INTRODUCTION
Rationale
English has been a compulsory subject in Vietnam for many years, with students beginning to learn it from grade 3 and continuing until grade 12 Young learners, typically aged 6 to 11 years old, are introduced to English during elementary school, based on the idea that early exposure enhances language acquisition Implementing English education at this early stage aims to foster better language skills among young students, laying a strong foundation for their future learning.
Keeping young learners motivated and interested is one of the main challenges in teaching English, particularly in developing their reading skills Many primary-school teachers focus on vocabulary and grammar through traditional, test-oriented approaches, which can make reading seem difficult and boring for students To improve reading comprehension, teachers can incorporate engaging strategies like flashcard matching activities to create more attractive and accessible lessons For example, at an English center in Dong Anh, Hanoi, Grade 3 students initially found reading too challenging and lost interest The center’s English teacher emphasizes that fostering a playful learning environment can significantly enhance student engagement, making reading activities enjoyable and motivating students to participate actively Implementing fun, interest-driven activities is crucial for reducing boredom and encouraging young learners to develop their English reading skills effectively.
Flashcards are an effective teaching aid for primary-school teachers to create engaging and interactive lessons for young learners They provide a simple and visual tool that helps students better understand and retain new information Additionally, flashcards encourage students to use their imagination and develop a deeper connection with the material This study aims to explore how using flashcards can enhance the reading comprehension skills of third-grade students, making learning more enjoyable and effective.
Aims and objectives of the study
This research aims to explore how teachers can effectively utilize flashcards to enhance students’ reading skills and assess the impact of the flashcards matching strategy on improving reading comprehension Additionally, the study examines students’ attitudes towards incorporating flashcards into reading lessons, highlighting their perceptions and acceptance of this educational tool.
Research questions
With the given aims and objectives, the study attempted to answer two research questions:
(1) To what extent does the implementation of flashcard matching strategy improve reading comprehension of the 3 rd grade students at an English centre in Dong Anh?
(2) What are these students’ attitudes towards the use of flashcard matching strategy for improving reading comprehension?
Scope of the study
This research explores the effectiveness of using flashcards to enhance reading comprehension among 3rd grade students at an English center in Dong Anh, Hanoi Due to time and scope limitations, the study specifically focuses on how flashcards impact reading comprehension and gathers students’ opinions on their use in the classroom The research does not cover the teaching of other language skills or applications to different grade levels.
Significance of the study
By conducting this study, the researcher expect that the result will have some significant contributions to teaching English, especially in improving reading comprehension for students in grade 3
The researcher hopes that the result of this research will have several significance as follows:
This study aims to motivate teachers to adopt more creative and innovative strategies in teaching English By embracing alternative teaching methods, especially in reading instruction, educators can enhance student engagement and learning outcomes Implementing diverse and effective techniques in the classroom encourages a more dynamic learning environment for school students, ultimately improving their reading skills Therefore, this research underscores the importance of fostering creativity among teachers to optimize English language education.
Theoretically, the researcher hopes that this result can be useful as a reference for those who have interest in the same topic
This research aims to improve the English teaching and learning process for school students by increasing their motivation and engagement, particularly in reading lessons Implementing these findings can enhance students' interest and participation in English classes, leading to more effective language acquisition Ultimately, the goal is to foster a more stimulating and supportive classroom environment that encourages active student involvement in learning English.
Methods of the study
This study adopted action research involving both the researcher and the teacher, with flashcards being directly implemented in the classroom Both qualitative and quantitative data collection methods were used, including questionnaires and interviews to gather students’ opinions on using flashcards in reading classes Student test results were analyzed to assess improvements in reading comprehension skills To ensure validity and reliability, data from tests, interviews, and questionnaires were triangulated, providing a comprehensive understanding of the effectiveness of flashcards in enhancing reading skills.
Organization of the thesis
The study is divided into five parts:
Chapter 1- INTRODUCTION presents the rationale for the study, the aims and objectives, the research questions, the scope, the methods, the significance, and the design of the study
Chapter 2 - LITERATURE REVIEW provides an overview of the theoretical background and the previous researches related to the study
Chapter 3 - RESEARCH METHODOLOGY restates the research questions and describes the setting, the participants, and the research methods of the study
Chapter 4 - FINDINGS AND DISCUSSIONS displays a detailed description of data analysis Besides, the chapter also presents some discussion and interpretations of the findings of the study, and then gives suggestions for the teachers and the students and other researchers
Chapter 5 - CONCLUSION briefly summarizes the study, proposes some recommendations as well as makes several suggestions for further studies.
LITERATURE REVIEW
Reading skills
Reading is a vital language skill alongside listening, speaking, and writing, essential for understanding concepts and language fundamentals It involves students actively engaging with written materials to extract information and communicate messages effectively Through reading activities, learners aim to acquire knowledge and deepen their understanding of both language and content.
Reading, as defined by Block and Israel (2005), is an active process involving the act of reading itself Duke and Pearson (2005) and Gómez and Ávila (2009) emphasize that reading combines mechanical skills with meaning acquisition, where the reader integrates printed words into a cohesive chain of ideas It encompasses mechanics, understanding, retention, and application, enabling the reader not only to decode words but also to critically evaluate and apply the ideas to their own context.
Reading is an active and cognitive process that involves recalling, understanding, interpreting, and analyzing printed text, as emphasized by Sheng (2000) and Czico et al (2000) Readers actively engage with the text to reconstruct the writer's intended message, making reading a purposeful attempt to comprehend written communication Gascoigne (2005) defines reading as the meaningful interpretation of printed symbols, while Pang (2013) describes it as extracting and understanding information from a text efficiently According to Gascoigne (2005) and Grabe (2009), reading requires active interaction with print and ongoing monitoring of comprehension to establish meaning.
Reading purposes vary depending on the reader's goals, with some reading for information and others for enjoyment (Grabe, 2009) According to Grabe and Stoller (2002), these purposes can be categorized into seven specific types: searching for simple information, skimming for quick understanding, learning from the text, integrating information, preparing to write, critically analyzing the text, and achieving general comprehension Understanding these distinct reading goals can help tailor reading strategies to improve learning outcomes and engagement.
