INTRODUCTION 1.1 Rationale
Research purposes
- Investigate teachers’ and pupils' attitudes towards using animated visual aids in teaching and learning at some primary schools in Hue City
- Find out what aspects of language and skills are presented when using animated visual aids
- Research the difficulties and benefits teachers encounter when using animated visual aids
- Find out how to use animated visual aids to design good lesson plans to attract young learners
- Design and develop some sample lesson plans used powerpoint slides as a suggestive use of AVA to teach children at primary schools
- To suggest ways of using animated visual aids effectively in order to stimulate pupils' learning interest and motivation at the early age.
Research questions
1 What are teachers’ and pupils' attitudes towards using animated visual aids in teaching and learning?
2 Which aspects of language and skills are presented when using animated visual aids?
3 What are difficulties and benefits teachers encounter when using animated visual aids? Some suggestions to use animated visual aids effectively.
Research significance
This research aims to enhance English teaching and learning for both teachers and students through the use of AVA By employing specific techniques, AVA will boost students' motivation and interest while providing them with essential English knowledge and skills Additionally, it will offer primary school English teachers valuable insights on effectively integrating AVA into their lessons The pilot process and accompanying recommendations will showcase effective and engaging methods for teaching English to young learners.
Apart from the Table of Content, the References and Appendices, this research paper consists of five chapters:
This chapter will justify the rational of this research, the purposes, research questions, and significance of the study The structure of the thesis is also included in this chapter
This chapter provides a concise overview of prior research on English teaching and learning in primary schools, followed by an exploration of the benefits of utilizing animated visual aids to enhance children's English language education.
This chapter describes the research methods, subjects, data collection and analysis
This is where the findings of the study are presented and interpreted
This chapter summarizes the findings and offers implications of the study as well as suggestions for further research
Structure of the study
This chapter outlines theories regarding the use of animated visual aids in teaching, with a focus on primary schools It critically examines existing research on the effectiveness of animated visual aids for teaching foreign languages across all educational levels, particularly in primary education The organization of this chapter is designed to effectively position its research within the relevant literature.
2.1.1 Context of learning and teaching English at primary schools in Asia
The growing demand for English, driven by instrumental motivation, has led many governments to introduce it as a mandatory subject from grade one The National Curriculum Framework – 2005 highlights that the timing of English instruction has become a political response to public aspirations, diminishing the relevance of academic debates on early introduction Globally, non-English speaking countries typically start teaching English in grade one, while others introduce it in grades three or five, with many likely to shift to grade one soon Despite some resistance, arguments supporting English education emphasize its role as a tool for empowerment Today, English is both highly sought after and viewed with suspicion, reflecting a complex interplay of social, political, and academic motivations.
Here I would like to mention the situation of teaching and learning English at
LITERATURE REVIEW 2.1 Review of Previous Studies
Context of learning and teaching English at primary schools in Asia
The rising demand for English, fueled by instrumental motivation, has led many governments to introduce the language from grade one The National Curriculum Framework – 2005 highlights that the introduction of English has shifted from an academic debate to a political response to public aspirations In many non-English speaking countries, English is commonly taught from grade one, with some states considering earlier introduction to keep pace with global trends While there is resistance to English language education, it is increasingly viewed as a tool for empowerment, reflecting both social-political and academic motives.
Here I would like to mention the situation of teaching and learning English at primary schools in region according to scientific research report “SOME SUGGESTIONS ON PRIMARY ENGLISH TEACHER TRAINING” of professor Dang Van Hung from Da Nang college of foreign languages
2.1.1.1 Context of Teaching and Learning
Recent research by Grassick (2007, cited in Dang Van Hung) examined the status of English language learning and teaching in primary schools across eight Asian countries: Singapore, the Philippines, Thailand, Korea, Taiwan, Japan, Indonesia, and Vietnam.
The Philippines has the longest history of teaching English in primary schools, dating back to 1901 In contrast, Singapore lacks data in this regard Other countries, such as Vietnam, started teaching English at the primary level in the early 1990s, while Japan began its English education initiatives around the same time.
Among these 8 countries, only Singapore and the Philippines consider English as an official language and the others as a foreign language
English is a compulsory subject at primary schools in Singapore, the Philippines, Thailand, Korea and Taiwan whereas it is still an optional subject in Vietnam, Japan, and Indonesia
In Singapore, the Philippines, and Thailand, children begin learning English as early as grade 1, while in Korea, Taiwan, Japan, and Vietnam, formal English education starts in grade 3, and in Indonesia, it begins in grade 4 Consequently, most countries introduce English to children by grade 1 or 2 Except for Japan and Indonesia, the remaining countries have established official English teaching curricula.
The learning duration for English varies significantly across countries, with children in the Philippines attending classes for 90 minutes each day, while those in Japan have a much shorter annual learning time of just 12 to 20 hours In contrast, students in Vietnam, Taiwan, Indonesia, and Korea typically engage in English lessons for approximately 40 to 80 minutes each week.
English teaching and learning in primary schools face common challenges, as noted by Grassick In Singapore, classrooms often have around 30 pupils, while in the Philippines, this number can reach up to 60 The presence of mixed proficiency levels among students further complicates the implementation of effective teaching activities.
