04051001973 The effects of multimedia on English teachingand learning at a primary school in Vietnam = Tác động của đa phương tiện đối với dạy và học tiếng Anh ở một trường tiểu học ở Việt Nam
INTRODUCTION
Rationale of the study
In the 4.0 era, the rapid scientific and technological revolution has led to a significant increase in the use of modern electronic devices As society progresses, multimedia teaching has become widely adopted in education Many countries worldwide are successfully implementing multimedia methods for teaching English, yielding impressive results In Vietnam, the integration of scientific and technological advancements in education is becoming increasingly prevalent.
The Industrial Revolution 4.0 has significantly transformed teaching methods, particularly through the use of multimedia, which offers numerous advantages English teachers must effectively utilize multimedia tools to create engaging lessons, as this approach can greatly impact both educators and students However, the integration of multimedia in English teaching raises several questions, such as how teachers can adapt their lesson planning to incorporate these tools and what challenges they may face when using modern equipment Additionally, it is essential to explore how students engage with English learning in a multimedia-enhanced classroom Therefore, clarifying the various issues related to multimedia teaching is crucial for effective implementation.
Multimedia teaching is increasingly utilized in various educational settings, including primary schools, secondary schools, universities, and English language training institutions Elementary school students, in particular, exhibit unique characteristics that facilitate their learning; they adapt quickly to new concepts and have a rapid memory retention, although they also forget information just as swiftly For these young learners, visual memory, which relies on images, is more dominant than verbal-logical memory Their concrete thinking is influenced by their intuitive understanding of specific objects and phenomena, making them more engaged with subjects that feature vivid visual aids, interactive games, and approachable teachers.
Because of the above reasons, the author conducted the research entitled
“The Effects of Multimedia on English Teaching and Learning at a Primary School in Vietnam”
Aims and objectives of the study
This study explores the impact of multimedia on English teaching and learning in a primary school located in Ninh Binh province Additionally, it examines primary school students' perceptions of English classes that incorporate multimedia tools.
In short, the objectives of the study could be summarized into research questions as followed:
1 What are the effects of using multimedia on English language teaching at a primary school?
2 What are students‘ opinions about applying multimedia in English classroom?
Scope of the study
This study examines the benefits and challenges encountered by English teachers and students in an elementary school in Ninh Binh province when utilizing multimedia teaching methods Participants included both English teachers and students from the primary school, with a particular emphasis on their perceptions regarding the school's multimedia teaching resources for English instruction.
Significance of the study
This research aims to identify the challenges faced by English teachers and students when integrating multimedia in the classroom The findings will assist educators in making necessary adjustments to enhance multimedia application in English instruction Additionally, the study's recommendations and conclusions will serve as valuable resources for policymakers in schools across the nation.
Methods of the study
This study employs a survey research design, utilizing both qualitative and quantitative data collection methods Interviews were conducted to gather insights from teachers and students regarding their opinions, attitudes, and perceptions of multimedia teaching Additionally, questionnaires were administered to enhance the validity of the information obtained from the interviews.
Structure of the thesis
The thesis comprises five main chapters:
Chapter 1: Introduction – provides a general background and clarifies the rationale of this research Besides, research aim and objectives as well as research questions are also specified In general, the Introduction serves as an overview of this study
Chapter 2: Literature Review – is concerned with literature review which included definitions of key terms, concepts related to multimedia teaching are provided Besides, the previous studies by other researchers are also mentioned
Chapter 3: Methodology – presents the research design which includes the discussion of issues such as research philosophy, research approach, research strategy and time horizons; justifies the choice of participants, and presents data collection procedure
Chapter 4: Findings and discussion – presents data analysis, findings and discussion of findings
Chapter 5: Conclusion – summarizes the results from all analyses of the prior sections, point out some limitations of the study, and provides some recommendations for further research.
LITERATURE REVIEWS
Multimedia
Multimedia is defined as the engaging and interactive presentation of information through a blend of text, audio, video, graphics, and animation Essentially, it is a digital approach to conveying information that integrates various forms of media, including textual data, audio, visuals, and animations Examples of multimedia applications include email, Yahoo Messenger, video conferencing, and Multimedia Message Service (MMS).
The term ‗multimedia‘, as its name suggests, is the combination of two components ‗multi‘ and ‗media‘ that is many types of media (hardware/software) used for communication of information
Following are the common components of multimedia:
Text: Text is present in some form in every multimedia production To fit the multimedia software's professional presentation, the text can be presented in a variety of fonts and sizes
Graphics play a crucial role in multimedia applications, as they enhance visual appeal and engagement Many users prefer visuals over large blocks of text, making graphics an effective tool for conveying concepts and providing background information These visuals can be categorized into two main types.
Bitmap images are authentic pictures captured from devices such as digital cameras or scanners These images are often not editable and require significant memory storage.
- Vector Graphics: Because they are created on a computer, vector graphics only require a small amount of memory These images can be changed
In multimedia applications, audio elements such as speech, music, and sound effects play a crucial role Speech serves as an effective teaching tool, while sound can be categorized into simple and advanced types Simple sound refers to the initial sound signals, which are digitally stored on computers Consequently, the audio used in media applications is considered digital sound.