Reading is an active thinking process where the reader seeks to interpret and analyze the information provided by the author Understanding the author's purpose is essential for effective comprehension Engaging critically with the text enhances learning and retention, making reading a dynamic and purposeful activity.
According to Gascoigne (2005), the reading process is a selective and active process of comprehension Three widely accepted reading models—bottom-up, top-down, and interactive—have been developed to describe how readers construct meaning from texts (Grabe & Stoller, 2002; Pang, 2013; Goodman, 1995) These models offer frameworks for understanding the complex nature of reading and the different strategies employed by readers during the comprehension process.
In the bottom-up model, reading is compelled by the text, proceeds from part to whole, constructs meaning from letters, words, phrases, sentences
Readers typically process text in a linear fashion, often playing a passive role in understanding The bottom-up reading model is based on the reader's linguistic knowledge, where understanding progresses from individual words to the overall meaning In contrast, the top-down model emphasizes that comprehension is constructed from a holistic understanding of the text, with readers actively predicting and verifying upcoming information using their background knowledge Goodman (1995) likened the top-down reading process to a “psycholinguistic guessing game,” where the reader reconstructs the writer's encoded message The interactive model combines elements of both approaches, suggesting that meaning is constructed through the simultaneous integration of textual cues and the reader's prior knowledge, leading to a more comprehensive understanding of the text.
Reading comprehension
Reading comprehension is an essential aspect of second language acquisition, forming a core component of effective language learning It is a complex process that requires effort and skill development With numerous definitions, reading comprehension encompasses the ability to understand, interpret, and analyze written texts in a second language, making it vital for learners aiming to attain fluency.
Reading comprehension involves integrating information from a passage with prior knowledge to construct meaning, as described by Bormuth (1969) Kucer (2005) emphasizes that comprehension occurs when readers understand a text and can coherently explain its various aspects, highlighting the active nature of the process According to Calfee and Curley (1984), comprehension is achieved when readers recognize organizational structures within a text and adapt them for their purposes.
(2011) also define that comprehension is the reason for reading If readers can read the words but do not understand what they are reading, they are not really reading
Reading comprehension is an active and strategic process that requires reader engagement and interaction with the text, as highlighted by Grabe (2009) It involves decoding words, integrating them with prior knowledge, and processing phrases and sentences fluently to ensure meaning is retained across the entire text Ultimately, reading comprehension is about understanding a read text and constructing meaningful interpretations from it.
Reading comprehension, as explained by Channa et al (2015), is the ability to understand what has been read, involving strategies that students learn to use independently Teachers emphasize key comprehension skills such as inferring, predicting, comparing and contrasting, sequencing, and summarizing Students typically learn these strategies through small group instruction where teachers demonstrate their use They then practice these techniques with peers by discussing their reading, making connections to prior knowledge, and identifying main ideas.
Reading comprehension, as defined by Snow (2002), is the skillful process of extracting and constructing meaning through active interaction with written language It involves three key elements: the reader, who applies their own abilities, knowledge, and experiences; the text, which is to be understood; and the activity, including the purposes, processes, and outcomes of reading The dynamic interaction among these elements is essential for effective comprehension and can be visually represented to highlight this interconnected process.
Figure 2.1 A heuristic approach for reading comprehension (Snow, 2002)
Reading comprehension is the ability to understand and interpret a text or message effectively It’s developed through the interaction between written words and the reader’s external knowledge, which requires consistent practice To improve reading skills, learners should actively collaborate with teachers and peers, fostering a supportive learning environment Additionally, teachers play a crucial role in guiding students to enhance their comprehension abilities and master this essential language skill.
2.2.2 Factors impacting reading comprehension ability
Reading comprehension is an active process that depends on multiple abilities, including intelligence, experience, reading mechanics, interest, motivation, and comprehension skills (Hedgcock et al., 2009; Lems et al., 2010; Smith, 2004) Various factors influence the effectiveness of understanding written text, making it a complex cognitive activity Developing strong comprehension skills requires addressing these interconnected elements to enhance overall reading ability.
- Intelligence: each student possesses his own level of intelligence so it will be possible for students to produce different comprehension
Students' background experience significantly influences their understanding of the world; those with limited prior experience may struggle to comprehend unfamiliar ideas or events, highlighting the importance of diverse learning opportunities to enhance their cognitive development.
Mastering essential reading skills such as guessing word meanings, identifying key ideas, and understanding the writer’s perspective significantly enhances students’ reading comprehension and overall learning experience.
Learning interest and motivation are closely linked to students' personalities and learning goals When students are eager and motivated to acquire new knowledge, they tend to engage actively in the learning process, enhancing their understanding and retention Cultivating curiosity and a positive attitude towards learning can significantly boost student participation and academic success.
Developing reading comprehension skills is essential for students, encompassing understanding at the word, sentence, and full-text levels These skills progress gradually, allowing learners to move from basic to more complex comprehension abilities Strengthening these skills enhances overall reading ability and promotes academic success.
Principles in teaching reading comprehension
Comprehension skills are essential strategies that readers utilize to retrieve information and build understanding from a text These cognitive processes involve step-by-step mental techniques that facilitate effective reading comprehension To ensure students develop strong comprehension abilities, these skills must be explicitly taught, as emphasized by educational experts such as Johnson (2008) and Kennedy (1984).
Teaching reading comprehension involves guiding and facilitating students' learning by providing opportunities and creating optimal conditions for understanding An effective teacher leads students through activities that promote knowledge acquisition, emphasizing the importance of selecting appropriate teaching techniques When assigning reading tasks, educators must consider the most suitable instructional methods and adhere to key principles to ensure effective learning outcomes.
There are some principles behind the teaching of reading proposed by Harmer (2001) They are:
Reading is an active process that involves more than just recognizing words; it requires comprehending the meaning of the words, analyzing arguments, and determining whether statements are valid Engaging deeply with the material transforms reading from a passive activity into an active skill that fosters better understanding and critical thinking.
