INTRODUCTION
Rationale
The growing popularity of English, particularly as a second language in Vietnam, has led to an increased focus on teaching it to primary school children, especially since it is becoming compulsory in many schools A key objective of English instruction is to enable students to speak fluently and naturally, which presents significant challenges for teachers To address this, innovative teaching methods and engaging activities beyond traditional textbooks are essential Incorporating cartoons into the classroom emerges as an effective strategy, as this study explores how they can enhance English language teaching and improve students' oral skills Furthermore, the research investigates the practical application of cartoons in the Vietnamese educational context and assesses the resulting development of students' language abilities, particularly in speaking.
Statement of problem
Teaching and learning English in Vietnam presents significant challenges due to a focus on grammar and vocabulary in the EFL education system, as highlighted by Peterson (2014) Vietnamese students primarily learn English to pass exams and advance their studies (Denham, 1992), which leads to a neglect of essential verbal communication skills, including pronunciation, speaking, and listening Additionally, the traditional approach to teaching English in primary schools often involves large class sizes and inadequate teaching facilities (Le & Barnard, 2009; Nguyen).
The Vietnamese Ministry of Education and Training emphasizes the importance of practical communication skills; however, the focus remains on vocabulary, structures, and reading comprehension to prepare students for tests and university entrance exams Consequently, students primarily learn from textbooks and traditional assessments Additionally, Confucian culture significantly influences social behavior and education in Vietnam, promoting a teacher-centered approach that discourages creativity and fosters passivity among students As a result, many students feel shy and lack confidence when communicating in English, particularly with foreigners The challenge lies in shifting away from traditional teaching methods, as language learning is often viewed merely as knowledge accumulation.
Playing and engaging in simple activities allow young learners to acquire a new language quickly and naturally, as acquisition differs from traditional learning To foster effective language acquisition, students should participate in comfortable yet practical activities Young learners are particularly motivated by animated characters and cartoons, which enhance their enthusiasm for learning English (Uslu, 2007) Cartoons not only entertain but also help learners perceive events from various perspectives, promoting joy in the learning process (Black, 2003) In this context, the roles of learners and teachers should shift, with learners taking center stage and actively participating, while teachers act as supporters and facilitators Therefore, cartoons emerge as a valuable resource for addressing these challenges, serving as a powerful tool for teaching oral skills in the current English learning environment in Vietnam.
This thesis investigates the effectiveness of using cartoons to enhance English oral skills among fifth-grade students in primary schools located in Thua Thien Hue province The study aims to determine how cartoons can improve the teaching and learning experience in developing oral communication skills for young learners.
Aims and objectives
This study aims to study the effects of using cartoons in teaching English oral skill for grade 5 students in primary schools in Thua Thien Hue province
Moreover, it seeks to collect empirical data that informs how the oral skills can be effectively applied by using cartoons as supplementary activities
This study is intended to:
- Study teachers‟ perception in using cartoons in teaching English for primary students
- Find out difficulties and benefits of using cartoons to apply at primary schools in Thua Thien Hue province
- Activate the ability and passion of students in learning oral skills
- Put forward some implications for applying the research results in teaching and learning oral skills.
Scope of the study
This study examines the use of cartoons to improve oral skills in Vietnamese primary school students learning English as a foreign language, specifically in Thua Thien Hue province, where interest in English is growing It will explore the relationship between theoretical approaches and practical applications in teaching English oral skills through cartoons The findings aim to provide recommendations that enhance speaking and listening accuracy for young learners.
Research questions
1 What are the primary English teachers‟ perceptions on using cartoons in teaching English?
2 What are the advantages and dis-advantages of using cartoons in teaching oral skills for grade 5 students at primary schools in Thua Thien Hue province?
Significance of the study
This study aims to enhance English oral skills among grade 5 students in Thua Thien Hue province through the use of cartoons Conducted across various settings—including urban, rural, and mountainous areas—the research seeks to identify effective methods for integrating this engaging tool into oral skills instruction The findings are expected to not only captivate students' interest in cartoons but also encourage teachers to recognize the pedagogical benefits of using cartoons in English language teaching, ultimately fostering improved communication skills among learners.