Video refers to moving images accompanied by sound, similar to what is seen on television The video component of multimedia applications conveys a significant amount of information quickly Digital video is particularly useful in audio-visual applications for displaying real objects While online, videos demand considerable computer memory and bandwidth However, the quality of digital video files can be maintained during storage, just like other computer files Additionally, digital video files can be easily transferred within a computer network and edited with ease.
Animation is the technique of creating the illusion of movement by displaying a series of still images in sequence This process not only enhances visual appeal but also adds a sense of fun to presentations Widely used in multimedia applications, animation serves as an effective tool for capturing attention and making content more engaging.
Following are the common areas of applications of multimedia
Multimedia plays a crucial role in modern business by enhancing communication and collaboration The integration of media and communication technologies has facilitated global teamwork, allowing members to work from various locations This innovation has led to the emergence of a global workplace, where businesses can operate seamlessly across borders.
Multimedia significantly enhances marketing and advertising efforts by improving communication at a cost-effective rate By incorporating elements like animated presentations, video transitions, and sound effects, multimedia advertisements engage consumers in innovative ways, ultimately driving product sales.
Multimedia in education has seen a rise in the availability of educational computer games For instance, an engaging game allows children to listen to various rhymes while also enabling them to paint pictures and manipulate the size of different objects Additionally, numerous multimedia packages on the market offer detailed information and interactive features that enhance learning experiences for kids.
Multimedia is increasingly utilized in banks, enhancing customer experience in public spaces Customers visit banks for various services, including opening accounts, making deposits, and obtaining loans To effectively communicate information about their offerings, banks employ multimedia tools, such as computer monitors in waiting areas that display details about different financial schemes The rise of online and internet banking has further integrated multimedia, allowing banks to improve customer service and educate clients about attractive financing options.
Multimedia technology in hospitals plays a crucial role in the real-time monitoring of critically ill or injured patients By displaying vital conditions on PC screens, it enables healthcare professionals to receive immediate alerts if any changes occur This technology allows doctors to remotely observe medical procedures and provide online guidance whenever necessary, enhancing patient care and response times.
Multimedia plays a crucial role in diagnosing illnesses in hospitals, utilizing CD-ROMs, cassettes, and DVDs that provide valuable information on various diseases and their treatments Additionally, multimedia presentations are commonly employed in the training of new doctors and nurses, enhancing their learning experience Furthermore, critical surgeries increasingly rely on multimedia displays to improve outcomes and facilitate complex procedures.
Multimedia pedagogues play a crucial role in engaging students by utilizing audio-visual support to enhance learning experiences By presenting diverse challenges, these instructors can spark students' interest in various subjects The guidance provided has evolved from basic control to sophisticated simulations, dynamic connections, collaboration, and system testing of user interactions.
The era of home access to multimedia services has commenced, driven by advancements in high computing capabilities, communication technologies, and associated standards.
Multimedia in English teaching and learning
2.2.1 Advantages of using multimedia in Teaching
The continuous advancement of technology significantly impacts educational methods, particularly in English language teaching The emergence of the Internet has challenged traditional teaching approaches, prompting the introduction of innovative methods Teachers now face the dual challenge of engaging students' interest in learning English while enhancing classroom efficiency Multimedia has emerged as a vital tool in addressing these challenges, as it fosters a more engaging learning environment According to Dong (2011), multimedia teaching—incorporating visual, auditory, and interactive elements—greatly enhances students' passion for learning, resulting in improved class efficiency As multimedia becomes an integral part of our lives, its integration into lesson planning is essential for effective language instruction Compared to traditional methods, multimedia teaching offers numerous advantages, such as increased student engagement and improved learning outcomes (Pun, 2013) By utilizing images, sounds, and animations, multimedia provides rich, implicit information, contrasting with the passive nature of traditional learning, which often relies on repetitive exercises Furthermore, multimedia enhances students' understanding of English culture, offering broader knowledge sources than traditional textbooks, which often fail to capture real-life language use and student interest.
Multimedia enhances language learning by providing rich information that helps students unconsciously absorb linguistic factors, including cultural customs This approach improves listening skills and fosters collaborative learning, allowing students to support each other in acquiring language more effectively (Pun, 2013: 31) In the teaching process, students develop four key areas: listening, speaking, reading, and writing, with multimedia creating a harmonious environment that maximizes practice and motivates participation in class activities Engaging with multimedia leads to better retention of knowledge compared to traditional methods (Dong, 2011) Additionally, multimedia enhances students' communicative competence, as it encourages active engagement rather than passive reception of information This technology stimulates critical thinking and emotional involvement, making classes more enjoyable Tools like PowerPoint facilitate comprehension and interactivity, promoting group discussions and enhancing communication between students and teachers Ultimately, multimedia technology fosters a positive attitude among students and significantly improves their communication skills (Pun, 2013: 31) Furthermore, it increases teaching efficiency by optimizing class time and content delivery, moving away from traditional teacher-centered methods By integrating multimedia into the curriculum, educators can create a more realistic learning environment that encourages student initiative and provides extensive information (Pun, 2013: 31).
