INTRODUCTION
Rationale
English is a dominant global language, facilitating international communication and bridging knowledge gaps in areas like diplomacy, trade, technology, and medicine Its significance in national development has led to a growing popularity of English education worldwide, particularly in Vietnam, where the demand for English as a foreign language is on the rise.
English is a mandatory subject in schools worldwide, especially in Vietnam, due to its significance and high demand As a result, the age of English language learners has decreased, with instruction now available for children of all ages, starting from kindergartens and primary schools.
All students are instructed in English to develop the four essential language skills: listening, speaking, reading, and writing The primary objective of contemporary English teaching is to enhance learners' communicative competence According to Nunan (1989), Communicative Language Teaching (CLT) perceives language as a means of expressing meaning, emphasizing the importance of engaging in oral communication and meaningful tasks within context The hallmark of CLT is its focus on learning to communicate through interaction in the target language, making communicative proficiency the ultimate goal of the teaching and learning process Consequently, after a designated period of English study, learners are expected to successfully listen and speak English at specified levels.
Teaching English to young learners presents unique challenges compared to teaching secondary and adult learners, primarily due to the distinct characteristics and learning styles of children Young learners often lack awareness of their learning objectives and may struggle with attention spans, as noted by Scott and Ytreber (1998) Therefore, it is essential for teachers to present the target language in a creative and accessible manner, utilizing authentic materials and meaningful contexts to enhance engagement To foster language skills effectively, primary English teachers must design interesting activities that encourage full participation and facilitate measurable achievements in the learning process.
Brainstorming, a technique introduced by Osborn in 1942, is an effective strategy for teaching English that involves spontaneously generating ideas to solve specific problems This method is integral to language skill lessons and is often paired with activities like mind-mapping and free-association, typically used in warm-up exercises or as a prelude to skill lessons According to Richard (1990), the advantages of incorporating brainstorming in English teaching include activating students' thoughts, encouraging quick and logical thinking, clarifying learning objectives, and enhancing student engagement and interest in lessons.
The growing necessity and popularity of brainstorming activities in communicative language teaching have sparked numerous empirical studies focused on their effectiveness These studies have established a solid foundation for optimizing brainstorming as an efficient teaching tool while addressing its limitations (Osborn, 1942; Taylor, Berry & Block, 1958; Richard, 1990; Dennis et al., 1996; Ibinian, 2011; Manouchehry et al., 2014).
This study investigates the use of brainstorming activities in English classes at primary schools in Hue City, Vietnam, addressing a gap in research focused on young learners While previous studies have primarily examined the impact of brainstorming on speaking and writing skills among secondary students and adults, their findings may not be applicable to the unique educational context of Hue City Consequently, this research aims to explore effective strategies for enhancing English language learning among younger students in this region.
Research aims
1) find out English teachers’ perceptions of the use of brainstorming activities in English classes to teach English to young learners
2) gain more insight into how brainstorming activities are used by English teachers to teach English to young learners
3) give some suggestions for more effective use of brainstorming activities to promote young learners’ English learning.
Research questions
As far as the aims of this research are concerned, the following research questions are assumed in this study
Question 1: What are EFL teachers’ perceptions of the use of brainstorming activities in teaching English to primary students?
Question 2: How are brainstorming activities used in primary English classes?
Question 3: What difficulties do teachers face in using brainstorming activities in teaching English to primary students?
Research significance
This study enhances the existing literature on using brainstorming as a tool for teaching English to young learners by exploring teachers' perceptions of its benefits It identifies common classroom brainstorming activities and examines their application in primary English classes Moreover, the study highlights the challenges teachers face when implementing brainstorming techniques and offers practical solutions to address these issues, ultimately raising awareness among English educators.
Research scope
This research investigates primary English teachers' perceptions of using brainstorming activities to enhance English learning among young learners It highlights effective brainstorming techniques and offers suggestions for teachers to address challenges in implementing these activities Data will be gathered from English teachers in various primary schools located in Hue City, Vietnam.
Structure of the research
This thesis consists of five chapters as follows:
Chapter 1: Introduction – introduces the background, the rationale, the aims, the research questions, the scope, and the significance, the structure of the thesis
Chapter 2: Literature Review – provides key definitions and concepts related to this study and presents previous research projects related to the topic
Chapter 3: Research Methodology – points out the information related to the methods used in the research such as methodology, participants, and procedures of data collection
Chapter 4: Findings and Discussion – reports and analyzes the results of the investigation
Chapter 5: Conclusion – summarizes the results of the study and gives some implications for teachers and future researchers.
LITERATURE REVIEW
Introduction
This chapter provides a comprehensive review of relevant materials for the research, beginning with the theoretical background of brainstorming, including its definitions, rules, benefits, challenges, types of classroom management, and examples of brainstorming activities It then explores the characteristics and definitions of young learners (YLs) and discusses the context of teaching English in Vietnam Additionally, it highlights previous studies on brainstorming activities both internationally and specifically within Vietnam The chapter concludes by identifying gaps in the existing literature.
Theoretical background on brainstorming
Brainstorming, a term coined by Alex Osborn in 1939, refers to a collaborative method for generating creative solutions to problems Osborn described it as a process where participants, or "stormers," collectively tackle objectives with audacity This concept has gained significant traction across various fields, leading to numerous definitions from dictionaries and researchers Both the Longman Dictionary of Contemporary English and the Oxford Advanced Learner's Dictionary define brainstorming as a meeting where a group generates a multitude of ideas to address problems Similarly, the Macmillan Online Dictionary describes it as a method for developing new ideas through group discussion, emphasizing the importance of collaboration in idea generation Overall, brainstorming is recognized as an effective approach for groups to create and refine innovative concepts.