Organization of the research
This study consists of five main chapters as follows
This chapter offers a concise overview of the research topic, outlining the rationale, aims, and objectives behind the study It includes key research questions, defines the scope of the study, highlights its significance, and details the organization of the content, providing a clear framework for understanding the research conducted.
LITERATURE REVIEW AND THEORETICAL
Theoretical background
2.1.1 Teaching English for Young Learners
In recent years, the teaching of English to children has emerged as a global phenomenon, with its introduction becoming increasingly common among younger age groups across various countries Many nations now mandate English instruction as part of primary education, highlighting its significance in early learning Johnstone (2009) notes that this widespread implementation of English in primary schools may represent one of the largest educational policy developments worldwide.
The definition of "young learners" varies among experts, with Rixon (1999) and Phillips (1993) categorizing them as children aged five to twelve Scott & Ytreberg (2001) further divide this group into two levels: Level One for ages five to seven and Level Two for ages eight to ten, emphasizing the distinct abilities and world recognition of each group Similarly, Kasihani (2007) identifies young learners as primary school students aged six to twelve, splitting them into Younger (6-8 years) and Older (9-12 years) groups However, Ellis (2014) argues that the term is vague, suggesting a clearer distinction between pre- and post-11 or 12-year-olds due to significant developmental differences that impact teaching approaches Pinter (2011) adds another layer by categorizing young learners into three groups: preschoolers (ages 3-4), early primary school students (ages 5-7), and those finishing primary school (ages 11-12).
Young learners are typically defined by their years in primary education before moving on to secondary school, with age ranges varying by country Yuliana (2003) highlights the challenge of pinpointing an exact age range for young learners In Vietnam, for instance, primary students are generally between six years old (in grade 1) and twelve years old (in grade 5).
This research paper supports the definition of Kasihani (2007:15), emphasizing the significance of students' age in language acquisition It highlights that children's brains are more adaptable before puberty, allowing them to learn languages without self-consciousness during early development, as noted by Brumfit.
According to research from 1991, young children benefit from more opportunities to practice and engage with new vocabulary and grammar in a language learning environment compared to adults Moreover, children are less burdened by worries and responsibilities, allowing them to focus more on their learning.
Young learners possess unique characteristics that educators must recognize to enhance their teaching effectiveness Teachers often feel constrained in primary classrooms due to the limited proficiency levels of these learners (Li, 1998) Additionally, Pinter (2006) notes that young learners adopt a holistic approach to language acquisition, grasping meaningful messages without the ability to analyze the language itself Furthermore, they typically exhibit low self-awareness regarding their status as language learners and the learning process.
Young learners often possess limited reading and writing skills in their native language, yet they thrive on fantasy, imagination, and movement According to Brumfit (1991), these children are keen, enthusiastic, and motivated, making them easily stimulated in their learning experiences.
Young learners possess a remarkable ability to understand and imitate auditory information more effectively than adults (Brewster & Ellis, 2001) According to Scott & Ytreberg (2001), children aged five to seven exhibit a short attention span but quickly grasp situational contexts, often struggling to differentiate between fact and fiction In contrast, learners aged eight to ten develop the capacity to distinguish between reality and imagination, frequently asking questions based on their observations and interactions, which enhances their collaborative learning experiences.
Young learners exhibit distinct characteristics that influence their learning process According to Hammer (2007), they can respond even without full comprehension and prefer learning through sensory experiences—seeing, hearing, touching, and interacting—rather than through explanations Their natural curiosity and enthusiasm for language learning drive them to explore familiar topics, engage in imaginative play, and solve puzzles However, they often struggle with abstract concepts and have a short attention span, typically losing interest after 5-10 minutes of focus.
This study focuses on grade-5 students, who, as noted by Michiana (2010), undergo significant physical changes and rapid growth, often leading to feelings of frustration and anger Additionally, these students display a keen interest in current events, eagerly seeking to understand the causes and locations of various issues.