2.2.2 Disadvantages of using multimedia in Teaching
The application of multimedia technology in education offers numerous advantages, but it also presents significant challenges One major issue is the potential for multimedia to dominate the classroom, leading to a reliance on technology that can hinder effective teaching Teachers may become passive, focusing on the screen rather than engaging with students, which disrupts eye contact and interaction As noted by Patel (2013: 120), many educators are active in using multimedia but lack the confidence to manage it effectively Additionally, time constraints can pose a drawback, as both students and teachers may find it labor-intensive to search for information online Teachers must invest time in testing video clips to avoid reverting to traditional methods, such as using a CD player Furthermore, resolving file conflicts can be a challenging aspect that demands considerable effort.
Resolving technical issues on home computers is straightforward, but for large educational institutions managed by site administrators, it becomes complex A significant time constraint arises when selecting appropriate materials for classes, as teachers must be selective in their search for listening resources to optimize both their time and that of their students, avoiding information overload The goal of teaching is to facilitate a transition from perceptual to rational understanding, with an emphasis on enhancing rational thinking While multimedia can simplify content delivery and offer unique advantages, it may also limit students' imagination and restrict abstract thinking, as evidenced by declining reading skills due to the replacement of text with audio and images This highlights the importance of viewing multimedia as a supportive tool rather than a substitute for the essential role of the teacher (Patel, 2013: 120-121).
2.2.3 The roles of teachers in multimedia environment
The integration of multimedia in educational institutions necessitates significant changes in traditional teaching methods, transforming teachers into guides and facilitators who must navigate a diverse array of resources to enhance students' language skills With the availability of online dictionaries, encyclopedias, and current news, educators can provide insights into the target language's culture and context Teachers must be adaptable, responsive to student needs, and open to utilizing various media, acting as integrators of knowledge They should be proficient in accessing reliable information and using digital tools for language analysis, which enhances their linguistic competence and confidence The role of a designer involves creating tasks that guide students toward successful outcomes while fostering collaboration and higher-order thinking skills This complex learning environment encourages meaningful interactions and helps teachers connect with peers globally, alleviating feelings of isolation in their profession.
2.2.4 The application of multimedia in the classroom teaching
In today's educational landscape, technology provides a variety of tools that enhance foreign language learning and boost student engagement Interactive White Boards are commonly found in language classrooms, serving as valuable resources for teachers to incorporate multimedia applications into their lessons Additionally, PowerPoint presentations are frequently utilized to stimulate critical thinking and facilitate effective language instruction.
The Interactive White Board (IWB) revolutionizes knowledge acquisition by offering innovative teaching methods that surpass traditional chalkboards, particularly in foreign language instruction This advanced tool combines features of a whiteboard, blackboard, video display, television, projector, disc player, and computer, creating a versatile learning environment As a major touch-sensitive board connected to a digital projector and computer, it allows users to display and interact with content directly on the board using either their fingers or a specialized pen.
The Interactive White Board can be applied in a laboratory class for language learning for the following purposes:
- using resources from the websites in whole-class teaching,
- showing video clips to help students get a better understanding of a certain concept,
- demonstrating a piece of software packages,
- making presentations by students and showing the results of their work,
- saving notes for the future use,
The Interactive Whiteboard (IWB) serves as a tool that facilitates access to and utilization of digital resources, supporting the entire class while the teacher acts as a guide and monitors the learning process.
The Interactive Whiteboard (IWB) provides teachers with access to a vast array of educational resources, including websites, multimedia clips, and interactive software designed to enhance language instruction This technology allows for the presentation of information in a dynamic format, enabling students to save their work for future display The IWB functions similarly to a traditional blackboard, allowing educators to easily write and erase content One of its primary advantages is the ability to store and repurpose materials, significantly reducing the time teachers spend on resource preparation and maximizing time for language learning Additionally, instructors can customize their lessons with images and texts, replacing traditional materials like posters and textbooks The IWB's multimedia capabilities facilitate quick access to a wide range of resources, while its multisensory features support effective language practice by seamlessly integrating oral and visual inputs The engaging interactive texts and activities, complete with vibrant graphics and sound effects, particularly benefit young learners, who thrive on sensory experiences and verbal interaction.
- visual elements as color and movement,
- auditory elements as music, voice, and sound effects,
Children engage with stories presented in an unfamiliar language, which enhances their imaginative processes and encourages active participation in interactive activities Their fascination with the ability to touch and manipulate on-screen objects, play interactive games, and interact with written English text significantly contributes to their linguistic development.
PowerPoint is currently the most widely used presentation tool, significantly impacting teaching and learning It combines animation, graphics, and color, allowing for the integration of various computer applications and methods Research shows that using a computer for presentations enhances attention and positively influences learning outcomes PowerPoint also improves four key language skills: listening, speaking, reading, and writing This tool stimulates imagination, aids comprehension, and enhances both short-term and long-term memory retention, especially when visuals and text are presented together The use of color in presentations can enhance language learning and serve as a memory aid, but teachers must choose colors carefully to avoid distractions that could undermine the subject matter.
PowerPoint enables the creation of engaging interactive activities such as treasure hunts, quizzes, and game-show-style games, enhancing the learning experience with visuals, graphics, and audio clips Unlike traditional paper-and-pencil methods, these interactive elements can significantly support instruction when used thoughtfully.
