Một nghiên cứu hành Động về việc sử dụng giáo cụ trực quan trong việc dạy từ vựng cho học sinh lớp 8 tại một trường thcs Ở hà nội

INTRODUCTION

Rationale for the thesis

English has gained immense popularity as a foreign language in Vietnam, despite not being an official or second language The influx of English-speaking foreigners from various regions has motivated many Vietnamese to learn English for effective communication Recognizing its importance, the Vietnamese government and the Ministry of Education and Training (MOET) have made English a compulsory subject from primary to high school, leading to a significant increase in the number of English learners in the country.

English learners must master four key skills: listening, speaking, reading, and writing, alongside grammar and vocabulary Among the three fundamental components of language—pronunciation, vocabulary, and grammar—vocabulary is deemed the most crucial A sufficient vocabulary is essential for effective communication Therefore, the significance of vocabulary in the teaching and learning process is paramount and cannot be ignored.

As an English teacher in a secondary school in Hanoi, the researcher encounters 8th graders who often struggle with vocabulary lessons, particularly in memorizing and using new words in the correct contexts.

One reason for this situation is that English and Vietnamese are different According to Binh (1999), Vietnamese belongs to the group of isolating

The Vietnamese language features no inflectional endings, with each word corresponding to a single syllable, and includes 22 Roman letters along with diacritic marks (ô, ơ, ă, â, đ) and five distinct tones In contrast, English words can consist of one or more syllables, and their formation involves processes such as inflection, derivation, or compounding Traditional vocabulary teaching methods, like rote memorization and repetitive writing, may discourage learners Therefore, innovative and creative techniques are essential to enhance vocabulary acquisition for both teachers and students.

Teaching aids play a crucial role in vocabulary instruction, encompassing traditional tools like books and blackboards, as well as audio and visual aids such as pictures, flashcards, posters, and diagrams Research indicates that visual aids are particularly effective for teaching vocabulary, as they enable students to visualize words more clearly than other methods These aids not only break the monotony of text and speech but also engage students, enhancing their ability to learn and retain vocabulary over time However, there is a scarcity of research focused on the use of visual aids for teaching English vocabulary to eighth graders To address this gap, the author conducted a study titled “An Action Research Project on Using Visual Aids in Teaching Vocabulary to 8th Graders at a Lower Secondary School in Hanoi.”

Aim of the thesis

Students often struggle to memorize a significant number of new words after each lesson, impacting their performance in acquiring essential language skills This study aims to explore the benefits of using visual aids in vocabulary instruction for 8th graders at a lower secondary school in Hanoi, while also examining students' attitudes towards these visual tools.

Research questions

1 To what extent can visual aids enhance 8 th graders’ vocabulary acquisition?

2 What are the attitudes of 8 th graders towards the use of visual aids in learning vocabulary?

Scope of the thesis

This study focuses on using visual materials to teach vocabulary for students in grade 8 at a secondary school in Hanoi

A research project will involve 30 non-English major 8th-grade students from a lower secondary school in Hanoi, all of whom are currently using the MOET’s Pilot English 8 Textbook.

Significance of the thesis

Vocabulary plays a crucial role in the English learning and teaching process, yet effective methods to enhance student interest and vocabulary acquisition are limited This study seeks to guide teachers in utilizing visual aids to engage students during vocabulary lessons and improve their performance in learning new words The findings will serve as a valuable resource for English teachers aiming to refine their vocabulary teaching strategies and are anticipated to inspire further research in this area.

4 which approaches innovative paths to assist educators and learners in the English teaching and learning process.

Organisation of the thesis

The study is structured into chapters

Chapter 1 – Introduction – provides rationale for the study, aim of the study, research questions, scope of the study, significance of the study, and organisation of the study

Chapter 2 – Literature review – presents an overview of the literature which consists of the definition of vocabulary, vocabulary teaching, visual aids and related literature review

Chapter 3 – Research methodology – is concerned with the design and methodology of the study

Chapter 4 – Findings and discussion – presents research findings and discussion of research findings

Chapter 5 – Conclusion – summarises what has been studied; points out limitations of the study and makes some suggestions for further research

LITERATURE REVIEW

Introduction

This chapter is divided into two key sections: the first section offers a comprehensive overview of existing literature on vocabulary teaching and the use of visual aids, while the second section highlights relevant studies that pertain to the focus of this research.

