INTRODUCTION
Rationale
In recent years, Vietnam has embraced globalization, leading to English becoming a mandatory subject in junior high and high schools Since the early 1990s, significant changes in English language teaching have occurred, with numerous conferences and workshops aimed at enhancing teachers' methodologies Among the effective tools for these educational reforms, audio-visual aids (AVAs) are highly valued, as they make learning more engaging for both students and teachers This integration of audio-visual materials not only enhances information retention but also transforms teaching from a monotonous delivery of facts into a dynamic and inspiring form of communication.
Today, individuals learn English for diverse purposes, with effective communication being a primary goal A crucial element that aids students in achieving this is vocabulary As noted by Harmer (1991), even if students struggle to form complete grammatical sentences, having a sufficient vocabulary allows them to convey their messages successfully.
In language or skill lessons, vocabulary teaching typically occurs in the initial stage, where teachers pre-teach vocabulary to enhance comprehension This process usually takes five to seven minutes and can involve various elicitation techniques, including visuals, mime, realia, situational explanations, examples, synonyms, antonyms, and translation Once new vocabulary is presented, teachers can employ engaging techniques to reinforce learning, such as bingo, picture guessing, ordering tasks, slapping the board, memory games, and noughts and crosses To effectively conduct these activities, the use of audio-visual aids (AVAs) is essential (Nguyen Bang et al., 2003).
According to Harmer (1991), effective language teaching methodology should prioritize a comfortable and relaxing environment for students To enhance motivation in the classroom, it is essential to engage children in active and enjoyable activities, as they thrive on interesting and fun experiences during the language learning process.
In Vietnamese classrooms, most of teachers use the translation techniques into the mother tongue to explain the meaning of new vocabulary (Dao Ngoc Loc et al,
In 2008, the authors emphasize the importance of teaching vocabulary by focusing on form (pronunciation, spelling, grammar), meaning, and use They recommend various techniques such as utilizing pictures, realia, charts, posters, and incorporating mime and gestures to enhance vocabulary instruction.
In July 2009, Vietnam's Ministry of Education and Training released the book "Hướng dẫn thực hiện chuẩn kiến thức, kỹ năng," mandating that teachers design lesson plans based on its content For grades 6 and 7, vocabulary is predetermined, allowing teachers to focus on teaching methods rather than word selection Students in these grades attend three official classes per week, learning an average of 18 new words, which can be challenging for young learners to retain To enhance vocabulary retention, incorporating Active Visual Aids (AVAs) into lessons can be effective An ancient Chinese proverb emphasizes this approach: "Tell me, I forget Show me, I remember Involve me, I understand." Additionally, Scott & Yrreberg (1990) highlight that young learners thrive on physical engagement, as their understanding is rooted in sensory experiences.
Teaching English to grade 6 students is often perceived as easier than teaching higher grades, but it presents unique challenges Many grade 6 students are beginners, and if they find English too difficult initially, they may lose interest and struggle to progress To foster a positive learning experience, teachers must engage students from the start, making English interesting and accessible Building a strong foundation in vocabulary, grammar, and the four language skills is crucial for their success in future studies.
For the reasons mentioned above, the researcher decided to do a research entitled “AN ACTION RESEARCH ON THE USE OF AUDIO-VISUAL AIDS
IN TEACHING ENGLISH VOCABULARY IN GRADE 6 AT HAM NGHI JUNIOR HIGH SCHOOL – HUE CITY”.
Aims and scope
- To investigate the effectiveness of using AVAs in teaching vocabulary for grade 6 students
The researcher aims to explore the role of Audio-Visual Aids (AVAs) in enhancing English vocabulary instruction for grade 6 students With time constraints, the focus is not on an in-depth vocabulary teaching approach but on how AVAs can assist students in mastering spelling, pronunciation, and meaning These three aspects are crucial, as they contribute significantly to the challenges students face with certain words (Thornbury).
Young learners, such as Grade 6 students, often seek clarification from their teachers on word meanings and pronunciation in a foreign language As Camaron (2001) notes, students frequently ask their teachers to explain the meaning of a particular word or its equivalent in the target language According to Thornbury, at this stage, students are not expected to delve deeply into vocabulary aspects, but rather focus on remembering the spelling, pronunciation, and meaning of words.