Incorporating hyperlinks into multimedia, such as PowerPoint presentations, significantly enhances their effectiveness Hyperlinks can be applied to underlined text, images, objects, or charts, allowing users to access documents, navigate to web pages on a company site, or view different slides within the presentation with a simple click.
Hypertext refers to links within textual content, typically highlighted in blue, allowing users to navigate between different pieces of information In contrast, hypermedia expands on this concept by connecting various media types, such as images, audio, animations, and video, rather than just text It can utilize combinations of text with either sound or images The term "hyperwords" describes interactive text, while hyper-links refer to words that connect to specific destinations Hyperwords enable interaction with other applications, including dictionaries, email, and online translators, through a simple set of commands.
PowerPoint is an effective tool for creative design, transforming traditional paper-style quizzes into engaging learning activities This approach fosters a stronger connection between content and application for learners.
Computer software used in English class
Multimedia and learning styles of learners
The idea of "learning styles" has gained widespread acceptance among educators globally, with research from professors and Neuro-linguistic programming experts indicating that learners process information through their five senses It is important to recognize that each student has a unique learning style.
Individuals possess relatively consistent strengths and weaknesses in cognitive abilities, including language processing and visual-spatial skills Additionally, people exhibit distinct preferences for how they absorb information The four primary learning styles are:
Visual learners are students who effectively absorb and process information when it is conveyed through graphic representations of meaningful symbols They tend to engage with arrows, charts, diagrams, and other visual hierarchies, although they may not respond as strongly to photographs or videos.
Visual learners excel when information is presented as a cohesive whole, leading to better educational outcomes They benefit more from summarizing charts and diagrams than from sequential slides of information.
Auditory learners thrive when information is presented vocally, often choosing not to take notes to maintain their focus on listening This can lead educators to mistakenly perceive them as less engaged than their peers In reality, these students may find that avoiding note-taking enhances their learning by allowing for uninterrupted auditory attention.
Auditory learners thrive in collaborative environments, excelling in group discussions about course content They also enhance their understanding by reading their written work aloud, which aids in processing and reflecting on the material.
Students who excel in the reading/writing modality have a pronounced preference for learning through written text They benefit from written materials provided in class, such as handouts and PowerPoint presentations, and thrive when synthesizing course content through written assignments This learning style is particularly advantageous for conducting online research, as many valuable resources available on the internet are text-dense.
Reading/writing-oriented students should be encouraged to take copious notes during classroom lectures to help them both process information and have an easier time recalling it later
Kinesthetic learners thrive on hands-on, active participation in their education, requiring physical engagement to optimize their learning outcomes Often mistakenly called "tactile learners," they actually utilize all their senses in the learning process, not just touch.
Kinesthetic learners often struggle in traditional classroom environments due to their active learning style Educators have successfully encouraged these students to use flashcards for subjects such as math and English, transforming rote memorization into an interactive experience Additionally, kinesthetic learners excel in scientific subjects with lab components, where hands-on, skills-based instruction effectively engages them.
Effectiveness of multimedia teaching for different types of learning styles
Interactive media enhances various courses by accommodating diverse learning styles, which influence how students engage with their educational environment Research shows that students thrive in settings aligned with their primary learning preferences, whether visual, auditory, or kinesthetic Many learners are multimodal, integrating all these methods Multimedia resources create engaging curricula that cater to these different abilities, ensuring equal opportunities for all students This approach encourages learners to adopt a flexible mindset by presenting information through multiple modalities.
Related studies
Multimedia is used in teaching English in many countries around the world Therefore, there have been studies on the use of multimedia in teaching
In 1917, Bret conducted research on the effectiveness of computer-based multimedia in enhancing listening comprehension among undergraduate students pursuing business and language degrees in an EFL context The findings revealed that multimedia led to higher success rates compared to traditional audio and video methods.
In 2009, Hines and Silverman conducted a study on the use of multimedia to improve read-aloud and English vocabulary instruction for English language learners and English speaking students
In 2011, Huo and Liu carried out a study on the role of the teacher and computer in language learning The result showed that CALL helps students improve their language ability
In a study conducted by Al-Hammadi (2011), the effectiveness of multimedia software in enhancing listening skills among secondary school students was examined The research involved 60 participants, and the findings indicated that the multimedia software significantly improved the students' listening abilities.
In 2012, Shao conducted a study involving 80 participants to investigate the impact of multimedia software on vocabulary acquisition The findings revealed that students held highly positive attitudes towards the use of multimedia software, which proved to be effective in enhancing vocabulary development.
In 2013, R.S.A Susikaran conducted a study on multimedia's role in College English language teaching, highlighting common mistakes made by teachers in this context The research also offered several measures aimed at enhancing the quality of English teaching and learning.
A recent study by Rostami, Akbari, and Ghanizadeh (2015) examined the impact of technology-enhanced environments on reading comprehension in smart schools The findings revealed a significant positive effect of this approach on learners' reading comprehension skills and their ability to retain reading materials.