Recent studies have expanded the definition of brainstorming, highlighting that it can be conducted by both individuals and groups to generate ideas aimed at solving problems (Jain, 2010; Wilson, 2013) This perspective aligns with Jain's viewpoint, emphasizing the versatility and collaborative nature of brainstorming in the problem-solving process.
Brainstorming is a technique that allows individuals or groups to generate a comprehensive list of ideas on a specific topic without any initial judgment or discussion about those ideas According to Alman (2000), this method enables the recording of numerous thoughts freely, while Claxton (2008) emphasizes that it combines various perspectives, highlighting the importance of idea generation in a non-critical environment.
Since its introduction, "brainstorming" has become a popular technique across various fields, especially in language education In the language classroom, brainstorming is typically a collaborative process where a teacher or students introduce a topic, and students generate related ideas while these contributions are recorded by the teacher or peers (Gebhard, 2000).
Brainstorming is a valuable technique utilized by individuals and groups to generate a wide range of ideas based on their existing knowledge of a particular topic.
A brainstorming session serves as a valuable tool for generating a variety of ideas or solutions to specific problems It typically involves defining the topic and motivating participants to contribute relevant thoughts To ensure an effective brainstorming experience, it is essential to establish ground rules at the outset According to Osborn (1939), and further supported by other researchers (Quarte, 2008), there are four key ground rules that can lead to a successful brainstorming session.
Brainstorming emphasizes generating a high volume of ideas, with the belief that more creativity leads to better solutions Contrary to the "quality over quantity" principle, Houston (2006) recommends starting with a clear topic or problem statement and focusing on idea generation without immediate evaluation Bartle (2007) suggests that facilitators can enhance participation by posing related questions Jain (2010) concludes that this approach can uncover radical and effective solutions to problems.
Brainstorming is a creative process focused on generating diverse ideas without criticism or evaluation, as emphasized by Jain (2010), who states that all criticisms are to be avoided to facilitate idea collection Houston (2006) reinforces this principle by suggesting that feedback should only occur after the brainstorming session concludes Additionally, Scannell and Mulvilhill (2012) highlight that this approach helps participants maintain a calm and open mindset while contributing their ideas.
The foundational rules of brainstorming prioritize the quantity of ideas while fostering an environment where unconventional thoughts are embraced Echoing Osborn's (1939) principles, Houston (2006) emphasizes the importance of encouraging wild and outlandish ideas during brainstorming sessions Furthermore, Jain (2010) and Scannell and Mulvilhill (2012) assert that seemingly unusual or unexpected ideas can often lead to effective solutions for the problems at hand.
2.2.2.4 Building on each other’s ideas
An individual's idea can inspire another, leading to enhanced creativity Jain (2010) emphasizes that effective brainstorming relies not just on generating ideas, but also on combining them This collaborative approach fosters the emergence of innovative and exceptional concepts.
In summary, the four fundamental rules of brainstorming emphasize the importance of gathering a wide array of responses, no matter how unconventional, while encouraging the fusion of ideas and discouraging criticism This approach ensures that participants can enjoy the process and unleash their creativity, as these guidelines serve as a framework for a productive and successful brainstorming session.
2.2.3 The roles of brainstorming activities
Brainstorming has been applied in all aspects and particularly in language teaching The reasons why brainstorming is beneficial for both teachers and students will be discussed in this section
Brainstorming is crucial for fostering idea generation among participants within a limited timeframe (Cullen, 1998) Additionally, it provides teachers with the chance to present an issue and invite students to propose numerous potential solutions, thereby enhancing ideational fluency (DeHaan, 2009).
Brainstorming in small groups is a valuable activity for fostering innovative thinking, as highlighted by Lenskil and Lewis (2008) This aligns with Sayed's (2009) assertion that such activities motivate students to discover creative solutions to problems Additionally, brainstorming enhances cohesion among students, strengthens relationships, and improves their ability to resolve conflicts by evaluating diverse perspectives.
Brainstorming is a valuable strategy in the English classroom, as it allows students to actively create and organize their existing knowledge, according to Rubin (1975) Although students possess a wealth of vocabulary and grammar structures, this knowledge often remains passive and unutilized in real contexts Gerald (2009) supports this idea, noting that brainstorming enables students to leverage their background knowledge to generate ideas Essentially, brainstorming serves as a bridge between students' prior knowledge and new learning opportunities.
Brainstorming activities offer significant benefits, as highlighted by Bartle (2007) and Buzan (2013), who note their adaptability across various situations and topics These idea generation techniques are advantageous due to their ability to be initiated quickly, requiring minimal preparation and practice, while still yielding unexpected ideas and solutions (Friedlander, 2013).
Theoretical background on young learners
Young learners, as defined by Cameron (2001), are individuals under 14 years of age, while Rixon (1999) specifies this group as children aged five to twelve Recent trends indicate that the starting age for young learners has decreased, with Nargis (2017) noting that some begin as early as three years old.
Pinter (2007) categorizes young learners into three distinct age groups: the first group consists of children who start preschool at the age of three, the second group includes children aged seven to nine, and the third group comprises those aged ten to twelve.