- Principle 2: Students need to be engaged with what they are reading Students can get more benefit from reading if they are engaged and interested in reading text
Principle 3 emphasizes the importance of encouraging students to respond to the message and content of a reading text, rather than focusing solely on the language itself Providing opportunities for students to engage personally with the material fosters deeper understanding and meaningful interaction This approach promotes active learning by provoking personal engagement, making reading activities more relevant and impactful for students Incorporating responses to the text's message enhances comprehension and helps develop critical thinking skills.
Principle 4 emphasizes that prediction plays a crucial role in the reading process It highlights that students' expectations and active engagement are essential, as they begin to read when they can identify hints within the text These cues enable readers to anticipate upcoming information, enhancing comprehension and making the reading experience more interactive and meaningful.
Principle 5 emphasizes the importance of matching tasks to the reading topic to enhance student engagement Selecting appropriate, meaningful questions prevents boredom and ensures that reading activities are both exciting and stimulating By aligning tasks with the subject matter, educators can create challenging learning experiences that motivate students and improve their reading comprehension skills.
There are some principles behind the teaching of reading for young learners which are:
- Let them choose the material that they want to read by using picture material
- Connect Reading to other skills such as Reading aloud or acting out parts of the book
Effective teaching of reading comprehension involves five key principles that emphasize student engagement and response abilities Incorporating strategies like flashcard matching in reading lessons enhances students’ understanding and active participation Specifically, implementing flashcard techniques has proven to be effective in improving reading comprehension among third-grade students, making lessons more interactive and impactful.
Using flashcards in reading lessons
Flashcards are defined as small cards that contain pictures, text, or symbols designed to stimulate students’ imagination and aid memory, as highlighted by Scott and Ytreberg (1990) According to the Online Oxford Learner’s Dictionaries, a flashcard is a card with a word or picture used by teachers during lessons to facilitate learning Kupzyk et al (2011) describe flashcards as visual learning media approximately 25 cm x 30 cm in size, featuring words, letters, or images such as hand drawings or photographs Their practicality and ease of use make flashcards a popular educational tool, as colorful images help students remember content and attract their attention effectively.
Flashcards, as described by Komachili and Khodareza (2012), are sets of cards with information such as words or numbers on one or both sides that enhance memorization through spaced repetition They are versatile tools suitable for classroom drills or private study, capable of presenting vocabulary, historical dates, formulas, or any subject matter in a question-and-answer format While primarily used in classroom settings, flashcards are also effective for informal learning, making them a valuable resource for active memorization and review.
According to Howard (2004), there are two main types of flashcards Word flashcards feature printed words, allowing teachers to write questions on one side and corresponding answers on the other, with sentences maintained in correct grammar and meaningful content Picture flashcards consist of drawings, magazine cutouts, or photographs, which can be sorted by size—larger ones for class activities and smaller ones for individual or group work Using these different types of flashcards enhances language learning and engagement in classroom settings.
Paper flashcards are a traditional and effective vocabulary learning tool, facilitating direct practice through form-to-meaning and meaning-to-form recall According to Hung (2015), a paper flashcard is a double-sided card used in vocabulary activities, enabling learners to practice repeated retrieval of L2 words In this research, each flashcard features the English word, its phonetic transcription, syntactic category, and a sample sentence on the front side, while the back includes the Vietnamese translation and a picture for concrete words, enhancing understanding and retention.
Flashcards are small cards featuring words, sentences, or simple pictures, serving as effective educational media They are valuable tools for enhancing teaching and learning activities In this research, the flashcard strategy is applied to teaching English to third-grade students to improve their reading comprehension skills.
2.4.2 Flashcards as beneficial teaching aids
Flashcards are effective visual aids in teaching and learning processes, particularly in language education According to Howard (2004) and Parchant (2005), the use of flashcards offers several advantages, including enhancing vocabulary retention, stimulating student engagement, and facilitating active learning These benefits make flashcards a valuable tool for both teachers and students aiming to improve language acquisition.
Flashcards are highly motivating and eye-catching tools that can be used almost anywhere, allowing students to study during any available free moment They have a powerful impact on motivating and stimulating students’ learning engagement Additionally, flashcards serve as an easy and effective media to support both teachers and elementary school students in the learning process Teachers can utilize flashcards at any time and in any situation to enhance teaching effectiveness and student understanding, making them a versatile resource for educational activities.
Using flashcards offers numerous advantages, including their ease and speed of reproduction, making them an inexpensive learning tool Creating personalized flashcards with simple materials like crayons, markers, paperboards, and scissors can be a fun art project for kids, students, and families, offering a cost-effective alternative to buying pre-illustrated sets Their portability allows students to carry multiple cards easily, enhancing learning efficiency by enabling study on the go, such as while walking Flashcards are versatile; teachers and students can easily move, shuffle, and display them in different sequences, preventing rote memorization Reversing the cards to show answers first encourages critical thinking, as students must deduce the original question, making flashcards an effective, interactive study aid.
Abe (1991) suggests that incorporating flashcards and realia in the classroom can make learning more engaging and closely mimic real-life situations Using flashcards allows teachers to adopt a more facilitative role, encouraging students to actively use the language This approach helps students develop communication skills and fosters a love for learning a new language, making the classroom experience more dynamic and enjoyable.
Research by Kornell (2009) and Nation (2011) confirms that flashcards significantly enhance students' reading comprehension and vocabulary memorization Studies show that students using vocabulary flashcards for both words and phrases achieve higher understanding and retention of new words and improved reading skills This demonstrates that vocabulary training with flashcards is an effective tool for mastering new vocabulary and improving communication Overall, flashcards are a proven method to help students learn new information more efficiently and boost their comprehension in educational settings.