Joseph Appolinary Rusanganwa (2015) conducted research on developing a Multimedia Assisted Vocabulary Learning (MAVL) instrument for EFL undergraduate physics education at a Rwandan university in 2009 This study aimed to create a tool for a one-computer classroom setting, where students, with limited access to books, learned in a foreign language The MAVL instrument includes video clips with images, sound, and text designed to enhance the learning and retention of technical vocabulary in a first-year electricity course Grounded in social constructivism and multimedia learning theories, the researcher collaborated with 82 students and their two teachers to select and encode 81 video clips of technical terminology The construction process fostered collaborative and interdisciplinary learning, demonstrating its potential to improve technical vocabulary acquisition.
Zhang Zhen (2016) explored the impact of multimedia on English language teaching in China, highlighting both the benefits and challenges encountered by teachers and students The study identifies key issues related to multimedia use in the classroom and offers practical solutions to address these challenges.
Adeniyi, F Oyeyemi, and Olowoyeye, C Abioye (2016) conducted a study on the impact of interactive multimedia on English language pronunciation performance among pupils in Nigerian primary schools The research aimed to evaluate whether the use of interactive multimedia positively or negatively affects pupils' pronunciation skills Utilizing a simple observation technique, a well-structured questionnaire, and class tests, the study involved randomly selecting pupils from grades one to five, with all class teachers providing appropriate responses to the administered questionnaires.
Kamila Barbara Grzeszczyk (2016) explored the impact of multimedia in English language education through her MA dissertation, focusing on computer-mediated language learning Her research aims to uncover the effects of multimedia on foreign language teaching Over the past few decades, the field of computer-enhanced language learning has evolved rapidly, introducing various technological advancements that significantly affect the learning process.
In 2017, Simhachalam Thamarana conducted a study on the role of multimedia technologies in English language teaching, focusing on English teachers' perspectives The research provided definitions of key terms related to innovation, such as multimedia technologies and attitudes It explored the potential of multimedia technologies to enhance the effectiveness of English teaching and interpreted teachers' attitudes towards their use in the classroom.
Bob Rachman (2020) carried out a research on the use of multimedia in
The integration of multimedia resources, such as images, videos, and games, significantly enhances English language learning and teaching practices This approach fosters an engaging and dynamic learning environment, as evidenced by a study conducted over four sessions The results indicate that students were highly motivated in their English studies, leading to a more enjoyable and less monotonous classroom atmosphere.
Research indicates a significant gap in studies examining the effects of multimedia teaching on elementary school students' foreign language learning.
RESEARCH METHODOLOGY
Setting of the study
The research was conducted at an elementary school in Ninh Binh province, which is equipped with modern teaching tools, including projectors, speakers, computers with internet access, blackboards, and lighting This advanced setup allows teachers to effectively conduct multimedia lessons English teachers frequently utilize multimedia resources to enhance students' language skills, drawing on years of experience in integrating these tools into their teaching methods.
Participants
The study involves five English teachers and sixty students from a primary school, comprising twenty students each from grades 3, 4, and 5 The teachers possess extensive experience in teaching English through multimedia methods The students have been learning English since grade 1, utilizing multimedia resources throughout their education.
Research method
This is a survey study Both qualitative and quantitative research strategies were used in this study There are some reasons why survey research was chosen as following:
The researcher selected survey research due to its alignment with the research objectives and conditions This method is a legitimate approach that effectively describes and explores variables of interest by collecting information from a sample of individuals through their responses to questions (Check & Schutt, 2012) Survey research offers diverse methods for participant recruitment, data collection, and instrumentation It can employ quantitative strategies, such as questionnaires with numerical ratings, qualitative strategies with open-ended questions, or a combination of both (mixed methods) Given its utility in examining human behavior, surveys are commonly utilized in social and psychological research (Singleton & Straits, 2009).
The two primary research methodologies in surveys are quantitative and qualitative, each offering unique advantages without conflicting with one another In the era of Big Data, a robust foundation for decision-making is built on a wealth of statistics and figures; however, this foundation is incomplete without insights gathered from real people, which provide context and meaning to the numbers.
Quantitative research involves the quantification of data, utilizing large and representative samples to provide a comprehensive view of the population It relies heavily on mathematics and statistics for analysis and generalization of results This research method emphasizes objectivity and is ideal for collecting measurable variables and making inferences from population samples Structured procedures and formal instructions guide the systematic and objective collection of data.
Qualitative research is rooted in open-ended questions, enabling participants to express themselves freely during the research process Unlike quantitative methods, it explores aspects of reality that cannot be measured, emphasizing the understanding and explanation of social dynamics.
The study was conducted in six steps:
- Step 1: Define the population and sample
The study involved 5 English teachers and 60 primary school students, selected based on the research purpose and location to ensure reliable data collection The participants included 20 students each from grades 3, 4, and 5, all of whom have been learning English using multimedia tools since grade 1 The English teachers actively incorporated multimedia into their classrooms, enhancing the learning experience for the students.
- Step 2: Decide on the type of survey
The researcher employs both quantitative and qualitative research strategies to address key questions and conditions for the study To gather comprehensive insights, interviews are conducted, while questionnaires are utilized to collect specific data from participants.