Vocabulary

Vocabulary is defined by The Oxford Learner’s Dictionaries as the collection of words known or used by an individual Wilkins aptly noted that while grammar allows for limited communication, vocabulary is essential for conveying any message Thus, vocabulary study is fundamental in learning a new language (Abduramanova, 2020) Vocabulary items are crucial for constructing and understanding sentences (Miller, 1991) Furthermore, Angelin, Miller, and Wakefield (1993) highlighted that without a grasp of vocabulary, both language production and comprehension are unattainable.

Vocabulary is often described as "the building block of language" and is recognized as the most crucial element in foreign language learning (Golkar & Yamini, 2007; Schmitt et al., 2001; Knight, 1994) According to Laufer (1986), learners perceive vocabulary acquisition as both essential and challenging in the language learning process.

Phisutthangkoon and Panich (2016) define vocabulary as the collection of words in a language, including individual items and phrases that convey specific meanings They highlight that English vocabulary encompasses three key aspects: form, meaning, and use.

Effective vocabulary teaching hinges on understanding the processes of memory and retention According to Thornbury (2004), it is crucial for educators to grasp how students remember and organize words in their long-term memory A key responsibility of language teachers is to assist students in integrating new vocabulary into their existing mental lexicon efficiently.

Sửkmen (1997) identified essential principles for effective vocabulary teaching, including the importance of expanding students' vocabulary breadth, integrating new words with previously learned ones, and ensuring multiple encounters with each word Additionally, promoting deep processing, facilitating imagery, and making new words relatable to students' experiences are crucial Employing diverse techniques and encouraging independent learning strategies further enhance vocabulary acquisition.

Marzano (2004) indicated that the vocabulary teaching process can be organised into six instructional steps

Step 1: Explain - Provide a student-friendly description, explanation, or example of the new term

Step 2: Restate - Ask students to restate the description, explanation, or example in their own words

Step 3: Show - Ask students to construct a picture, symbol, or graphic representation of the term

Step 4: Discuss - Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks

Step 5: Refine and reflect - Periodically ask students to return to their notebooks to discuss and refine entries

Step 6: Apply in Learning Games - Involve students periodically in games that allow them to play with terms

Visual aids, as defined by the Oxford Dictionary, are tools such as pictures and videos that enhance teaching and facilitate learning Kalyani et al (2015) emphasized that these devices assist teachers in clarifying and coordinating concepts, making the learning experience more engaging, motivating, and meaningful.

Canning (1997) proposed that visual aids encompass a variety of forms, including illustrations, images, and mental representations, all of which serve to convey immediate meaning and enhance understanding.

Visual aids are essential tools for knowledge delivery in education, encompassing a variety of supportive items such as real objects, models, pictures, posters, flashcards, word calendars, charts, picture books, textbooks, e-books, slides, graphs, images, black/white boards, and maps Teachers utilize these resources in the classroom to facilitate student learning and enhance knowledge acquisition.

2.2.3 The benefits of visual aids

Cuban (2001) found that sensory perception plays a crucial role in learning, with only 1% of knowledge acquired through taste, 1.5% through touch, 3.5% through smell, 11% through hearing, and a significant 83% through sight Additionally, retention rates vary, as learners remember approximately 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they both hear and see, 70% of what they say, and an impressive 90% of what they say while doing an activity.

Wright and Haleem (1991) emphasized that visual materials are essential in language teaching, as they enhance the efficiency, demonstration, and engagement of the learning process.

According to Porter and Margaret (1992), incorporating visual materials into lessons enhances comprehension and engagement among students The use of visual aids such as flashcards, pictures, and images captivates students' attention, encouraging them to participate more actively in classroom activities.

According to Dalali & Mwila (2022), referencing Patesan et al (2018), the incorporation of visual aids in English-language classes significantly enhances students' vocabulary, fluency, listening, writing skills, and creative thinking Furthermore, they highlight Feleshi's (2014) research, which indicates that well-prepared slides engage and captivate students by offering supplementary information on the subject matter This aligns with the findings of Jiriko et al.

A study conducted in 2015 revealed that teachers enhance students' learning in agricultural science by incorporating diverse visual aids The research identified that effective visual aids include chalkboards, charts, displays, specimens, photos, field instruments, rock samples, and various apparatus.

Visual aids play a crucial role in helping teachers convey complex or abstract concepts clearly and concisely By incorporating visual elements, educators can engage students' senses and emotions, fostering greater curiosity and involvement in the subject matter Therefore, the integration of visual aids significantly enhances the learning experience.