Many countries are grappling with a shortage of well-qualified teachers, particularly those with strong English skills and professional training This shortage results in confusion among teachers regarding effective speech training for students and the implementation of learner-centered classroom activities Additionally, the lack of opportunities for English communication both inside and outside the classroom, insufficient learning materials, and limited class time pose significant challenges to English teaching and learning in primary schools.
In contrast to countries like Singapore, the Philippines, Japan, Korea, and Taiwan, where primary school teachers are trained to teach multiple subjects including English, Vietnam, Indonesia, and Thailand have a different approach In these latter countries, English teachers typically focus solely on English instruction, with Vietnam notably lacking trained primary school English teachers Instead, English educators are often recruited from various educational backgrounds, primarily those who have graduated from colleges of education, making them more suited for secondary and high school teaching rather than primary education This has led to a shortage of primary school English teachers in Thailand, Indonesia, and Vietnam in recent years Additionally, as English is considered an optional subject, these teachers often work on a contract basis, allowing them to teach at multiple schools and language centers simultaneously.
In addition to Korea and Japan, plans are underway to recruit native English teachers for all primary schools, while local teachers will continue to instruct in other countries However, local educators often face challenges related to language proficiency and teaching methods, resulting in frequent use of the mother tongue in classrooms and a lack of effective strategies to engage students Furthermore, the hiring of native English speakers may not yield the desired outcomes, as many lack teaching experience and adequate professional training.
In many primary schools, English teaching predominantly relies on traditional, teacher-centered methods rather than embracing a learner-centered approach Language activities often focus on interactions between teachers and students, with limited opportunities for peer collaboration in pairs or small groups The implementation of communicative exercises is infrequent, largely due to the challenges posed by large class sizes, making effective management difficult for teachers Additionally, many English teachers apply the same teaching strategies used for teenagers and adults to young children, which hinders their ability to enhance students' motivation and interest in learning, stemming from a lack of understanding of primary education's unique philosophy and the developmental characteristics of young learners.
Context of learning and teaching English at primary schools in Vietnam
In the 1990s, primary school pupils in major cities like Hanoi and Ho Chi Minh City began studying English at foreign language centers and clubs, as reported by Trinh Quoc Thai (2005) In 1996, the Ministry of Education and Training implemented a policy allowing primary schools to offer English as an optional subject, with two periods per week By 2000, various Departments of Education and Training started to integrate English into the educational management system, providing instructional documents and training courses for English teaching methods In 2003, the Ministry established an official English curriculum for primary schools, allowing pupils to start learning English from grade 3, with two periods per week for schools operating on a double session schedule.
Since 2000, English has been officially taught in Hue City, with all 38 primary schools introducing the language from grade 3, and some even starting as early as grade 1 The widely used "Let’s Go" textbooks are a key resource in teaching English to young learners in these schools.
Many children show a strong interest in learning English from an early age, particularly in urban areas where they have access to foreign language centers While these opportunities can lead to good English proficiency, most students struggle with communicative skills due to a teaching approach that emphasizes reading and writing over speaking Additionally, Vietnamese pupils often face challenges with English pronunciation.
As for me, I have been teaching English for 5 years, working with my young learners helps me find out some useful experience
Young learners often aspire to speak English fluently; however, many perceive the language as too challenging, which hinders their confidence and competence.
* Interference from the mother tongue particularly in pronunciation, syntax and idiomatic usage
* Lack of opportunity to use English in their daily life
* Being too shy to speak English with classmates
* Lack of responsibility for their own learning
Specialists (Moon 2005a, Grassick 2007, Trinh Quoc Thai) realize that our primary English teacher staff still has limitation of qualification, method and their devotion to teaching career
Our English teaching staff possesses a diverse range of qualifications, recruited from various sources to address the growing demand for English as an elective subject However, some teachers may have inadequate foreign language proficiency (Trinh Quoc Thai, 2005: 49) Additionally, Moon (2005b) notes that many teachers struggle with pronunciation, particularly with final sounds.
Limited English proficiency among teachers hinders their ability to serve as effective role models for students (Moon, 2005b: 58) Many educators resort to using Vietnamese during English lessons, with research indicating that over 50% of teachers utilize Vietnamese for up to 80% of their instructional time Additionally, teachers often rely heavily on textbooks, which can impede the delivery of engaging and dynamic lessons that foster students' positive and creative attitudes toward learning.
Finally, teachers are short of teaching aids to support pupils' comprehensive listening and are not able to adjust their language to be suitable for students’ level
Moon (2005b) argues that primary school English teachers often utilize methods that are better suited for adults rather than children These methods include several distinct features that may not align with the developmental needs of younger learners.