2.1.1.3 Teaching English to Young Learners
Teaching English to young learners involves more than just imparting a new language; it requires careful consideration of various factors, including the school's readiness for effective teaching and learning A primary requirement is that teachers align English instruction with the curriculum mandates from educational authorities According to Cameron (2001), English teachers must focus on the specific needs of their students, employing the skills of effective primary educators to manage classroom dynamics and maintain student engagement Additionally, teachers should possess a solid understanding of the language, language teaching methodologies, and the diverse needs and goals of their students, as well as appropriate teaching approaches and techniques.
According to Hammer (2007), teachers should possess a diverse range of activities to engage young children and facilitate learning from various sources They must tailor their approach to individual or group needs, considering students' interests to enhance motivation A vibrant and spacious classroom environment is essential for conducting different activities Additionally, effective and engaging media, as noted by Suyanto (2007), plays a crucial role in helping students grasp the material more easily.
The term "cartoon" originates from the Latin word "charta," meaning paper, and is also derived from the Italian word "cartone" and the Dutch "karton," which refer to strong, heavy paper or pasteboard (Naqvi, 2012).
The term "cartoon" encompasses various forms of visual art and illustration, including standalone images and comic strips (Van Wyk, 2011) Originating in the Middle Ages, it initially referred to preparatory drawings for artworks like paintings and stained glass Sudjana and Rivai (1990) describe cartoons as illustrations that aim to influence public opinion through caricature and humor Brocka (1982) highlights that cartoons combine visual imagery and text, making them effective educational tools Modern definitions typically refer to non-realistic or semi-realistic drawings intended for satire and humor, as noted by Ascioglu (2001) and Uslu (2007) Additionally, cartoons have been integral to cinema since the late 1800s, often representing animated films designed for children (Thompson, 2010).
Emin and Sami (2016) identify seven distinct types of cartoons: political, illustrated, gag, comic book or serial, commercial, animated, and television cartoons Cartoons are defined by the predictability of character behavior and situational outcomes (Rice, 1984), where specific series feature recurring plots and consistent character actions in similar scenarios.
It is clear that cartoons are almost fun, non-offensive, and enjoyable materials which give memorable experiences to everybody (Srinlvasalu,
2016) In addition, the researcher says that cartoons of visual elements with dialogues, textual information, gestures and animations may be interpreted in many ways by students with their great imaginations
Previous studies related to the thesis
There have been so far many published works, and journals on the use of cartoons in teaching English
Bahrani and Soltani (2011) highlighted the psychological benefits of using cartoons for low-level students, particularly through audiovisual programs that foster a comfortable learning environment This approach enhances students' understanding, motivation, attitudes, productivity, and creativity Additionally, cartoons serve as an effective tool for cognitive development, offering social and political commentary by contrasting reality with perception, thereby encouraging active discussion among learners The authors recommend a careful selection of relevant cartoons, emphasizing the need to evaluate their effectiveness and value in educational settings.
Cevat and Oguzhan (2014) explored the impact of cartoons on students' academic achievement and knowledge retention by implementing a structured research plan that included pre-tests and post-tests for 4th grade primary students over a six-week period during the 2013-2014 school year Their findings demonstrated that the use of cartoons significantly improved students' academic performance and knowledge retention, particularly in experimental groups where humor elements fostered a more engaging and enjoyable learning environment.
Nimer, Hakim, and Sarah (2016) explored the use of animated cartoons as a pedagogical tool for teaching EFL/ESL students from a constructivist perspective Their research highlighted the effectiveness of animated cartoons as authentic audiovisual materials in language classrooms, aligning with the pedagogical goals of the 21st century They emphasized that, unlike traditional audiovisual resources, cartoon films engage students, capture their attention, foster a relaxed learning environment, and enhance critical thinking and discussion skills.