There are different kinds of visual aids available in a lesson Among the most

9 popular visual aids are pictures, flashcards, charts, maps, diagrams, boards, graphics, slides or projectors This research will focus only on the use of pictures and flashcards

Pictures are the most straightforward and widely utilized visual aids in education Harmer (1991) noted that while bringing a pen to class is easy, transporting a car is not, highlighting the practicality of using pictures as a solution Haycraft (1978) supported this by stating that pictures are beneficial for presenting, practicing, and revising vocabulary To maximize the effectiveness of pictures in lessons, Afianti (2009), referencing Bowen (1994), identified five key factors to consider: Appeal, Relevance, Recognition, Size, and Clarity Additionally, Afianti (2009) pointed out various sources for obtaining pictures, including board drawings, flashcards, and magazine images.

Related literature review

Several studies (both in Vietnam and overseas) have been conducted on using visual aids to teach vocabulary to school students For the purposes of this

10 study, three are relevant and are taken for examination: Thao (2012), Martinez (2015), Bhatti et al (2017), and Nhung (2018)

Thao (2012) conducted a study on the use of visual aids for teaching English for Specific Purposes (ESP) vocabulary to students at the Shipbuilding Faculty of the Central Vocational College of Transport No II The research aimed to assess the current use of visual aids, identify challenges faced by teachers and students, and propose solutions to enhance the effectiveness of teaching ESP vocabulary Data was collected through surveys from both students and teachers, revealing a general interest in visual aids for vocabulary learning However, while some participants expressed positive attitudes, others reported feelings of distraction, confusion, and boredom The study concluded that teachers should consider the types of visual aids and the students' backgrounds to improve the learning experience.

In a study conducted by Martinez (2015) at a public kindergarten in central Mexico, the effects of visual materials on teaching English vocabulary to young students were examined, along with the children's attitudes toward these materials A total of 38 children were randomly divided into two groups, A and B, to analyze the varying influences of visual aids such as pictures, flashcards, videos, and real artifacts The findings revealed that a majority of the children expressed a strong preference for using these visual materials in their learning process.

Visual aids effectively connect words with images, making vocabulary retention easier for children The researcher noted that children are drawn to pictures and real objects, often expressing a desire to interact with them.

The survey research by Bhatti et al (2017) was executed in District Bahawalpur with the participation of 200 teachers from 100 primary schools

A questionnaire was conducted to gather teachers' opinions on the use of visual materials for vocabulary instruction The study found that visual aids significantly enhance vocabulary retention and help in visualizing new concepts Consequently, the authors recommend allocating adequate time for teaching English vocabulary using visual materials.

Sulistyowati (2017) conducted research to investigate how teachers use visual materials to teach English vocabulary to young learners and to assess students' attitudes towards these materials The study was conducted at SDN Gebugan 02 in Bengkle, a small village in the Ungaran mountains, focusing on third-grade students and their teachers After observing two hours of English lessons and reviewing video recordings of the activities, along with interviews with the English teachers, the findings revealed that visual materials simplify English lessons and enhance student understanding However, students exhibited both positive and negative attitudes during these lessons; while some were encouraged to participate actively, others were distracted by the visual objects in the classroom.

Nhung (2018) conducted a study with 9 students in her home class in Hanoi to explore the impact of visual aids on third-grade students' mastery of English vocabulary and their interest in the language.

A research study conducted over two months involved two interventions aimed at teaching vocabulary to 3rd graders: one without visual aids and the other with visual aids, each lasting three weeks The findings revealed that using visual aids significantly enhances vocabulary mastery in listening, understanding, speaking, and writing Notably, students showed greater improvement in listening and understanding compared to speaking and writing The study also highlighted that visual aids increase student engagement, enabling them to remember vocabulary more effectively and for longer periods, ultimately boosting their motivation to learn English.

A study by Dalali & Mwila (2022) investigated the impact of visual aids on teaching and learning in public secondary schools in Ilemela Municipality, Tanzania The research aimed to identify the types of visual aids used by teachers and to gather perceptions from both teachers and students regarding their effectiveness Grounded in Skinner's instructional theory from 1974, the study employed a convergent parallel research strategy within a mixed-methods framework A sample of 111 participants, including students, teachers, academic masters, school heads, and quality assurance officers, provided data through questionnaires and interviews Qualitative data were conceptually coded and analyzed, while quantitative data were processed using SPSS version 20, presented in tables with frequencies and percentages Findings revealed that teachers often underestimated the importance of visual aids in the educational process, leading to the conclusion that their effective use could enhance learning outcomes.

The teaching and learning process is essential as it simplifies the topics being taught It is recommended that the Ministry of Education, Science and Technology (MoEST) provide teachers with sufficient resources, seminars, and training to effectively create and use visual aids.