Focusing on syntax and accuracy not on fluency
Focusing on reading and writing skill at the early stage
Giving high priority to repetition and choral in the whole class in order to achieve goals of pupils’ learning words exactly
Being short of care and opportunity to use English naturally to fulfill communicative goals
Moon also gives comments that teachers are not much aware of pupils' demand for thinking, language and learning motivation This can clearly be seen in the following aspects:
Using such a complex language to give instructions
Not being able to find out the reason why children encounter difficulties to do exercises
Having difficulties managing pupils while carrying out more positive and active activities than usual
Having difficulties creating dynamite learning environment as well as setting attractive goal for children to take part in
Being short of learning activities that require children to use their senses as well as their experiences with regard to their language learning
Limited teaching methods in English classes are often attributed to poor classroom management, as noted by Moon, who highlights that teachers rarely organize activities like roleplays or group work due to large class sizes and noise from neighboring classrooms This issue stems from a lack of experience in applying interactive activities and classroom management techniques, as well as teachers' hesitance to abandon familiar teaching styles Additionally, the commitment of English teachers poses a significant challenge; many are employed on a contractual basis with low salaries, leading them to juggle multiple jobs across different schools This instability results in a lack of focus on teaching and insufficient support for professional development, further exacerbating the challenges faced in primary education.
The low professional motivation among English teachers significantly affects their commitment to the teaching profession According to Moon, many teachers exhibit a lack of engagement during training sessions organized by the British Council, often arriving late, failing to complete tasks, and displaying a lack of enthusiasm This disengagement may stem from insufficient English language skills, which hinder their ability to keep up with the training material Additionally, it appears that some teachers are compelled to attend these courses rather than participating voluntarily.
Using animated visual aids in teaching English at primary schools
2.2.1 What are animated visual aids?
2.2.1.1 Definitions of animated visual aids
Animated visual aids are essential teaching tools that enhance classroom learning by providing students with various visual stimuli These aids can include real objects, classroom furniture, pictures, PowerPoint slides, magazine cut-outs, drawings, cards, maps, and even the teacher and students themselves They serve multiple purposes throughout different stages of a lesson, making them versatile and effective in language classes Additionally, animated visual aids are cost-effective, easy to source, and convenient to use, contributing significantly to the overall learning experience.
For example: The class is learning vocabulary to name parts of the face and the teacher uses photographs of people as a animated visual aid
2.2.1.2 Main kinds of animated visual aids and their common techniques 2.2.1.2.1 Flashcards
The flashcard is just a simple picture on a piece of card or paper Normally, the A-4 size paper is suitable for showing in a class of 30 pupils and for storage
Picture flashcards offer teachers the flexibility to create visually appealing and detailed materials at home, enhancing the learning experience beyond what can be achieved with quick blackboard sketches These flashcards serve a similar purpose to blackboard drawings, allowing for effective teaching methods Additionally, teachers can design double-sided flashcards to facilitate the drilling of contrasting language items, further enriching language instruction.
Here are some examples of picture flashcards:
Side 1: She usually drinks milk
Side 2: but now she is drinking juice
Example 2: Let’s go 2A: Unit 3: Let’s Talk
Numbers to express home address What’s your address?
To practice counting numbers fluently, teacher only gives out small cards with numbers and students look at them then count
In addition to picture flashcards, Ts can use plastic cards to introduce new words or rub out and remember as well in Let’s Go 1B: Unit 8: Let’s Learn
Pupils learn to express likes related to animals with these word cards
T writes new vocabulary words and their meanings on cards After introducing these words to the students, he displays them on the board The words include "tiger" (con hổ), "rabbit" (con thỏ), and "frog" (con ếch).
Using plastic card to match or order the meaning of the words
In Let’s Go 1A: Unit 2: Let’s Learn
Pupils learn to ask and identify colors
B: It’s yellow pink Màu hồng red Màu đỏ blue Màu xanh da trời
T sticks the cards with words or phrases on the board whichare not in a correct order
To create a complete sentence, students can either arrange word cards on the board in the correct order or have the same number of students as there are words in the sentence come to the front of the class Each student will take one word card and line up to form a coherent sentence This activity can become a highly competitive game when multiple groups participate.
Example: They are playing soccer
T puts the cards into two columns; one with the names of the rooms in a house and the other with household objects are disordered T prones the side with letters
Ps turn over each card and find the past or the past participle form of the verbs given
Or T can write some words on two sides of the cards
Ps turn over and find
Example: In Let’s Go 2A: Unit 3: Let’s Learn
Pupils learn to ask about and describe the location of household objects
It’s in the bedroom living room tv bathroom toilet bedroom bed dining room table
Teacher sticks the word cards on the board, then reads the passage or has Ps listen to the tape the words in which are not in the right order
Ps listen and go to the board to reorder the words they hear
Teacher divides the class into small groups (depending on the number of the
Ps can write their sentences, answers or a short passage on the board
Teacher can give answer key and pupils check themselves or has Ps compare their answers with other groups
Realia refers to tangible objects, such as furniture, people, and various classroom items, that are utilized in language teaching and learning Examples include windows, desks, boards, toys, and other classroom materials that aid in presenting and practicing new vocabulary and structures These real-world items create authentic contexts for dialogues among students, making them as valuable as pictures and drawings in a language classroom.
For example: Let’s Go 1A Unit 1: Let’s Learn
Teachers use realia available in the classroom to elicit classroom objects: a book, a desk, a chair, a ruler, a, pencil, a bag, a pen, an eraser
Images such as paintings, wall art, magazine cutouts, and postcards can effectively illustrate the meanings of new vocabulary and structures, serving as valuable cues for drills and practice These visuals can stimulate both oral and written activities in the classroom, enhancing the learning experience.
