Tiềm năng sử dụng con rối như trợ lý ngôn ngữ trong việc giảng dạy tiếng anh cho học sinh tại một số trường tiểu học ở huế

INTRODUCTION

Rationale

- My name‟s Tom What‟s your name?

My journey of friendship with a unique companion named Tom began thanks to my mother, who was my first and most special teacher She inspired my love for the English language when I was just seven years old, making Tom a significant part of my early learning experience.

My mother creatively transformed her thumb into my favorite cartoon character, Tom from "Tom & Jerry," allowing me to engage with English despite my limited vocabulary This childhood experience resurfaced years later when I encountered a toy bear used as a teaching tool during workshops for Primary teachers in Hue in March 2011 This nostalgic moment inspired me to explore the use of puppets in English language teaching in my hometown, sparking my interest in innovative educational methods.

Puppets play a crucial role in language teaching and learning, significantly contributing to the cognitive and emotional development of young learners They connect people globally through a unique form of communication that transcends mere words (Burn, 1989) According to Peyton (1996), "puppet language" fosters mutual learning, self-confidence, and self-expression among teachers and children The presence of puppets in classrooms not only captures children's attention but also creates a warm, non-threatening environment that accommodates various learning styles and Multiple Intelligences Consequently, the use of puppets for educational purposes has garnered considerable interest from researchers and educators.

My passion for young learners drives this research, stemming from my rewarding experience teaching English to special children through the Hue Help Organization two years ago Children possess an innate innocence and enthusiasm, making their age ideal for learning a foreign language like English While the popularity of teaching English to young learners has risen in Vietnam, it is unfortunate that there is significantly less research in this area compared to adolescent and adult education.

My research topic stems from a profound passion for puppets, a strong interest in their role in language assistance, and a desire to study young English learners I am confident that my study will yield valuable insights.

Research topic, aims and questions

This study aims to explore the potential of using puppets as language assistants in teaching English to young learners in primary schools in Hue The research seeks to gain insights into how puppets can enhance the English teaching process and aims to elevate interest in this educational approach by addressing key questions related to their effectiveness in the classroom.

1 What are the perceptions of teachers and pupils on using puppets as language assistants in teaching English at Hue Primary schools?

2 How feasible is it to apply the technique of using puppets in real-life classrooms?

Research scope

This study focuses on five primary schools in Hue City, exploring the potential of using puppets as a teaching tool for English language instruction among young learners aged 8 to 10.

Significance of the study

The National Foreign Language 2020 Project by the Ministry of Education and Training has significantly influenced Vietnam's educational landscape, particularly in English teaching for young learners Innovative teaching methods, such as puppetry, are gaining attention, evidenced by numerous workshops and specialized modules for primary teachers However, despite its popularity abroad, research on the use of puppets in English teaching remains limited in Vietnam Observations from primary schools in Hue indicate that puppetry is not widely utilized, raising questions about its familiarity among local English teachers This research aims to align with current educational trends and enhance classroom activities through the integration of puppets.

Organization of the research

This study explores the potential of using puppets as language assistants in teaching English to young learners in primary schools in Hue The first chapter outlines the rationale, objectives, and significance of the research, setting the foundation for the subsequent analysis.

This project begins by establishing a clear foundation, followed by Chapter 2, which presents relevant background information on the characteristics of young learners and various perspectives on the use of puppets in education Chapter 3 focuses on the methodology, detailing a combination of data collection methods and the application of SPSS for data analysis In Chapter 4, the study's findings are illustrated through tables and charts, accompanied by a thorough discussion that leads to implications for teaching methods The final chapter summarizes the project's accomplishments and offers suggestions for future research.

LITERATURE REVIEW

Who are „Young Learners‟ (YLs)?

Before exploring the concept of "puppets" and their functions, it is crucial to first understand who "YLs" are and how they learn a language.

Wendy Scott and Lisbeth Ytreberg (1990) categorized primary pupils into two age groups: the first group includes children aged five to seven years, while the second group consists of those aged eight to ten years.

Mary Slattery and Jane Willis (2001) differentiated between Very Young Learners (VYLs), aged under seven, and Young Learners (YLs), aged seven to twelve Despite their classification, the researchers concurred on the general characteristics shared by children aged seven to twelve.

+ Their basic concepts are formed

+ They can tell the difference between fact & fiction

+ They ask questions all the time

+ They rely on the spoken word as well as the physical world to convey and understand meaning

+ They are able to make some decisions about their own learning

+ They have definite views about what they like and don‟t like doing

+ They have a developed sense of fairness about what happens in the classroom and begin to question the teachers‟ decisions

+ They are able to work with others and learn from others

Prominent educators and theorists have diverse perspectives on how young learners (YLs) acquire language Vygotsky (1962) emphasized that "children learn through social interaction," highlighting that knowledge is constructed through interactions with adults He introduced the concept of the Zone of Proximal Development (ZPD), which represents the gap between a child's independent problem-solving abilities and their potential with assistance Building on Vygotsky's ideas, Bruner (1983) argued that adults provide essential "scaffolding" that supports children's learning Both theorists recognized the critical role of language in cognitive development, with Bruner suggesting that effective scaffolding involves engaging students, breaking tasks into manageable steps, and modeling various approaches to complete tasks.

Piaget (1970) emphasized that "children are active learners and thinkers," suggesting that they construct knowledge through active interaction with their environment during developmental stages This learning occurs through individual actions and exploration While Piaget's perspective may initially appear to contrast with those of Vygotsky and Bruner, a deeper analysis reveals that all three theorists contribute unique insights into young learners' language acquisition, highlighting an interactive thread that connects their theories.

Absorbed in the „elite‟ of predecessors, Slatterly and Willis (2001) made a condensed comparison and contrast between VYLs and YLs below:

- acquire through hearing and experiencing lots of English, in much the same way they acquire L1

- learn things through playing; they are not consciously trying to learn new words or phrases – for them it‟s incidental

- love playing with language sounds, imitating, and making funny noises

- are not able to organize their learning

- not able to read or write in L1; important to recycle language through talk and play

- their grammar will develop gradually on its own when exposed to lots of English in context

- are learning to read and write in L1

- understand the difference between the real and the imaginary

- can plan and organize how best to carry out an activity

- can work with others and learn from others

- can be reliable and take responsibility for class activities and routines

I focused on children aged eight to ten for my study due to their advanced cognitive development, which makes them suitable participants for the survey on language acquisition.

To sum up, I strongly agree with Lynne Cameron (2010) when he admitted,

Children possess a simpler perspective of the world compared to older children and adults, but this does not mean that teaching them is an easy task In fact, educators must be highly skilled to effectively engage with young learners and guide them toward a deeper understanding of more complex and organized concepts Primary teachers must grasp how children perceive their environment and the ways in which they learn (Cameron, 2010: xi).

Teaching young learners requires more than just words; it necessitates incorporating movement and sensory experiences One effective method to achieve this is through the use of puppets, which enhances engagement and learning.

Why use puppets in teaching English to YLs?

Puppetry is challenging to define, with professional puppeteers and researchers holding diverse opinions on its meaning However, by synthesizing perspectives from scholars such as Burn (1989), Hunt & Renfro (1982), and Peyton (1996), we can identify key characteristics that help articulate what constitutes a "puppet."

Puppets are crafted figures that are manipulated by humans through various means such as hand movements, strings, wires, or rods These versatile creations can represent a range of characters, including people, animals, and plants, and can take the form of stuffed toys, dolls, or any imaginative design.