- Step 3: Design the survey questions for interviews and questionnaire The researcher selects open-ended questions for the interviews and closed- ended questions for the questionnaire
- Step 4: Distribute the survey and collect responses
Following the preparation of interview questions and questionnaires, the researcher conducted in-person interviews with English teachers and distributed questionnaires to students for their responses The data gathered from these interviews was meticulously documented for subsequent analysis.
- Step 5: Analyze the survey results
The data obtained from the interviews will be carefully screened, analyzed and evaluated The researcher used SPSS software to process the data collected from the questionnaire
- Step 6: Write up the survey results
Based on the results of data analysis, the researcher completes the study.
Data collection procedure
This survey study employs both quantitative and qualitative research strategies, utilizing questionnaires to gather quantitative data and conducting face-to-face interviews for qualitative insights.
To evaluate the impact of multimedia on students' English learning, the researcher distributed a self-reported questionnaire featuring seven Likert-style questions to elementary school students The selected participants were those who completed the questionnaire, which was designed with straightforward questions to ensure that students could accurately convey their thoughts and opinions on learning English in multimedia classrooms The closed questions allowed for clear responses, reflecting the participants' perceptions of the effectiveness of multimedia in English instruction.
To guarantee the validity and reliability of the survey results, the questions were meticulously crafted to be specific and contextually clear, allowing respondents to provide accurate answers The questionnaire, written in Vietnamese, was thoroughly explained to the students, significantly reducing the likelihood of misunderstandings.
Structured interviews were used to collect qualitative data
The researcher conducted face-to-face interviews with English teachers at an elementary school to explore the effects of multimedia on their teaching practices Open-ended questions were utilized to gather insights into the advantages and disadvantages teachers encounter when using multimedia in their English instruction This approach allowed participants to freely express their thoughts, attitudes, and evaluations regarding the integration of multimedia in teaching English.
Data analysis
The data analysis process was conducted after the data had been collected from the interviews and questionnaires
The qualitative data collected from direct interviews with English teachers will be carefully screened, analyzed and evaluated to find the answer to the first research question
The researcher collected quantitative data through questionnaires distributed to students and analyzed the results using SPSS data processing software The analysis provided insights that addressed the second research question.
FINDINGS AND DISCUSSION
Research question 1
Multimedia has significantly influenced education, especially in English teaching, offering numerous advantages to educators However, the integration of multimedia in English instruction also presents certain challenges An analysis of responses from English teachers at a primary school in Ninh Binh province reveals both the benefits and drawbacks associated with the use of multimedia in their teaching practices.
The positive effects on teaching that multimedia has brought to English teachers at a primary school
A study of primary school English teachers revealed that all utilize multimedia in their teaching, though the frequency varies Out of five interviewed teachers, three incorporate multimedia in every lesson, while the remaining two use it approximately three times a week One teacher emphasized the benefits of multimedia, stating, “I always use multimedia to teach English because it makes the lesson more interesting, and I see my students learning more excitedly.” Conversely, another teacher noted, "I don't use multimedia in every classroom because I think that there are some lessons that do not need to use multimedia."
English teachers save more time when they made lesson plans for lessons using multimedia
In a recent interview with five English teachers, a unanimous consensus emerged: the use of multimedia in creating electronic lesson plans significantly enhances efficiency, allowing educators to save both time and energy in their teaching practices.
In today's rapidly advancing information technology landscape, English teachers can leverage laptops to create electronic lesson plans, significantly reducing the time spent on preparation Unlike traditional methods that rely on handwriting with pen and paper, electronic lesson plans offer numerous advantages, including the ease of text editing through software like Word or PowerPoint Additionally, these digital formats allow for quick corrections of mistakes and provide ample storage capacity, functioning as a portable library Consequently, teachers can access a wealth of materials without the burden of carrying heavy books.
The 28-year-old Miss H said: “Based on my experiences of creating electronic lesson plans to teach English with multimedia, I think that teachers can save more time when preparing electronic lesson plans Teaching English with multimedia requires teachers to use many devices such as projectors, computers, and speakers In which, the computer is an extremely important tool It helps me keep track of lesson plans, videos, and audio that I use to improve my students' listening skill Now English teachers don't need to use cassettes anymore because computers can store a large number of audio In addition, editing videos is not difficult when I use video editing software Therefore, I easily add audio and video clips to help students develop their English listening and speaking skill.”
Mrs Y highlighted the significant transformation in lesson preparation due to advancements in information technology In the past, teachers relied on traditional methods, which required extensive time to adjust lesson plans annually However, with the rise of digital tools, teachers can now efficiently edit and enhance their lectures, allowing for real-time adjustments without the need to rewrite content on paper This shift has greatly streamlined the teaching process, saving valuable time and improving the overall quality of education.
English teachers indicated that incorporating multimedia in their teaching enhances their creativity and flexibility This approach allows educators to gain knowledge in other fields, such as informatics, while also developing skills in utilizing images and sounds for effective lesson design.
Teaching English using multimedia makes it easier for English teachers to engage students in activities
Five interviewed teachers believe that incorporating multimedia in English instruction offers numerous benefits, as it enhances lesson engagement and fosters active student participation They also appreciate the variety of methods available to structure activities aimed at improving students' language skills.
English teachers are really interested in the question: Do you think it is more difficult to use multimedia in teaching English?