Ibili and Sahin (2016) explored teachers' perceptions and attitudes towards using cartoons in elementary classrooms, analyzing gender differences through the Technology Acceptance Model (TAM) Their findings highlighted the importance of technology, such as the Internet and computers, in enhancing teaching and learning However, they noted that the effectiveness of cartoon usage is influenced by gender The authors advocate for integrating cartoons with technology to leverage their potential benefits in education.
Numerous studies have explored the pedagogical benefits of using cartoons to enhance teaching and learning in oral skills, particularly in developing speaking and listening abilities effectively.
Bunau and Novita (2014) explored the effectiveness of cartoon movies in enhancing students' speaking abilities, particularly in using expressions for asking and giving help Their study involved a pre-test and post-test with 30 seventh-grade students from SMP Negeri 6 Pontianak during the 2012-2013 academic year, who initially struggled with speaking expressions Data were collected through written tests and dialogue performances, analyzed using the Effect Size (ES) formula The researchers conducted interviews with teachers and observed the teaching and learning processes, concluding that teachers' preparation and creativity play a crucial role in engaging and motivating students in their learning.
Hadryanti and Narius (2016) identified several challenges in teaching English speaking to young learners and recommended the use of short cartoon movies to address these issues Their findings indicated that this approach not only boosted students' confidence in speaking but also decreased boredom and enhanced behavior through the moral lessons presented in the stories The authors emphasized the importance of thorough preparation by teachers to effectively manage classroom activities and minimize errors, ensuring a successful teaching and learning experience.
Stiviani and Hayati (2013) demonstrated that animation clips can enhance the listening skills of eighth-grade students at SMP Negeri 21 Malang through a Classroom Action Research (CAR) approach This method involved careful planning, implementation, observation, and reflection, supported by data from questionnaires, interviews, field notes, observation sheets, and listening tests The study revealed that students' listening abilities improved significantly by following key steps: selecting appropriate animation clips, employing a three-phase technique (Pre-listening, Whilst-listening, and Post-listening), and providing effective guidance and management of activities by teachers.
Similarily, Putri, Kasim and Silvianti (2017) studied the use of animation affected students‟ achievement in listening skill of SMAN 11 Banda Aceh for
A study involving 22 first-grade students utilized 20 fill-in-the-blank items in both pre-tests and post-tests to assess the impact of animation movies on English language learning The findings revealed that the use of animated films significantly enhanced students' listening skills and vocabulary To achieve these positive results, collaboration among teachers, students, and parents is essential Teachers are encouraged to incorporate video movies into their listening instruction, while parents should support language learning at home by providing access to English animation movies through DVDs, VCDs, or television.
Krishnan and Yunus (2018) conducted a study on English listening skills among 10 low-proficient Form 1 students in Malaysia, highlighting a significant vocabulary gap in rural and semi-urban schools They proposed that incorporating animated cartoons alongside the benefits of the Fourth Industrial Revolution 4.0, particularly through YouTube, could enhance students' listening abilities and vocabulary expansion The authors advocated for the use of online learning resources to replace traditional textbooks and learning materials.
In her 2018 research, Nguyen explored the role of cartoons in pedagogy, emphasizing the use of images as motivational tools in speaking lessons The study underscored the benefits of incorporating pictures to enhance students' interest and motivation during English speaking activities By fostering an engaging learning environment, students are more likely to feel relaxed and enjoy the lesson, ultimately improving their speaking skills.
Vu (2014) conducted a study at Dong Hoa primary school to explore the effectiveness of using music cartoons in teaching English to primary school children The research highlights that many English teachers still adhere to traditional methods focused on grammar and vocabulary Recognizing children's enthusiasm for watching cartoons, the study aims to introduce a new teaching approach that fosters a relaxed learning environment through animated films Specifically, it emphasizes the use of cartoon movies to enhance speaking and listening skills among third-grade students The findings reveal that 97% of participants expressed a preference for learning with animated cartoons, leading to the conclusion that incorporating animated content positively impacts English language instruction, particularly in developing speaking and listening abilities.