Images can provide a wealth of language content for learners to practice various skills, including prepositions, verb tenses, and speech patterns They can serve as standalone illustrations or cues for short contexts, or be combined in sequences of two or three to create longer narratives or compositions This versatility makes images as valuable as other teaching aids in language learning.
Let’s Go 2B: Unit 7: Let’s Learn
Ts use pictures to elicit daily routine (get up, brush my teeth, wash my face, comb my hair, get dressed, eat breakfast.)
Let’s Go 1 B : Unit 6 : Let’s Sing
Ts can use these pictures to ask pupils to practice asking and answering about the weather
Pictures for practicing the present progressive tense in Let’s Go 2B: Unit 8:
Let’s Learn (sleeping, swimming, playing, running, coloring, fishing)
Ps look at the pictures practice asking and describing what he or she is doing now e.g: A: What is she doing?
Simple sketches on paper or a board can enhance language learning by visually demonstrating grammatical structures and vocabulary related to people, attitudes, and actions These drawings provide engaging contexts that encourage students to imagine and use the language in meaningful ways.
Computer television telephone chair table stereo
Let’s Go 2A: Unit 3: Let’s Learn Some More (Page 24 & 25)
Revise and practice using prepositions of location: in, on, under, in front of, behind, next to
Example: There is a ball on the box
PowerPoint is a powerful software that enhances oral presentations and keeps audiences engaged by utilizing modern technology like computers and digital projectors instead of traditional slide projectors The evolution of teaching techniques has transformed education, making it more dynamic and interactive rather than just a delivery of facts Effective classroom management now incorporates animated visual aids and diverse teaching materials, with teachers continually seeking suitable resources to meet curriculum objectives Using PowerPoint slides is highly recommended for teaching English to children, and I will share some of my lesson plans that effectively utilize this tool.
Larger sheets of card or paper with writing, pictures or diagrams, used for more extended presentation or practice They would usually be displayed on the wall or blackboard
Example: In Let’s Go 2B Unit 8: Let’s Sing
Vocabulary : Topic : Parts of the body
+To review parts of the body and get pupils to recognize them we can show a chart like this:
Teacher writes the instruction on the a large sheet of card and stick it on the board
Create a vibrant monster featuring one pink head adorned with four blue eyes This creature has four red mouths and four brown feet, complemented by four arms and four noses Let your imagination run wild as you bring this unique monster to life with colorful details!
2.2.2 The impacts of animated visual aids on teaching
Teaching English to non-native speakers presents unique challenges and rewards Increasingly, globally conscious individuals are opting to teach English as a Foreign Language in Vietnam and internationally Regardless of the location—be it Vietnam, an English-speaking nation, or elsewhere—English teachers must adhere to essential guidelines for effective instruction.
Incorporating animated visual aids can significantly enhance the teaching of English as a foreign language, as they effectively convey complex concepts such as vocabulary and prepositions Visual aids not only provide instructional benefits but also engage learners, making lessons more captivating For optimal presentations, consider utilizing an overhead or slide projector to maximize the impact of your visuals.
Children in primary schools are primarily visual learners, meaning they often grasp language concepts through animated images Sainn and Ugwuegbu (1980) emphasized that play enables children to explore ideas and understand similarities and differences, as well as to sort, match, and organize their experiences The effectiveness of this learning process heavily relies on the availability of animated visual aids.
Children find learning a new language enjoyable through play-based methods such as imitation, singing, and using visual aids Teachers of English should recognize that children engage more actively in classes that incorporate various activities, particularly with the use of animated visual aids The significance of visual aids in the teaching and learning process, especially in language acquisition, is crucial, particularly in Vietnam where English is becoming a mandatory subject in primary schools Historically, animated visual aids have been utilized in language teaching well before modern communication methods emerged While visual aids are effective in teaching subjects like geography and science, their role in language instruction may differ due to the unique nature of language learning as a skill This raises the question of whether visual aids serve the same purpose across different subjects, highlighting the need to explore their distinct functions in language education.
2.2.3 Advantages of using animated visual aids
Recognizing the significance of animated visual aids in language learning, many elementary school teachers effectively incorporate them into their lessons The use of these animated resources offers several benefits, enhancing student engagement and comprehension (Gower et al., 1983:70).
* They often illustrate meaning more directly and quickly than through verbal explanation- they cut down unnecessary talking time
* They attract the students’ attention and aid concentration
* They add variety and interest to a lesson
* They help make the associated language memorable
* On permanent display, they can help make a classroom a stimulating and attractive place in which to work
Let us take a look at the advantages of a particular animated visual aids in the following
METHODOLOGY 3.1 R esearch approach
Participants
This research will be carried out with two groups of participants They are 10 teachers of English and pupils of 6 Primary Schools in Hue City
The first group comprises 8 teachers of English who have been teaching English as a foreign language (EFL) to pupils at Phu Hiep, Thanh Long, Thuy Bieu,
The study involved a group of teachers aged 27 to 45 with 4 to 15 years of experience in teaching English as a Foreign Language (EFL) from Vy Da, Phu Hoa, Thuan Hoa, Tran Quoc Toan, and Kim Long Primary Schools Additionally, 150 pupils aged 8 to 10 from Phu Hiep, Thuy Bieu, Vy Da, Thuan Hoa, and Tran Quoc Toan Primary Schools participated, all utilizing the "Let’s Go" textbook for their English studies The research findings provided a solid foundation for proposing solutions aimed at enhancing the use of animated visual aids in English teaching and learning.