According to Suyanto (2008), using flashcards in English teaching enhances students' familiarity with numerous concepts and maintains their attention through the combination of words and pictures with appropriate vocabulary and structures This method facilitates clearer explanations from teachers, as visual aids make it easier for students to understand the material When students see relevant images aligned with the theme, they are more receptive to the teacher's explanations, improving overall learning effectiveness.
Flashcards are a highly effective visual learning resource widely used in the educational world, offering a proven approach to enhance student engagement and understanding Although not a new or recent trend, their enduring relevance underscores their importance in modern teaching strategies When integrated into the classroom, flashcards facilitate meaningful learning by reinforcing concepts and improving information retention, making the teaching process more effective and student-centered.
Previous studies on employing flashcards in reading lessons
Numerous studies have demonstrated that flashcards are an effective tool for enhancing students’ reading comprehension and language learning Astuti (2015) conducted an action research to investigate how flashcards could boost young learners' interest in English reading, finding that their use significantly improved students’ reading scores The results indicated that the use of flashcards not only enhanced reading skills but also increased students' interest and motivation in learning English.
A 2012 study by Komachili and Khodareza highlights the significant impact of teaching aids on enhancing vocabulary learning among Iranian pre-university students The research identifies flashcards as the most effective tool for representing single concepts, such as objects or actions, making them ideal for vocabulary instruction Overall, the use of direct instruction with flashcards proved to be effective in improving students’ English language skills, including reading comprehension.
Makhloufi and Khaldi (2014) conducted a study on the effectiveness of using visual aids, specifically flashcards, in teaching new vocabulary and reading skills Their research demonstrated that incorporating flashcards significantly enhances students' accuracy, reading fluency, and long-term vocabulary retention, making them a valuable tool for language learning.
A study by Nugroho (2012) titled “Improving Students’ Vocabulary Mastery Using Flashcards” involved fourth-grade students in a four-month action research project The research showed that using flashcards significantly enhanced students’ vocabulary mastery, as evidenced by pre-test and post-test results, along with observational data Additionally, the study found that this method effectively increased students’ motivation to learn reading skills, highlighting the benefits of flashcards as an engaging vocabulary learning tool.
Recent studies highlight the numerous benefits of using flashcards to teach English, particularly in enhancing reading skills Despite these advantages, no research has specifically focused on using flashcards with 3rd-grade students Given the positive impact of flashcards on reading comprehension and student enjoyment, the researcher decided to conduct an action research project to explore their effectiveness for 3rd-grade students at an English center in Hanoi.
Chapter 2 covers the theoretical background for the study Initially, the theoretical issues of reading skills, reading comprehension and teaching reading comprehension have been mentioned Then it provides a theoretical background of using flashcards in English teaching and learning activities in which the definition and benefits of flashcards were presented This chapter also reviewed several related studies on the employment of flashcards to teach English.
RESEARCH METHODOLOGY
Design of the study
Action research in the classroom is a research design focused on improving teaching practices and student learning outcomes According to Feldman (2007), action research involves applying fact-finding to practical problem-solving within social settings to enhance the quality of actions This approach emphasizes collaboration among researchers, practitioners, and laypeople to effectively address educational challenges and foster continuous improvement in teaching methods.
According to Koshy (2005), an action research project involves collecting data from daily practices and analyzing it to inform future decisions This practical approach helps practitioners reflect on their routines and implement improvements effectively Action research is a valuable method for continuous professional development and enhancing practice outcomes.
This study aims to explore classroom settings and teaching techniques to improve English reading comprehension The researcher identified current challenges in teaching at an English center in Dong Anh district and assessed third-grade students’ English levels through testing She implemented the use of flashcards over an 8-week period to enhance reading comprehension skills The effectiveness of this method was evaluated by comparing pretest and posttest results, along with questionnaires and semi-structured interviews Ultimately, the researcher analyzed and discussed the findings to highlight the achievements and implications of the study.
This study follows the model proposed by Kemmis and McTaggart (1988), as it provides a clear and practical framework that facilitates the research process Their model ensures that each step of the study is systematically outlined, making the research more organized and manageable According to Kemmis and McTaggart, this approach accurately reflects the sequence of actions necessary for effective implementation and analysis in educational research.
The action research process, established in 1998, consists of four key steps: the planning stage, the action stage, observation, and reflection This cycle is iterative, repeating until a satisfactory outcome is achieved and the researcher determines that enough progress has been made The continuous spiral of cycles ensures ongoing improvement and refinement throughout the research process.
The first stage of the research cycle is planning, where an action plan is developed to achieve specific goals This phase involves defining the research topic, gathering relevant information, reviewing related literature, and creating a comprehensive research plan It also includes determining changes in language use, activities, practices, and organizational structures to guide the study effectively Proper planning is essential to establish clear objectives and a focused approach for successful research outcomes.
Step 2: Action involves implementing the plan while maintaining flexibility and good judgment, with readiness to revisit the planning stage if necessary The teacher-researcher uses data collection and current literature review to design a focused action plan aimed at creating and studying change, emphasizing the importance of altering only one variable at a time to accurately assess its impact During implementation, continuous documentation and data collection on performance are essential to evaluate the effectiveness of the new technique.
Step 3: Observation is a crucial stage that involves monitoring and analyzing the results of your actions Effective data collection methods such as documents, interviews, diaries, observations, questionnaires, and secondary data sources are essential for accurate observation This process provides valuable insights and serves as the foundation for reflection, informing future improvements and decision-making in your project.
Step 4: Reflection is the final stage where researchers and the group collaboratively analyze, synthesize, interpret, and explain their findings to draw meaningful conclusions and identify future opportunities This phase involves sharing and communicating results effectively while reflecting on the overall process Key questions addressed during reflection help ensure a comprehensive understanding of achievements and guide subsequent steps for continued growth and improvement.
Evaluating the effectiveness of the process is crucial to determine if the data collected accurately address the research question It is essential to assess whether additional data types could enhance the analysis and outcomes These reflections inform the planning of the next cycle, which involves repeating the stages of planning, acting, observing, and reflecting As shown in Figure 3.1, each cycle of the action research process follows a systematic progression to improve interventions and achieve meaningful results.