Studies indicate that using cartoons in teaching oral skills offers numerous benefits across reading, writing, speaking, listening, and vocabulary development They suggest practical solutions for implementing this method, highlighting the importance of creating a relaxed learning environment to enhance communicative skills in English The research primarily targets secondary school students and employs various methods, such as pretests and posttests, which may be challenging to implement in Vietnam's fast-paced educational context However, the findings underscore that integrating cartoons is a suitable and promising approach for the current Vietnamese educational system, which increasingly prioritizes communication skills over traditional grammar and vocabulary instruction.
In Vietnam, it is crucial to adapt English language teaching to a communicative approach, incorporating innovative methods like the use of cartoons Recent studies by Vietnamese authors highlight the importance of developing communicative skills in young learners, moving beyond traditional teaching methods For instance, Vu's research emphasizes the effectiveness of cartoon movies in enhancing speaking and listening skills, which are vital for teaching English to children These studies provide valuable insights into the advantages and disadvantages of implementing such methods in real-world settings, particularly in primary schools in Thua Thien Hue province.
METHODOLOGY
Research design
This research utilized both qualitative and quantitative methods to analyze the application of cartoons in education The study gathered student opinions through questionnaires and collected teacher feedback via handouts containing relevant questions Additionally, precise calculations were performed based on the number of participants to enhance the analysis.
The investigation focused on identifying the challenges and advantages of using a specific tool for teaching oral skills, as well as its potential application in Thua Thien Hue province The study involved 117 grade-5 students and 6 teachers from Tran Quoc Toan Primary School in Hue City and Huong Phu Primary School in Nam Dong District, with observations primarily conducted in 3 out of 5 classes at Tran Quoc Toan, totaling 91 students, and one grade-5 class with 26 students at Huong Phu This approach aimed to assess student effectiveness and progress, while teacher interviews provided valuable insights into their perceptions, feedback after demonstrations, recommendations, and the potential use of cartoons in their teaching practices.
This study utilized a variety of devices, including projectors, televisions, laptops, microphones, and mobile phones for recording Additionally, the Internet played a crucial role, facilitating online listening and practice through platforms such as YouTube and various websites.
In every school, lessons last for only 35 minutes, necessitating that teachers maximize this time to cover essential content and incorporate engaging activities, such as cartoon movies Successful implementation of this approach requires thorough preparation, including the use of available classroom technology, well-organized handouts, and a structured teaching plan A clear lesson plan is essential, focusing on three units (unit 18, unit 19, and unit 20) from the English Grade 5 New version textbook Teachers will select cartoon videos with subtitles that align with the unit topics and design relevant, interesting activities based on the characteristics of each video These activities will be conducted following the completion of the three units.
Establishing a clear procedure is essential for guiding each step of the study and ensuring it stays on schedule The following outlines the process for effectively incorporating cartoons into classroom instruction.
1 Preparation: basing on the topics and searching relevant clips on Internet
2 Teaching all the lessons in every topic As usual lessons in the textbook
Spending from 7 to 10 minutes after the lesson playing a cartoon video and holding some activities linked to speaking and listening skills
- Perhaps, replacing “Chant activity” or “Sing a song” at the end of the units
- Holding activities of speaking after listening in individual or group-working, such as play games or ask and answer, or role-play, do on hand-outs, etc
- Observing and encouraging students to participate in watching, speaking and listening activities;
- Motivating the students, giving correct answers and making comment
- Giving them correct answers, feedbacks;
- Keeping them in order in the classrooms
In this study, handouts featuring specific stories and related activities were provided for each lesson Following the demonstration teaching, teachers and students completed surveys to gather feedback on the practice Additionally, videos capturing student engagement in speaking and listening activities were created as evidence for later review All collected data was analyzed to evaluate the effectiveness of the teaching methods If the author was unable to attend the direct teaching sessions, alternative videos were recorded by other teachers or students for analysis and commentary on the lessons.