According to (2002, p 3), “Learning is remembering.” However, the researcher lacks sufficient conditions to compare two grade 6 classes, leading to the decision to conduct action research solely within her own classroom.
Research questions
The study aims to find out the answers to the following questions:
1 What are grade 6 students‟ attitudes of learning English vocabulary?
2 What changes do grade 6 students expect to occur in studying English vocabulary with AVAs?
3 What results do the teacher and students obtain after making changes in English vocabulary lessons with AVAs?
4 What lessons can be drawn out from this action research project?
Research significance
This research aims to highlight the importance of using AVAs in vocabulary teaching and learning, ultimately enhancing the educational experience for both teachers and students It also provides an opportunity for the researcher to reflect on and refine her teaching methods, thereby improving overall teaching quality The findings may serve as a valuable resource for educators seeking to enhance their English vocabulary instruction through AVAs.
On the whole, this study could be beneficial to teachers, students, textbook designers and administrators as well as other researchers who work on related fields.
Organization of the study
The research consists of five chapters with the structure as follows:
Chapter 1 - Introduction - presents the rationale, aims and scope, research questions, research significance, and the organization of the study
Chapter 2 - Literature review - reviews a theoretical background of the subject matter It includes theoretical background of audio-visual aids and teaching vocabulary
Chapter 3 - Methodology - outlines the research methodology used in order to fulfill objectives of the research A brief description of participants in the study, data collection, data collection procedure, data analysis will be included in this chapter
Chapter 4 - Findings and Discussion - focuses on the findings of the study and discussion on what have been found
Chapter 5 – Conclusion, Implications and Suggestions for Further Research– consists of a summary of the key findings, the limitations of the research, several pedagogical recommendations regarding the problem, and suggestions for further studies.
LITERATURE REVIEW
Introduction
This section presents the theoretical foundation of Autonomous Vocabulary Acquisition (AVAs) and vocabulary instruction, including key definitions and relevant issues It also examines the current state of English teaching and learning at Ham Nghi Junior High School, alongside a review of recent research in the field.
Theoretical foundation of AVAs
2.2.1 Definitions of the term ‘audio-visual aids’
Audiovisual aids (AVAs) are defined as tools that educators use to enhance sensory experiences and facilitate learning According to Stevick (1983), AVAs enrich the images that students retain, while Richard et al (1992) categorize them as various audio and visual devices, including pictures, charts, flashcards, and media like radio, tape recorders, film, and television These aids play a crucial role in effective teaching and learning processes.
(2006) consider the resources and equipment that are available to use in the classroom, as well as the resources teachers can bring into the classroom are AVAs
Audio-visual aids (AVAs) are defined as educational tools that engage both sight and hearing, facilitating the teaching and learning process These aids enhance the educational experience by appealing to learners' visual and auditory senses, making them essential resources for teachers and students alike.
AVAs, or Audio-Visual Aids, can be defined in various ways, ranging from simple to complex, and their interpretation has evolved over time These aids serve both complementary and supplementary roles in education As technology advances, researchers, including Truong (1999), have refined the definitions of AVAs to enhance their relevance, with some opting to use the term "teaching aids" to describe them more accurately.
„audio-visual aids‟ in his definition as follows:
Teaching aids range from traditional tools like blackboards to modern technologies such as tape recorders, overhead projectors, slide and filmstrip projectors, language labs, VCRs, and computer-related devices.
AVAs, or Audio-Visual Aids, encompass various devices that support teaching and learning activities Essentially, they represent a category of methods specifically designed to enhance educational experiences.
Utilizing Audio-Visual Aids (AVAs) is an effective strategy for language teaching, as it incorporates real-life elements into the classroom setting AVAs come in various forms, and their classification varies among authors, with some categorizing them into two, three, four, or even five types Notably, several scholars, including Allen (1983), Wright & Haleem (1992), and Gairns & Redman (1995), identify three main categories of AVAs: visual aids, audio aids, and audio-visual aids.