Young learners are not defined by a fixed age, as this can vary between countries Generally, they are identified based on their years in primary or elementary education before moving on to secondary schools According to Pinter (2007), young learners can be categorized into three distinct groups.
Very young learners Young learners Older/ Late young learners Age: 3-6 years old Age: 7-9 years old Age: 10-12 years old
Grade: 1 st -3 rd grade Grade: 4 th -6 th grade
This study focuses on the latter two groups of young learners identified by Pinter (2007) to investigate the effectiveness of brainstorming activities in teaching English in primary schools.
Young age is a significant factor in successful foreign language learning, as Brumfit (1994) noted that children's brains are more adaptable before puberty Additionally, children typically face fewer worries and responsibilities than adults, which may enhance their ability to learn languages effectively.
Teaching young learners can significantly enhance their language acquisition, but it presents challenges for primary teachers who must be both tolerant and creative in designing engaging activities To effectively stimulate and maintain students' interest, teachers should focus on the unique characteristics of young learners, allowing them to identify suitable teaching methods and organize activities that boost participation and improve performance Understanding these features is essential for fostering a productive learning environment.
Children's comprehension is primarily developed through sensory experiences involving touch, sight, and sound The physical environment plays a crucial role in their learning process They acquire knowledge most effectively by engaging directly with language through personal experiences (Scott & Ytreberg).
Teachers should provide opportunities for students to engage with language through songs, rhymes, and storytelling Additionally, incorporating various objects, pictures, and visual aids from the school environment can significantly enhance students' understanding and imagination of the subjects being taught.
Another characteristic of young learners is that they have short concentration span (Scott & Ytreberg, 1990) They quickly and easily get bored when participating in the lesson Similarly, Harmer (1989) indicated
“more than anything else children are curious; children need constant change of activity.” Interesting warm-up or pre-stage activities could appeal students’ interests and encourage their participation
Additionally, children like to learn through play (Scott & Ytreberg,
Due to their young age, children often lack awareness of the learning process, attending classes primarily to socialize with teachers and friends They engage in activities that they find enjoyable or entertaining Consequently, educators are encouraged to create fun and low-pressure activities, allowing students to explore and play with the language during their learning experience.
Children aged five to seven often prefer to play and work independently, showing reluctance to share ideas or consider others' perspectives (Scott & Ytreberg, 1990) However, as they grow older, between eight to ten years, they tend to mature and become more aware of their learning processes This increased maturity encourages them to collaborate with peers, share their thoughts, and learn from one another (Scott & Ytreberg, 1990).
One more feature of young learners is shared by Lightbrown and Spadd
In 2010, it was observed that students, despite having limited language proficiency, showed a strong readiness to engage in classroom activities Their eagerness to express ideas and propose solutions was evident, yet their low language skills often hindered clear communication However, children, particularly those over eight years old, demonstrated resourcefulness by utilizing their existing knowledge, gestures, sounds, and body language to effectively convey their thoughts.
Scott and Ytreberg (1990) highlight that children develop a positive attitude and eagerness to learn when they are inspired from the outset Consequently, it is crucial for educators to engage students' interests in language lessons through the creation of stimulating and suitable activities.
Teaching English at primary schools in Vietnam
Teaching English as a foreign language in primary schools has become increasingly popular globally, with over 50 countries offering it as an elective and 25 making it compulsory (Ko, 1993, cited in Jung & Norton, 2002) Vietnam has recognized the importance of English and began teaching it as an optional subject at the primary level in 1996 (Note No 6627/TH, dated 18 September).
1996 of the Ministry of Education and Training)
The teaching of English in primary schools has seen significant advancements and accomplishments in recent years The Ministry of Education and Training (MOET) approved a scheme for foreign language teaching and learning within the national education system for the period of 2008-2020, as outlined in Decision No 1400/QD-TTg, issued in Hanoi.
On September 30, 2008, the Ministry of Education and Training (MOET) implemented a program making English a compulsory subject in the National Curriculum for grades 3 to 12 The primary goal of this initiative is to enhance students' communicative competence by developing their skills in listening, speaking, reading, and writing, alongside their knowledge of phonetics, vocabulary, and grammar By the end of primary school, students are expected to achieve level 1 (equivalent to A1) according to the six-level foreign language competence framework established for Vietnam.
Primary students possess the ability to comprehend and utilize basic everyday language structures and vocabulary to address specific communication needs They can introduce themselves and others, provide personal information such as their residence and details about relatives or friends, and engage in simple communication, especially when spoken to slowly and clearly Additionally, they demonstrate a willingness to cooperate and assist in conversations.
In 2014, the Minister of Education and Training emphasized the importance of primary English teachers adopting suitable teaching methods and designing engaging classroom activities This approach aims to enhance student involvement in the learning process, fostering a natural and stress-free environment for effective language acquisition.
Teaching English to young learners aims to familiarize them with the language, spark their interest in learning, and build their language proficiency in preparation for secondary school Brainstorming activities are highly effective in engaging students, promoting participation, and encouraging idea sharing Additionally, these activities can reduce stress among students when conducted in whole-class or group settings Numerous empirical studies support the effectiveness of brainstorming in English language teaching and learning.
Previous studies
Coined by Osborn in 1939, the term "brainstorming" has garnered significant attention from experts and researchers Numerous studies have been conducted on the application of brainstorming in language learning.