Research has demonstrated the effectiveness of visual aids in vocabulary acquisition across various educational levels, including kindergarten, primary, secondary, and university students However, there is a notable gap in studies focusing on the use of visual aids for teaching vocabulary specifically to 8th graders This study aims to address this gap by examining the effectiveness of visual aids in enhancing vocabulary learning among eighth-grade students.

RESEARCH METHODOLOGY

Introduction

This chapter outlines the research methodology, emphasizing the adoption of the action research model It details the research setting, participant demographics, the action research process, the timeline for implementation, and the tools utilized throughout the study.

The action research model employed in the study

The action research model by Kemmis and McTaggart (1988) serves as the analytical framework for this study, consisting of four key phases, which are detailed in section 3.5.

- Planning: to bring about improvements in particular areas of the research context, a problem or issue is identified, and a plan of action is developed

- Action: the plan is to put into action over a 2-month period of time

- Observation: the effects of the action are observed and data are collected

- Reflection: the effects of the action are evaluated and become the basis for further cycles of research.

Setting of the study

The action research was conducted over two months, from February 6th to March 24th, 2023, at a Lower Secondary School in Hanoi It involved two cycles, each lasting three weeks, with three 45-minute sessions per week focused on the topics of Pollution, English-speaking countries, and Natural Disasters.

Before the intervention, the researcher acted as a teacher and taught vocabulary to all the participants like usual, without using visual aids After

In this study, all participants completed a pre-test consisting of 40 items worth 10 points Following an intervention where vocabulary was taught using visual aids such as pictures and flashcards, a post-test identical to the pre-test was administered This approach aimed to assess any differences between the two testing cycles The pre-test and post-test were utilized to evaluate the scores (out of 10) that students achieved before and after the implementation of visual aids in vocabulary learning The test items were selected from the MOET’s Pilot English 8 Textbook (volume).

2) are used in the post-test and in the pre-test The participants will do the tests independently

Moreover, their attitudes towards the sessions are also inspected through the questionnaire and observation sheets.

Participants

The study involves 30 eighth-grade students from a Lower Secondary School, who are not specialized in English and are using the MOET’s Pilot English 8 Textbook The researcher selected these participants due to observed challenges in their ability to remember new vocabulary and apply it in related exercises All vocabulary examined in this study is sourced from the students' textbook.

Steps of the action research

The study was based on Kemmis and McTaggart's (1988) four-phrase model, which includes (1) planning action, (2) implementing action, (3) observing action, and (4) reflecting action Each step's specifics are as follows:

Steps of the study Objectives

Cycle 1: Teaching vocabulary without visuals aids Cycle 2: Teaching vocabulary with visuals aids Observation Observe all participants’ activities in two cycles

Reflecting Find the answers for the hypothesis “using visual aids can enhance 8 th graders’ vocabulary acquisition”

Schedule of implementing the action

February 6th, 2023 to March 24th, 2023, this study was performed The action study implementation schedule is listed below

Research instruments

Three different methods of data collection were used: testing, questionnaire, and observation

Testing: There are two tests which are pre-test in cycle 1 and post-test in cycle

2 A pre-test is a kind of test which is administered before conducting the research to know about the students’ ability in mastering English vocabulary and to evaluate their prior knowledge A post-test is the final test of an entire

17 cycle which is taken to measure whether intended objectives are fulfilled or not Both tests are conducted at the end of each cycle

The questionnaire, administered at the conclusion of cycle 2 after the participants completed their post-test, includes six questions that assess their attitudes towards learning vocabulary through visual aids.

The article outlines the use of six observation sheets across two cycles, with three sheets dedicated to each cycle Each sheet assesses five criteria related to students' interest in learning English vocabulary The primary purpose of these observation sheets is to evaluate students' attitudes towards vocabulary learning when visual aids are utilized during lessons.

This study employed both qualitative and quantitative data collection methods Qualitative data was obtained through observation, while quantitative data was gathered using results from one pre-test, one post-test, and questionnaires.

The researcher can assess the impact of visual aids on eighth-grade students' English vocabulary learning by analyzing both qualitative and quantitative data The method is deemed effective if students show increased interest in learning and achieve higher test scores in the second cycle compared to the first Conversely, if students' enthusiasm wanes and their test scores in the second cycle are lower than in the first, the approach is considered ineffective.

Two instructional cycles were developed to enhance vocabulary learning for 8th graders The first cycle focused on introducing three key topics: Pollution, English-speaking countries, and Natural Disasters, without utilizing any visual aids over a span of three weeks A pre-test was conducted at the end of this cycle to assess students' understanding.