Visual aids engage learners' sight and encompass tools such as blackboards, realia, pictures, charts, photographs, posters, maps, and textbooks In contrast, audio aids involve auditory elements, including radios and tape recorders Additionally, audio-visual aids (AVAs) combine both visual and auditory experiences, incorporating mediums like television programs, videos, motion pictures, and computers.
Teachers can enhance the teaching process through various types of Audio-Visual Aids (AVAs) This research focuses on a selection of commonly used AVAs, rather than exploring all available options.
The blackboard, regardless of its color—be it white, black, or green—remains a fundamental teaching tool in the classroom, as highlighted by authors such as Hubbard et al (1983), Doff (1988), Cross (1992), and Edge (1993) It is the oldest companion of educators and continues to be the most widely used visual aid today Teachers utilize the blackboard to emphasize key concepts, such as difficult words, phrase patterns, and grammar structures, enhancing lesson engagement and effectiveness This essential teaching aid not only captures students' attention but also contributes to a more dynamic and interactive learning environment.
In Third World countries, the blackboard remains the most affordable and accessible visual aid in classrooms, with the "Chalk and Talk" method proving to be highly effective for teaching In Vietnam, chalkboards are a staple in schools, typically fixed to interior walls, making their absence in a classroom quite rare While some classrooms feature whiteboards, which allow for the use of colored felt tip pens and offer a smoother, clearer writing surface, their usage is not as prevalent as that of chalkboards Whiteboards come in various types, including those designed for water-soluble ink and modern dry-erase boards that require special markers; using the incorrect pen can damage them Despite their advantages, such as ease of use and vibrant colors, chalkboards continue to dominate in Vietnamese educational settings.
Realia are discussed quite clearly in many course books As Hubbard et al
Realia, defined as real objects used in teaching, play a crucial role in presenting vocabulary and are a key component of the Direct Method (1983, p 331) According to Dawson (1984), realia includes both people and tangible items that provide valuable information, serving as effective alternatives to drawings Engaging with real objects enhances students' sensory experiences—sight, touch, taste, and hearing—thus fostering deeper learning These objects can be sourced from the classroom or brought in by teachers or students Doff (1995) highlights that realia are among the simplest visual aids to implement, requiring no special preparation They facilitate vocabulary acquisition and can prompt practice in language structures and situational development (Syed, 2004) Teachers can also enhance learning through gestures and movements, ensuring that real objects are appropriately sized for visibility Used effectively, realia can teach pronunciation, grammar, and vocabulary, often proving more impactful than pictures (Allen, 1983).
Teachers can enhance classroom learning by incorporating mime and gestures, particularly beneficial for beginners and mixed nationality classes where translation may not be feasible This technique, rooted in Total Physical Response, serves as an effective supplementary tool to clarify complex vocabulary and improve comprehension By using mime and gestures to illustrate verbs and concepts related to movement, educators can aid young students in better retaining vocabulary It is essential for teachers to use gestures that feel natural to them, rather than forcing specific ones (Gairns & Redman, 1995).
Gower et al (1995) highlight the effectiveness of mime and gestures in their handbook, stating that while it may appear frivolous, it is a powerful and memorable teaching tool (p 149) This approach is particularly beneficial for teaching low-level students, as it enhances understanding and retention Although teachers do not need to be professional actors, it is essential for them to practice these techniques beforehand to ensure successful implementation in the classroom.
A "picture" refers to a visual representation such as a painting or drawing that depicts a scene, person, or object It can also encompass photographs and descriptive language that create a mental image of something.
The saying “A picture is worth a thousand words” highlights how a single image can effectively convey complex ideas, emphasizing one of the primary objectives of visualization: the ability to quickly absorb large volumes of data.
Teaching vocabulary
Vocabulary is a crucial component in linguistics and language teaching, often highlighted in dedicated chapters of educational texts According to Ur (1991) in "A Course in Language Teaching," vocabulary encompasses "the words we teach in the foreign language" (p 60) The Oxford Advanced Learner’s Dictionary (1995) further defines vocabulary as the complete set of words that an individual knows and utilizes.