Data Collection Instruments
This research primarily relies on data gathered from questionnaires and class observations, supplemented by informal interviews and discussions with teachers to enhance the study's findings.
The researcher utilized questionnaires to gather data from a large number of participants, including both teachers and pupils These questionnaires featured a mix of closed questions, offering multiple-choice options, and open-ended questions, allowing participants to express their opinions The primary purpose of employing these questionnaires was to obtain answers to the research questions.
A questionnaire consisting of 13 closed and 2 open-ended questions was developed for 8 EFL teachers to assess their and their students' attitudes towards the use of animated visual aids in teaching The survey aimed to identify the challenges and benefits associated with these aids, as well as the language aspects and skills they help to present Additionally, it sought to gather insights on teachers' solutions to problems encountered during the teaching and learning process with animated visual aids Teachers were also invited to share their personal observations about classroom dynamics.
A questionnaire consisting of 8 questions was developed for 150 pupils to assess their attitudes towards the use of animated visual aids in teaching and learning, their challenges in learning English at an early age, and their evaluation of the current frequency of these aids in their classes Ultimately, responses were collected from 136 pupils, and the questionnaire will be translated into Vietnamese to ensure the accuracy of the information gathered.
Class observation serves as an effective research tool, providing authentic insights into classroom dynamics To explore the practical use of animated visual aids in English teaching and learning, the researcher conducted observations in three primary schools: Tran Quoc Toan, Kim Long, and Thuan Hoa By dedicating significant time to these observations, the researcher aimed to gather supplementary data on the teaching environment Detailed notes and observation sheets were utilized to systematically record the findings during the classroom visits.
To gather more practical data, informal interviews and discussions were held with five EFL teachers, in addition to utilizing questionnaires and observations Each interview provided valuable insights into the teaching practices and experiences of the educators.
In a relaxed and informal setting, teachers were encouraged to engage in open conversations, allowing them to share valuable insights about their current practices in English teaching with animated visual aids The researcher fostered a friendly atmosphere, clearly explaining the study's objectives and expressing gratitude for the teachers' cooperation, which facilitated honest responses This approach not only yielded more reliable and detailed information but also reinforced findings from questionnaires and class observations, capturing insights that teachers might not have conveyed in writing To ensure comprehensive data collection, the researcher prepared a checklist of interview questions in advance, conducting the interviews in Vietnamese to enhance comfort and encourage the teachers to express their thoughts freely Information was systematically gathered through note-taking during these discussions.
Data Collection Procedure
The procedure of the research includes the following steps:
1 Collecting data through questionnaires, interviews and class observations
2 Classifying the data into relevant coded groups
4 Describing, explaining and interpreting the collected data presented in tables
The researcher conducted informal interviews and distributed the questionnaires to students during the break time and at their convenience
The interviews with teachers were conducted at the teacher's office and after work
In November and December 2009, and late January 2010, class observations were conducted across three English lessons The researcher utilized note-taking and checklists to systematically record the observations during these sessions.
Data Analysis
The data gathered from questionnaires were analyzed using statistical frequency and percentage, presented through tables and charts Additionally, class observations and interviews were transcribed into written format and recordings All collected data were organized into three primary categories based on the research questions.
- Teachers’ and pupils' attitudes towards using animated visual aids in teaching and learning
- Aspects of language and skills presented when using animated visual aids
- Difficulties, benefits teachers encounter when using animated visual aids and suggestions to use animated visual aids effectively.
Summary
This chapter outlines the selection and adaptation of research methods and instruments to effectively gather evidence addressing the research questions It also details the fundamental steps involved in the research procedure.
FINDINGS AND DISCUSSION 4.1 The teachers’ and pupils' attitudes towards using animated visual aids
Learner Factors
Table 4.2: Teachers' Frequency of Using Animated Visual Aids
Teaching English to primary school students can be quite challenging for EFL teachers, yet the use of Animated Visual Aids (AVA) significantly enhances the learning experience Most pupils express a preference for lessons that incorporate AVA, particularly pictures and realia, which are frequently utilized by teachers These visual aids not only enrich the learning environment but are also readily available in classrooms, often accompanying textbooks or easily created on boards While high-tech tools like PowerPoint slides are occasionally employed during special events or observations, traditional aids such as charts and flashcards are also part of the teaching toolkit Overall, the integration of AVA has a positive impact on children's learning outcomes.
Visual aids such as pictures, drawings, and realia play a crucial role in teaching English to children They effectively demonstrate and illustrate concepts that students have already learned, facilitating their understanding and making lessons more engaging.
4.1.2.1 Pupils’ attitudes towards using animated visual aids
Usefulness A little Not much Very much Creating positive learning motivation and interest 10(7%) 10(7%) 116(86%)
Being easy to remember and remembering for long 6(4%) 6(4%) 124(92%)
Having more time to practice during classtime 4(3%) 22(16%) 110(81%)
Table 4.3 Pupils' attitudes towards using animated visual aids
Doff (1988) highlights the significance of visual aids in TESOL classrooms, emphasizing that they encompass pictures, objects, and other items that engage students in meaningful discussions These aids enhance focus on language meaning, making lessons more dynamic and engaging Visuals can be integrated at any lesson stage, aiding in the introduction of new concepts, facilitating language practice, and reviewing previously learned material Moreover, effective visual aids are reusable and can be shared among educators, further enriching the teaching experience.