Brainstorming activities are highly regarded for their effectiveness in language classes (Richards, 1990; Buzan, 2013; Khan, 2013) Cullen (1998) asserts that these activities positively influence the teaching of speaking skills His study aimed to explore the usefulness of brainstorming in conversation teaching during the warm-up phase of oral communication classes at a Japanese senior high school Conducted with six classes of 40 students, all of whom had studied English since junior high but were new to spoken English, participants were divided into two groups The odd-numbered students served as a control group, engaging solely in a speaking task, while the even-numbered group incorporated a brainstorming warm-up before the speaking task The results indicated that short brainstorming activities significantly enhanced students' interest and participation in speaking tasks, ultimately maximizing their speaking time.
A study by Sri (2009) revealed that brainstorming activities significantly enhance the speaking skills of third-grade junior high school students at SLTP Negeri 15 Bandung The research involved two classes, with 3-A serving as the experimental group and 3-B as the control group Both groups underwent pre-tests and post-tests, and the results indicated a notable improvement in the post-test scores of the experimental group The findings suggest that students engaged in brainstorming activities perform better in speaking compared to those taught through conventional methods.
Brainstorming activities significantly enhance students' language learning, particularly in speaking and writing skills A study by Rao (2007) examined the effects of brainstorming strategies on students' writing performance and perceptions In this research, two classes of Chinese university sophomores were divided into groups, with one group receiving training in brainstorming strategies, while a third group did not The results demonstrated that explicit instruction in brainstorming positively influenced learners' writing abilities and fostered motivated attitudes towards writing.
In Voon's (2010) study, the impact of brainstorming and role playing as pre-writing strategies on students' writing assignments was investigated The research involved 33 students who underwent pre-tests and post-tests over a four-week period, during which seven essays were collected from each participant The results indicated that students who engaged in these strategies achieved significantly higher writing scores compared to their peers The findings suggest that brainstorming effectively aids students in generating ideas, supporting points, and examples, ultimately encouraging greater writing output.
In a 2011 study, Bradley examined the impact of brainstorming techniques on students' perceptions of their writing performance through an action research project involving 11 students The students were introduced to two specific brainstorming methods before completing their writing tasks in a standard classroom setting Following the tasks, they participated in a survey to evaluate the usefulness of each technique and suggest improvements The survey results indicated that students viewed brainstorming as a valuable and effective tool for enhancing their writing preparation.
In his 2011 study, Ibnian explores the effectiveness of brainstorming activities in enhancing essay writing skills among first secondary grade students in EFL classrooms The research reveals that brainstorming significantly improves students' writing in terms of content, organization, mechanics, and language use Additionally, it fosters a collaborative environment where students can generate more ideas and engage in discussions about their topics.
Manouchehry, Ferangi, Fatemi, and Quaviketf (2014) conducted experimental research to assess the impact of brainstorming activities on the writing performance of EFL learners In their study, they involved 60 intermediate Iranian EFL learners, dividing them into an experimental group and a control group The analysis of the data revealed that brainstorming activities significantly motivate students and improve their writing skills.
Turning to reading skills, Ghabanchi (2014) conducts a study titled
The study titled "The Impact of Brainstorming on Reading Comprehension and Critical Thinking Ability of EFL Learners" utilized an experimental design involving 29 participants in a control group and 25 in an experimental group Findings from pre-test and post-test assessments reveal that brainstorming activities significantly enhance both the critical thinking and reading comprehension skills of the participants.
Brainstorming activities play a crucial role in enhancing language knowledge among learners, yet research on this topic remains limited A significant study by Malkawi and Smadi (2017) explored the effectiveness of brainstorming in grammar instruction, focusing on sixth-grade students from four public schools in Jordan The researchers divided the participants into two groups, with one receiving targeted treatment Results revealed that the experimental group demonstrated notable improvements in their English grammar achievement tests.
In the context of Vietnam's shift towards more communicative teaching approaches, there is a pressing need for teachers to innovate and enhance their methods to improve student outcomes Consequently, Vietnamese researchers are actively investigating the effects of brainstorming activities on language teaching and learning within this specific local context The following section presents several empirical studies that explore this topic.
Hoang (2002) conducted research on the application of brainstorming techniques in teaching English to grade 8 students at lower secondary schools in Hue City, involving eight EFL teachers and 80 students aged 13 to 15 from Huong Xuan and Nguyen Chi Dieu schools The study revealed a positive perception of brainstorming techniques and highlighted the current use of these activities in language skill instruction Following this, Than (2016) expanded the scope of research in his study titled “An Investigation into the Use of Brainstorming Techniques in Teaching English in Lower Secondary Schools in Hue,” which included a broader age range and a larger participant group Remarkably, his findings aligned with those of Hoang, reinforcing the effectiveness of brainstorming in English language teaching.
Tran (2017) explores the impact of brainstorming activities on English as a Foreign Language (EFL) reading comprehension among students at language centers in Vietnam The study involves a control group and an experimental group, with the latter receiving training in brainstorming techniques during reading lessons Data analysis indicates that the experimental group significantly outperforms the control group throughout the course, confirming that brainstorming activities positively influence EFL reading comprehension.
