimulating students’ imagination and ensuring comprehension.
Types of pictures
Pictures can be categorized based on their functions, shapes, topics, quantities, and sizes According to Szyke (1981), they are primarily classified into two types according to their use as teaching aids The first type includes pictures of people or objects, which are especially useful at the elementary level for introducing or testing vocabulary items like "man" or "car," while portraits serve intermediate and advanced learners by prompting questions about age or profession Additionally, pictures depicting people and objects in action can effectively introduce or review grammatical structures, making them versatile tools in language teaching.
According to Wright (1989), he stated the following types of pictures in
“Pictures for Language Learning” book: a Pictures of single objects:
Wright (1989, p 153) states that “many of the activities described in this book make use of pictures showing a single object.” General things to talk about:
Food: appearance, naming, preferences, comparing foods of the same type, countable and uncountable, cost, origin, containers, weight, cooking methods, health benefits
Cars: manufacturer name, country of manufacture, performance, suitability for various types of people, appearance, cost, comparisons
Animals: appearance, naming, habitat, characteristics, rarity, human relationship, and comparison
Gifts: naming, preference for self and others, appropriateness, cost
Everyday objects: naming, possession, cost, utility, purpose and appropriateness, unusual applications, and comparisons
Wright emphasizes the importance of using images of individual objects to effectively teach meaning, providing clear visual cues Additionally, he discusses the use of pictures depicting a single person, including images of famous individuals, groups of people, and people engaged in various actions, to enhance understanding and engagement These visual methods are valuable tools in language education and communication strategies.
Pictures of people invite viewers to speculate about their identity, age, family, occupation, concerns, and emotional state, engaging us in understanding their story Meanwhile, images of places—such as homes, landscapes, townscapes, or individual buildings—serve to evoke a sense of location, atmosphere, and context, enriching the narrative and emotional impact of the visual content.
Historical pictures depict scenes, customs, and objects from the past, offering a unique opportunity to use past tense forms Some images are highly detailed and information-rich, featuring numerous people, objects, or landscapes, making them ideal for activities that explore complexity and context Fantasy images often illustrate everyday activities like eating, sleeping, or running, adding a creative element to visual storytelling Additionally, maps and symbols in pictures are commonly found in road traffic booklets, holiday brochures, and other informational materials, helping convey navigation and symbolic information effectively.
According to Bowen, there are some types of pictures as their shapes: a Wall pictures and wall charts
According to Bowen (1982), wall charts are large diagrams or display cards combining visual and verbal materials to effectively convey information on a specific topic In contrast, wall pictures are large illustrations depicting scenes or events, primarily used for visual enjoyment or context Effective wall displays should be relevant, easily recognizable, appropriately sized, and simple to understand The most effective wall pictures and charts are typically placed on classroom walls to support learning While wall images are often used for whole-class instruction due to their visual clarity, wall charts are generally less suitable for this purpose because they tend to be complex and feature small print that learners may struggle to see.
A series of pictures on a single subject can effectively tell a story or convey a theme, similar to a strip cartoon, by creating a connected set of illustrations To enhance clarity, teachers should make titles and captions large enough to read or choose to describe images orally Skilled teachers can link pictures to form a seamless sequence, maintaining continuity in characterization, setting, and subject matter across images As learners view the sequence, each picture aids in clarifying the overall meaning, making learning more engaging and comprehensible Using flashcards alongside this method can further reinforce understanding and retention.
Word flash cards, as described by Bowen (1982), are portable tools featuring printed words that can be quickly flashed or held up by teachers during lessons Bowen emphasizes that a typical card should be about 10 cm (4 inches) in width, with length varying depending on the number of letters in the word These cards are cost-effective, easy to produce, store, and transport, making them a practical resource for classroom activities Additionally, they can be held, propped, or attached to various objects within the classroom to enhance learning engagement.
According to Bowen (1982, p 107), picture flash cards are most effective for presenting single concepts like objects or actions and are best suited for revision and practicing previously taught language rather than introducing new content For teaching sports vocabulary, picture flash cards serve as an ideal tool to reinforce students' understanding and aid retention Additionally, word flashcards complement visual aids by focusing on vocabulary recognition and spelling, enhancing overall language acquisition in the classroom.