2.2.2 Types of puppets often used in the classrooms

In this study, I focus on specific types of puppets, particularly those highlighted by LiLian Coppock (1997), that are particularly relevant to the English teaching context in Vietnam.

• Finger puppets, stick puppets, and string puppets

Puppets can be manipulated using fingers, sticks, or strings, allowing children to express their creativity and gain a sense of ownership through crafting Essential materials for creating these puppets include paper, wool, socks, or even drawings on the fingertips Teachers play a vital role in guiding children through the puppet-making process, fostering personal expression and imaginative play.

Hand puppets, such as teddy bears, are typically operated by human hands, making them a convenient tool for educators A notable example is Paul, a toy bear created by Mary Slattery in 2008, which illustrates the effectiveness of hand puppets in educational settings.

Hand puppets – using toy bear

Diverse in types as they are, “puppets can be made from almost anything”

(Times, 2004:2) In other words, according to Scott & Ytreberg (1990), puppets

“don‟t have to be complicated They can just be paper bags with holes for eyes” like this

Coppock (1997) emphasizes the benefits of puppet-making in education, highlighting its ability to enhance knowledge and skills across various subjects Incorporating puppet projects fosters fine motor skills and engages children in design, technology, and art Through this creative process, children explore mechanics, generate their own ideas, and learn to effectively use tools and materials.

2.2.3 Benefits of using puppets in teaching English to YLs

No doubt, the role of puppets was acknowledged several decades ago Burn

(1989) claimed that puppets could help to improve upon communication skills, overcome language barriers, and teach self-control In the subsequent years, the concepts were fully nurtured and developed

Coppock (1997) reinforces Burn's perspective on the significance of puppets in children's emotional and social development, stating, "A puppet is not just an extension of the arm, but of the self." Engaging with puppets allows children to escape their daily realities, providing a safe environment where they can express emotions and explore sensitive topics without fear of embarrassment.

Puppets ignite imagination and foster creative thinking, serving as a dynamic gateway for drama and creative writing They bring stories, music, and poetry to life while enhancing speaking and listening skills The engaging nature of puppetry creates an ideal environment for children learning English as a foreign language, as well as for those who may be withdrawn or struggle with language proficiency According to Lennon & Barbato (2001), puppets also act as a valuable tool for encouraging children to express their emotions and modify their behaviors.

Puppets serve as an effective tool in EFL classrooms, as noted by Richmond Times (2004) and Burn (1989), by breaking down barriers and enhancing children's oral skills They can be utilized in various activities such as leading daily routines, storytelling, poetry recitation, games, and encouraging participation in singing Importantly, puppets cater to mixed-ability groups, supporting weaker English learners while engaging more advanced students in meaningful conversations Additionally, they play a significant role in teaching Moral and Civic Education by embodying diverse roles and emotions Young and Hadaway (2006) emphasize that puppets address both affective and cognitive aspects of language learning, providing shy and novice English learners with the confidence to express themselves through their puppet counterparts.

Scruffy Plume (2006) once again reassured the reasons for using puppets that

Puppets are engaging and entertaining tools that captivate audiences of all ages by breaking down barriers and focusing attention Regardless of age, people can become enchanted by the lively antics of puppets, which appear to possess their own personalities and voices This imaginative experience allows individuals to immerse themselves in a playful world, often forgetting that a puppeteer is behind the scenes Even shy children tend to feel more comfortable and willing to interact with these friendly, non-threatening characters, highlighting the universal appeal of puppetry.

Nevertheless, no matter how fundamental and informative they are, these above-mentioned views seem general and still cling to theory Not until Mary

In her 2008 book "Teaching with Bear: Using Puppets in the Language Classroom with Young Learners," Slattery systematically explores the role of puppets as language assistants, blending theory and practice She draws on previous perspectives on puppetry, highlighting that puppets are typically seen as positive figures that elicit enthusiastic responses from children These engaging characters captivate young learners, allowing them to experience the magic of an imaginative world where anything is possible.

 will delight children and sustain their attention

 can be used to establish and maintain a non-threatening environment

 can help children to understand their own behavior and its consequences

 can be used to show acceptance and develop children‟s self-esteem

 will support children many ways of learning

On the other hand, Slattery compiled and categorized the roles of puppets into three clear functions as follows:

Using your puppet as a language assistant lets teachers have conversations in

English that the children can listen to and understand This will

 Expose children to more English in use

 Encourage them to try and use more English to communicate

 Supply immediate visual support for meaning

 Provide opportunities for language use in natural contexts

 Create opportunities for natural repetition of language

 Enable you to include more local and cultural information

According to Slattery (2008), puppets create a child-friendly environment that fosters happiness and security for children Through interactions with teachers using puppets, children can absorb valuable lessons in respect, patience, and kindness, reflected in their teachers' tone and expressions.

 Visual, auditory, and kinesthetic learning

Puppets serve as effective tools for children to identify and enhance their dominant learning styles For instance, when a teacher interacts with a puppet, such as a toy bear, children can listen to the dialogue, observe the puppet's responses, and actively engage by participating in activities alongside it.

2.2.4 Activities we can conduct with puppets

There are a variety of activities we can carry out with the help of puppets Below is a list of recommendations I compiled from Hunt & Renfro (1982), Coppock

 using as our language assistant to give directions

 using to announce the next activity such as asking for the puppet to take a CD out from the box ( e.g: It signals that they're going to listen to a song)

 using as a partner/ a model to start an activity

 reading / telling a story/poem to the puppet

 carrying out some writing tasks such as writing a letter / e-mail or sending a postcard to the puppet

 conducting short dialogue exercises or drills

 teaching songs, chants or rhymes

Previous studies on the use of puppetry in teaching English to young learners

Despite the abundance of literature on puppetry techniques, empirical studies, particularly in Vietnam, remain scarce The predominant research methods utilized in existing studies are Case Study and Action Research.

Allyson N.Lepley (2001) studied “How Puppetry Helps The Oral Development

The study, "Of Language Minority Kindergartners," investigates the impact of puppetry on the oral language development of language minority pupils and their comfort in speaking before peers Conducted at Glen Forest Elementary, the research involved 22 students from 10 different countries, including Bolivia.

In a research project involving El Salvador, India, Iran, Jerusalem, Nicaragua, Pakistan, Peru, Russia, and Vietnam, puppets were introduced during center time, allowing pupils to explore and engage in dialogue The puppets were integrated into thematic instruction, particularly in learning about occupations and acting out familiar stories A small puppet show was performed for third-grade buddies, with observations noting the roles and participation of different pupils The study concluded that puppets significantly enhance pupil participation and excitement in learning, demonstrating their value in developing language skills among language minority learners.

Meanwhile, Amy Wallace & Larisa Mishina (2004) dealt with a thesis on

The study titled "Relations Between The Use Of Puppetry In The Classroom, Student Attention And Student Involvement" explored the impact of puppets as a teaching tool on student engagement It proposed three hypotheses: first, that puppetry directly enhances student attention; second, that it fosters greater student involvement; and third, that it indirectly boosts involvement through increased attentiveness Conducted with 32 first-grade students from two K-6 elementary schools in Brooklyn, the research divided participants into a control group of 16 children in a music cluster classroom and an experimental group of 16 in a general education setting The study utilized an observation checklist, with ratings recorded bi-weekly before and after the treatment, as well as throughout the three-week intervention period, allowing teachers to assess each student's engagement levels effectively.