01 Pollution light pollution, water pollution, noise pollution, air pollution, soil pollution, contaminate, dump, measure, float, illustrate

02 English speaking countries koala, kilt, cattle station, monument, awesome, puzzling, unique, official, scenic, spectacular

Disasters volcanic eruption, forest fire, earthquake, tsunami, drought, collapse, evacuate, bury, shake, homeless

In the second cycle, the focus was on teaching vocabulary related to pollution, English-speaking countries, and natural disasters using visual tools over a three-week period A pre-test was conducted after the final session of this cycle to assess the learning outcomes.

No Session Content Visual aids

01 Pollution light pollution, water pollution, noise pollution, air pollution, soil pollution, contaminate, dump, measure, float, illustrate

02 English speaking countries koala, kilt, cattle station, monument, awesome, puzzling, unique, official, scenic, spectacular

Disasters volcanic eruption, forest fire, earthquake, tsunami, drought, collapse, evacuate, bury, shake, homeless

The study implemented a two-cycle plan to assess vocabulary acquisition In the first cycle, the researcher taught vocabulary without visual aids, using traditional methods for three sessions Following this, a pre-test was administered to evaluate the participants' vocabulary knowledge prior to the introduction of visual aids.

5 mins Warm-up - Play a small game to lead in the lesson

- Listen to the teacher and look at the board

20 mins Presentation - Teach new words by explaining the meaning: light pollution, water pollution, noise pollution, air pollution, soil pollution, contaminate, dump, measure, float, illustrate

- Write the words on the board

- Ask Ss to write in their note book, then speak in chorus 3 times

- Ask Ss to speak in silent/pairs/groups Correct them if necessary

- Write new words in the notebook

- Speak in silent/pairs/groups

15 mins Practice - Ask Ss to make a sentence with each new word, then speak out loud

- Make a sentence with each word

- Have Ss do some practice exercises sentences out loud

5 mins Wrap-up - Review - Listen to the teacher

- Teach new words by explaining the meaning: koala, kilt, cattle station, monument, awesome, puzzling, unique, official, scenic, spectacular

- Have Ss do some practice exercises

- Speak the sentences out loud

20 mins Presentation - Teach new words by explaining the meaning: volcanic eruption, forest fire, earthquake, tsunami, drought, collapse, evacuate, bury, shake, homeless

- Have Ss do some practice exercises

In the second cycle, the researcher employed visual aids to teach vocabulary, followed by a post-test to assess the effectiveness of this method Similar to the first cycle, the instruction consisted of three 45-minute sessions, each designed to enhance vocabulary acquisition through visual tools.

Warm-up - Play a small game to lead in the lesson

Presentation - Teach new words by providing the meaning and using visual aids: light pollution water pollution noise pollution air pollution soil pollution contaminate dump measure float illustrate

- Listen to the teacher and look at the visual aids

Practice - Ask Ss to practise with the flashcards in pairs

- Ask Ss to make a sentence with each new word, then speak out loud

- Have Ss play a game “Jump and Shout” to revise vocabulary with visual aids

Wrap-up - Asking the students to summarise the lesson's key points

- Ask Ss to practise writing and

24 pronouncing the words at home

20 mins Presentation - Teach new words by providing the meaning and using visual aids: koala cattle station monument awesome puzzling unique official scenic spectacular kilt

- Listen to the teacher and look at the visual aids

15 mins Practice - Ask Ss to practise with the flashcards in pairs

- Ask Ss to make a sentence with each new word, then speak out loud

“Word fishing” to revise vocabulary with visual aids

5 mins Wrap-up - Asking the students to summarise the lesson's key points

- Ask Ss to practise writing and pronouncing the words at home

20 mins Presentation - Teach new words by providing the meaning and

- Listen to the teacher and look at

26 using visual aids: volcanic eruption forest fire earthquake tsunami drought collapse evacuate bury shake homeless

- Ask Ss to speak in silent/pairs/groups Correct them if necessary the visual aids

15 mins Practice - Ask Ss to practise with the flashcards in pairs

- Ask Ss to make a sentence

27 with each new word, then speak out loud

- Have Ss play a game “Dice roll” to revise vocabulary with visual aids with each word

5 mins Wrap-up - Asking the students to summarise the lesson's key points

- Ask Ss to practise writing and pronouncing the words at home

Observation is a crucial element of action research in the classroom, as it provides valuable insights into students' interest in learning English This study focused on a group of eighth-grade students over two cycles, during which the researcher closely monitored their activities The observation sheets included five criteria that illustrate the students' engagement with learning English through visual aids.