Word flashcards, though not pictures, are valuable tools that can enrich language lessons when used similarly to picture flashcards They can be combined in activities like matching or labeling to enhance learning engagement According to Wright (1990), word flashcards are most commonly used to teach reading and writing skills, making them a versatile resource in language education.
Small picture flashcards are highly effective tools for teaching vocabulary, especially in helping students learn the correct spelling of new words Incorporating flashcards into lessons provides valuable support and enhances retention, making spelling practice engaging and memorable Utilizing visual aids like picture flashcards ensures that vocabulary expansion is both comprehensive and enjoyable for learners.
These cards are versatile tools frequently used in communicative activities with pairs or small groups of students, making them effective for reviewing and practicing vocabulary They come in various formats, including one-sided cards, double-sided cards, and sets of pairs such as synonyms, antonyms, or matching images with corresponding words or phrases Additionally, card sets can be organized based on their related meanings, enhancing their usefulness in language learning.
These versatile cards offer teachers and students numerous opportunities for engaging activities, such as "domino" games and various word-matching exercises, fostering interactive learning They are also suitable for sorting and ordering tasks, like story creation, enhancing students’ organizational skills Additionally, the cards can be used in question and answer games, encouraging communication and collaborative searching for matching sets For individual practice, students can look at pictures and guess the corresponding meanings on the reverse side, reinforcing vocabulary retention Educational experts like Hill (1990) and Wright (1990) highlight the effectiveness of visual materials like these in language learning, emphasizing their value through numerous suggested activities.
Drawing holds significant potential in language teaching, as simple drawings can effectively replace other visual aids, enhancing classroom learning According to Wright (1990), even teachers with limited drawing skills can develop simple pictures to support instruction Wright (1990, p 95) emphasizes that drawings “provide an immediately accessible visual aid,” making them a valuable tool for engaging students and facilitating understanding in language learning.
25 available source of pictorial material for the activities Students' and teachers' drawings also have a special quality, which lies in their immediacy and their individuality.”
The element of individuality plays a crucial role in enhancing memory retention, whether through unique teacher-led expressions or, even more effectively, by encouraging students to create their own artwork Incorporating personal expression in educational activities fosters deeper engagement and aids in better recall of the material Emphasizing student-generated illustrations not only promotes creativity but also strengthens memory by making the learning experience more meaningful and personalized.
Classroom drawing activities can be broadly categorized into two types: teacher-led drawing on the board to illustrate new language concepts during presentations, and student-centered drawing as part of listening or reading exercises These activities enhance language comprehension and engagement by visualizing vocabulary and ideas, making lessons more interactive and effective Incorporating drawing into language lessons supports active learning and improves students' understanding of the material.
The use of pictures
Pictures are versatile tools in foreign language teaching, effectively supporting the development of vocabulary and skills such as reading, writing, listening, and speaking (Wright, 1990) Their potential is vast, with even a small use capable of significantly enhancing learning experiences (Wright, 1990, p 120) Beyond serving as primary lesson content, pictures can stimulate writing, discussion, and clarify reading or speaking material (Dahlan, 2019) As the typical classroom environment often lacks realism, teachers seek visual aids like pictures to bring authentic images of reality into the learning space, making language learning more engaging and effective (Dahlan, 2019, p 147).
Using pictures in vocabulary instruction creates an enjoyable and memorable classroom atmosphere while effectively attracting students’ attention and enhancing their understanding of new words Incorporating images helps clarify the meaning of vocabulary, especially for abstract concepts, by associating words with concrete objects, which makes them easier to remember According to Harmer (1993), pictures should be used for presenting and verifying the meaning of new words, such as demonstrating the word “airplane” with an image Overall, pictures are valuable teaching aids that significantly benefit English vocabulary teaching by making lessons more engaging and comprehensible.