This study employed a quantitative approach, focusing on objective data derived from empirical observations and measurements To enhance the reliability of the research, it was crucial to collect precise figures and record relevant information regarding specific issues of interest Ensuring the validity and reliability of the scores obtained from the instruments used is essential for meaningful data interpretation A total of 117 questionnaires were distributed to students, along with a survey consisting of 6 questionnaires for teachers, followed by statistical analysis and commentary.
The questionnaires aimed to assess students' learning of oral skills in schools, focusing on their experiences with cartoon movies as a learning tool The survey consisted of three sections: the first gathered insights into students' perceptions of learning English, while the second and third explored their interests in developing speaking and listening skills through cartoon-related activities Students were asked about their satisfaction with this method, the frequency of its use, and their preferred activities during these lessons.
Sampling
The experiments were based on first teaching demo lessons with cartoon movies, questionnaires for students and a survey on teachers
The investigation involved three units with a total of 117 students aged eleven At Tran Quoc Toan Primary School, 91 students were randomly selected from three classes, while Huong Phu Primary School contributed 26 students from a single class Both schools provided English as a foreign language instruction under identical conditions, utilizing the same teaching methods and resources, including projectors and TVs, with each English lesson lasting 35 minutes.
The research conducted in these schools involved activities aligned with demo lessons and questionnaires Units 18 to 20 included a video presentation followed by speaking and listening exercises, each lasting a total of 5 minutes After the demo lessons, questionnaires were administered to both students and teachers to gather feedback.
In this study, the demo lessons incorporated cartoon videos as a supplementary activity aligned with the English-new version textbook for grade 5 students These engaging videos were shown after completing each unit, followed by diverse activities that excited and motivated students The cartoon movies closely mirrored the textbook topics, enhancing speaking and listening skills while providing opportunities for both individual and group work Additionally, the language, speed, and vocabulary used in the videos were clear and appropriate, enabling students to easily follow along This approach allowed teachers to foster creativity in their lesson preparation and implement various interesting activities, effectively engaging students in developing their English language skills.
Cartoon videos were incorporated into each textbook topic, enhancing speaking and listening activities while offering opportunities for both individual and group work This approach allowed teachers to foster their creativity in lesson preparation, creating engaging experiences that motivated students to actively develop their English skills.
There is a variety of sources on the Internet for teachers designing interesting lessons with cartoon movies Here are some examples:
1 On YouTube with various English channels for teaching elementary students:
Teach Kids English: https://www.youtube.com/channel/UCTGA25P3B3aMZGr-8RiuiZg
English Singsing : https://www.youtube.com/channel/UCGwA4GjY4nGMIYvaJiA0EGA
British Council Learn English Kids: http://learnenglishkids.britishcouncil.org/
To enhance lesson success, teachers can utilize short YouTube videos, ideally lasting 1.5 to 2 minutes The British Council Learn English Kids website offers a variety of videos and tailored activities, allowing educators to easily select relevant topics and clips for their lessons However, many teachers face challenges with the time-consuming process of searching for and designing appropriate lessons.
In this study, direct and indirect observations are conducted
Direct observation involves the author acting as both the observer and participant, allowing them to physically attend and teach a demonstration class This method enables the author to gather firsthand information by observing the classroom environment, conducting surveys, and collecting data on-site, which can later be analyzed for insightful commentary.
Indirect observation involves the use of electronic devices to record classroom activities without the author's physical presence In instances where the author cannot attend the classroom as planned, teachers assist by creating videotapes of their lessons and activities, filmed by selected students These videos allow the author to analyze the teaching demonstrations and assess the effectiveness of the instructional tools used on students.
Videotapes serve a dual purpose in educational investigations, facilitating both direct and indirect observations Recording the entire teaching process allows educators to review all activities in detail, enabling them to analyze student behaviors and responses effectively This thorough examination helps assess the impact of teaching methods on student engagement and learning outcomes.
This study aims to analyze student responses to speaking and listening activities through the medium of cartoon movies By observing real teaching situations, the researcher gains valuable insights into the challenges faced by students and identifies effective solutions to overcome these obstacles, ultimately enhancing their oral skills with this engaging tool.