Not at all Attentive 1 2 3 4 5 Very Attentive

Not at all Involved 1 2 3 4 5 Very Involved

The study evaluated student attentiveness and involvement during lessons, revealing that attentiveness was linked to how well students engaged with the lesson, while involvement measured their participation and focus on independent tasks Using a manipulative approach, the teacher employed puppets in lessons, allowing students to create their own, which effectively addressed individual learning challenges The findings indicated a strong positive correlation between puppetry, student attention, and involvement, with students completing independent tasks more easily alongside their puppets Ultimately, the study confirmed that puppetry significantly enhances student interest, thereby boosting their attention and participation in classroom activities.

Puppetry serves as an effective communication tool for addressing the needs of both individual students and entire groups in the classroom The research underscores the advantages of incorporating puppetry into educational settings, noting that it can lead to improved attention spans and enhanced information retention among pupils.

Caroline Diyani's 2011 research explored whether puppets and Victorian half-masks influence the confidence of 10-11 year old French learners during English role plays Involving twenty-six children, Diyani conducted lessons over four weeks, incorporating role-plays with puppets She utilized questionnaires, discussions with the class teacher, and observations to select a diverse sample of twelve children based on their confidence levels Through five cycles of Action Research, children presented role-plays with Victorian half-masks in Cycle 2 and self-made sock puppets in Cycle 3 Diyani concluded that while Victorian half-masks negatively impacted some children's confidence perceptions, the use of puppets generally led to more positive feelings about their confidence (Diyani, 2011:34).

Research has demonstrated the effectiveness of puppetry as a teaching tool in real-life classrooms, highlighting its numerous benefits While these studies are significant, implementing similar research in Vietnam poses challenges, including the need for substantial time, effort, participant cooperation, and official permissions from local primary school authorities As a primary English teacher and researcher, I recognize these obstacles, which is why I opted to conduct a smaller-scale study with a more straightforward methodology.

METHODOLOGY

Participants

A total of 20 English teachers from five primary schools in Hue, namely Vinh Ninh, Thuan Hoa, Truong An, Phuoc Vinh, and Tran Quoc Toan, participated in the study, along with 220 Grade 4 and 5 pupils from these institutions.

3.1.1 Overall description of Primary teachers of English as participants

ID Gender Age Length of work experience

1 Female 45 20 years Vinh Ninh Primary school

5 Male 41 19 years Phuoc Vinh Primary school

6 Female 26 4 years Phuoc Vinh Primary school

7 Female 37 11 years Phuoc Vinh Primary school

8 Female 37 14 years Truong An Primary school

12 Female 38 14 years Tran Quoc Toan

17 Female 42 20 years Thuan Hoa Primary school

18 Female 28 1 year Thuan Hoa Primary school

The participants were categorized into three age groups: Group 1 includes individuals aged 22-30, Group 2 encompasses those aged 31-40, and Group 3 consists of participants aged 41-50, as illustrated in Table 3.1 and Chart 3.1.

Table 3.1 Age Group of teachers

Chart 3.1 Age Group of teachers Besides, they were also categorized into four Work Experience Groups below (Table 2 & Chart 2)

Table 3 2 Work Experience Group of teachers

Group Frequency Percent Valid Percent

W.E Group 1: 1-5 years W.E Group 2: 6-10 years W.E Group 3: 11-15 years W.E Group 4: 15-20 years

Chart 3.2 Work Experience Group of teachers

3.1.2 Overall description of Primary pupils as participants

These pupils were classified into two groups according to Gender

Methods of study

Based on some of my previous field trips to several Primary schools, I made two hypotheses as follows:

1 Primary teachers have positive attitudes towards the benefits of using puppets, but they use it with low frequency However, most of them agree on the possibility of applying this technique in their classrooms Besides, teachers‟ predicted drawbacks are probably the fear for a waste of time, pupils‟ distraction & lack of supplementary facilities

2 Although pupils have positive attitudes and interests in learning English with puppets, they have few chances to do so Their favorite types of puppets are “hand puppets” and “stick puppets”

Data collection is a crucial initial step that influences subsequent actions, making it essential to utilize diverse data sources for a comprehensive understanding of the study's scope and subjects To gather data for my research, I employed three methods: sample modeling, questionnaires, and interviews.

A diverse range of puppets, such as finger puppets, stick puppets, string puppets, and hand puppets (specifically a "toy bear"), was introduced to the targeted class to help both teachers and students visualize the various types of puppets To engage the participants and enhance their focus on the study topic, a brief demonstration involving puppet games and chants was conducted, facilitating their responses to the subsequent questionnaires.

Designing a survey using questionnaires is essential for effective data collection Firstly, questionnaires enable quick and efficient data gathering within a short timeframe Secondly, their straightforward nature facilitates easy responses from participants, allowing me to gather a wealth of valuable information.

The study utilized two distinct types of questionnaires to gain insights into participants' perspectives on the issue, specifically targeting primary English teachers with a dedicated "Questionnaire for Teachers."

“Questionnaire for pupils” delivered to pupils at Primary schools

The English questionnaire is structured into three key sections: the first gathers personal information from participants, such as name, gender, age, work experience, and institution; the second comprises 30 closed-ended questions; and the final section invites open-ended suggestions from teachers These questions are organized into five clusters that reflect teachers' perceptions of using puppets in English teaching.

Table 3.4 Description of questionnaire for teachers

Cluster 1 Teachers’ attitudes towards the benefits of using puppets in teaching English to Primary pupils

Cluster 2 Teachers’ views on the application of this technique 1,2,7,13,

Cluster 3 Teachers’ preferences to possible areas of the application of this technique 22,23,24,2

Cluster 4 Teachers’ reflection on the current status and some drawbacks of the application of this technique

The latter, made up of fewer questions than that of the former, includes

24 closed-ended questions and a free-controlled part A notable feature of questionnaire for pupils is that all questions were intently designed in

To reduce the risk of children's frustration, the Vietnamese approach emphasized clear, simple, and understandable language in the questions Additionally, illustrations were included to help children better visualize the survey's context The content was organized into five clusters, aligning closely with the themes of the teachers' questionnaire, with some differences noted.

Table 3.5 Description of questionnaire for pupils

Cluster 1 Pupils‟ attitudes towards the benefits of puppets in learning English

Cluster 2 Pupils‟ views on the application of this technique 4,7,8,11

Cluster 4 Pupils‟ preferences to possible areas of the application of this technique

Cluster 3 Pupils‟ reflection on the current status of the application of this technique

Cluster 5 Pupils‟ preferences to certain types of puppets 12, 13, 14,

Both types of questionnaires, regardless of their length and complexity, utilize a common multiple-choice format based on a 5-point Likert scale This scale includes responses ranging from "strongly disagree" (1) to "strongly agree" (5), with a neutral option (3) in between.

The multiple-choice format was chosen because of its efficiency and convenience in coding and statistical analysis

Most important, when used for piloting, both of them met the criteria for reliability with Cronbach‟s Alpha > 0.7 as follows:

This study utilized a questionnaire facilitation method, engaging a small sample of 10 teachers for in-depth interviews The interview questions were crafted in Vietnamese to ensure that primary teachers felt comfortable and at ease during the process, as language barriers could lead to discomfort.

In an oral exam, participants were "tested," and the data collected was analyzed alongside questionnaire responses This qualitative analysis allows for an in-depth exploration of the interviewees' thoughts and attitudes regarding the topic.

The data gathered from questionnaires were analyzed quantitatively using SPSS (Statistical Package for the Social Sciences), a statistical software developed at Stanford University in the 1960s Known for its robust statistical practices and excellent data presentation features, SPSS is an ideal choice for those conducting quantitative research in the social sciences.