The advantages and disadvantages of using pictures
In this part, many advantages and disadvantages of using pictures in teaching vocabulary are considered
Using pictures in language teaching offers numerous benefits, such as introducing realistic visuals that enhance engagement and provide a valuable aid in the classroom (Hill, 1990) They not only depict reality but also make lessons more entertaining, helping to create a stimulating learning environment Incorporating images can significantly increase student participation and reduce teacher talk time, especially in speaking lessons (Bowen) Furthermore, pictures have versatile applications beyond vocabulary learning, serving as effective tools across various aspects of foreign language instruction, as demonstrated by Wright (1990), who showcased a single image's potential to address five different language skills.
28 other aspects of foreign language instruction Furthermore, he pointed out that the
Pictures have immense potential to enhance learning, with even limited exposure showcasing their full benefits (Wright, 1990) They serve multiple purposes beyond primary lessons, such as acting as stimuli for writing and discussion, illustrating reading material, or providing background context (Hill, 1990) The use of pictures is highly beneficial because they motivate learners, capture attention, and offer visual references that facilitate understanding of language in context (Wright, 1990) Additionally, pictures are accessible, cost-effective, versatile, easy to store, and adaptable for various classroom activities, making them a valuable resource for diverse educational needs (Hill, 1990).
Pictures have limitations in language teaching, particularly in illustrating abstract concepts like "opinion" or "impact," which are difficult to represent visually (Carthy, 1992) Additionally, producing attractive, clear images can be time-consuming and costly, potentially leading to misunderstandings if pictures are too small or unclear Finding suitable images for specific activities is also challenging for beginner teachers lacking a personal collection, highlighting the importance of using visual aids effectively It is crucial to combine pictures with other teaching techniques—such as movement, verbal stimuli, and sound—to create a balanced and engaging learning environment Moreover, when using pictures to demonstrate meaning, teachers should repetitively link images with both spoken and written forms of words to reinforce understanding.
Using pictures in vocabulary teaching activities
Using games in language training offers undeniable advantages, particularly when incorporating pictures to teach vocabulary effectively Educators should carefully consider their classroom environment, students' background knowledge, and the specific items to be taught to optimize learning outcomes Research indicates that various picture-based activities significantly enhance vocabulary acquisition, making them valuable tools in language education In this thesis, I highlight some of the most effective picture-based teaching strategies to support language learners.
The teacher says the word and the students express the corresponding action and vice versa
In this game, each group consists of five students, each holding five picture cards that are shuffled and evenly distributed among team members Players take turns asking specific classmates for a card they need; if the requested player has the card, they must give it to the asker in exchange for one of their own cards If the requested player does not have the card, no exchange occurs, and the turn passes to the next player The game continues until all players successfully collect their complete sets of cards.
Remembering pictures is an effective English learning game for young learners, helping them memorize vocabulary faster The brain retains images and colors more efficiently than long texts filled with characters To play, let your child browse through available pictures, pausing on each for 4-5 seconds to reinforce memory.
Note that the selected pictures should be related to the content the child has learned before Then ask your child to write down the words they have seen
Boost student engagement in English speaking with this effective flashcard game, especially suitable for younger learners Prepare target vocabulary flashcards before starting, and divide the class into two teams In this game, students stand back-to-back, holding flashcards faced away, then take three steps apart and turn around quickly to identify each other's cards The first to correctly name the word scores a point, encouraging active participation and quick thinking For variety, the teacher can replace flashcards with drawing activities or use numbers instead of pictures to enhance vocabulary recognition.
To play this engaging classroom game, the teacher displays a set of pictures or words on the board and divides the students into two teams Students from each team take turns coming up to the board with fly swatters, listening carefully as the teacher calls out a word or sentence They race to slap the correct picture or word, with the fastest correctly slapping earning a point for their team This fun activity encourages quick thinking and active participation, making learning more interactive and enjoyable.
This game is an effective way to review vocabulary skills To set up, place two sets of flashcards at the front of the classroom next to the board Divide the students into two teams by drawing a line on the board, and have each team sit in separate rows facing the board The game begins with the first student positioned near the board, encouraging active participation and vocabulary recall.