The demo lessons were conducted in every school directly and indirectly
At Tran Quoc Toan Primary School, the researcher observed direct teaching in three classes, utilizing a prepared lesson plan After each unit from the English textbook for grade 5 (New version), a brief 2-minute cartoon was shown, followed by engaging speaking and listening activities for the students Additionally, handouts were occasionally provided to enhance the learning experience.
At Huong Phu Primary School, the challenges posed by distance necessitated the use of indirect observation for research purposes The researcher collaborated with a teacher to conduct a demonstration lesson based on a pre-prepared plan, while simultaneously recording several videos of the teaching process These videos served as valuable resources for analyzing the effectiveness of the applied methods, enabling the researcher to draw informed conclusions from the study.
The results would be presented in two schools as follows
In Huong Phu Primary School, there are 26 grade-5 students, while Tran Quoc Toan has 91 The questionnaire was structured to gather general information about students' English learning and oral skills, featuring five options rated on a Likert Scale Additionally, it included statements to further explore students' speaking and listening abilities through multiple-choice questions and degree-based inquiries.
The questionnaire includes a mix of closed and open-ended questions designed for student responses, featuring formats such as Yes/No questions, multiple-choice options, ranking preferences, and Likert scales.
This article explores 25 questions aimed at understanding students' awareness of studying English, particularly focusing on their speaking and listening skills It investigates whether they have been exposed to cartoon movies as a learning tool, their feelings about this experience, and the effectiveness of cartoons in enhancing their language skills The insights gathered will provide valuable information on the impact of multimedia resources in language education.
The article explores students' interests in learning English, specifically their perceptions of speaking and listening skills through the use of cartoons It highlights how students engage with speaking English by interacting with cartoon characters and participating in recommended activities Additionally, the article investigates students' views on improving listening skills through cartoons, focusing on the effectiveness of subtitles and popular listening activities Ultimately, it aims to identify the challenges students face when learning listening through cartoons.
Data collection
This study investigated the potential use of cartoons in primary schools within Thua Thien Hue province The research was conducted at Tran Quoc Toan Primary School in Hue City and Huong Phu Primary School in Nam Dong district to analyze teaching methods, student demographics, and learning phenomena The aim was to determine the appropriateness of integrating cartoons into English language instruction in these schools and assess their applicability in other primary educational settings.
The selection of TQT school in the city and HP school in a remote area for research in Thua Thien Hue province is based on the convenience of obtaining research permissions and the desire to generalize findings across diverse teaching and learning environments These schools exhibit significant differences in teaching conditions, student proficiency levels, methods, curriculums, and materials The author aims to investigate the feasibility of using cartoons in these schools and analyze their implementation in primary education Initial findings indicate that teachers have incorporated cartoons into their English teaching, prompting further exploration of the effects on student learning and how educators optimize this approach.
Due to varying population densities, there is a significant disparity in student participation in the study, with 91 students from TQT school and only 26 from HP school This discrepancy poses challenges for ensuring the study's validity and reliability To address this limitation, the author prepared a comprehensive demonstration, conducted the survey, and taught the demo effectively, followed by a meticulous analysis of the collected data The research revealed notable differences between the two schools.
TQT School, located in the city, boasts modern facilities with well-equipped classrooms, while HP School, situated in a rural area, features standard construction Despite these differences, both institutions are outfitted with advanced electronic devices, including projectors, TVs, speakers, and laptops, enhancing the teaching and learning experience.
- The number of participants: TQT school has 5 classes of grade 5 (with
In the study, 143 students participated, with 91 students from 3 out of 5 classes and 6 teachers involved In contrast, HP school contributed 26 students from a single grade 5 class and 1 English teacher, all of whom were included in the research.