Choosing SPSS is essential for handling large data sets with over 1,000 data points, enabling complex data interactions through multivariate analysis It provides accurate and traceable statistical analysis, ensuring reliability in research findings Additionally, SPSS offers precise and customizable graphing options, including true 3-D visualizations, enhancing data presentation The platform also facilitates easy data export for graphs and tables, streamlining the reporting process.

The qualitative interpretation of interview data enhanced the analysis process, resulting in more specific and valid findings through the combination of these methods.

In a word, the methodology of my study can be best illustrated by the following table

AN -PHUOC VINH -TRAN QUOC TOAN

- Based on SPSS (Statistical Package for the Social Sciences)

FINDINGS AND DISCUSSION

Teachers‟ perceptions of using puppets as language assistants

In Chapter III, it was noted that the 30 questions in the teacher questionnaires were organized into five clusters and initially tested, yielding a Cronbach's Alpha of 0.834 Upon further evaluation of the reliability coefficient from 20 questionnaires distributed to primary teachers, it was gratifying to discover that the Alpha remained above 0.7, albeit slightly lower than the initial assessment.

This coefficient is significant in a sense that my research‟s questionnaires are highly reliable, hereby the accuracy of the findings can be assured

4.1.1.1 Teachers‟ attitudes towards the benefits of using puppets as language assistants in teaching English to Primary pupils

The data presented in Table 4.1 indicates that Cluster 1 has a Mean of 3.80, reflecting a general agreement among teachers regarding the positive impact of using puppets in English instruction for primary pupils This aligns with the views of Coppock (1997) and Slattery (2008) Notably, Question 18, which states that "puppets can be effectively used as language assistants," received the highest Mean score of 4.1, while Question 21, asserting that "pupils will feel excited & contribute to class more than before," followed closely with a Mean of 4.05 However, teachers exhibited some hesitance towards other questions, with Mean scores hovering around 3.5, indicating a general tendency to agree but with varying levels of confidence.

“teacher have more opportunities to use English naturally”) to 3.85 (question 6:

“using puppets creates a child-friendly atmosphere”)

In my opinion, the use of puppets in education can be understood in two main ways Firstly, many teachers recognize the overall importance of puppets and their positive influence on student engagement However, the practical benefits of puppets in real classroom settings require further validation through time and effort Secondly, some teachers express skepticism about concepts like "developing children's learning styles" and "providing more opportunities for natural English use." Consequently, those who support the use of puppets do so with caution, while others either openly disapprove or remain uncertain about their effectiveness.

Table 4.1 Results of Cluster 1 – Teachers‟ attitudes towards the benefits of using puppets

Using puppets creates a child-friendly atmosphere 2 5 3.85 745

Puppets increase interaction between teachers & children 2 5 3.70 923

Children can develop their learning styles 2 5 3.65 875

Teachers have more opportunities to use English naturally 1 5 3.50 1.100 Puppets can be effectively used as language assistants 2 5 4.10 788 Pupils will feel excited & contribute to class more than before

4.1.1.2 Teachers‟ views on the application of this technique

According to the statistics in Table 4.2, on the one hand, most teachers agree that

The use of puppets in teaching is perceived positively, with a mean score of 4.15, as 45% of teachers agreed and 40% strongly agreed with the statement However, there is some hesitation regarding the use of various puppet types, as indicated by mean scores of 3.4 and 3.35 for related questions, suggesting a slight inclination towards agreement but also uncertainty Chart 4.2 reveals that 60% of teachers maintained a neutral stance on the feasibility of implementing puppetry in their classrooms, which was unexpected, as it indicates a common reluctance among educators to embrace new teaching techniques.

Despite some reluctance, most teachers showed clear disapproval of the idea of never using puppets in their classrooms, with an average response close to 2.0 for the statement “I’ll never apply it.” In contrast, regarding the challenge of implementing this technique, as indicated by question 7 (“I think it’s still difficult to apply this technique despite training”), the majority remained neutral, resulting in a mean score of 2.95.

“strongly disagree” (Minimum = 1) as well as some others who “strongly agree” (Maximum=5)

The findings from Cluster 2 indicate a neutral stance among teachers regarding the application of puppetry in the classroom, with a mean score of 3.1 Despite the potential enjoyment that puppetry may offer, educators seem to exhibit some hesitation in incorporating this technique into their teaching practices.

If given a chance, I like to use various types of Ps 2 5 3.40 1.046

Despite training, it's difficult to apply 1 5 2.95 1.146

Using puppets is possible to carry out in my classroom 2 5 3.35 671

Chart 4.1 Using puppets sounds interesting

Chart 4.2 Using puppets to teach English is possible to carry out in my classroom

4.1.1.3 Teachers‟ preferences to possible areas of the application of this technique as language assistants

Table 4.3 highlights teachers' preferences for using puppets as language assistants, with "story-telling" emerging as the most favored option (Mean = 4.15) "Playing language games" follows closely as a strong contender with a Mean of 3.95 Additionally, the areas of "giving rewards," "conducting short dialogues/drills," and "teaching songs/chants/rhymes" rank third, fourth, and fifth, with Means of 3.8, 3.75, respectively.

The findings reveal that the use of puppets in the classroom for "announcing the next activity" received a mean score of 3.5, indicating a lower preference compared to other suggested activities Additionally, "giving instructions" and "other areas" scored even lower, with means of 3.35 and 2.75, respectively These results highlight the significance of the suggested activities for utilizing puppets effectively in educational settings.

Hunt & Renfro (1982), Coppock (1997), and Slattery (2008) emphasize the importance of prioritizing specific activities when using puppets in education It appears that primary teachers frequently associate puppetry with traditional methods such as storytelling and games, highlighting a common trend in their approach to engaging students.

Table 4.3 Teachers‟ preferences to possible areas of the application of this technique

N = 20 Minimum Maximum Mean Std Deviation

Using as a signal to announce the next activity/start an activity

Carrying out some writing tasks 1 4 2.85 671

4.1.1.4 Teachers‟ reflection on the reality and some drawbacks of using puppets as language assistants

Table 4.4 highlights a significant concern among teachers, with Question 16 revealing the highest Mean score of 3.8 regarding the lack of supplementary facilities in schools This indicates that a majority of educators acknowledge this disadvantage, although a small number, primarily from prestigious primary schools, may hold differing views.

“strongly disagree” or “disagree”, yet this made no difference to the overall result

With Mean equivalent to 3.2, the answers to Question 17 (“I've heard of it, but not yet been trained”) stood between the line “neutral” and “agree”, whereas in

Question 3 (“I've been trained, but have few opportunities to apply it”), the case was slightly reversed in a way that the teachers‟ choice lay between “disagree” and

In response to Question 5 and Question 14, the findings reveal a consistent pattern, with mean scores of 2.25 and 2.3, respectively Chart 4.3 indicates that 65% of teachers disagreed with the notion that they have been trained and successful in using puppets as a teaching technique This suggests that while many educators are familiar with puppet usage, a significant number lack proper training or proficiency in this method.

Most teachers expressed strong disagreement with Question 15, which stated, “Pupils will be distracted if I apply it,” receiving a low mean score of 1.6 This finding contrasts with my initial assumptions but aligns with Wallace & Mishina (2004), who highlighted the positive correlation between puppet use and student attention It seems that primary teachers may have subconsciously acknowledged this benefit In response to Question 11, which addressed the potential drawback of puppetry being “time-consuming,” teachers largely disagreed (Mean = 2.1) This suggests that they believe the technique is worth the investment of their time, indicating a positive outlook on its value in education.