In this engaging classroom activity, students are seated in rows near the back of the class The teacher whispers three or four flashcards to the last two students in each row, who then pass the information forward by whispering the cards to the student in front This process continues until the front student receives the full list of flashcards The front student then arranges the cards on the board in the correct sequence, and the first team to do so accurately earns a point, promoting teamwork and active learning.
Divide students into groups of three, with two students sitting side by side and one directly in front, to facilitate teamwork and interaction In this activity, two teammates describe different pictures provided by the teacher to the third student, but one of them intentionally provides false information to challenge the listener's critical thinking skills The third student must ask questions about the details to identify the liar, promoting attentive listening and deductive reasoning Afterward, students rotate roles to ensure everyone participates in describing and questioning, making the activity engaging and educational.
Using pictures alongside effective teaching techniques can significantly increase student engagement and motivation to participate When carefully and creatively prepared by teachers, visual aids enhance the learning process by supporting the acquisition of new vocabulary Properly integrated, images serve as valuable tools that make lessons more interesting and facilitate better understanding for learners.
3 Related Studies on Using Pictures to Teach Vocabulary
Recent discussions and numerous studies have focused on effective methods for teaching foreign language vocabulary Among these, the use of pictures to enhance English vocabulary learning has garnered significant research interest For example, Joklová (2009) in her study “Using Pictures in Teaching Vocabulary to Children at Primary School” highlights the positive impact of visual aids on young learners' vocabulary acquisition Incorporating pictures into language teaching can significantly improve students' understanding and retention of new words, making it a valuable strategy for educators.
32 investigated some types of pictures in teaching vocabulary to primary students
This study highlights the effectiveness of using visual aids in young children's vocabulary acquisition, demonstrating that pictures significantly boost motivation and engagement Incorporating images to illustrate new words makes learning more interactive and memorable, especially when focusing on specific objects or concepts Additionally, combining pictures with supplementary tools like songs or sense relations enhances the overall learning experience, leading to greater retention and interest in vocabulary lessons.
Shinta (2006) investigated the exploitation of pictures in teaching vocabulary for first-year students at TK Kalpataru Bintaro, focusing on their advantages and disadvantages within the communicative approach The study found that pictures are widely used in vocabulary instruction to make learning more engaging and to capture students' attention by incorporating real-life images However, she also noted that using pictures can be time-consuming for teachers The research employed questionnaires and interviews to reveal that pictures enhance the enjoyment of vocabulary learning and facilitate better understanding, despite the extra time required for preparation.
The third one belongs to Leny (2006) She carried out a study about
This study explores the effectiveness of teaching vocabulary to kindergarten students at Madinah Kid’s School Kindergarten Serpong-Tangerang through the use of pictures It examines both teachers’ and students’ attitudes towards incorporating visual aids in vocabulary instruction The research aims to determine how picture-based teaching methods influence vocabulary acquisition among second-year college students Data was collected through observations and questionnaires, providing reliable insights into the impact of using pictures as an educational tool.
33 information for the study As a result, both the teachers and students at her college had positive attitudes toward using pictures in teaching and learning vocabulary
Using pictures in vocabulary instruction enhances student engagement by making lessons more enjoyable and memorable Teachers primarily utilize available textbook images and incorporate pictures mainly during the presentation stage of teaching vocabulary, effectively supporting students' understanding and retention.
Research in Vietnam regarding the use of pictures in teaching remains limited, highlighting a significant gap in current educational studies Nguyen's 2017 study titled "Using Pictures to Teach Vocabulary Effectively in Primary Schools" found that students exposed to picture-based lessons demonstrated improved vocabulary retention and longer-lasting memory The study also revealed that students expressed a strong desire to continue learning with this technique, indicating its engaging and effective nature While numerous studies have investigated the impact of visual aids on vocabulary acquisition, there is a notable lack of research at the secondary school level, presenting a clear opportunity for further investigation This current study aims to address this research gap by exploring the effectiveness of using pictures to teach vocabulary in secondary education.