In the initial intervention, the researcher observed students' activities while teaching vocabulary without visual aids In contrast, during the second cycle, the researcher utilized various visual aids to enhance vocabulary instruction while continuing to monitor student engagement.

She recorded all of the students' actions during her observation in her diary book, paying particular attention to those in which they demonstrated a desire to learn English

In addition to the observation sheets, the researcher also collected the results of the participants’ attitudes towards the use of visual aids through the

28 questionnaire at the end of the second cycle Six questions are included in the questionnaire and the participants had to answer on the scale of 5 from

“strongly disagree”, “disagree”, “neutral”, “agree” to “strongly agree”

The researcher carefully analyzed each activity to determine the validity of the hypothesis that "Using visual aids in teaching vocabulary can enhance 8th graders’ vocabulary acquisition." The results of this observation will be discussed in greater detail in the upcoming chapter, which focuses on findings and discussion.

This chapter outlines the research methodology, employing action research through four phases: planning, implementing, observing, and reflecting Conducted over two months from February 6th to March 24th, 2023, the study involved 30 students from a Lower Secondary School in Hanoi The research was structured into two cycles, occurring before and after the intervention, with each cycle spanning three weeks and consisting of three 45-minute sessions focused on topics such as Pollution, English-speaking countries, and Natural Disasters Data collection utilized three methods: testing, questionnaires, and observation, with qualitative data obtained through observation and quantitative data gathered from pre-tests, post-tests, and questionnaire results.

FINDINGS AND DISCUSSION

Introduction

This chapter outlines the results and discussions derived from our analysis, beginning with the findings from the pre-test and post-test Subsequently, we will focus on the insights gained from the Questionnaire and Observation.

Findings from pre-test and post-test

The study employs identical pre-test and post-test assessments to effectively measure the impact of visual aids on vocabulary teaching and learning Each test is scored out of a total of 10 points, consisting of 40 items, with each item valued at 0.25 points The test includes five distinct types of items.

1 Match the words or phrases to the appropriate pictures

2 Unscramble the letters to make meaningful words

3 Fill in the blanks with the correct letters to make meaningful words or phrases

4 Complete the sentences with the words or phrases from the box

Following the collection of the exams, the researcher marked them The participants' scores for the two cycles are presented in the table as follows:

Table 1: The scores of the pre-test and post-test

Name of the participants Pre-test Post-test

In order to evaluate the effects of visual aids on the students' vocabulary acquisition, we must compare the results of the students' pre-test and post-test

It is clear from the table that the students can be classified into 5 groups Group 1 includes students number 01, 04, 25, 28 and 30 Group 2 consists of students number 02, 09, 10, 15, 16, 21 and 27 Students number 03, 08, 14, 22,

24 and 29 belong to group 3 Students 05, 06, 07, 11, 12, 17, 20 and 23 are categorised into group 4 Students number 13, 18, 19 and 26 are in group 5

In the first cycle, students numbered 01, 04, 25, 28, and 30 demonstrated similar low proficiency in English, scoring 5.5, 5.0, 4.75, 5.0, and 4.5 on the pre-test After incorporating visual aids into their vocabulary learning, each student improved their scores by 0.75 to 1.25 points Notably, they performed better in task 1, which involved matching words or phrases to pictures, as well as in tasks 2 and 3, which focused on spelling This indicates that visual aids significantly enhance vocabulary retention for students at a low intermediate level.

Before the intervention, students numbered 2, 09, 10, 15, 16, 21, and 27 scored 6.25, 6.0, 6.5, 6.75, 6.25, 6.0, and 6.5, respectively After the intervention, all students improved their scores by 1 to 1.75 points Notably, Student 02 achieved the most significant progress, with a pre-test score of 6.25 and a post-test score of 8.0, reflecting a 1.75-point increase The test results indicate that this group of students not only retained the learned vocabulary more effectively but also demonstrated the ability to use the words in meaningful sentences.

Students number 03, 08, 14, 22, 24 and 29 who scored 7.25, 7.0, 7.5, 7.5, 7.0 were evaluated at an intermediate level of English in the first cycle, and they all achieved marks from 8 to 8.75 for the post-test

Students 05, 06, 07, 11, 12, 17, 20 and 23 who were quite fluent in English received high marks for the pre-test from 8.0 to 8.75 In the second cycle, all

32 of their marks are over 8.75 In particular, student number 07 got the maximum score for the post-test of this group

Students numbered 13, 18, 19, and 26 excelled in the class, achieving impressive scores between 9.0 and 10 Additionally, there was significant progress among students in groups 3, 4, and 5, who are at intermediate or upper-intermediate levels, particularly in tasks 4 and 5 that required them to apply learned vocabulary in practical contexts.