Research indicates that brainstorming activities significantly enhance language learning for students, contributing valuable insights to the existing literature on language teaching methods However, notable gaps exist, particularly in the limited focus of previous studies on productive skills like speaking and writing, while neglecting other essential skills such as listening and reading, as well as language knowledge including grammar and vocabulary Additionally, most research has centered on secondary and higher education students, leaving a lack of literature on young language learners, whose unique characteristics and learning styles warrant further exploration In the context of Vietnam, where English is a foreign language, the effectiveness of brainstorming may differ, necessitating tailored strategies that consider the specific learning environments and student personalities, especially in places like Hue City.
This research aims to explore the impact of brainstorming activities on teaching English to primary students in Hue City, Vietnam, focusing on four key language skills The findings are expected to enrich existing literature and provide valuable insights for future studies.
Summary
In summary, this chapter covers essential materials divided into four sections: the first two provide a theoretical background on brainstorming and its application with young learners, while the third introduces prior studies on brainstorming in teaching and learning The final section identifies gaps in the existing literature The following chapter will outline the research methodology.
METHODOLOGY
Introduction
This chapter outlines the research methodology employed in this study, beginning with a detailed presentation of the research design It includes a comprehensive description of the participants and research sites Additionally, the chapter discusses the data collection instruments used, the rationale for their selection, and concludes with an overview of the data collection procedures and analysis methods.
Research design
This descriptive study employs a mixed methods approach, integrating both quantitative and qualitative techniques to leverage their unique advantages As McMillan and Schumacher (1993) state, the quantitative approach focuses on numerical data for reporting results and assessing instrument reliability and validity, while the qualitative approach delves into the social actions, beliefs, thoughts, and perceptions of individuals and groups By combining these methods, the research maximizes strengths and mitigates weaknesses, ultimately enhancing the overall value of the study.
Research sites and participants
This research investigates teachers' perceptions, practices, and challenges in implementing brainstorming activities in English classes at primary schools in Hue City The study focuses on ten primary schools, including Ly Thuong Kiet, Quang Trung, and Le Loi, where English is a compulsory subject for students aged 7 to 12 across five grades The classes utilize textbooks such as My Phonics 1, My Phonics 2, Tieng Anh 3, Tieng Anh 4, and Tieng Anh 5, published by the Ministry of Education and Training of Vietnam.
The study involved 50 randomly selected English teachers from 10 primary schools, ensuring a representative sample as supported by Dornyei (2007) All participants had utilized brainstorming activities in their English classes, providing a factual and reliable source of information for the research.
In the following table, background information of research participants collected from questionnaire is presented
Data collection
To address the three research questions, the study utilized a combination of three instruments: a questionnaire, interviews, and observations This integrated approach was designed to produce valid and reliable data.
Questionnaires are essential for gathering quantitative data, as they are the most efficient method for data collection when time is limited (Brown, 1988, p 3) Additionally, they are easier to distribute and more cost-effective compared to other data collection tools (Seliger).
& Shohamy, 1989, p.172) and used to study most aspects of teaching and learning (Nunan, 1989, p.62)
In this study, 50 completed questionnaires were distributed to English teachers at selected primary schools in Hue City to investigate their perceptions, practices, and challenges regarding the implementation of brainstorming activities in teaching English to young learners The questionnaire, which contains 10 close-ended questions using a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree), was translated into Vietnamese to facilitate data collection It comprises 54 items organized into three distinct clusters.
Cluster 1 1, 7, 8 Primary English teachers’ perceptions towards brainstorming activities in teaching English Cluster 2 2, 3, 4, 5, 6 Primary English teachers’ use of brainstorming activities
Cluster 3 9, 10 Difficulties faced by primary English teachers when conducting brainstorming activities
After successfully piloting the questionnaire with five primary English teachers at Ly Thuong Kiet Primary School, the researcher deemed it clear and comprehensive The finalized questionnaire was then distributed to 50 English teachers at selected primary schools, with prior consent obtained and the study's purpose communicated Subsequently, all completed questionnaires were collected, and the data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20.0 for quantitative analysis.
Questionnaires are considered an efficient method for collecting large-scale information, as noted by Brown (1988), due to their ease of analysis and comparison However, they often lack accuracy because they do not provide detailed, in-depth information To address this limitation, researchers frequently conduct interviews.
Interviews serve as a powerful data collection tool, allowing participants to express detailed opinions in their own words (Burton & Barlet, 2005) Nunan (1992) emphasizes that face-to-face interviews enable participants to discuss their experiences and provide opportunities for immediate clarification Consequently, this research utilized in-depth interviews to gather more reliable data and address gaps that questionnaires may have left unfilled.
Following the analysis of the questionnaires, 15 English teachers from various selected sites were interviewed to gain insights into their experiences with brainstorming activities in English language teaching A semi-structured interview format, consisting of eight written questions, facilitated a deeper understanding of the benefits, challenges, and suggested solutions from these EFL teachers Conducted in Vietnamese, the interviews ensured that teachers could fully comprehend the questions and articulate their responses accurately Data collection involved both tape-recording and note-taking to ensure thorough documentation.
To enhance the authenticity of research data, classroom observation was utilized, as it allows direct access to class events (Kumaravadivelu, 1999) Mason (1996) emphasizes that observation involves the researcher engaging in the research environment to systematically observe various dimensions, including interactions and events Consequently, combining observation with questionnaires and interviews enables the researcher to gather factual and reliable data for the study.
This study involved observing five English teachers from a pool of 50 who completed a questionnaire, focusing on how they implement brainstorming activities in their lessons for young learners The observation covered five classes: one from grade 2, one from grade 3, and two from grade 5 An observation sheet was utilized to systematically examine the use of brainstorming activities by EFL teachers and students during 45-minute lessons Data collection included tape recordings and notes for future analysis.