RESEARCH METHODOLOGY
Questionnaires for students
4.1.1 Rationale for using the questionnaire
A questionnaire is a research tool that consists of a series of questions and other prompts that are used to collect data from respondents
Questionnaires are highly efficient tools for collecting large-scale data quickly and easily, making them ideal for surveys with numerous participants (Brown, 2000; Malhotra, 2006) They are simple to construct, administer, and understand, which facilitates smooth data collection and analysis When questions are thematically organized, researchers can compare and analyze responses more effectively Additionally, with clear instructions, questionnaires enable participants to self-complete, saving time and resources Wisker (2001) highlights their usefulness in investigating perceptions, behaviors, activities, and attitudes toward specific events Consequently, questionnaires are a practical choice for gathering students’ perceptions in large survey samples.
In this research, the questionnaire (Appendix A) contained 17 items categorized into four sections:
- Section A is related to participants’ background information including gender, age, and class
- Section B elicited students’ perceptions about the advantages of using pictures in English learning
- Section C elicited students’ perceptions of difficulties in using pictures in English learning
- Section D about students’ future intentions for using pictures to learn vocabulary
This study examined students’ perceptions of using pictures to enhance vocabulary learning, focusing on a questionnaire adopted from Samuels (1970) and Pressley (1977) The experimental group completed a 17-item, five-point Likert scale questionnaire designed to gather their thoughts on this learning method The questionnaire is divided into three categories, with the first two addressing the advantages of using pictures in vocabulary acquisition, consisting of 10 items This approach aims to assess the effectiveness and student attitudes toward picture-based vocabulary teaching, providing valuable insights for optimizing language learning strategies.
(2) disadvantages of using pictures in learning vocabulary (5 items), and (3) their future intentions for using pictures to learn vocabulary (2 items)
To avoid any misunderstanding among the students, the researcher delivers a Vietnamese version of the questionnaire (Appendix 2)
Vocabulary tests
This research employs both pre-test and post-test instruments to assess students' language abilities and progress Pre-tests help identify students’ general skill levels and specific language challenges they face, while post-tests measure their achievement following the instructional program According to Brown (1995), these assessments provide valuable insights into students’ language proficiency and improvement over time Utilizing both testing phases ensures a comprehensive evaluation of learning outcomes and instructional effectiveness.
During the eight-week study, students completed both pre- and post-tests to measure vocabulary retention The pre-test, administered in the first week, assessed students' knowledge of vocabulary from previous lessons in "Global Success 6." The post-test, conducted in the eighth week, evaluated how much vocabulary from "Global Success 7" students retained after the study period.
This study aimed to evaluate the effectiveness of using pictures in teaching English vocabulary The pre-test assessed students’ vocabulary knowledge before the intervention, while the post-test measured their progress after an eight-week period The comparison of results between the two groups helped determine the impact of picture-assisted vocabulary instruction on student learning outcomes.
Based on Read's (2000) framework for L2 vocabulary assessment, vocabulary tests are diverse, selective, and designed to be context-dependent The tests primarily focus on vocabulary knowledge and consist of 25 multiple-choice items, each awarding 0.25 points for correct answers, with no points for incorrect responses Students are allotted 45 minutes to complete the test, and scoring is conducted by different teachers to ensure reliability The pre-test and post-test share the same format, difficulty level, and duration but cover different topics Comparing the scores from both tests allows for an evaluation of students’ progress and improvement in vocabulary retention.
Classroom observations
One of the primary advantages of conducting observations is that researchers can directly witness the actions and interactions of teachers and students, providing a more accurate understanding of classroom dynamics Observations conducted in real-life settings enable researchers to access authentic context and interpret behaviors within their natural environment, leading to richer and more meaningful data collection.