Figure 3.1 Steps in the action research cycle (Kemmis & McTaggart, 1988)
This study employs action research, emphasizing teacher-led inquiry to develop practical solutions and effective evaluations Action research fosters collaboration between teachers and students, making it an ideal methodology for enhancing reading comprehension through innovative strategies like flashcards This approach ensures that pedagogical methods are tailored to real classroom needs, promoting more effective learning outcomes.
Research setting
This study was conducted at an English centre in Dong Anh district, established in 2015, with 22 classes, 9 qualified teachers, and 350 students Most students are children of farmers or workers from nearby areas, exhibiting low motivation and passive learning habits in English They tend to rely heavily on textbooks and teachers for knowledge, lacking habits of self-study Despite these challenges, their eagerness to learn new things makes the flashcards strategy a promising approach for enhancing reading comprehension skills.
3.2.2 Description of textbook, curriculum, testing and assessment
The "Family and Friends 2" textbook used by third-grade students in the center is part of a comprehensive seven-level primary course designed to develop language, phonics, and civic education skills, authored by Naomi Simmons and colleagues This curriculum emphasizes listening, speaking, literacy, phonics, and theme-based learning, approved by Oxford University, and structured into 15 units with five review sections Each unit consists of five sections—Words, Grammar, Song, Phonics, and Skills Time—which cover reading, listening, speaking, and writing, with classes held twice a week for 90 minutes per section Over an 18-week semester, students complete approximately six reading lessons totaling 12 hours, sufficient for practicing reading comprehension Additionally, students undertake six 60-minute tests focusing on reading, listening, and writing skills, along with 15-minute speaking assessments to monitor their overall progress.
Participants
This study involved 15 Vietnamese third-grade students learning English at an Dong Anh-based English centre, comprising 8 females and 7 males who were all the researcher's students At the time of data collection, they were beginning their first semester and had a year of English learning experience, placing them at a beginner’s proficiency level The students displayed curiosity, enthusiasm, and a preference for engaging, fun activities, despite facing challenges with reading skills Notably, none of the participants had previously tried any specific methods to improve their reading comprehension.
The researcher collaborated with a female English teacher to ensure objective assessment of student reading tests Both the researcher and the teacher independently evaluated the tests, and their results were compared to determine final outcomes, minimizing bias and ensuring accuracy in the evaluation process.
Research procedure
This research methodology is based on the action research framework developed by Kemmis and McTaggart (1988) The study was conducted over a 10-week period during the second semester of the 2019-2020 academic year The detailed action research procedure involved iterative cycles of planning, action, observation, and reflection to ensure continuous improvement and meaningful outcomes.
The researcher identified challenges in teaching English reading skills through years of observation at the center Students frequently spend excessive time reading passages and answering questions, often failing to complete all tasks within the allotted time As a result, their reading test scores tend to be low, highlighting the need for improved reading strategies and instructional methods.
To evaluate students' reading comprehension levels, a pretest was administered, and class observations were conducted The pretest aimed to accurately assess students’ current reading skills, enabling the researcher to develop an effective plan for implementing a reading course using flashcards.
Based on an initial data review, the researcher hypothesized that engaging students in flashcard activities could enhance their reading skills This improvement in reading ability is believed to subsequently lead to better reading comprehension Incorporating flashcards into learning strategies offers an effective, interactive approach to boost students' literacy development.
The researcher developed a targeted intervention plan using flashcards to address the students' identified reading challenges Detailed lesson plans were created to incorporate effective reading activities with flashcards, designed to enhance reading skills Additionally, several supplementary reading exercises utilizing flashcards were prepared to provide students with engaging and practical learning opportunities.
The researcher implemented the planned actions by introducing students to the use of flashcards for reading comprehension, providing clear guidelines for their effective use Flashcards were integrated into the reading lessons, which began with warm-up games or activities to activate prior knowledge and introduce the lesson topic Students then read a model text from the textbook and completed practice tasks collaboratively in pairs or groups, enabling them to acquire relevant words, phrases, and structures related to the reading topic During the treatment phase, the researcher closely observed the implementation to identify strengths and weaknesses, making adjustments as needed to optimize the learning process.
The procedure of using flashcards during reading lessons is done as follows:
- Arranging the flashcards in the order of presentation
- Starting with the first flashcard Hold it up so students can clearly see the front
- Giving questions to them by showing flashcards one by one randomly
- If the students give an incorrect response or no response, tell him/her the correct answer, and place these flashcards in a pile on the table
Once the teacher has reviewed all the flashcards with the students, she can extend the teaching session by focusing on the stack of cards that students answered incorrectly This targeted approach helps reinforce learning and address areas of difficulty, enhancing overall understanding For example, referring to Appendix 5 provides samples of these flashcards, ensuring effective practice and improved retention.
The teacher-researcher developed a comprehensive 10-week action plan outlining the step-by-step procedures and essential tools for their research project This detailed plan, presented in Table 3.1, guides the systematic execution of each research phase, ensuring a structured approach to achieving the project’s objectives.
To check students’ reading habits and reading comprehension ability
- Administrate a pretest of reading skills
- Review and collect details on teaching and learning of reading skills and students’ reading comprehension
To implement flashcard strategy in teaching reading comprehension
- Use flashcards to help students learn vocabulary and read the texts
- Design reading activities with flashcards
- Teach reading comprehension with flashcards
To increase - Use flashcards to help - Teach reading Weeks 4-9 reading comprehension through the use of flashcard strategy students learn vocabulary and read the texts
- Ask students to work in pairs or on their own to study the texts
- Make any changes in teaching with flashcards if needed comprehension with flashcards
- Check students’ comprehension and observe their reaction to the use of flashcards
To wrap up the action research project;
To collect data for the effectiveness of using flashcards to improve reading comprehension
- Interview students for their views on the implementation of flashcards
- Ask students about the benefits and/or drawbacks of the use of flashcards in reading lessons
After the cycle, the researcher analysed the data collected from the tests, questionnaires and interviews It was done to know whether the implementation was successful or not
The decision to continue the flashcard implementation in the next cycle was done when the goals of action research project were not fulfilled.