Cluster 4 has the lowest overall mean value at 2.5, highlighting a significant challenge that is not related to time, money, or student distractions, but rather to the availability of supplementary teaching aids Further insights will be explored in the interview section.

Table 4.4 Results of Cluster 4- Reality & some drawbacks of using puppets

Maxim um Mean Std Deviation

I've been trained, but have few opportunities to apply it

It's so strange I've never heard of 1 4 2.25 910

I've been trained & successful in using puppets

Pupils will be distracted if I apply it 1 4 1.60 821

Our school lacks supplementary facilities 1 5 3.80 951

I've heard of it, but not yet been trained 1 5 3.20 1.361

Chart 4.3 I have been trained & successful in using puppets

The data reveals that Cluster 5 has the highest mean score of 3.98, with Question 4, which advocates for "more training workshops," achieving the highest mean of 4.2 Additionally, Question 12, emphasizing the importance of teachers preparing their dialogue before using puppets, closely follows with a mean of 4.1, aligning with Slattery's (2008) perspective The suggestion regarding the creation of puppets ranks in the middle, with a mean of 3.65, leaning towards agreement, indicating that many teachers may require guidance in puppet-making Given the challenges they face with existing puppets, the need for foundational ideas in creating their own puppets is evident, suggesting that Coppock's (1997) recommendations on puppet-making may require more time and experimentation to be effectively implemented.

Table 4.5 Results of Cluster 5-Teachers‟ suggestions

There should be more training workshops 3 5 4.2

Teachers' careful preparation of what to say before using Ps is necessary

If hard to get suitable puppets, teachers can create ones 2 5 3.6

In general, the difference between Means of all clusters can be clearly summarized and demonstrated by the following Table 4.6 and Chart 4.4

Table 4.6 Means of all Clusters

Chart 4.4 Means of all Clusters

4.1.1.6 Teachers‟ perception according to Age Group

Age significantly influences cognition and decision-making; however, differences in choices among age groups are minimal According to Table 4.7 and Chart 4.5, the highest mean scores for Cluster 1 (3.98) and Cluster 3 (3.74) are observed in Age Group 2, which includes individuals aged 31-40 years.

Pupils‟ perceptions of the uses of puppets as language assistants

It is rather unsatisfactory, as the Cronbach‟s Alpha after being re-checked over

220 questionnaires seems lower than that of the piloted ones Nevertheless, this coefficient still meets the requirements of reliability (Cronbach‟s Alpha > = 0.6)

4.2.1 Pupils‟ attitudes towards the benefits of puppets in learning English

Table 4.9 shows pupils‟ approval of the benefits of puppets in learning English Most pupils agreed that this technique not only makes “the class more friendly”

The findings indicate that the use of puppets in the classroom significantly enhances students' enjoyment of learning English (Mean = 3.86) and increases their excitement and participation in class activities (Mean = 3.96) This supports the earlier research by Wallace & Mishina (2004), which highlighted the positive effects of puppets on student engagement and focus.

The participants showed neutrality regarding the statement "Talking to puppets will make me more self-confident," with a mean score of 3.16 This suggests that they may require additional real-life experiences to form a definitive opinion Their responses appear to reflect attitudes similar to those of educators.

Table 4.9 Pupils‟ attitudes towards the benefits of puppets in learning English

This helps me feel more excited & contribute more to class

This helps me like to learn English more 2 5 3.86 965

Talking to Ps will make me more self- confident

The class will be more friendly 2 5 3.84 751

4.2.2 Pupils‟ views on the application of this technique

Primary pupils demonstrated a strong interest in the use of puppets for learning, with 49.1% expressing their enjoyment through the statement “Great, I like this,” resulting in a high mean score of 4.31 They found the experience fun and engaging (Mean = 4.16) and expressed a desire to learn with puppets as much as possible (Mean = 4.02), supporting Slattery's (2008) assertion about children's positive reactions to puppet interaction However, similar to their teachers, students showed some reservations regarding the feasibility of using puppets in learning, reflected in a lower mean score of 3.45 Overall, this cluster achieved the highest mean score, closely approaching the level of agreement with a mean of 3.98.

Table 4.10 Pupils‟ view on the application of this technique

I hope to learn with Ps as much as possible

50% strongly disagree disagree neutral agree strongly agree

4.2.3 Pupils‟ preferences to possible areas of the application of this technique

Table 4.11 demonstrates what possible areas of using puppets pupils like most Slightly different from the teachers‟ viewpoints, a majority of pupils considered

“playing language games” as their top choice (Mean = 4.31), then followed by

“teaching songs/rhymes/chants (Mean = 4.20) and “story-telling” (Mean = 4.07) Amazingly, both “using as a signal of the next activity/start an activity” and

“giving rewards” share a common Mean (4.00) The last four positions go to

“carrying out writing tasks” (Mean = 3.95), “giving instructions” (Mean = 3.73),

Conducting short drills scored an average of 3.36, indicating a strong preference among pupils, who are naturally excited about games and eager to practice singing In contrast, other areas received a lower average score of 2.45, suggesting that engaging activities like these enhance their enthusiasm and participation.

„companion‟ like a toy puppet, nothing could be as perfect as that

4.2.4 Pupils‟ reflection on the reality of using puppets as language assistants

Table 4.12 indicates that a significant number of pupils reported a very low frequency of puppet usage in actual classroom settings, with 31.4% agreeing with the statement, “I rarely see this in my class,” resulting in a mean score of 3.80.

“agree” and 25% for “strongly disagree” (Chart 4.8), whereas the idea that

The use of puppets in the classroom is met with significant disapproval, with a mean score of 1.96 indicating that students find it unremarkable In contrast, the statement about teachers occasionally using puppets has a mean score of 2.37, suggesting a tendency toward disagreement This reflects a broader reality in Vietnam, particularly in Hue, where the technique of incorporating puppets into education is relatively new Consequently, primary students have limited opportunities to experience puppet-assisted learning in their English classes.

Table 4.11 Pupils‟ preferences to possible areas of the application of this technique

Using as a signal of the next activity/start an activity

Table 4.12 Pupils‟ reflection on the reality of using puppets as language assistants

I rarely see this in my class 2 5 3.80 870

Nothing special, as Ps often appear in my class

My teacher sometimes does so 1 4 2.37 815

Chart 4.8 I rarely see this technique in my class

4.2.5 Pupils‟ preferences to certain types of puppets

According to Table 4.13, "Finger puppets" are the most favored type of puppets, achieving a mean score of 4.01 Following closely are "Hand puppets" with a mean of 3.92, and "String puppets" with a mean of 3.83.

“Stick puppets” seems to draw the least attention (Mean = 3.07) This result makes sense a great deal in a way that teachers can consider using what student like best with high frequency

Table 4.13 Pupils‟ preferences to certain types of puppets

All in all, the difference between Means of all Clusters can be clearly summarized and demonstrated by the following Table 4.14 and Chart 4.9 Table 4.14 Means of all Clusters

N"0 Minimum Maximum Mean Std Deviation

Mean of Cluster 1 Mean of Cluster 2 Mean of Cluster 3 Mean of Cluster 4 Mean of Cluster 5

Chart 4.9 Mean of all Clusters

4.2.6 Pupils‟ perceptions according to Gender

Gender appears to have minimal impact on students' perceptions of using puppets in English learning, with both male and female pupils exhibiting similar attitudes across various clusters However, girls tend to show a slight preference for puppetry, likely due to their greater affinity for playing with dolls and teddy bears.