Observation is a widely used research method in action research, particularly within educational settings where learner behaviors and actions are closely examined (Dahlberg & McCaig, 2010) It involves either researcher participation or the involvement of an independent observer who directly witnesses the research environment Throughout an eight-week study, lessons were observed consistently, and all data were meticulously recorded for analysis This observational data helped evaluate the effectiveness of using flashcards for vocabulary retention and provided insights into young learners’ attitudes toward vocabulary learning Additionally, observation facilitated triangulation, ensuring the reliability of questionnaire data by cross-verifying students’ perceptions of learning English vocabulary through pictures and capturing their personal learning experiences (Mohajan).
Administering the questionnaires
A pilot study was conducted with 50 eighth-grade students to assess the reliability of the questionnaire before its main administration The results indicated a reliability coefficient of 802, confirming that the questionnaire is a dependable data collection instrument, as per George & Mallery's guidelines This preliminary testing ensured the instrument's consistency and suitability for the main study.
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Administering the vocabulary tests
In this study, based on Kemmis’s (1982) model, one class was assigned as an experimental group and another as a control group
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After eight weeks of instruction, the experimental group received vocabulary teaching through pictures, while the control group was taught using traditional methods Following the treatment, both groups took a post-test to assess their retention and understanding of the language items The results of this assessment revealed differences in vocabulary retention between the two groups, highlighting the effectiveness of picture-based teaching compared to conventional methods.
In this study, 42 was used as the data point to compare the effectiveness of different vocabulary teaching and learning techniques across two groups Following the analysis, the researcher distributed a questionnaire to the experimental group to gather students' opinions on learning vocabulary through picture-based methods, providing insights into their perceptions and the impact of visual aids on vocabulary acquisition.
Administering the classroom observations
Kemmis (1988) suggests that it is necessary to observe the effect of critically informed action in the context in which it occurs
This study examined the impact of using pictures in teaching vocabulary by comparing an experimental group with a control group over an eight-week period The researcher, also serving as the teacher, conducted lessons for both groups, with observations focused on students' memory, interest, and classroom interaction during each session To accurately capture classroom dynamics, a teacher assistant assisted with photography and video recordings of vocabulary activities Post-lesson, the researcher documented observations on a protocol form for subsequent analysis, ensuring a comprehensive evaluation of the effects of visual aids on vocabulary learning.
This study employs both quantitative and qualitative data analysis methods to ensure comprehensive insights Quantitative analysis involves statistical and numerical evaluation of pre-test and post-test results, as well as questionnaires, to measure participants' perceptions objectively (Broad, 2012) Conversely, qualitative analysis focuses on organizing and interpreting observations, discussions, and readings to understand underlying patterns and meanings (Brown, 2001) Combining these approaches allows for a robust understanding of the research findings, enhancing the overall validity and depth of the study This dual-method approach aligns with best practices in research, ensuring a well-rounded analysis of the data collected.
Quantitative analysis of the questionnaires
First, Likert-scale questions with five choices were used in this study To acquire the average value for each item in the questionnaire, each of the five
In the study, a 5-point Likert scale was used, assigning values from strongly agree (1) to strongly disagree (5) for each of the 43 choices The researcher calculated the arithmetic mean for each item to determine overall responses Additionally, frequency counts and percentages were used to analyze the distribution of answers, with frequency indicating how often each response occurred Percentages were derived by dividing the frequency of each category by the total responses, making the data more accessible for readers Combining both raw frequencies and percentages ensures a comprehensive understanding of the data, aligning with best practices recommended by Brown (2001).
Quantitative analysis of the pre-test and post-test
The pre-test and post-test results were quantitatively analyzed to assess changes in performance, with scores, frequency, mean, and standard deviation calculated for each group using SPSS Version 26 for Windows Frequency, or raw count, was employed to tally the number of items or participants at different levels of the nominal scale, providing a clear overview of data distribution (Brown, 2001) This statistical analysis enabled accurate comparison of test outcomes, ensuring the reliability and validity of the results.
This survey analyzed learners’ performance by comparing their pre-test and post-test scores using statistical measures such as the mean and standard deviation The mean, or arithmetic average, is calculated by dividing the total sum of scores by the number of students, providing insights into overall student performance In this study, the mean represented the average scores of both control and experimental groups before and after the intervention Standard deviation measures the variability of scores around the mean, indicating how consistent student performance is within each group Even if two groups have similar means, differences in standard deviations can reveal variations in score dispersion, offering a more precise understanding of student performance The researcher calculated standard deviations to assess score variability, helping to interpret the effectiveness of the intervention more accurately.