Data collection instruments
This research employed a mixed-methods approach, combining both quantitative and qualitative data collection techniques to ensure comprehensive, reliable, and valid results Pre- and post-tests, along with questionnaires and semi-structured interviews, were used to gather data at different stages of the study These varied instruments provided valuable insights into students’ initial reading difficulties, the teacher’s implementation of flashcards, and the impact of using flashcards on students’ reading comprehension and attitudes The following section details each data collection method used in the study to thoroughly explore these aspects.
Classroom observation is a vital method for collecting preliminary data in research, offering the advantage of recording actual student and teacher behaviors rather than relying on participant reports In this study, the researcher utilized a structured class observation form to systematically gather data during lessons prior to implementing flashcards as part of the action research This approach ensures accurate, firsthand insights into classroom dynamics, supporting effective analysis and outcomes.
The researcher obtained all class observation data, which were carefully recorded, analyzed, and synthesized to support the study's findings Prior to conducting observations, permission was sought from the teachers to ensure ethical research practices and smooth data collection.
A test is a method of measuring an individual’s ability, knowledge, or performance in a specific domain, as defined by Brown (2004) A well-designed test serves as an accurate instrument to gauge test-takers’ abilities within that domain In this study, pretests and posttests were used to assess students’ reading comprehension skills The pretest, administered at the start of the flash-card experiment, established students’ initial reading abilities, while the posttest, similar in format to the pretest, measured their improvement after eight weeks of instruction All testing materials were sourced from the Centre’s test bank to ensure consistency and reliability.
The pretest and posttest consisted of 20 questions that students answered to assess their progress Students scoring 3-4 were identified as emerging recipients, indicating initial proficiency Those scoring between 5 and 6 were classified as developing recipients, demonstrating moderate improvement Proficient recipients scored between 7 and 8, showing solid understanding, while advanced recipients scored above 9, reflecting high-level mastery This scoring system effectively measures students' learning progression and skill development.
A survey questionnaire is an effective tool for collecting data based on language scales and understanding respondents’ views (Brown, 2001) It is particularly useful for investigating students’ perspectives and challenges related to classroom activities (Dửrnyei, 2003) Therefore, this study employed a questionnaire to explore students’ difficulties in learning English, as well as their hopes and expectations.
The questionnaire was developed in Vietnamese to accommodate students' limited English proficiency, ensuring they could understand and respond accurately without language barriers Using their native language allowed students to express their thoughts more clearly and comprehensively, leading to more reliable and valid responses This approach improves the quality of data collected by reducing reading and language difficulties during the survey process.
The questionnaire comprised five statements designed to assess students’ perceptions and attitudes toward flashcard reading activities, as well as the impact of these activities on their learning (see Appendix 2) A Likert scale was employed for the closed-ended questions, enabling easy quantification and analysis of student responses Students were asked to rate each statement on a 3-point scale—‘Disagree,’ ‘Neither agree nor disagree,’ and ‘Agree’—which were coded to reflect varying levels of agreement.
Interviews are used to gather data in particular categories There is a reciprocal relationship between interview and the questionnaire (Cohen et al.,
2000) In addition, Brown (2001) claims that interviews make the respondents more involved and motivated, and are better than questionnaires in handling more difficult and open-ended questions
This study utilized individual semi-structured interviews to gather in-depth insights into students’ perceptions of using flashcards in reading activities, ensuring confidentiality and detailed responses Although these interviews are time-consuming, they are effective for exploring personal opinions and cognitive processes Six students were selected—representing high, low, and average reading scores—to participate, with interviews conducted in Vietnamese to facilitate open and comprehensive expression Each interview lasted approximately four to five minutes, providing valuable qualitative data for the research.
The interviews focused on three key questions: first, assessing students' interest in using flashcards during reading activities and understanding their reasons; second, exploring students’ perceptions and attitudes towards incorporating flashcards into reading tasks; and third, gathering students’ suggestions and recommendations for enhancing the effectiveness of flashcards in reading activities The process of designing and conducting these interviews is detailed below to provide context for the study’s findings.
- Designing interview questions and interview sheet
- Inviting six students for individual interviews
- Organizing individual interviews with six students
- Listening intentionally and taking notes carefully
- Categorizing and analyzing the data collection
Data analysis
The study analyzed pre- and post-test data quantitatively to assess students’ reading comprehension progress Reading scores were calculated by totaling correct answers across two passages, with each correct response earning one point, resulting in scores ranging from 0 to 10 A paired sample t-test was conducted to determine significant differences between pre-test and post-test results, providing valuable insights into students’ reading improvement. -Boost your article's impact with precise, SEO-friendly summaries—[Learn more](https://pollinations.ai/redirect/2699274)
Descriptive data analysis was utilized to interpret questionnaire responses by numerically coding answers and providing clear characterization of respondents' data (Brown, 2001) The study primarily employed frequencies and percentages to analyze the data, offering a straightforward understanding of response distributions Additionally, interview data, which encompass diverse ideas and opinions, required synthesis to transition from specific insights to broader generalizations, ensuring a comprehensive understanding of the qualitative inputs.
This chapter outlines the essential steps for conducting action research, including preliminary investigation, action planning, implementation, observation, and reflection Key data collection instruments used are tests, questionnaires, and semi-structured interviews, ensuring a comprehensive approach The study focuses on teaching and learning English reading comprehension using flashcards at an English center in Dong Anh district, following the described research methodology The subsequent chapter presents detailed data analysis, major findings, and discussions based on the collected data.
FINDING AND DISCUSSION
Preliminary investigation
4.1.1 The results from classroom observation
The aim of classroom observation was to know the teaching and learning process of reading comprehension directly before implementing the action research
During reading activities, the teacher used an observation sheet and appeared to dominate classroom interactions, leading to passive student participation Instead of actively engaging in reading exercises, students remained silent and only responded when directly asked, often copying correct answers written on the board If students struggled to understand the reading tasks, they could ask the teacher for clarification This traditional, teacher-centered approach to reading lessons resulted in student boredom and a gradual loss of interest and motivation to develop their reading skills.