The results from the second cycle of testing showed significant improvement compared to the first cycle This suggests that using visuals to teach English vocabulary to eighth-grade students can effectively enhance their vocabulary retention and acquisition.

Findings from questionnaire

The questionnaires are used to survey the participants’ attitude towards the use of visual aids in learning vocabulary Six below statements are given in the questionnaires:

1 The visual aids are attractive to you

2 You can memorise words better, longer and more quickly after learning through the visual aids

3 You find the lessons more engaging when learning through the visual aids

4 You are satisfied with this new method of teaching vocabulary

5 You would like to participate in class activities thanks to the visual aids

6 You are more motivated for the next lessons using this new method

The participants had to answer on the scale of 5 from “strongly disagree”,

“disagree”, “neutral”, “agree” to “strongly agree”

For statement 1, 25 participants chose “agree” and 5 others selected “strongly agree” It emphasises the attraction of visual aids to students

In terms of statement 2, 20 students picked “agree” and 10 others ticked

“strongly agree” All of the students agree that visual aids can absolutely enhance their vocabulary acquisition

A total of 30 students expressed their positive engagement with visual aids in lessons, with 23 selecting "agree" and 7 choosing "strongly agree." This indicates that visual aids effectively captured students' attention and enhanced their learning experience.

About statement 4, 10 students agreed and 20 students strongly agreed that they were content with this new method of grasping vocabulary

Regarding statement 5, 12 students agreed and 18 others strongly agreed that they would like to participate in class activities thanks to visual aids

For the last statement, 2 participants agreed and 28 others strongly agreed that they would be eager to join other lessons using this new technique

All participants expressed a positive attitude towards the use of visual aids in vocabulary learning, with no disagreements noted regarding their effectiveness.

Findings from observation

The research aimed to explore the impact of visual aids on 8th graders' vocabulary acquisition and their attitudes towards these aids in learning The researcher observed students' interest in learning English during two implementation cycles, developing five criteria to assess this interest These criteria were systematically tabulated to monitor participants throughout both cycles By combining and analyzing the criteria, the researcher evaluated the differences in outcomes between the two cycles, summarizing the findings from the observation sheets for further insights.

Table 2: The observation sheet during cycle 1

Listen carefull y to the teacher

Participate in the class activities enthusiastical ly

Table 3: The observation sheet during cycle 2

Sessions Happy Confident Complete homework

Listen carefully to the teacher

Participate in the class activities enthusiastically

Table 4: The differences between the two cycles

Listen carefull y to the teacher

Participa te in the class activities enthusias tically

It can be clearly seen from the tables that students’ attitudes towards the use of visual aids in learning vocabulary improved after each session

In the first column labeled "happy," there were initially 71 ticks, which increased by 10 after the second cycle, indicating that students experienced greater happiness when the teacher implemented the new vocabulary teaching method.

In the initial cycle, only 50 ticks were recorded in the "confident" column, but this number increased by 24 ticks in the second cycle This demonstrates that students gained confidence after the two cycles, as they became more accustomed to understanding vocabulary with the support of visual aids.

In the third column "Complete homework," there was an increase of 28 ticks in the second cycle compared to the first, highlighting a significant shift in participants' attitudes The use of visual aids enhanced students' understanding of the lessons and improved their vocabulary retention Consequently, they became more proficient in using words correctly in sentences and showed a greater willingness to complete their homework after class.

In the "Listen carefully to the teacher" column, the first cycle recorded 61 ticks, while the second cycle achieved 19 additional ticks, indicating that students demonstrated increased attentiveness to both the teacher and the lessons.

In the last column, "Participate in the class activities enthusiastically," there were 21 more ticks recorded in the first cycle compared to the second Initially, students lacked enthusiasm for class activities, including group work, pair work, and individual tasks However, the introduction of visual aids significantly increased their excitement and engagement in all types of activities during lessons.

In conclusion, most of the students’ interest in the lessons using visual aids developed in a positive way through the observation sheets: They were

Students became happier, more confident, and more engaged in their homework and class activities This positive shift in attitude towards visual aids significantly enhanced their vocabulary acquisition, as evidenced by the results of the post-test.