Chart 4.10 Pupils‟ perceptions according to Gender

Table 4.15 Pupils‟ perceptions according to Gender

CONCLUSION AND IMPLICATIONS

Summary of the study

It can be concluded that most teachers and pupils involved in the study have positive perception of using puppets as language assistants in teaching English to young learners

Most teachers agree with Slattery (2008) that puppets serve as effective language assistants, enhancing classroom engagement and encouraging student participation However, some educators hesitate to implement this technique more frequently, despite its appeal While "story-telling" and "playing language games" are favored activities for puppet use, many teachers express concerns about inadequate facilities as a significant drawback Conversely, they reject the notion that using puppets is time-consuming.

Teachers express concerns about potential distractions caused by puppets in the classroom, highlighting the advantages and disadvantages of different puppet types They also worry about noise levels from students To enhance puppet usage, educators recommend increased training workshops and greater support from primary schools, while also suggesting the incorporation of drama as an additional application for puppetry in education.

Many primary pupils are enthusiastic about learning English through puppetry, as it creates a friendly and exciting classroom environment While they acknowledge that puppets enhance their motivation to learn, they are uncertain if interacting with puppets truly boosts their confidence Nonetheless, they find puppets enjoyable and wish to incorporate them more into their learning The most popular activities involving puppets are playing language games and teaching songs, rhymes, and chants Unfortunately, the reality is that most pupils have limited opportunities to learn with puppets, with only a few occasionally experiencing this method When it comes to favorite puppet types, finger puppets are particularly favored among the students.

Puppetry offers significant advantages in teaching English in elementary classrooms, as recognized by many educators and students However, there are emerging challenges that require careful attention regarding the implementation of this technique.

Implications

This research highlights the potential of using puppets as a teaching tool for English in primary schools in Hue, offering valuable pedagogical insights to enhance young learners' language acquisition The findings will be thoroughly analyzed to benefit both educators and students.

Currently, the number of puppetry modules available for workshops is inadequate to satisfy the needs of most educators To address this issue, the Ministry of Education & Training (MOET) should either increase the frequency of training workshops or develop additional specialized modules focused on puppetry techniques.

Currently, there is a scarcity of published resources on this technique, highlighting the need for the Ministry of Education and Training (MOET) to compile and promote additional reference materials Recommended supplementary resources could include diverse puppet collections and comprehensive handbooks for puppet-making guidance.

Investing in facilities that support puppetry is essential, regardless of the technique's novelty Therefore, it is recommended that local primary schools contribute financially and provide teaching aids to enhance this valuable educational resource.

Primary teachers should adopt a more adventurous approach to implementing new techniques, particularly by increasing the use of puppetry in their classrooms While some educators may feel that traditional methods have been effective, it is essential to recognize that teaching practices must evolve over time Embracing flexibility and a willingness to experiment with innovative strategies can significantly enhance professional development Consequently, incorporating a simple technique like puppetry can lead to meaningful improvements in teaching outcomes if educators are open to its potential benefits.

When teaching with puppets, it's crucial to understand which types resonate most with students If learners show a preference for finger puppets and hand puppets, educators should focus on incorporating these engaging tools into their lessons for more effective learning experiences.

Young learners often express their excitement through noise during class activities, particularly when engaging with puppetry Effective classroom management by teachers can help harness this enthusiasm productively.

„positive noise‟ In other words, teachers should have a more tolerant attitude towards this problem

Teachers should embrace creativity in puppet-making without relying solely on school funding They can create simple puppets using everyday materials, such as finger puppets made from decorated socks or drawings on their fingers For stick and string puppets, sturdy paper can be used to ensure durability Additionally, recycling secondhand toys for hand puppets is a cost-effective and practical solution.

Limitations of the study

In conducting this research, I aimed to achieve the study's objectives; however, there are three notable shortcomings due to both objective and subjective factors Firstly, the limited time and the small number of English teachers available in primary schools—typically no more than five per school—restricted my participant pool Instead of the planned 30 teachers, I could only engage 20, as working with more than five primary schools proved to be too time-consuming and demanding.

The use of puppetry as a teaching technique is unfamiliar to many educators, leading to a lack of confidence and reluctance to share their insights This hesitation significantly hindered the interview process, resulting in months of efforts to gather their perspectives.

Balancing the demanding responsibilities of a lecturer and researcher proved to be a significant challenge for me While conducting my research, I maintained my regular teaching load, managing the same number of classes as before Additionally, I participated multiple times throughout the year in the National Foreign Languages 2020 program, both as a trainee and a trainer This extensive commitment adversely impacted my research schedule.

For weaknesses are unavoidable, the researcher always welcome criticisms as well as suggestions from the readers to better this paper.

Further research

For further study, the researcher would like to suggest the following topics relating to this research paper for the future investigations:

• The relations between the use of puppetry and pupils‟ achievements: A case study

• The effectiveness of using puppets in teaching English to young learners

• Designing game-like activities to arouse pupils‟ interest by using puppets

The suggestions provided are based on the researcher’s personal insights gained during the research process and are intended to be beneficial for anyone interested in the topic.

Bruner, J (1983) Child‟s talk: learning to use language Oxford: Oxford

Burn, J (1989) Express it with puppetry-an international language In S.Hoffman, and L.Lamme(Eds), Learning from the inside out Wheaton, MD:

Association for childhood Education International

Cameron, L (2010) Teaching English to Young Learners Cambridge University Press Retrieved November 10th, 2011 via: www.cambridge.org

Coppock, L (1997) Puppet Talk: “Ideas for making puppets-and their use in the development of language skills with children from four to nine years”.Belair

In a study by Diyani (2001), the impact of using puppets and Victorian half-masks on the confidence levels of 10-11 year old French learners during English role plays was explored The research aimed to determine whether these creative tools could enhance the students' perceptions of their own confidence while presenting in English The findings contribute to understanding effective teaching strategies in the context of teaching English to young learners.

International TEYL Research, Seminar Papers 2011, Department of Education,

Hunt, T and Renfro, N (1982) Puppetry in early childhood education Austin, TX: Nany Renfro Studios

Lennon, J & Barbato, P (2001) The emotions: A vocabulary before language

The journal of the imagination in language learning and teaching,6,1-2 Retrieved October 23 rd , 2011 via: www.njcu.edu/CILL/vol6/lennon.html

Lepley, N.A (2001) How puppetry helps the oral development of language minority kindergartners Glen Forest Elementary Fairfax County Public Schools

Retrieved April 4th, 2012 via: http://gse.gmu.edu/assets/docs/lmtip/vol1/A.Lepley.pdf

Peyton, J (1996) Puppet language: The science of communicative play

Retrieved October 23 rd , 2011 via: www.puppettools.com/v3/library/pdf/puppetlangauge.pdf

Piaget, J (1970) The science of education and the psychology of the child New York: Oxford

I don't know!