Data analysis
The research utilized both quantitative and qualitative methods to analyze the collected data Quantitative data from questionnaires were processed using SPSS Statistics 20.0, with results presented through charts and tables For qualitative data gathered from interviews and classroom observations, the researcher reviewed notes and highlighted pertinent information, identifying significant themes that aligned with the literature review.
Summary
This chapter outlines the research methodology, beginning with an overview of the research design that incorporates both quantitative and qualitative approaches It provides a detailed description of the research sites and participants involved in the study Additionally, the data collection tools utilized, including questionnaires, interviews, and classroom observations, are clearly specified The chapter concludes with an explanation of the data analysis procedures, setting the stage for the subsequent chapter, which will present the study's findings and discussions.
FINDINGS AND DISCUSSION
Introduction
This chapter details the findings from the questionnaire, interviews, and class observations, thoroughly discussing both quantitative and qualitative data The analysis references relevant literature to address the research questions effectively.
Primary English teachers’ perceptions of brainstorming activities
The questionnaire used in this study consisted of 54 items on a five-point scale which was coded from 1 as strongly disagree to 5 for strongly agree
A study involving fifty primary English teachers was conducted to evaluate their responses to a questionnaire, with the data analyzed using the Statistical Package for the Social Sciences (SPSS) version 20.0.
The researcher utilized the Scale Test to assess the reliability of the questionnaire, resulting in a Cronbach’s Alpha coefficient of 800 This indicates that the measuring scale demonstrates good reliability and validity.
The Descriptive Statistic Test was conducted to assess teachers' perceptions of brainstorming activities in teaching English at primary schools, with the findings detailed in Table 4.1.
Table 4.1 The mean score of the questionnaire
The descriptive statistics reveal a mean score of 3.47 (SD = 0.913) from the questionnaire, indicating that teachers have a positive perception of brainstorming activities in teaching English to young learners This score surpasses the average point of 3.00 on the five-point scale To further analyze this difference, a One Sample T-Test was conducted, yielding a significant result with a p-value of 000, which is below the 0.05 threshold This finding confirms that primary English teachers' perceptions of brainstorming activities are significantly more positive than the established mean.
The questionnaire was organized into three key clusters: teachers’ perceptions of brainstorming activities in English instruction, their implementation of these activities, and the challenges they encounter while conducting them.
Descriptive Statistic Test and the One Sample T-Test were applied to the analysis of each cluster to clarify the findings
To enhance the understanding of primary English teachers' perceptions of brainstorming activities, the researcher conducted interviews and classroom observations This approach aimed to identify the benefits, applications in English lessons, uses, and challenges faced by teachers when integrating brainstorming techniques into their instruction for young learners.
To explore primary English teachers' perceptions regarding the significance of brainstorming activities in English instruction, a Descriptive Statistics Test was conducted on the first cluster of the questionnaire, which included questions 1, 7, and 8 The findings of this analysis are presented in Table 4.2.
Table 4.2 The mean score of cluster 1 Descriptive Statistics Cluster 1
N Minimum Maximum Mean Std Deviation
The mean score for the cluster was M= 3.42, as determined by a One Sample T-Test, which confirmed a significant difference from the average point of M= 3.00 on a five-point scale (sig.(2-tailed)= 000 < 0.05) This indicates that primary English teachers recognize the importance of brainstorming activities in English instruction Additionally, these findings align with previous studies that highlight the effectiveness of brainstorming in teaching English.
Research by Khan (2013) demonstrates that brainstorming is an effective teaching strategy that can be seamlessly integrated into language classes Similarly, Cullen (1998) supports this finding, highlighting the positive impact of brainstorming activities in English instruction These activities help students engage with the topic, stimulate the generation of related ideas based on their background knowledge, and enhance overall participation in lessons.
To gain a deeper understanding of the benefits of brainstorming activities for teachers and students, Cluster 1 was divided into two sub-clusters: the perceptions of primary English teachers regarding these activities and their impact on students' English learning The analysis and findings from each sub-cluster are detailed in the following section.
4.2.1 Primary English teachers’ perceptions of brainstorming activities in English teaching
The Frequency Test analyzed teacher responses regarding the benefits of brainstorming activities in English teaching, using a five-point scale: strongly agree, agree, neutral, disagree, and strongly disagree The results are presented in Table 4.3.
Table 4.3 Primary English teachers’ responses to benefits of brainstorming activities
Disagree Disagree Neutral Agree Strongly
1 Brainstorming activities help teachers control class 0% 14% 24% 28% 34%
2 Brainstorming activities are easy to carry out 0% 20% 44% 30% 6%
Teachers do not spend much time preparing and conducting brainstorming activities
Brainstorming activities are flexibly applied in English lessons
According to the data presented in Table 4.3, a significant majority of respondents, with 52% agreeing and 38% strongly agreeing, believe that brainstorming activities are versatile and can be effectively integrated into various English lessons Additionally, 48% of the respondents acknowledged that these activities assist teachers in saving time during lesson preparation and execution Moreover, 34% of teachers highlighted the benefit of brainstorming activities in enhancing classroom management, while 30% noted their straightforward application in English teaching.