Qualitative analysis of the classroom observations
The data from the classroom observations were qualitatively analyzed
According to Brown, working with data involves creating explanations, posing hypotheses, developing theories, and connecting your narrative to other stories To achieve this, you must categorize, synthesize, identify patterns, and interpret the collected data effectively.
In 2001, the researcher utilized tables and charts to effectively summarize and integrate the collected data, enhancing clarity and analysis The study categorized student behaviors into three key criteria: memory, interest, and classroom interaction during lessons Additionally, qualitative data gathered from observations supplemented and illustrated the findings from the two tests, providing a comprehensive understanding of the students' engagement and learning processes.
Reliability and validity are essential measures used to assess the quality of research, ensuring that methods and tests accurately reflect what they intend to measure As Bachman (1990) emphasizes, increasing reliability is a necessary step toward achieving validity, since a test score cannot be considered valid unless it is reliable Therefore, evaluating both reliability and validity is crucial for ensuring the accuracy and dependability of data collected in any research study.
Validity is essential to ensure meaningful research outcomes; without it, the study's results are essentially meaningless The pre-test and post-test were designed using the same matrix, ensuring objectivity in measurement Additionally, students independently completed Likert-scale questionnaires, reducing peer influence and increasing data reliability Lastly, combining qualitative and quantitative data through triangulation helps balance the strengths and weaknesses of each method, enhancing the overall validity of the study.
Reliability refers to the consistency with which a survey measures the intended construct, as defined by Brown (2001, p 171) To ensure the reliability of this study, the researcher has meticulously detailed the methods and data analysis procedures, demonstrating a commitment to producing consistent and dependable results.
The researcher assessed the reliability of the survey instruments using Cronbach’s alpha, which provides an accurate estimate of internal consistency for both dichotomous (right/wrong, yes/no) and scaled responses, such as Likert scales A higher Cronbach’s alpha score indicates greater reliability of the scale, with values above 0.7 deemed acceptable (Pallant, 2007) and Nunnally.
(1978, p 251) claims that internal consistency with Cronbach’s alpha “should be applied to all new measurement methods.”
To prove that the responses to the items in the questionnaire have reliability or internal consistency, the researcher takes into consideration Cronbach’s Alpha for the items in the questionnaire
Table 3.2 shows the result of Cronbach’s Alpha calculated by SPSS version
Reliability Statistics for the Questionnaire
The questionnaire, consisting of 17 items, has a Cronbach’s Alpha value of 0.780, indicating acceptable reliability According to Nunnally (1978), a Cronbach’s Alpha of 0.70 or higher signifies good internal consistency Therefore, these results confirm that the survey instrument is dependable for research purposes.
Vocabulary tests served as both pre-tests and post-tests to assess participants' vocabulary mastery before and immediately after the intervention These tests, scored on a scale of 0 to 10 points, provided quantitative data on vocabulary development Additionally, reliability analyses were conducted to ensure the consistency and validity of the vocabulary achievement tests, confirming their suitability for measuring learning outcomes.
Table 3.3 below displays the results of the scale tests
Descriptive Statistics for the Pre-test and the Post-test
Cronbach's Alpha Based on Standardized
The pre-test and post-test demonstrated acceptable reliability, with Cronbach’s alpha coefficients of 0.74 each, exceeding the 0.70 threshold recommended by Nunnally (1978) This indicates that both tests have good internal consistency, confirming the instrument’s reliability for this research.
Chapter 3 introduces the setting of learning and teaching, the participants, the teaching material used in the study, the study procedure, data types and methods of data collection, and the analytical framework used to undertake the pre-test, the post-test, the questionnaire, and the observation It has also tackled the issues of reliability and validity of the study The next chapter will scrutinize and examine these types of data more specifically