Research by Wright (1989) and Dimpere (1996) highlights the significant role of pictures in enhancing student motivation and engagement in language lessons Historically, pictures have been instrumental in aiding students' comprehension of foreign languages Moreover, they are crucial for developing listening and reading skills Data from Table 4.3 indicates that 92% of students remember lessons better with appropriate Audio-Visual Aids (AVA), while 86% feel that AVA fosters positive motivation and interest Additionally, 65% recognize the importance of AVA for skill development, and 81% appreciate having more practice time in class due to AVA Clearly, students hold favorable views on the use of AVA in English learning, underscoring the need for their integration in language teaching.
4.1.2.2 Learners’ opinion on the necessity of using animated visual aids
Important Not important Have no idea
Figure 4.4: Learners' Opinions on the Necessity of Using AVA
According to the findings presented in Figure 4.7, a significant majority of pupils, 72%, believe that the use of Audio-Visual Aids (AVA) is essential for their learning, while 19.3% consider it necessary Conversely, 8.7%, or 13 pupils, expressed indifference or uncertainty regarding the importance of this teaching tool.
The research indicated that most primary pupils consider the use of Animated Visual Aids (AVA) essential for their learning Through questionnaires and informal interviews with EFL teachers, it was found that a significant number of educators incorporate AVA into their weekly lesson plans, often utilizing pictures and realia in English classes The subsequent table will illustrate the impact of animated visual aids on various language aspects and skills.
Teachers' viewpoints on what aspects of language and skills are focused on
4.2.1 Effects of using animated visual aids on aspects of language and language skills
Table 4.5: Effects of using animated visual aids on aspects of language and language skills
Most primary school pupils are capable of learning vocabulary, with Audio-Visual Aids (AVA) having the strongest influence Techniques such as translating, using synonyms and antonyms, miming, and incorporating realia and pictures are essential for teaching vocabulary effectively AVA, along with realia and visuals, play a crucial role in helping students understand challenging language items While Abdullah (1993) notes that there is no direct causal link between vocabulary and reading success, he emphasizes the importance of vocabulary in comprehension and suggests various classroom activities for teaching it Primary school children should be provided with vocabulary categorized by topics like animals, food, household items, fruits, holidays, sports, clothing, seasons, and weather adjectives Consequently, 96% of students report that AVA significantly aids their vocabulary learning The necessity for active vocabulary practice supported by AVA is undeniable, as demonstrated by Watkins-Jones (1979), who created six picture-based vocabulary tests that made learning engaging and enjoyable for pupils.
A recent study reveals that 81% of participants believe they can easily learn simple grammar with the help of AVA, while 60% report improvements in their listening skills and 59% in speaking due to AVA's implementation However, the effects on pronunciation, writing, and reading are minimal Finocchiaro, in "Teaching Children Foreign Languages," suggests that early development of reading and writing skills is crucial Initially, techniques like using pictures and flashcards are recommended for teaching reading, followed by more advanced groups engaging in silent reading and answering questions based on their reading Addressing vocabulary and conceptual challenges is essential for effective learning.
1 To give the children a definite purpose for reading
2 To read aloud the material that we expect the children to read
4 To reinforce comprehension by doing immediately the exercises having been announced and by engaging in other related activities
Writing skills develop when children start by copying familiar and understandable material, such as dialogues, short story lines, charts of events they've experienced, or sequences of actions Initially, these activities serve as the foundation for their writing practice As they progress, children can be encouraged to expand their writing by creating full sentences based on a given model, such as substituting words from a column into a sentence and rewriting it.
Teaching children proper pronunciation at an early age is crucial for their language development The best way to teach pronunciation—including sounds, intonation, rhythm, stress, and pauses—is through intensive listening and speaking exercises If children struggle with certain sounds despite exposure to accurate models from teachers or media, targeted pronunciation practice may be necessary Once they achieve reasonable accuracy, it's important to reintegrate these sounds into authentic sentences and expressions Visual aids, such as sketches of lip and tongue positions, along with contrasting images or words, can effectively assist children in mastering challenging sounds like /θ/, /ʃ/, /ʒ/, and /ð/, which are often difficult for primary school students to pronounce.
4.2.2 Types of activities in which aspects of language and language skills are developed when using animated visual aids
Types of activities Teachers (Number=8) Percentage
Following whatever in the textbook 5 62,5%
Table 4.6: Types of activities when using animated visual aids
According to the survey results, all teachers (100%) reported incorporating games into their teaching activities, while 87.5% utilized songs This indicates that both games and songs play a significant role in enhancing student engagement and interest in learning.