Thornbury (2006) emphasizes the importance of vocabulary in language learning in his book "How to Teach Vocabulary," distinguishing between receptive and productive vocabulary Receptive vocabulary refers to words we recognize in listening or reading, while productive vocabulary encompasses words we actively use in speaking or writing Typically, receptive vocabulary is larger than productive vocabulary, as it includes words we may understand partially without using them To achieve independent user status in reading, learners should aim for a receptive vocabulary of approximately 3,000 high-frequency words, while a productive vocabulary for speaking may require only about half that number.
Vocabulary learning is a key objective in many teaching programs, often introduced as preparation for listening or reading activities Teachers utilize various methods to teach lexical sets, including visual aids, demonstrations, contextual situations, texts, and dictionary exercises It is essential to address both the meanings and forms of vocabulary items, focusing on pronunciation and spelling in both spoken and written contexts.
2.3.2 The importance of vocabulary in teaching process and what needs to be taught
Historically, vocabulary learning received minimal focus in textbooks and language programs, often being left to develop incidentally While course curricula detailed aspects like grammar, reading, and speaking, they provided little guidance on vocabulary instruction Additionally, vocabulary teaching beyond elementary levels was largely incidental, presenting new words only as they emerged in reading or listening materials This indirect approach assumes that vocabulary growth will occur through practice in other language skills, a method that has been shown to be insufficient for effective vocabulary expansion.
Vocabulary teaching is increasingly recognized as an essential component of language education, requiring systematic and thoughtful integration into the curriculum Lewis (1993) posits that vocabulary should be central to language instruction, emphasizing that "language consists of grammaticalised lexis, not lexicalised grammar." Supporting this view, British linguist David Wilkins (1972, cited in Thornbury, 2002) asserts, "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed." He advises that focusing primarily on grammar limits English proficiency, while expanding one's vocabulary leads to significant improvement Gower et al (1995) further emphasize that vocabulary holds greater importance than grammar for effective communication, particularly for beginners who need to learn essential words to navigate the language.
Lightbown & Spada (2006) emphasize the critical role of vocabulary in effective communication, noting that while words may be misordered or poorly pronounced, the absence of the correct words can lead to breakdowns in communication Teaching vocabulary involves several key aspects, as highlighted by Gairns & Redman (1986) These include understanding the boundaries of conceptual meanings to differentiate similar words (e.g., cup vs mug), recognizing polysemy by distinguishing multiple related meanings of a word (e.g., head), and identifying homonymy where words have unrelated meanings (e.g., file) Additionally, learners must grasp homophony, which involves words that sound alike but differ in spelling and meaning (e.g., flour vs flower), and synonymy, where nuances in synonymous words (e.g., extend vs increase) are important Affective meaning relates to the emotional undertones of words, influenced by context and speaker attitude Other considerations include the style, register, and dialect variations, which affect formality and geographical differences, as well as translation awareness, particularly regarding false cognates Furthermore, understanding language chunks, such as multi-word verbs and idioms, is essential, along with mastering the grammar of vocabulary to form different word variations (e.g., sleep, slept, sleeping) and developing pronunciation skills for accurate speech reproduction.
Effective vocabulary teaching should extend beyond merely covering a set number of words; it requires employing techniques that deepen understanding of lexical items Additionally, educators must provide learners with opportunities to apply the vocabulary they have acquired and assist them in utilizing efficient written storage systems for better retention.
Ur (1991) presents a comprehensive approach to vocabulary teaching in the classroom, emphasizing the importance of several key components These include the forms of a word, which encompass pronunciation and spelling, as well as grammatical rules and collocations Furthermore, Ur highlights critical aspects of meaning, such as denotation, connotation, appropriateness, and the relationships between meanings He also identifies essential elements of meaning, including synonyms, antonyms, hyponyms, co-hyponyms, superordinates, and translation, which are vital for a thorough understanding of vocabulary.
Gower et al (1995) emphasize that teachers should consider the form, meaning, and use of new vocabulary when introducing it to students However, additional factors such as pronunciation, spelling, length, complexity, grammar, meaning, range, connotation, and idiomaticity also play a significant role in vocabulary acquisition (Thornbury, 2002) Understanding common mistakes learners make is crucial for improving teaching methodologies, particularly for those engaged in action research on vocabulary instruction Thornbury (2002) classifies these errors into two main categories: form-related errors, which include mis-selections, misformations, spelling, and pronunciation mistakes, and meaning-related errors, which arise from confusing words with similar meanings and making incorrect choices.