Mrs P emphasizes the advantages of using multimedia in English teaching, stating that it makes lessons more engaging and encourages active student participation She highlights the effectiveness of incorporating games, which help alleviate stress while learning new vocabulary and grammar With the availability of various educational games, designing them has become easier for teachers Additionally, using a computer and projector to present materials like Word and PowerPoint enhances readability for students, allowing teachers to focus on content delivery rather than spending time writing on the board Overall, multimedia tools significantly improve the teaching and learning experience in the classroom.
Mrs L emphasized the importance of multimedia in education, stating that it allows teachers to diversify lessons and enhance student engagement She highlighted that the combination of computers and projectors enables the presentation of video conversations, which significantly aids in improving students' English speaking skills by demonstrating the use of dialogue in appropriate contexts Furthermore, she noted that multimedia resources also enhance listening skills, replacing outdated methods like cassette tapes with more engaging video content, making English learning more appealing to students.
Mrs T, an experienced English teacher for primary school students, emphasizes the importance of understanding the psychological characteristics of young learners She believes that incorporating multimedia tools can enhance students' engagement and creativity in learning English To effectively develop the four essential skills—listening, speaking, reading, and writing—teachers must move beyond traditional methods like blackboards and chalk, as these can lead to monotony and boredom With modern resources, English teachers today have greater opportunities to create dynamic and enjoyable learning experiences.
A passionate teacher strives for the best outcomes for her students, finding joy in their active participation during lessons Utilizing multimedia tools allows her to transform creative teaching ideas into engaging realities, ensuring her lessons remain interesting The excitement among her students when she enters the classroom reflects the positive impact of modern educational resources available at the school, enabling English teachers to fulfill their teaching aspirations.
Mrs H emphasizes that teaching requires creativity and innovation to enhance student learning She incorporates multimedia into her English lessons by designing engaging games that utilize projector screens, allowing students to compete in groups The winning team receives a prize, making the learning experience both educational and enjoyable By integrating sound effects and images, multimedia significantly enriches her lessons, ultimately improving their quality.
Multimedia influences the way to choose materials and tools for teaching English
When teaching English, educators can utilize a range of multimedia tools, including CD recordings, videos, websites, and computer programs A key consideration for English teachers is how to effectively leverage these materials in their lesson plans To enhance their teaching strategies, teachers must continuously improve their skills in utilizing these resources and assess the effectiveness of the multimedia types they incorporate into their instruction.
All interviewed English teachers utilize multimedia in their lessons, carefully selecting tools based on lesson content The interviews reveal that listening skills are predominantly practiced using multimedia, with audio clips being a key resource for enhancing students' listening abilities Teachers frequently employ audio files stored on computers alongside speakers, emphasizing the necessity of this multimedia type for effective listening skill development.
Research question 2
Chart 1: The students' agreement with the statement: I feel that English class becomes more interesting when teachers use multimedia
A significant majority of students believe that multimedia enhances the interest of English lessons, with 45% strongly agreeing and 40% agreeing with this statement Only 10% expressed confusion, while 5% partially disagreed, leading to the conclusion that most participants favor learning English through multimedia In total, 85% of students either agreed or strongly agreed, and notably, no students disagreed with the statement.
Chart 2: The students' agreement with the statement: The words on the projector screen are easier for students to read and more vivid than the words written with chalk
Chart 2 reveals that a significant majority of students find lessons presented on a projector screen easier to read Additionally, content displayed in Word and PowerPoint is perceived as more engaging compared to traditional chalkboard writing Specifically, 45% of students strongly agreed with this statement, while 30% agreed, 15% partially agreed, and 10% were uncertain Notably, no students disagreed with the assertion.
Chart 3 shows the students‘ level of agreement with the effectiveness of using pictures for teaching vocabulary According to the data were shown in chart 3, it can be seen that the majority of students think that illustrations help them learn
A significant portion of students find vocabulary learning to be faster and easier to understand, with 50% strongly agreeing and 40% agreeing with this statement Additionally, 5% of students partially agreed, while another 5% expressed uncertainty.