Scott, A.W & Ytreberg, H.Y (1990) Longman Keys to Language Teaching – Teaching English to Children Longman

Shin, J.K (2006) Ten helpful ideas for teaching English to young learners English Teaching Forum, 44 (2), 2-7, 13

Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford University Press

Slattery, M (2008) Teaching with Bear: using puppets in the language classroom with young learners Oxford University Press

Times, R (2004) Puppets in Primary Oxford Magazine Retrieved January

24th, 2012 via: www.oxfordmagazine.es/2012/05/30/puppets-in-primary/

Vygotsky, L (1962) Thought and language Cambridge, MA: MIT Press

Young, A.T & Hadaway, L.N (2006) Supporting the Literacy Development of

English Learners: Increasing Success in all classrooms International Reading

Association, Inc Book Club Selection, January 2006 Retrieved October 23rd,

This questionnaire aims to collect information for my research paper on the topic:

“ The potential for using puppets as a language assistant in teaching English to young learners at some primary schools in Hue”

The data will be used for NO other purposes than the study itself Your co-operation and responses are crucial to the success of the research

3 Age:……… 4 Length of work experience:

B PLEASE READ CAREFULLY AND CHECK () THE APPROPRIATE COLUMN

Note: 1: Strongly disagree; 2: Disagree; 3: Neutral; 4: Agree; 5: Strongly agree

1 If I have a chance, I like to use various types of puppets, ranging from stick puppets, string puppets to finger puppets, hand puppets etc

English at primary school sounds interesting

3 I‟ve been trained to use this technique, but I have no opportunities to apply it in my classroom

4 There should be more training workshops on this technique

5 This technique is so strange

(5) child-friendly atmosphere in the class

7 I think it‟s still difficult to apply this technique despite training

8 A puppet can increase interaction between teachers and children

9 Children can develop their learning styles though interaction with puppets

10 Thanks to using puppets, teachers can have more opportunities to use English naturally

11 It is just a waste of time and money using puppets

12 It‟s necessary that teachers have careful preparation of what to say in English before using puppets in class

13 Using puppets to teach English is possible to carry out in my classroom I‟ll give it a try

14 I‟ve been successful in using this technique

15 I‟m afraid that my students will be distracted from learning if I use puppets

16 Our school lacks facilities to support this technique

17 I‟ve heard of this technique, but not yet been trained to use it before

18 Puppets can be effectively used as a language assistant in teaching English to young learners

19 If it‟s too hard to get suitable puppets, I think we teachers can create our own ones (e.g making paper puppets)

20 I will never apply this technique

21 My students will feel excited and make more contribution to

(5) class activities if I apply this technique

Possible areas of the application of using puppets in teaching English to young learners

23 Using as a signal to announce the next activity/start an activity

26 Conducting short dialogue exercises or drills

27 Carrying out some writing tasks

28 Teaching songs, chants or rhymes

C In this part, please note down any other comments you would like to give on the idea of

“using puppets as a language assistant in teaching English to young learners at Primary schools”:

D Please note down any further difficulties you will probably meet:

E Please write down your suggestions, if any:

THANK YOU FOR YOUR TIME

APPENDIX 2 Interview questions for teachers

Bạn đã từng sử dụng con rối trong giảng dạy trên lớp chưa? Nếu có, xin hãy chia sẻ tần suất bạn áp dụng phương pháp này trong các buổi học.

Bạn đã từng hoặc sẽ sử dụng loại rối nào nhiều nhất trong bốn loại sau: rối điều khiển bằng tay, rối điều khiển bằng dây, rối điều khiển bằng que hay rối điều khiển bằng ngón tay?

Con rối được sử dụng phổ biến trong nhiều lĩnh vực, đặc biệt là giáo dục và giải trí Việc kết hợp con rối trong giảng dạy giúp thu hút sự chú ý của học sinh, tạo ra môi trường học tập thú vị và sáng tạo Để đạt được sự phối hợp nhịp nhàng, người sử dụng cần nắm vững kỹ thuật điều khiển con rối và hiểu rõ nội dung muốn truyền tải, từ đó có thể lồng ghép một cách tự nhiên và hiệu quả.

Những khó khăn mà anh/chị đã/sẽ gặp khi áp dụng kĩ thuật này là gì?

Cuối cùng, xin anh/chị cho biết một số đề xuất để khắc phục khó khăn nói trên

Các em học sinh thân mến! Đây là phiếu khảo sát nhằm thu thập ý kiến của các em về việc sử dụng con rối trong giờ học tiếng Anh Xin vui lòng đánh dấu vào ô mà các em cảm thấy phù hợp nhất Cảm ơn các em!

Con rối là một nhân vật được tạo ra bởi con người từ nhiều chất liệu khác nhau, và chuyển động của nó được điều khiển hoàn toàn bởi con người.

Nếu trong giờ học tiếng Anh của em, thầy/cô giáo giới thiệu với các em một “bạn rối” và

“bạn” này tham gia các hoạt động cùng với cả lớp thì…

1 Việc này giúp em thấy hào hứng hơn và tham gia phát biểu nhiều hơn

Hoàn toàn không đồng ý Không đồng ý Không có ý kiến Đồng ý Hoàn toàn đồng ý

2 Thật ngạc nhiên, vì hiếm khi em thấy việc này trên lớp

Không có ý kiến Đồng ý Hoàn toàn đồng ý

3 Việc này khiến em thích học tiếng Anh hơn

4 Em nghĩ điều đó có thể thực hiện được

5 Việc nói chuyện tiếng Anh với “bạn rối” làm em thấy tự tin hơn

6 Bình thường, vì ở lớp em thường có những “bạn rối” như thế

7 Tuyệt, em thích điều này

8 Em hi vọng sẽ được học với “bạn rối” càng nhiều càng tốt

9 Giờ học sẽ thân thiện và gần gũi hơn rất nhiều

10 Thỉnh thoảng thầy/cô giáo em cũng có làm chuyện này rồi

11 Em thấy điều này vui và thú vị

Trong các loại rối sau, em thích được học nhất với:

14 Rối điều khiển bằng ngón tay

15 Rối điều khiển bằng tay

Em thích “bạn rối” tham gia vào hoạt động nào dưới đây:

16 Hướng dẫn cho cả lớp làm chuyện gì đó

17 Báo hiệu hoạt động tiếp theo hoặc bắt đầu một hoạt động mới ở trong lớp Hoàn toàn không đồng ý

20 Làm các bài tập luyện tập

21 Làm các bài tập luyện Viết bằng tiếng Anh

23 Phát phần thưởng hoặc quà

Hoàn toàn không đồng ý Không đồng ý Không có ý kiến Đồng ý Hoàn toàn đồng ý Ý kiến khác của em:

APPENDIX 4 Reliability of teachers‟ questionnaire (piloted)

Mean Std Deviation N if have chance, like to use various types of puppets (P)

3.50 707 10 using P sounds interesting 4.00 1.247 10 trained to use, but have few opportunities to apply

2.20 632 10 there should be more training workshops 4.20 1.033 10 too strange, never hear of it 2.40 843 10 using P creates a child-friendly atmosphere 3.90 568 10 still difficult to apply, despite training 2.50 972 10

P increase interaction between teachers (Ts) & children (Chn)

Chn can develop their learning styles 3.70 675 10

T have more opportunities to use English naturally

3.80 919 10 a waste of time & money 2.00 943 10 necessary that Ts' careful preparation of what to say before using puppets

4.20 632 10 possible to carry out in my classroom 3.20 632 10 trained, and successful in using this technique 2.40 516 10

Students (Ss) will be distracted if I apply it 1.70 949 10

Total 10 100.0 a Listwise deletion based on all variables in the procedure

Our school lacks facilities 4.00 816 10 hear of it, but not yet trained 4.20 919 10

P can be used as language assistants 4.20 789 10 if hard to get puppets, create our own ones 3.70 949 10 hardly ever apply this technique 1.70 675 10

Ss will feel excited & contribute more 4.30 823 10 give instructions 3.70 675 10 use as a signal to announce the next activity/start an activity