Teachers must understand key considerations for effective vocabulary instruction, emphasizing common mistakes students make By identifying these errors, educators can tailor their teaching strategies to enhance vocabulary acquisition and ensure successful learning outcomes.
2.3.3 Current approaches to teaching and learning vocabulary
Hunt & Beglar (1998) identify three key approaches to vocabulary teaching and learning: incidental learning, where vocabulary is acquired indirectly through activities like reading and listening; explicit instruction, which involves identifying essential words for learners, presenting them, and enhancing their understanding; and independent strategy development, focusing on skills such as inferring word meanings from context and effectively using dictionaries.
Oxford & Crookall (1990) suggest employing decontextualizing techniques like memorizing word lists and using flashcards for effective learning Additionally, adopting an indirect approach allows for the use of contextualizing techniques, including reading, listening, speaking, and writing practice.
The debate over the effectiveness of direct versus indirect approaches to vocabulary teaching remains unresolved, with studies yielding mixed results and no consensus on which method is superior Nation (1994) advocates for a systematic approach to vocabulary instruction, emphasizing its necessity in language courses and highlighting the limitations of incidental learning, particularly for L2 learners who struggle with vocabulary acquisition through reading Similarly, Read (2004) acknowledges that while incidental vocabulary knowledge is gained during language activities, a more direct and structured study of vocabulary is essential for effective learning.
In his 1990 book, McCarthy highlights the importance of learner autonomy, suggesting that individuals can create their own unique learning styles for vocabulary acquisition, particularly in the areas of memorization and retention of new words.
2.3.4 The role of AVAs in teaching vocabulary
For language learners, forgetting vocabulary is an inevitable part of the learning process, as memory operates through three systems: short-term store, working memory, and long-term memory Initially, new words are held in short-term memory for a few seconds before moving to working memory for about twenty seconds, where they undergo various cognitive tasks The challenge lies in transferring these words into long-term memory, which requires adherence to principles identified by Thornbury (2002), such as repetition, retrieval, and cognitive depth Forgetting occurs rapidly at first but slows over time, and as Scrivener (1994) emphasizes, effective remembering involves more than just listing words; it encompasses deeper cognitive engagement and personal connection to the material.
Current english teaching and learning at Ham Nghi JHS
Ham Nghi Junior High School, located in Hue City, was re-established in 2005 and uniquely offers classes both in the morning and afternoon Students attend school from Monday to Friday, reserving Saturday for outdoor activities The morning schedule includes four classes from 7:00 a.m to 10:30 a.m., followed by another four classes in the afternoon from 1:30 p.m to 4:55 p.m.
Since its establishment in 2005, this school has demonstrated a strong commitment to integrity and academic excellence Students consistently excel in annual competitions organized by the Bureau of Education of Hue City, with gifted English students achieving top rankings from 1 to 5 since 2006 Despite these accomplishments, the challenge of a significant number of students receiving grades below 5 points in English at the end of the academic year remains a concern.
Students have two to three English classes each week in the morning, following the curriculum outlined in the book “Hướng dẫn thực hiện chuẩn kiến thức, kỹ năng.” In the afternoon, they attend two additional periods where teachers assist them in reviewing previous lessons and completing extra exercises.
Ham Nghi Junior High School prioritizes English as a key subject, continually enhancing the conditions for teaching and learning The school is equipped with a computer room featuring 20 internet-connected computers, along with two CD players and various compact discs English teachers are encouraged to utilize audio-visual aids and create their own visual materials, such as pictures, charts, and posters However, the demands of their schedules often prevent them from preparing these resources regularly, leading to a reliance on teaching equipment primarily during class observations conducted by other schools.
The current availability of only two CD players is insufficient for the needs of music, English, and Young & Youth organization teachers Additionally, some educators hesitate to utilize the computer room due to a lack of experience or concerns about safeguarding the equipment from potential damage by students.