During vocabulary instruction related to reading texts, students were encouraged to guess word meanings and create sentences, promoting active engagement However, many students relied heavily on dictionaries or waited for the teacher’s explanations, which led to decreased student participation and reduced enthusiasm for learning new vocabulary.
Students often spend more time on reading exercises because unfamiliar words cause frequent pauses, highlighting the need for improved vocabulary knowledge and effective reading strategies Weak students may lose interest, engaging in unrelated activities or waiting passively for teacher feedback, which impacts their overall reading development Implementing targeted vocabulary instruction and teaching active reading strategies can enhance students’ reading efficiency and engagement.
The teacher provided additional support to weaker students whose language proficiency was below emerging level, addressing their confusion, anxiety, and shyness during reading activities These students required ample time and practice to improve their reading skills Through her observations, the teacher identified specific reading difficulties and offered targeted assistance to help students overcome these challenges While overall student learning skills and readiness were good, they needed further development in reading, emphasizing the importance of focused efforts to enhance their reading abilities.
Based on classroom observations, it was found that most students lack effective reading strategies and have limited vocabulary skills, which hinder their comprehension Additionally, students demonstrated low motivation during reading lessons, impacting their overall learning progress Improving these areas is essential to enhance students' reading abilities and foster a more engaging learning environment.
4.1.2 The results from pre-elimination test
Pre-elimination test (pretest) was administered before doing the action research project The pretest in this study had a purpose of investigating the students’ achievement on reading comprehension.
The teacher researcher graded students’ test papers using a reading comprehension rubric, awarding 0.5 points for each correct answer, with scores ranging from 0 to a maximum of 10 points To evaluate the effectiveness of flashcards in enhancing students’ reading comprehension, the researcher applied mathematical and statistical analyses to the collected scores.
From the students’ scores in the pretest, the researcher could calculate the number of the students who pass the passing score of 6.0 points as Developing level (see Table 4.1)
Table 4.1 Number of students with passing scores of the pretest
Criteria Number of students Presentation
Based on the data, only one student achieved the Proficient level of reading comprehension with a score of 8.5, indicating a high level of understanding Unfortunately, two students fell into the Emerging level, with scores of 4.0 and 4.5, suggesting the need for additional support Overall, 33.3% of students scored above the passing grade of 6.0, highlighting that fewer than half of the students met the expected proficiency The teacher researcher aimed for at least 50% of students to pass the passing grade, but the current results indicate this target has not been achieved.
Based on class observations and pretest results, the teacher researcher recognized that 3rd-grade students at an English Centre in Dong Anh district face challenges in developing reading skills, primarily due to limited vocabulary and low motivation The investigation revealed that traditional teaching methods were ineffective and failed to engage students in reading activities To address these issues, the teacher researcher proposed implementing a flashcard matching strategy as an engaging and suitable teaching technique to improve reading comprehension An action plan was designed to incorporate flashcard matching activities into reading lessons, aiming to enhance students' reading skills and gather their feedback on the effectiveness of this strategy The upcoming discussion will present the research findings from the implementation of this approach, highlighting its impact on students' reading abilities and attitudes toward learning English.
Research findings and discussion from action implementation
4.2.1 Improvement in the students’ reading comprehension
A paired samples t-test revealed that medium proficiency students' mean scores significantly increased following the implementation of the flashcard strategy The analysis demonstrated a notable improvement in reading comprehension performance from the pre-test to the post-test, indicating the effectiveness of the flashcard method in enhancing students' test scores These findings suggest that incorporating flashcards into reading activities can significantly boost comprehension skills among medium proficiency learners.
After completing the posttest, the teacher and her colleague collected and marked the test papers to ensure reliability and reduce subjectivity The results revealed significant improvements in students' reading comprehension scores from pretest to posttest, indicating substantial progress during their learning process For detailed scores, see Appendix 4 The comparison of the test mean scores is summarized in Table 4.2, highlighting the effectiveness of the instructional intervention.
Table 4.2 Results of the pretest and posttest mean scores
N Mean Std Deviation Std Error Mean
The analysis of Table 4.2 indicates a statistically significant improvement in reading comprehension scores, with the pretest mean score of 6.10 increasing to a posttest mean score of 7.46 This significant difference highlights the effectiveness of the intervention or instructional methods used, demonstrating measurable progress in students' reading comprehension skills.
The posttest results indicate significant improvement among students, with many reaching 60% or higher, demonstrating the effectiveness of the flashcard strategy Specifically, up to 13 out of 15 students scored between 7.0 and 9.0, reflecting Developing to Advanced levels, compared to only 5 students achieving these scores in the pretest Additionally, the pretest showed 6 students scored below 6.0, while the posttest had only one student with a score of 6.0, indicating enhanced understanding and participation in discussions due to the strategy.
Table 4.3 Distribution of the pretest and posttest scores
The study demonstrated that students showed significant improvement in reading comprehension from pre-test to post-test, as illustrated in Figure 4.1 The results in Tables 4.2 and 4.3 confirm that after an 8-week treatment, students made noticeable progress in developing their reading skills The findings revealed that the flashcard technique was more effective than other teaching methods during reading lessons This supports the hypothesis that incorporating flashcards into reading activities positively impacts third-grade students’ reading comprehension at an English center in Dong Anh.
The analysis shows a significant improvement in students' results from pretest to posttest, demonstrating the effectiveness of the flashcard strategy Specifically, the average score increased from 6.1 to 7.5 out of 10, indicating a remarkable boost in comprehension This percentage gain confirms that implementing flashcards significantly enhances students' reading comprehension skills at the English Centre in Dong Anh.