4.00 943 10 play language games 4.20 1.135 10 story-telling 4.40 843 10 conduct short dialogues/drills 3.60 516 10 carry out some writing tasks 3.00 471 10 teach songs/chants/rhymes 4.10 738 10 give rewards 3.60 843 10 other areas 2.90 568 10

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted if have chance, like to use various types of puppets (P)

99.80 92.844 620 822 using P sounds interesting 99.30 82.011 807 807 trained to use, but have few opportunities to apply

101.10 98.100 263 832 there should be more training workshops

99.10 85.433 801 810 too strange, never hear of it 100.90 104.544 -.201 848 using P creates a child-friendly atmosphere

99.40 93.378 737 821 still difficult to apply, despite training

Chn can develop their learning styles

T have more opportunities to use

99.50 89.389 665 817 a waste of time & money 101.30 116.456 -.764 869 necessary that Ts' careful preparation of what to say before using puppets

99.10 93.878 613 823 possible to carry out in my classroom

100.10 94.100 594 824 trained, and successful in using this technique

Students (Ss) will be distracted if I apply it

Our school lacks facilities 99.30 94.900 391 828 hear of it, but not yet trained 99.10 98.100 156 837

P can be used as language assistants

99.10 88.767 834 813 if hard to get puppets, create our own ones

99.60 91.156 537 822 hardly ever apply this technique 101.60 107.378 -.432 850

Ss will feel excited & contribute more

99.00 87.111 911 810 give instructions 99.60 94.489 522 825 use as a signal to announce the next activity/start an activity

99.30 87.122 783 812 play language games 99.10 81.433 931 802 story-telling 98.90 90.544 656 819 conduct short dialogues/drills 99.70 102.456 -.089 839 carry out some writing tasks 100.30 96.011 601 826 teach songs/chants/rhymes 99.20 94.844 445 827 give rewards 99.70 96.456 279 832 other areas 100.40 104.267 -.242 843

APPENDIX 5 Reliability of teachers‟ questionnaire (in reality)

The study reveals that participants express a strong interest in using various types of puppets, with an average rating of 3.40, indicating a favorable perception The idea of using puppets is perceived as interesting, scoring 4.15, while participants feel they have been trained but lack opportunities to apply their skills, reflected in a lower score of 2.50 There is a consensus on the need for more training workshops, with a high rating of 4.20 However, some participants find the concept strange, as shown by a score of 2.25 Despite the challenges, using puppets is recognized for creating a child-friendly atmosphere, scoring 3.85, although many still find it difficult to apply their training, evidenced by a score of 2.95.

P increase interaction between teachers (Ts) & children

Chn can develop their learning styles 3.65 875 20

T have more opportunities to use English naturally 3.50 1.100 20 a waste of time & money 2.10 968 20 necessary that Ts' careful preparation of what to say before using puppets

4.10 641 20 possible to carry out in my classroom 3.35 671 20 trained, and successful in using this technique 2.30 657 20

Students (Ss) will be distracted if I apply it 1.60 821 20

Our school lacks facilities 3.80 951 20 hear of it, but not yet trained 3.20 1.361 20

P can be used as language assistants 4.10 788 20 if hard to get puppets, create our own ones 3.65 875 20 will never apply this technique 1.95 826 20

Students will feel excited and contribute more when engaging in various activities, with storytelling and language games receiving high enthusiasm ratings of 4.15 and 3.95, respectively Giving clear instructions (3.35) and using signals to announce the next activity (3.50) are essential for maintaining engagement Conducting short dialogues and drills (3.75) and teaching songs, chants, or rhymes (3.65) also enhance participation While writing tasks received a lower interest score of 2.85, providing rewards (3.80) can further motivate students Overall, a diverse range of activities fosters a more dynamic and interactive learning environment.

Cronbach's Alpha if Item Deleted if have chance, like to use various types of puppets (P)

96.70 75.379 130 713 using P sounds interesting 95.95 68.050 601 676 trained to use, but have few opportunities to apply

97.60 75.726 099 716 there should be more training workshops

95.90 72.411 446 692 too strange, never hear of it 97.85 79.082 -.067 725 using P creates a child-friendly atmosphere

96.25 71.671 524 688 still difficult to apply, despite training

Chn can develop their learning styles

T have more opportunities to use

96.60 67.937 534 679 a waste of time & money 98.00 87.684 -.540 756 necessary that Ts' careful preparation of what to say before using puppets

96.00 72.105 580 688 possible to carry out in my classroom

96.75 77.355 087 713 trained, and successful in using this technique

Students (Ss) will be distracted if I apply it

Our school lacks facilities 96.30 74.958 180 708 hear of it, but not yet trained 96.90 70.516 283 702

P can be used as language assistants

96.00 71.684 489 689 if hard to get puppets, create our own ones

96.45 72.997 339 698 will never apply this technique 98.15 84.555 -.422 743

Ss will feel excited & contribute more

96.05 69.103 811 674 give instructions 96.75 69.566 635 679 use as a signal to announce the next activity/start an activity

96.60 64.253 689 662 play language games 96.15 66.661 685 669 story-telling 95.95 67.418 688 671 conduct short dialogues/drills 96.35 81.503 -.267 728 carry out some writing tasks 97.25 73.355 437 695 teach songs/chants/rhymes 96.45 72.261 333 697 give rewards 96.30 76.958 095 713 other areas 97.35 75.503 198 707

APPENDIX 6 Means of Teachers‟ Questionnaire

Age Group Mean of Cluster 1 Mean of Cluster 2 Mean of Cluster 3 Mean of Cluster 4 Mean of Cluster 5

N Minimum Maximum Mean Std Deviation

W.E Group Mean of Cluster 1 Mean of Cluster 2 Mean of Cluster 3 Mean of Cluster 4 Mean of Cluster 5

APPENDIX 7 Reliability of Students‟ questionnaires (piloted)

This helps me feel more excited & contribute more 3.40 1.075 10

I've never seen this in class 3.70 1.059 10

This helps me like to learn English more 3.90 1.287 10

Talking to Ps makes me more confident 3.70 949 10

Normal, as Ps often appear in my class 2.20 789 10

I hope to learn with Ps as much as possible 4.30 823 10

The class will be more friendly 4.30 823 10

My teacher sometimes does so 2.00 943 10

Using as a signal of the next activity/start an activity 4.10 994 10

APPENDIX 8 Reliability of Students‟ Questionnaire (in reality)

This helps me feel more excited & contribute more 3.96 838 220

I rarely see it in my class 3.80 870 220

This helps me like to learn English more 3.86 965 220

Talking to Ps makes me more confident 3.16 860 220

Nothing special, as Ps often appear in my class 1.96 698 220

I hope to learn with Ps as much as possible 4.02 758 220

The class will be more friendly 3.84 751 220

My teacher sometimes does so 2.37 815 220

Using as a signal of the next activity/start an activity 4.00 802 220

Cronbach's Alpha if Item Deleted This helps me feel more excited & contribute more 83.77 44.688 124 656

I rarely see it in my class 83.94 47.042 -.085 676

This helps me like to learn English more 83.87 40.614 426 622

Talking to Ps makes me more confident 84.57 42.018 361 632

Nothing special, as Ps often appear in my class 85.78 49.115 -.289 686

I hope to learn with Ps as much as possible 83.72 39.336 722 599

The class will be more friendly 83.90 40.633 583 613

My teacher sometimes does so 85.36 43.109 281 640

Using as a signal of the next activity/start an activity 83.73 44.626 141 654