Related research
Historically, vocabulary teaching received minimal emphasis in second language programs, often relegated to incidental attention in textbooks, while grammar, reading, and speaking were prioritized As noted by Richards (1976), vocabulary instruction has not garnered the same interest as other language teaching aspects, such as grammatical competence and writing Recently, however, there has been a resurgence of interest in vocabulary's significance in language acquisition The concept of a word has expanded to encompass lexical phrases and routines, which are now recognized as crucial for communication in the early stages of learning Furthermore, the availability of lexical corpora allows applied linguists to analyze extensive language samples, revealing how words are utilized by both native speakers and second language learners This research has illuminated common collocation patterns, word formation, metaphors, and lexical phrases that contribute to a speaker's lexical competence, underscoring the importance of vocabulary in language teaching and learning.
In his 2008 article, Johari proposed that teachers can enhance students' vocabulary by engaging them in the creation of a tourist brochure This activity not only aids in vocabulary development but also improves writing skills as students showcase resorts in their country The outcome of this approach has shown significant progress and achievement among learners, highlighting the effectiveness of creative assignments in language education.
Researchers have shown a keen interest in addressing lexical challenges through the creation of engaging vocabulary games and activities Shaptoshvili (2002) identified nine innovative games designed to enhance vocabulary practice for learners, arguing that these games can transform classroom vocabulary study into a more enjoyable and fulfilling experience His recommendations include games suitable for both whole-class participation and those designed for pairs or small groups.
In the same vein, vocabulary is proved to be learned effectively with games though an action research of Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga
In 2003, researchers implemented games in their classrooms and conducted observations and interviews to assess their impact on vocabulary learning They concluded that games enhance vocabulary retention by providing a fun and relaxed environment, promote friendly competition to maintain student interest, and introduce real-world contexts that improve communicative English skills Similarly, Folse (2008) introduced six vocabulary activities designed to engage students with key vocabulary and its meanings, encouraging them to become proactive learners of new words.
Researchers are examining various lexical issues, including pronunciation, spelling, meaning, and usage Deshayes (2005) identified specific pronunciation challenges for Vietnamese learners, such as fricatives, releasing sounds, the "Th" sound, consonant clusters, and word stress, and proposed effective solutions for each issue Additionally, Dang Minh Duc (2000) investigated seven prevalent difficulties encountered in assisting Vietnamese students with English pronunciation.
Vietnamese students face seven key pronunciation challenges, including the English alphabet, sounds without equivalents, unvoiced explosive endings, linking, word stress, pronunciation changes, intonation, and homophones These difficulties primarily manifest in the pronunciation of specific words.
Teaching vocabulary is crucial not only for students but also for English teacher trainees, as highlighted by Cohen (2003) This is particularly important in non-English speaking countries, where teachers are often non-native speakers To effectively educate their students, these teachers must enhance their vocabulary and develop their rhetorical skills.
During the pre-lesson stage, teachers often encounter challenges, particularly with audiovisual aids (Le Thi Anh Phuong, 2004) A common issue is the frequent reliance on pictures, which, while easy to prepare and effective, can lead to problems such as inadequate image size, improper display methods, and limited viewing time To enhance student motivation and facilitate meaningful language practice, it is recommended that teachers diversify their use of audiovisual aids.
In 2004, Ngo Thi Bich Ngoc from Hue College of Foreign Languages conducted an M.A thesis titled “Possibilities of Using AVAs to Support Teaching and Learning ESP Lessons in Cultivation at Hue College of Agriculture & Forestry.” Her research highlighted the necessity of incorporating Audio-Visual Aids (AVAs) in English for Specific Purposes (ESP) classes, as they enhance student motivation and make lessons more engaging However, she noted that the time-consuming nature of implementing AVAs poses challenges for language teaching Despite some limitations in her study, it significantly raised teachers' awareness of the benefits of using AVAs in English instruction.
In conclusion, recent studies highlight significant changes in language teaching, particularly regarding the importance of vocabulary instruction Researchers are increasingly recognizing the critical role of vocabulary and audio-visual aids (AVAs) in enhancing English teaching and learning While much of the existing research separates vocabulary instruction from the broader context of teaching skills or grammar, there remains a scarcity of studies focused on the use of AVAs specifically for teaching vocabulary to young learners, particularly in the realm of action research Thus, conducting action research on the implementation of AVAs in vocabulary instruction for young learners is essential.