Brainstorming activities are highly beneficial for primary English teachers due to their versatility across various lessons Supported by Buzan (2013), these activities can be utilized at any educational level and in diverse contexts Similarly, Khan (2013) emphasizes that brainstorming is effective in situations that encourage participation, particularly in pedagogical settings Consequently, teachers can effectively integrate brainstorming activities into their lessons without extensive preparation, maximizing classroom engagement and efficiency.
To make this viewpoint strongly approved, through most of the interviews, the teachers shared the same thoughts about the benefits of brainstorming activities as follows:
As I know, brainstorming activities are very useful and easy to apply to my English lessons I don’t need to spend much time preparing and conducting these activities
In my lessons, I utilize materials like boards, markers, and paper to facilitate brainstorming sessions These activities enable me to teach a wide range of topics, including vocabulary, grammar, and essential language skills such as listening, speaking, reading, and writing Additionally, brainstorming can be easily tailored to any subject and integrated into various stages of the lesson with minimal preparation required.
Brainstorming activities play a crucial role in enhancing English learning for both teachers and students, as evidenced by the statistics highlighting their benefits.
4.2.2 Primary English teachers’ perceptions of brainstorming activities in English learning
Primary English teachers’ use of brainstorming activities in teaching
Brainstorming has garnered significant attention in educational research, with numerous studies highlighting its effectiveness in various teaching contexts For example, Cullen (1998) examined its impact on communication classes in Japanese senior high schools, while Amidianti (2011) explored its implementation in teaching English to first-year students Additionally, Manouchery et al (2014) investigated the effects of brainstorming techniques on the writing performance of Iranian EFL learners in a business faculty Despite the abundance of research focused on adolescents and adults, there is a notable lack of studies addressing the use of brainstorming activities in teaching English to young learners in primary schools This gap prompted the researcher to delve deeper into how primary English teachers utilize brainstorming activities To gather data, a combination of questionnaires, interviews, and video recordings was employed, with the findings presented in the subsequent section.
The questionnaire was divided into three clusters, with the second cluster focusing on questions 2 through 6, which pertain to primary English teachers' use of brainstorming activities in their teaching The responses from this cluster were analyzed using Descriptive Statistics to evaluate the effectiveness of brainstorming activities in English instruction The findings are presented in Table 4.4.
Table 4.4 The mean score of cluster 2 Descriptive Statistics Cluster 2
The analysis reveals that the mean score of teachers' responses regarding the implementation of brainstorming activities in primary English classrooms is M = 3.50, significantly exceeding the average score of 3.00 on a five-point scale The One Sample T-Test further supports this finding, indicating a statistically significant difference (sig = 000 < 0.05) These results collectively suggest that primary English teachers possess positive perceptions of utilizing brainstorming activities in their teaching methods.
Cluster 2 was categorized into sub-clusters which accordingly analyzed by the Frequency Test to explore the teachers’ perceptions of the use of brainstorming activities in terms of the language lessons which employ brainstorming activities, teaching aids, classroom management and some common brainstorming activities that primary English teachers often apply to their teaching
4.3.1 The application of brainstorming activities in teaching English
Brainstorming activities are highly regarded for their adaptability and ease of implementation across various language lessons (Buzan, 2013; Khan, 2013) However, their effectiveness may vary depending on the type of language lesson This prompts the researcher to investigate primary English teachers' perceptions of which language lesson types are most suitable for integrating brainstorming activities Chart 4.2 presents the percentages of teachers' responses regarding the application of these activities in different language lessons.
Chart 4.2 Teachers’ responses to the application of brainstorming activities in teaching English
Brainstorming activities are widely supported by English teachers, with 74% and 70% favoring their use in speaking and writing lessons, respectively Concerns about their application in listening and reading lessons are noted, with 52% and 50% of teachers expressing reservations Additionally, 42% of educators frequently incorporate brainstorming techniques in vocabulary instruction.
A significant portion of participants, over half, reported utilizing brainstorming activities to enhance English grammar (40%) and pronunciation (38%) The data analysis confirms that these activities are commonly integrated into speaking and writing lessons, a trend supported by numerous studies.
Research indicates that many teachers prefer to incorporate brainstorming activities into speaking and writing lessons, aligning with previous studies Cullen (1998) highlighted the benefits of brainstorming for enhancing speaking skills, as it encourages students to generate ideas, bridge communication gaps, and engage with peers, ultimately improving their communicative competence.
Writing poses a significant challenge for many individuals, particularly young learners, as they often lack the necessary background knowledge and skills to begin the writing process (Mogahed, 2013) Teachers have noted that students struggle with writing in their native language, making it even more difficult for them to write in English To address this, educators should implement pre-writing activities at the start of lessons to enhance student engagement and idea generation (Go, 1994; Thorne, 1993) Brainstorming, as highlighted by Tomlinson (1998) and McDowell (1999), is a particularly effective pre-writing strategy that encourages students to draw on their existing knowledge related to the topic, ultimately enriching their writing skills (Rao, 2007; Harmer, 2001).
Through the interviews, most of the teachers expressed their general understanding of using brainstorming activities as warm-up or pre-stage activities to teach writing for young learners:
Brainstorming is an essential step in the writing process, particularly for young learners who often struggle to know where to begin Through brainstorming activities, students can generate and organize their ideas, paving the way for effective writing Teachers play a crucial role in facilitating this process, helping students overcome any obstacles they may encounter By engaging in brainstorming, students can create outlines that keep their writing focused and on track, ultimately enhancing their writing skills.