Figure 4.1 Differences between the pretest and posttest ranges of scores
Research shows that using flashcards significantly improves students' reading comprehension The intervention period demonstrated notable increases in test scores, indicating the effectiveness of flashcards as a learning strategy Comparing pretest and posttest results confirms that students’ reading skills improved substantially after being taught with flashcards This evidence suggests that incorporating flashcards can be a powerful method to enhance reading comprehension in students.
4.2.2 The students’ attitudes towards the flashcard strategy
Regarding the students’ attitudes towards the flashcard strategy and its usefulness, the data from the questionnaire and semi-structured interviews were analyzed below
The questionnaire collected data on students' reading preferences and their perceptions of how flashcards impact reading comprehension skills The primary aim was to understand students’ experiences and attitudes towards using flashcards as a learning tool Results indicated that students who favored engaging, visual learning methods reported improved reading comprehension when utilizing flashcards, highlighting their effectiveness in supporting reading skills This research underscores the importance of integrating flashcards into reading strategies to enhance students' comprehension abilities.
The study examined students' preferences for reading individually or collectively through pretest and posttest assessments The researcher recognized that reading is primarily a mental and psychological process, which significantly influences a child's reading comprehension Understanding these preferences is essential, as they play a crucial role in improving reading skills among school-age children.
This article presents students' opinions through a combination of quantitative and qualitative data Charts summarize the key quantitative findings from the questionnaire, providing clear visual insights into students' responses Additionally, selected quotations from semi-structured interviews are included to offer in-depth, qualitative perspectives that support and enrich the survey results This comprehensive approach ensures a well-rounded understanding of student perceptions, enhancing the article's credibility and engagement.
Statements Disagree Neither disagree nor agree Agree
Statement 1 I like learning with the flashcard strategy
The presentation format of the lessons and practice exercises with the flashcard strategy are appropriate
When I read with flashcards, I feel better to enhance my understanding of the texts
Statement 4 When I read with flashcards, I can learn and recall more words
After learning with the flashcard strategy, I am more interested in English reading
* Statement 1: I like learning with the flashcard strategy
Most students (73%) expressed a positive attitude towards using flashcards as a learning strategy, highlighting their overall effectiveness While a significant portion (20%) were unsure about their preference, a small minority (7%) disagreed, indicating they did not find flashcards to be a suitable learning method This suggests that the majority of students favor or are open to incorporating flashcards into their study routines for better retention and engagement.
Students responded positively to the semi-structured interviews, indicating they found the flashcard experience enjoyable and effective for learning They appreciated the program’s user-friendly interface and appealing design, which made learning fun and accessible The flashcards were valued for their ease of use, enabling students to easily complete reading tasks and practice exercises As one student noted, the flashcards' engaging and convenient format enhanced their overall learning experience.
Students find learning with flashcards engaging and enjoyable, as it makes the process feel less serious and more interactive Using cards allows for sentence-by-sentence and paragraph-by-paragraph comprehension, enhancing overall learning effectiveness Incorporating flashcards into study routines can boost retention and make learning more fun and accessible.
Some students expressed uncertainty about whether they liked using the flashcard strategy for learning, as they could not clearly articulate their opinions Despite this ambivalence, none of the students reported feeling bored when using the program As one student noted, their experience with the method was neutral rather than negative, indicating mixed or unclear perceptions of the effectiveness of the flashcard strategy.
(Student 3): “How to say… I er think it is good but it is something I can do and sometimes I think I cannot do Teaching in a new fashion…like this is something interesting”
* Statement 2: The presentation format of the lessons and practice exercises with the flashcard strategy are appropriate
The use of flashcards in reading lessons received highly positive feedback from students, with 73% agreeing that the presentation format was well-designed and effective for their learning Students highlighted that the flashcard-based lessons and practice exercises were easy and convenient to use, enhancing their study experience However, 27% of students expressed uncertainty regarding the appropriateness of the flashcard presentation, indicating some it may not suit all learners equally Overall, the majority of students found flashcards to be a beneficial and well-structured tool for reading practice.
Discussion
Before implementing the flashcard matching strategy in reading lessons, the teacher researcher assessed students’ reading comprehension proficiency Based on data collected from this preliminary investigation, an action research project was conducted using flashcards to enhance reading skills The interventions focused on students’ attitudes towards reading and their reading comprehension abilities, aiming to improve their overall reading performance.
The current study demonstrated that reading comprehension significantly improved when students utilized flashcards during their reading activities The findings indicated a consistent increase in understanding from the initial lesson to the final session, highlighting the effectiveness of using flashcards as a learning tool to boost reading skills and comprehension.
Research indicates that implementing the reading flashcard strategy significantly enhances students' reading performance and comprehension skills This approach helps students improve their vocabulary, develop reading abilities, and achieve notable gains in overall reading comprehension Since reading comprehension is a complex skill for many students, regular use of flashcards in the classroom provides essential support, making difficult texts more accessible As a result, students' understanding of passages improves meaningfully when incorporating flashcards into their reading practice.
The study demonstrates a strong positive correlation between the use of flashcard strategies and improved reading comprehension among students Results indicate that this method effectively enhances students’ understanding and fosters a greater interest in reading By measuring reading comprehension while accounting for individual differences, the research reveals significant progress from pretests to posttests These findings highlight the effectiveness of flashcard strategies in reading instruction for developing and increasing students’ reading comprehension skills.
Research indicates predominantly positive outcomes associated with reading engagement The survey revealed that students prefer spending their free time reading and favor using flashcards as an effective strategy to improve reading comprehension Whether as readers or listeners, students find flashcards helpful for enhancing their understanding and retention skills.
This chapter presents an action research study on the effectiveness of the flashcard matching strategy in improving college reconnaissance students' English speaking skills The results demonstrate that students' speaking abilities improved significantly through this method, confirming its effectiveness in teaching English speaking Student questionnaires revealed positive responses, indicating they enjoyed speaking lessons that incorporated role-play activities, which allowed them to express ideas more confidently and practice English actively Additionally, many students reported overcoming their fear of speaking due to increased practice time dedicated solely to speaking in the target language.