Chapter summary
This chapter outlines the theoretical foundation of Audio-Visual Aids (AVAs) and vocabulary, emphasizing their significant role in vocabulary instruction and acquisition It reviews relevant studies that explore the integration of AVAs in language classrooms, highlighting their effectiveness in teaching vocabulary Furthermore, the chapter identifies a notable gap in the existing literature, particularly the scarcity of action research focused on the application of AVAs in vocabulary teaching for sixth-grade students.
METHODOLOGY
Introduction
This section details the research instruments utilized for data collection to address the four research questions outlined in Chapter 1 It provides a concise overview of the research approach, the study participants, the methods of data collection, and the techniques employed for data analysis.
Research approach
To effectively address the four research questions, the researcher opted for action research as the primary research approach Action research is defined in various ways, with O'Brien (1998) providing a concise definition that encapsulates its essence.
Action research seeks to address the immediate concerns of individuals facing problematic situations while advancing social science objectives This approach involves a dual commitment: studying a system and collaborating with its members to facilitate positive change Achieving this goal necessitates active collaboration between the researcher and the client, highlighting co-learning as a fundamental component of the research process.
Action research, as defined by O'Brien (1998), can be understood as “learning by doing,” where a group identifies a problem, takes action to resolve it, evaluates the success of their efforts, and, if necessary, makes further attempts According to Ferrance (2000, p 9), the process involves five distinct phases of inquiry, as illustrated in Figure 3.1.
2 Collection and organization of data
Participants
In the academic year 2010-2011, I was assigned to teach three classes in grade
9 and only one class in grade 6 at Ham Nghi Junior High School The time in classes I taught is described in the table below:
Monday Tuesday Wednesday Thursday Friday Morning
The action research study was conducted in a grade 6 class at Ham Nghi Junior High School, involving 38 top-performing students from class 6-1 These students were selected based on their performance in a rigorous entrance exam that assessed their skills in mathematics, literature, and English, indicating that they all had prior English education before joining Ham Nghi JHS.
Leaders of Ham Nghi Junior High School expressed significant interest in the teaching and learning quality of Class 6-1, which is one of the two classrooms outfitted with new furniture, including tables and chairs, as well as modern technology such as a 42-inch LCD screen, a CPU, a keyboard, and a mouse.
Figure 3.2: Class seating and facilities
After the first semester, students of class 6 1 obtained the following results in English:
Table 3.2: Students’ results in the first semester
Data collection
I investigated my own class in one semester
The main research methods used in this study are questionnaires and on-going in-depth student interviews, teacher‟s and students‟ diaries, testing and checking activities
According to Bell (1993), questionnaires offer an efficient and cost-effective method for gathering specific information, provided that respondents are disciplined enough to disregard any questions that do not pertain to the primary objective.
To identify the challenges students face in learning English vocabulary, I utilized questionnaires My goal was to uncover their suggestions for improving the classroom environment to enhance vocabulary acquisition, as well as their expectations regarding the use of audio-visual aids in my teaching methods.
The questionnaires were distributed during the afternoon to avoid interfering with morning classes, ensuring a smooth process To facilitate comfortable expression of opinions, the questions were crafted in Vietnamese I was present alongside the students to provide explanations as needed, striving to achieve a 100% response rate.
In the final week of the first semester, students received a questionnaire consisting of fifteen close-ended questions designed to assess their perceptions of learning English vocabulary, identify challenges they face in vocabulary acquisition, and gather insights on their expectations for using audio-visual aids in vocabulary learning.
I tried to analyze the data from the questionnaires and desired to start my action research right at the first week of the second semester
In week 6 of the second semester, following a 45-minute test and correction period, students received the second set of questionnaires, as they had not learned new lessons that week and had additional practice time This timing was ideal for administering the questionnaires, which featured both closed and open-ended questions The primary goal was to assess improvements in vocabulary teaching and learning, while also identifying persistent challenges students faced and gathering their expectations for enhancing vocabulary instruction.
In the twelfth week of the second semester, the third set of questionnaires was distributed to students to assess improvements and identify any unresolved issues.