CONCLUSION

Summary of the study

This study has thus far demonstrated the solution to the research questions:

“To what extent can visual aids enhance 8 th graders’ vocabulary acquisition? What are the attitudes of 8 th graders towards the use of visual aids in learning vocabulary?”

The study reveals that incorporating visual aids in vocabulary instruction significantly enhances students' learning outcomes Participants demonstrated improved memorization of word meanings and spellings, as well as the ability to construct meaningful sentences Test results indicated that all students scored higher in the post-test compared to the pre-test, highlighting the effectiveness of visual aids in teaching eighth-grade English vocabulary These aids not only facilitated better focus and quicker understanding of definitions but also contributed to long-term retention of vocabulary Students expressed satisfaction with this engaging teaching method and showed increased motivation to participate in future lessons that utilize visual aids.

Using visual aids effectively engages students, enhancing their motivation to participate actively in lessons This approach not only makes the learning experience more exciting but also fosters a more attentive and positive classroom atmosphere.

The instructor enhances the learning experience by employing a new method that makes lessons more engaging Visual aids significantly enrich vocabulary lessons and help address the challenges of teaching vocabulary, which can often appear dull to students.

Some low intermediate students showed minimal progress after the second cycle, with their marks remaining close to the subject grade point average This lack of improvement may be attributed to their insufficient English proficiency for the new vocabulary teaching methods Additionally, these students may require more time to practice vocabulary before applying it in exercises Visual aids appear to be more beneficial for learners at the intermediate or upper-intermediate levels.

Some limitations of the study

The study involves a limited sample of only 30 students, which restricts the time available for research Consequently, the data analysis results are insufficient to comprehensively evaluate the impact of visual aids on teaching English vocabulary to 8th graders.

Second, the substance used to gather the data was insufficiently rich, which resulted in inadequate data for analysis

Third, because the teacher was conducting the study while simultaneously teaching and observing the students, she was unable to take in all of their activities.

Suggestions for practising teachers

Using effective teaching strategies is crucial for introducing vocabulary to children Incorporating visual aids significantly enhances children's interest and accelerates their vocabulary acquisition in English.

The vocabulary teaching process can be enhanced with visual aids, which serve as supplementary learning tools rather than the primary method of instruction However, excessive use of visual aids in a lesson may distract students from the main topic, indicating that they should be used judiciously.

Moreover, other aspects of using visual aids to teach English such as grammar, speaking, listening, reading and writing should be employed in further studies

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APPENDIX 1: VISUAL AIDS light pollution water pollution noise pollution air pollution soil pollution contaminate dump measure illustrate koala kilt cattle station monument awesome puzzling unique official scenic spectacular volcanic eruption forest fire earthquake tsunami drought collapse evacuate bury shake homeless float

APPENDIX 2: PRE-TEST AND POST-TEST

I Match the words or phrases to the appropriate pictures float soil pollution water pollution koala kilt collapse shake drought unique noise pollution forest fire volcanic eruption

II Unscramble the letters to make meaningful words

III Fill in the blanks with the correct letters to make meaningful words or phrases

19 ca_ _le s_at_on 23 e_rthqu_ke

IV Complete the sentences with the words or phrases from the box light pollution cattle station air pollution puzzling homeless buried flood illustrate

26 In Australia, a _ is a large farm whose main activity is the raising of cattle

28 The _ was overwhelming and the city was soon drowned

29 Thousands of people were left _ after the severe storm

30 Four people were reported killed when an earthquake

31 The smoke from planes, cars and factories causes _

32 There’s just so much _ that we simply can’t see most of the stars

33 The students were silent when the teacher suddenly asked a(n)

34 Let’s take some pictures of the polluted lake to _ our presentation

35 The waves of the _ were so huge that it destroyed everything on the beach

36 If the factory continues to _ waste into the lake, the fish will die

37 English is a(n) _ language in Singapore

38 The _ beauty of this city has attracted many movie makers

39 The _ shook parts of the region around Tokyo on Saturday It was 5 on the Richter Scale

40 We ran out of the house into the streets before the walls _

Name Happy Confident Complete homework

Table 1: The observation sheet during session 1 - cycle 1

Tiêu đề	An Action Research Project on Using Visual Aids in Teaching Vocabulary to 8th Graders at a Lower Secondary School in Hanoi
Tác giả	Phạm Thị Liên Hương
Người hướng dẫn	Prof. Dr. Hoang Văn Vân
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Language Teaching Methodology
Thể loại	Luận văn
Năm xuất bản	2023
Thành phố	Hà Nội

Định dạng
Số trang	62
Dung lượng	1,54 MB