In terms of 'grammar presentation', more than half of the teacher participants (75%) present grammar in the way the learners speaks as he is performing an action
In teaching present continuous tense, the teacher might say as he performs each act: I’m getting up
In classroom activities, children often perform actions while stating what they are doing, prompting questions from teachers and peers, such as “What are you doing?” This interactive approach highlights the teacher's role as a facilitator According to the data, 62.5% of teachers primarily adhere to textbook methods, while 37.5% incorporate situational learning to enhance students' creativity Dialogue activities are implemented by only 3 out of 8 teachers, primarily due to time constraints and concerns over students' linguistic abilities Many teachers express apprehension about young learners' participation in dialogue, with only one or two teachers integrating storytelling and incidental learning into their teaching methods.
Teachers should actively seek effective strategies to engage students and alleviate stress during the early stages of English learning By varying task difficulty, incorporating diverse audio-visual aids, and designing engaging activities, educators can cater to different learning abilities and foster a genuine interest in the tasks at hand.
4.2.3 Interaction in the classroom when using animated visual aids
Table 4.7: Interaction in the classroom when using animated visual aids
According to recent data, a significant 69.1% of pupils prefer pair work when learning English with the assistance of AVA, making it a favored choice among teachers This method allows two students to collaborate effectively, engaging in roleplay and interactive activities using provided images or classroom objects Wendy and Lisbeth (1990:15) emphasize the effectiveness of pair work in language teaching, noting its simplicity in organization and explanation, and recommend that group work should only be introduced after students are accustomed to working in pairs Additionally, group work is preferred by 61% of students, enabling collaborative learning in larger teams.
Teachers frequently organize students into groups to form lines or queue up before class, enhancing classroom management Engaging games like word squares, lucky numbers, and slap the board, facilitated by AVA, promote collaborative learning and generate excitement among students Additionally, AVA positively impacts both group dynamics and individual student performance, with a notable 55.1% effectiveness observed in the overall classroom experience.
According to Wrigley (1993), in his book "Ways of Using Technology in Language and Literary Teaching," technology enhances collaboration and social interaction in educational settings Audiovisual aids (AVAs) play a crucial role in English language learning and teaching by fostering essential interactions in the classroom, enabling communicative activities to be conducted efficiently and effectively.
Teachers' benefits when using animated visual aids
4.3.1 Why teachers use animated visual aids when teaching
Creating interesting and joyful learning environment 8 100%
Making it easy for students to memorize the lessons 7 87.5%
Contributing to the context that the language is being used 6 75%
Table 4.8: Reasons why teachers use AVA when teaching
English can be a challenging subject for primary school students, often leading to a lack of confidence in their abilities To foster a more engaging and enjoyable learning environment, teachers can utilize tools like AVA (Audio-Visual Aids) According to a survey, 100% of teachers indicated that the primary reason for using AVA is to create a stimulating atmosphere in the classroom By incorporating colorful and vivid materials such as pictures, realia, and charts, educators can transform the often monotonous English lessons into captivating experiences that capture students' attention and enhance their learning.
A significant 87.5% of teachers highlight that using AVA facilitates easier memorization of lessons for students This tool particularly aids in learning English vocabulary, enabling students to retain information for an extended period Consequently, AVA plays a crucial role in helping students effectively review previously learned vocabulary.
Seventy-five percent of teachers reported that using AVA enhances the context in which language is applied, making learning more effective AVA simplifies the learning process by providing clear explanations and symbols for language items covered in lessons Additionally, it allows teachers to minimize the use of Vietnamese during instruction, which is discouraged in English classes Consequently, educators recognize the significant role of AVA in supporting English teaching and learning.
Many teachers believe that using audiovisual aids (AVA) enhances students' language skills They utilize various resources, such as pictures and slides, to present lessons more effectively, allowing students to grasp concepts more clearly Additionally, it is essential to design and manage classroom activities that encourage students to collaborate in pairs and groups, tailored to accommodate varying levels of language proficiency.
Students have opportunities to engage with language during lessons by utilizing pictures for interaction Instead of a whole-class discussion led by the teacher, students can be encouraged to explore the information in pairs or groups, fostering collaborative learning.
4.3.2 How pupils feel when learning English with the help of AVA
How they feel Number= 136 Percentage
Table 4.9: Pupils' feelings when learning English with the help of AVA
A significant 93% of pupils reported enjoying learning English with AVA, which positively impacted teachers' motivation to teach This enjoyment correlated with effective learning, as 80% of students expressed interest in English lessons that incorporated AVA However, 47% of pupils remained indifferent, viewing the lessons as average, while 38% found learning English challenging due to a lack of understanding Additionally, 23% of students considered English lessons boring, leading to distractions and reduced attention during class.
In summary, incorporating AVA in primary school English instruction is essential for EFL teachers It is crucial to harness the positive emotions associated with learning English at this young age.
Teachers’ difficulties when using animated visual aids
Lack of facilities (e.g pictures, computer, charts…) 7 87.5% Lack of teaching experience at primary school 6 75%
Learners' lack of linguistic competence 4 50%
Learners' low motivation and passive attitude 2 25%
Table 4.10: Teachers’ difficulties when using animated visual aids
Teaching English to children in Vietnam is essential due to the current foreign exchange context; however, primary school teachers face significant challenges when using AVA (Animated Visual Aids) Many EFL teachers report difficulties, with time limitations being the primary issue Preparing effective lesson plans with AVA requires substantial time, and teachers often juggle 23 periods per week, attending school nearly every day Furthermore, they are responsible for multiple courses across different grades, which adds to their workload My experience teaching grades two to five across ten classes highlights that the lack of time severely restricts teachers' ability to prepare and enhance teaching materials, particularly animated visual aids.