Chart 3: The students’ level of agreement with the effectiveness of using pictures for teaching vocabulary
Chart 4 shows that the majority of students enjoy participating in games organized by English teachers during English class Specifically, the number of students who strongly agreed with the statement accounts for 75% The number of students who agreed with the statement accounted for 20% The number of students who partially agreed with the statement accounts for 5% No student disagreed with the statement Thus, it can be concluded that games help teachers attract students‘
Not sure 5% attention Games that use multimedia help students to reduce pressure when they learn English
Chart 4: Students' level of agreement with using multimedia games in English classrooms
Chart 5 shows students' level of agreement when English teachers use audio to improve students' listening skill The figures on chart 5 show that audio is extremely useful when teachers use it to improve students' listening skill Most of the students think that audio helps them improve their listening skill Specifically, the number of students who strongly agreed with the statement accounts for 50% The number of students who agreed with the statement accounts for 25% The number of students who partly agreed accounted for 17% The number of confused students accounted for 8% No student disagreed with the statement
Chart 5: Students' level of agreement with using audio to help students improve their listening skill
Chart 6 shows students' level of agreement with using videos to help students improve their speaking skills Specifically, the number of students who hesitated accounted for 10% The number of students who partially agreed with the statement accounts for 15% The number of students who agreed with the statement accounts for 25% The number of students that strongly agreed with the statement accounts for 50% Thus, it can be seen that the majority of students think that the videos which English teachers use in the classroom are useful Videos help students improve their English listening and speaking skills because the videos provide context for communication
Chart 6: Students' level of agreement with using videos to help students improve their speaking skills
Chart 7 shows students' level of agreement with using many types of multimedia in the classroom Most students thought that English teachers use a variety of tools to teach English Specifically, the number of students who strongly agreed with the statement accounts for 50% The number of students that agreed with the statement accounts for 45% The number of students who partly agreed accounted for 5% No student disagreed with the statement It can be seen that English teachers at the primary School often use multimedia in their classrooms
Chart 7: Students' level of agreement with the statement that teachers use many types of multimedia in the classroom
Chart 8 shows the students' level of agreement with using multimedia in all English lessons The data shows that 60% of students strongly agree with the statement The number of students who agreed with the statement accounts for 30% The number of students that partly agreed with the statement accounts for 5% The number of students who was not sure accounts for 5% No student disagreed Thus, it can be concluded that using multimedia in teaching English is supported by the majority of students
Strongly agree agree Partly agree
Chart 8: The students' level of agreement with using multimedia in all English lessons
Discussion
Multimedia offers significant advantages for English teaching and learning, as revealed by the data analysis However, it also presents certain limitations Therefore, English teachers must adopt effective strategies for utilizing multimedia to maximize its benefits while minimizing its drawbacks.
A recent questionnaire revealed that primary school students have a strong preference for learning English through multimedia Notably, 85% of students find multimedia enhances lesson engagement, while 70% believe that projector screen text is easier to read Additionally, 90% of students feel that images used by teachers facilitate vocabulary acquisition, and an impressive 95% enjoy incorporating games into their English classes.
A significant 75% of students believe that videos enhance their listening skills, while 90% express a desire for multimedia to be integrated into every lesson These findings suggest that English teachers should increasingly incorporate multimedia into their teaching methods, as both students and teachers agree on its positive impact on English language learning.
Multimedia has advantages such as: Arousing the students‘ interest, improving students‘ self-learning ability, improving students‘ innovative ability, cultivating students‘ communication skills, increasing classroom capacity
Multimedia enhances the learning experience by incorporating various sounds, images, and animations, which captivates students' interest and fosters a strong desire to actively engage in learning English Unlike traditional teaching methods that rely solely on lectures, multimedia teaching makes lessons more dynamic and engaging As Leo Tolstoy noted, effective teaching should stimulate students' desire to learn rather than force information upon them Therefore, it is crucial for educators to ignite students' interest in subjects, encouraging passion and enthusiasm for learning Additionally, the goal of classroom instruction extends beyond knowledge transfer; it aims to transform students' mindsets from passive recipients to active learners By fostering self-learning habits and encouraging independent study, multimedia tools can help students develop a genuine love for English For instance, teachers can assign multimedia-based E-work that allows students to complete tasks independently and communicate with instructors via email, facilitating timely feedback and maintaining their motivation and interest in learning.
However, teaching English with multi-media has some problems such as: Lack of special skills, Over-use of multimedia, Lack of interaction between teachers and students
Many multimedia teachers possess only limited knowledge, making it challenging for them to effectively use multimedia equipment This situation increases their preparation and workload, as successful multimedia teaching requires experience in computer operations Unfortunately, due to the traditional educational system, many teachers lack strong computer skills, leading to unexpected issues during observation classes Inadequate proficiency in multimedia operations can result in wasted time and disrupt the instructional flow, ultimately demotivating students if such occurrences happen frequently.
The over-reliance on multimedia technology in classrooms can lead to a lack of enthusiasm and creativity among teachers, transforming the learning environment into a mere performance stage This dependence results in teachers becoming mere information-givers, which hinders students' opportunities for critical and creative thinking It is essential to recognize that in a multimedia classroom, the focus should be on learning and instructional goals rather than the technology itself, as multimedia serves only as a tool for effective instruction.
The lack of interaction and affection between teachers and students significantly impacts classroom behavior and future learning outcomes In English classes, this interaction is at risk, as teachers in multimedia classrooms often become preoccupied with operating technology such as computers and projectors This focus on machines detracts from meaningful engagement with students, leading to a weakened connection where students perceive their teachers as more concerned with equipment than with their learning.
No teaching tool is flawless, and English teachers must adopt strategies to mitigate limitations while enhancing advantages Multimedia should be viewed as a valuable teaching aid, with teachers playing a crucial role in student success The incorporation of multimedia elements such as sound, animation, and video allows for skill modeling and assessment, providing flexible support for learning This approach enables students to engage actively by manipulating and creating materials However, it is essential to recognize that computers can only assist in the teaching process and cannot replace traditional methods Teachers should not overlook the importance of textbooks when designing courseware.
To enhance English teaching, educators must understand the effective use of multimedia tools If a lesson can be effectively delivered in a few minutes without technology, it is best to keep it simple and avoid unnecessary complexity Thus, multimedia should serve as a supplementary resource rather than a primary teaching method.