Interviews serve as a valuable data collection method due to their adaptability, allowing skilled interviewers to explore ideas and emotions that questionnaires cannot capture (Bell, 1993) Wallace (1998) notes that interviews resemble conversations, facilitating deeper insights In my study, I conducted in-depth interviews with six students—two from each performance group (good, average, and weak)—to validate questionnaire findings and clarify their thoughts Each interview lasted between fifteen to twenty minutes and was recorded for accuracy.
After collecting the first set of questionnaires, I employed in-depth interviews (see appendix 1b) to reaffirm the results collected from questionnaires
Similarly, the other two different in-depth interviews were conducted along with the second and third set of questionnaires
During five-minute breaks between classes, I engaged in friendly conversations with students, which fostered a more relaxed atmosphere After each lesson, I noted 5 to 7 new vocabulary words and collaborated with them to create checking activities for upcoming sessions Additionally, my choice to forgo using a recorder made students feel more at ease, strengthening our relationship and encouraging open communication.
Grade 6 students were the newcomers of a junior high school Everything was very strange to them Teachers and friends were new, too I knew that it was not easy for them to talk to teachers what they thought at the first time Therefore, I would like to discover what students thought about English teaching and learning through diaries They would be more comfortable with writing than talking
Understanding the significance and advantages of diary writing, I engaged eight voluntary students of varying levels, both male and female, to consistently write diaries in Vietnamese throughout the first semester of the academic year.
In a small pilot study aimed at helping students acclimate to diary writing before my official action research began, I expressed my gratitude to the eight volunteers and encouraged them to write with care and enthusiasm Prior to starting, I provided clear instructions, asking them to reflect on their learning experiences, feelings about each lesson, and suggestions for improvement after every English class I also emphasized the importance of noting the use of audio-visual aids during lessons After two weeks, I collected the diaries, offered constructive feedback, and adjusted their writing approaches Some students focused more on describing the weather or complimenting my appearance rather than expressing their thoughts on the lessons In these cases, I acknowledged their cooperation and provided friendly guidance, reiterating my initial instructions to help them stay on track.
After implementing a diary writing pilot for one semester, I encouraged all students to maintain their own diaries to enhance their English vocabulary I emphasized the significance of this research in improving their language skills and employed various strategies to motivate them To ensure retention of newly learned vocabulary, I advised students to write about their lessons promptly after class.
Maintaining a diary throughout the semester allowed me to document valuable insights from my teaching experiences, which proved essential for planning future lessons I recorded the audio-visual aids utilized for vocabulary instruction, my reflections on teaching performance, encountered challenges, and strategies implemented to address these issues in subsequent lessons.
3.4.4 Testing, immediate feedback and checking activities
In my action research on vocabulary learning in Tieng Anh 6, I designed and administered vocabulary tests at the beginning or end of class periods to assess student progress Over the course of five units, I conducted an average of two tests per unit, which provided valuable feedback for both students and myself This testing approach not only reinforced the importance of vocabulary learning but also encouraged students to develop a consistent study habit By testing previously covered vocabulary at the start of each lesson, I motivated students to review and prepare effectively Prompt feedback after each test highlighted their strengths and weaknesses, fostering a supportive environment that built their confidence without negative criticism.
To enhance student engagement and streamline feedback collection, I replaced the traditional diary writing with immediate feedback forms After each class, students filled out short feedback sheets instead of lengthy diaries, which helped prevent feelings of fatigue and boredom This approach allowed me to quickly assess their responses and plan subsequent lessons more effectively without the delay of collecting diaries.
Data analysis
The data collected from the questionnaires for teachers and students were analyzed both quantitatively and qualitatively However, qualitative approach is primary
The data are also collected from the interviews with students, students‟ feedbacks and diaries, testing, teacher‟s diary.
Summary
In conclusion, data collection involved a combination of questionnaires, interviews, diaries, immediate feedback, and testing Questionnaires provided in-depth information, while interviews followed the initial analysis of these questionnaires to extract valuable insights Regular immediate feedback and vocabulary tests were administered to students throughout the action research, complementing the data obtained from questionnaires, interviews, and diaries This systematic approach ensured the achievement of reliable and meaningful results.