Tran Thi Nhu Thu, an English teacher at Phu Hiep Primary School with nearly five years of experience, faces significant challenges in teaching children English She highlights that the most difficult aspect of using AVA in the classroom is the time-consuming nature of the process.
A significant challenge faced by teachers is the lack of adequate facilities, including visual aids and technology, as they only receive textbooks, reference materials, and limited teaching cards In Hue City, acquiring these teaching cards can be particularly difficult Additionally, primary schools lack dedicated laboratory rooms for English lessons, which limits the learning environment While engaging activities like games and songs are incorporated into English classes, they often generate noise that disrupts neighboring classrooms Consequently, 87.5% of teachers reported that the scarcity of resources hampers their ability to teach effectively using audio-visual aids (AVA).
Seventy-five percent of English teachers have expressed that their lack of teaching experience at the primary school level poses a significant challenge Many are trained primarily for secondary education, leading to initial shock and fatigue when tasked with teaching young children In addition to their general English knowledge, these teachers often lack training in child development and learning psychology Consequently, they must self-educate to acquire this essential knowledge Furthermore, some teachers reported insufficient opportunities to attend workshops focused on effective teaching methods for young learners.
Seventy-five percent of teachers indicated that students' mixed abilities significantly impact English learning and teaching with AVA While some students excel in learning English, others struggle, necessitating teachers to adapt their instructional methods As a result, addressing learners' varying abilities presents a genuine challenge in the classroom.
A significant 62.5% of teachers identify large class sizes as a challenge when implementing AVA (Audio-Visual Aids) in education, with the ideal class size being under 30 students However, primary school classes often exceed this number, making it difficult for teachers to foster interaction and effectively conduct group work or student-centered activities.
Many primary school pupils face significant challenges in learning English, primarily due to a lack of linguistic competence (50%), unengaging materials (25%), and low motivation and passive attitudes (25%) Their limited exposure to the foreign language and insufficient practice hinder their ability to master even their mother tongue Furthermore, acquiring successful English skills requires time and consistent practice, making low motivation a critical barrier to their learning progress.
Many teachers are enthusiastic about using AVA for English lessons but face challenges that need addressing They anticipate improvements in facilities and teaching conditions I believe that primary school English teachers should effectively utilize available resources, such as pictures and realia, to enhance their lessons for young students Additionally, they should confidently suggest to their principals the purchase of necessary materials to improve the teaching environment.
4.4.2.1 Pupils' difficulties in learning English at primary school
Teaching English to primary school children poses significant challenges for EFL teachers, with 62.5% reporting various difficulties Many teachers believe that young pupils struggle to learn English due to their limited linguistic competence and lack of exposure to spoken language, resulting in low confidence and motivation Additionally, some students show little interest in English, viewing it as a difficult and unfamiliar subject not reflected in their official academic results Compounding these issues, 37.5% of teachers noted a shortage of textbooks and resources for students in disadvantaged areas Conversely, 12.5% of teachers found teaching English manageable by utilizing effective techniques, games, and songs, enabling young learners to acquire the language more easily without relying on expensive materials.
4.4.2.2 Frequency of Pupils' Home Practice of EFL
When evaluating pupils' home learning strategies, it is essential to consider their practices outside of school A survey conducted among students revealed their frequency of engaging in English lesson practice at home, as illustrated in the accompanying figure.
Figure 4.11 : Frequency of Students' Home Practice of EFL
The data reveals that only 7.3% of pupils consistently spend time learning English at home, with a significant portion engaging in this activity 'sometimes' (31.3%) and 'rarely' (40.7%).
Many pupils rarely practice English at home, with a significant number never engaging in study outside of school While memorizing vocabulary is a common method for review, few students explore alternative practices, such as completing homework assignments or listening to English children's songs The lack of home practice, as indicated by the findings, suggests that regular exposure to authentic English is crucial for developing effective language learning methods and gaining valuable experience To excel in English, students need to dedicate time and effort to consistent practice.
Learning a foreign language in primary school is a complex process that requires various skills and effective learning strategies However, many students struggle with language acquisition, making the experience time-consuming and unengaging A lack of practice at home significantly hinders their progress To enhance English learning, EFL teachers should focus on developing effective learning styles and encourage students to practice English at home through diverse methods.
Suggestions to effective using of animated visual aids
Teachers reported encountering various challenges when utilizing AVA but consistently made efforts to overcome these hurdles Through questionnaires and interviews with primary school English teachers, several suggestions were shared to enhance the effective use of AVA.
Currently, primary school students in Hue City are primarily learning English in traditional classrooms rather than in specialized language laboratories As a result, educators are advocating for the establishment of dedicated language labs in the coming years to enhance the English learning experience.
Teachers are advocating for a reduction in their weekly teaching periods to 20, allowing them more time to create engaging visual aids for their lessons.
Schools should take good care of equipping some kinds of AVA such as computers, pictures, charts, to improve teaching conditions.