- Levels of students: they are all in grade 5
- Levels of English teachers: all of the teachers in these schools graduated from University with the major in pedagogy of teaching English
In this study, some kinds of collection tools were utilized, including observation and questionnaires
The data were gathered as outlined below
- Participant observations: 3 lessons (15 minutes) in both TQT (direct attendance) and HP school (indirect attendance with made vide-tape), from March 2019 to May 2019
- Questionnaires to students: 25 questionnaire items, May 2019
- Questionnaires to teachers: 8 questionnaire items, May 2019
- Demo teaching: lesson plans prepared by the author (attached worksheets), from March 2019 to May 2019
- Videotape: made by a random student at the on-site classrooms
In a qualitative approach, the author conducts direct observations while also utilizing technology, such as smartphones, for teachers and students to record lessons and activities The subsequent analysis relies on these observations and the data collected during the process.
The quantitative approach employed in this study involved using MS Excel to analyze data gathered from questionnaires distributed to students and teachers following the teaching demonstrations The collected statistics were then assessed and calculated, allowing for a comprehensive evaluation of the effectiveness and feasibility of the application.
Research plan
To address the research questions, a systematic approach was implemented to investigate the subject matter, followed by data collection and statistical analysis Utilizing both qualitative and quantitative methods, the research procedure was carefully structured to ensure comprehensive results.
Step 1: Determining the methods which will be chosen so that they are proper enough to make the study feasible, real and valid
Step 2: Identifying the sample schools to conduct the investigation They might be randomly opted but in the need that they represented for one in the city or towns which have good conditions for teaching and learning English and one in the countryside or remote area where the conditions are not as good as the one in the city and towns The purpose is to have a general view of teaching and learning English oral skills for grade-5 students at primary schools in Thua Thien Hue province
Step 3: Conducting teaching demo lessons The researcher attends the class to make direct and indirect observation What is more, the teachers will organize numerous speaking and listening activities
Step 4: Delivering questionnaires to students and teachers (after carrying out the demo lessons)
Step 5: Analyzing in quality and quantity In light of the qualitative approach, the direct observation is analyzed with real comments of the researchers and the indirect observation is analyzed through videos and feedbacks from the teachers Also, there is a need of analyzing questionnaire to teachers to grasp their opinion and comments for the application
Step 6: Analyzing the statistics from questionnaires There are many formulas to make calculation, including: percentage of the statistics, trust coefficient and Likert Scale to make sure the reality and validity of the study
Step 7: Presenting the results from the statistics test in charts, diagrams or tables to illustrate figures into visible summaries
Step 8: Interpreting the result for drawing conclusions from the finding in the light of the research questions.
Reliability and validity
This research demonstrated its reliability through questionnaires administered in two schools, aiming to assess the consistency of responses among individuals The analysis revealed three key aspects of reliability: equivalence, stability, and internal consistency.
The author conducted a data analysis by tallying the responses for each question and calculating the percentage of each option This statistical information will then be utilized to provide insights and formulate conclusions.
Percentage of an option (%) = n/Nx100%
N: the total of responses n: the number of an option
The writer employed a ranking formula to assess the importance of various factors in response to degree-based questions By calculating the average of these factors, they can be systematically ranked Even when factors are evaluated in different contexts, their relative positions indicate their significance.
For the questions in degree:
Strongly agree: 5 Agree: 4 Neutral: 3 Disagree: 2 Strongly Disagree: 1 Statement from 1 to 5 will be equivalent with variables A, B, C, D, E
Number (average for each statement) = (5xA+4xB+3xC+2xD+1xE)/N
N: The total number of options
Validity refers to the extent to which a measurement accurately reflects what it intends to measure, as highlighted by Robson (2010) It is closely linked to reliability, with validity assessing whether researchers have implemented appropriate measures and maintained focus on the study (Mehrens & Lehman, 1987) Litwin (1995) emphasizes that validity in research encompasses two critical aspects: external validity and internal validity.
This study aimed to assess the effectiveness of using cartoons in primary schools in Thua Thien Hue by analyzing questionnaire responses By calculating the number of responses and their percentages, the researcher sought to determine whether the findings aligned with the study's objectives The validity of the research was established through the questionnaires, allowing for a comparative analysis between two schools Ultimately, the results will inform conclusions about the potential application of cartoons in educational settings.