In conclusion, brainstorming activities are essential for teaching English in primary schools, with many educators favoring their use as warm-up exercises or preliminary activities, particularly for enhancing productive skills like speaking and writing among young learners.
4.3.2 Teaching aids used in brainstorming activities
Brainstorming is widely recognized as an uncomplicated method for generating ideas that doesn't necessitate extensive materials or complex preparations However, to effectively implement brainstorming activities, teachers should utilize teaching aids that enhance the process Feedback from teachers regarding the teaching aids they found beneficial and frequently used during brainstorming sessions was analyzed, with the findings presented in Table 4.5.
Table 4.5 Teachers’ responses to teaching aids used in brainstorming activities
Strongly Disagree Disagree Neutral Agree Strongly
2 Visual aids (pictures, posters, cards, etc.) 0% 4% 24% 42% 30%
5 Audio aids (speakers, a cassette, etc.) 0% 28% 32% 30% 10%
According to Table 4.5, blackboards are the most commonly used tool for brainstorming activities among teachers, with 46% agreeing and 38% strongly agreeing on their effectiveness While blackboards are readily available and user-friendly, they are seen as traditional and familiar by students To enhance engagement, 42% of teachers advocate for the use of visual aids such as pictures, posters, or flashcards, while 38% support incorporating real objects into brainstorming sessions Imaniah and Nargis (2017) highlight that children are more interested in activities that involve movement and sensory engagement Therefore, there is a growing need for teachers to utilize various objects and visuals, creating opportunities for students to interact with their surroundings.
There were 64% of the teachers (34% agreed and 30% strongly agreed) were in favor of using Power point in brainstorming activities Around 8 out
Fifteen interviewed teachers reported frequently utilizing PowerPoint for brainstorming activities, benefiting from classroom technology such as computers, screens, smart boards, and projectors This tool enhances student engagement; however, only 30% of teachers agreed and 10% strongly agreed on the use of audio teaching aids like speakers and cassettes The data suggests that audio aids are less favored in brainstorming sessions, with several teachers citing reasons for their limited interest in incorporating these materials into their activities.
Sometimes I also think of using other materials such as audio, cassettes, etc Apart from familiar ones such as Power point, pictures or blackboard However, I don’t know well how to use these materials effectively in brainstorming sections Moreover, it’s quite hard to find appropriate source of audio materials to design brainstorming activities (Teacher interview 1 on March 15 th 2019)
Difficulties faced by primary English teachers when using brainstorming
In this study, a majority of teachers expressed concerns that time constraints hindered their ability to effectively conduct brainstorming activities, with seven out of ten interviewed educators highlighting this issue.
Effective lesson delivery often demands multiple activities, necessitating clear instructions and specific examples to ensure student comprehension Teachers must also be prepared to offer additional support when students encounter difficulties However, within a limited timeframe of 35 minutes, it can be challenging to incorporate new and creative brainstorming activities that require extensive preparation and implementation.
To enhance the effectiveness of brainstorming activities, I dedicate significant time to designing engaging lessons To prevent repetition and maintain student interest, I continually seek out innovative and beneficial brainstorming techniques.
Another difficulty that the teachers faced is the size of class Half of the teachers shared the following feeling:
In classrooms with 35 to 40 students, teachers face significant challenges in managing and ensuring active participation during brainstorming activities.
Large class sizes hinder students, particularly those with lower language proficiency, from effectively sharing their ideas and keeping pace with their peers.
Over half of teachers reported that their classes consist of mixed ability levels, which impacts the effectiveness of brainstorming activities Lubik (2005) highlights that multilevel classes present significant challenges for educators, a sentiment echoed by Bell (1991), who found that students' abilities vary widely in these settings As a result, teachers must implement engaging activities that cater to high-level students without being overly challenging for those at lower levels.
As I know, brainstorming activities require students’ ability to activate their background knowledge to come up with many ideas in relation to the lesson topic It seems not easy and suitable to often implement brainstorming activities in the teaching to young learners who are from grade 1 to grade 3 Instead, I often conduct common and simple to my grade 4 or grade 5 students (Teacher interview 10 on April 1 st 2019)
According to Ersửz (2007), older young learners who are often from 10 to
At the age of 12, students possess essential skills in listening, speaking, reading, and writing, alongside a growing understanding of the world and development of motor, social, and intellectual abilities They become increasingly aware of their learning processes and strive for academic achievement To enhance English language instruction for these learners, teachers should incorporate brainstorming activities, making the learning experience more effective and accessible while preparing students for future educational endeavors.
As language acquisition starts at a young age, students entering secondary classrooms will possess significantly higher and more varied levels of foreign language proficiency than teachers may expect.
Brainstorming activities offer significant advantages for teaching and learning English, but they also present challenges for educators Consequently, teachers must be highly qualified and thoroughly prepared to address any issues that may arise, ensuring that brainstorming techniques are effectively utilized to enhance students' English language acquisition.
Summary
This chapter presents the findings from the quantitative and qualitative data collected through questionnaires, interviews, and audio transcriptions The results indicate that primary English teachers have a highly positive perception of brainstorming activities in teaching English to young learners Additionally, teachers believe that both educators and students can significantly benefit from these activities, although they may encounter some challenges during implementation The audio transcriptions also illustrate various common brainstorming activities and their practical applications The next chapter will summarize the key findings and offer suggestions for further research.