04051001883 the effects of using visual aids to improve vocabulary retention for the 10th graders at a high school in bac giang province an action research project
INTRODUCTION
Rationale for the study
In Vietnam, English is a mandatory subject in schools, yet many students struggle to grasp the messages conveyed by their teachers, leading to communication breakdowns and ineffective learning This challenge is often attributed to limited vocabulary acquisition, which is a critical aspect of learning a foreign language Despite various techniques available for vocabulary instruction, current teaching methods fail to meet students' expectations, resulting in disinterest and disappointment in their vocabulary skills Traditional approaches, such as mother tongue translation, are prevalent but inadequate, as they do not effectively teach the meanings of new words in context Consequently, students at Giap Hai Upper Secondary School, like many others, face difficulties in mastering vocabulary, leading to a decline in motivation over time To enhance vocabulary learning, teachers must adopt more engaging and varied instructional strategies, as reliance on outdated techniques contributes to poor retention and a lack of interest in vocabulary acquisition.
It is necessary to get teachers and students familiarized with another relaxing but useful and effective technique According to Chitravelu, Sithamparam and Teh
Using visual aids is an effective method for conveying meaning and enhancing English vocabulary acquisition, as suggested by Fish et al (2016) Teaching with visual materials facilitates better understanding, making it easier for students to grasp ideas In EFL classrooms, visual aids help reinforce learning by engaging additional sensory perceptions, which aids in information retention Furthermore, they capture students' attention, spark interest, and foster a motivating learning environment Consequently, incorporating visual aids is recognized as a highly effective strategy for teaching English vocabulary, with students responding differently based on their unique educational and cultural backgrounds.
All the reasons mentioned above urged the researcher to conduct the study “The
This action research project investigates the impact of visual aids on vocabulary retention among 10th graders at a high school in Bac Giang Province The study aims to assess the effectiveness of visual techniques in enhancing students' vocabulary retention, explore their attitudes towards learning vocabulary through these methods, and identify the challenges they face during their vocabulary learning journey.
Aims of the study
This study explores the impact of visual aids on students' vocabulary retention, focusing on their attitudes towards learning vocabulary through visual techniques and the challenges they encounter during the vocabulary learning process.
Research questions
In order to achieve the above-stated goals, the study was carried out to seek answers to the following questions:
1 To what extent does the teacher’s using visual aids in teaching vocabulary enhance the students’ vocabulary retention?
2 What are the students’ attitudes towards their vocabulary learning experiences through visual techniques?
3 What are the difficulties encountered by the students in learning vocabulary through visual techniques?
Scope of the study
This study investigates the effectiveness of various visual aids, including pictures, blackboards, realia, videos, mime, and gestures, in enhancing vocabulary retention among tenth-graders at a high school in Bac Giang province Conducted as an action research project, it aims to assess students' attitudes and challenges faced during their vocabulary learning experience while utilizing these visual tools.
Significance of the study
This study highlights the significance of visual aids as an effective method for enhancing vocabulary teaching By offering students a meaningful and authentic context, visual aids facilitate easier vocabulary acquisition Consequently, the research will examine the impact of visual aids on students' vocabulary retention.
This study is important as it contributes to vocabulary teaching in a high school in Bac Giang province and may inspire further research on additional skills By analyzing the effectiveness of teaching English vocabulary through visual aids, the researcher aims to provide valuable insights for teachers and students, as well as for others facing similar challenges in vocabulary instruction.
Methods of the study
The study aims to enhance vocabulary teaching for the researcher’s students by utilizing the action research model proposed by Kemmis and McTaggart (1988) Data was gathered through a combination of quantitative and qualitative methods, including vocabulary test analyses, questionnaires, and classroom observations.
Design of the study
This study consists of five main chapters:
Chapter I: INTRODUCTION In this chapter, the statement of the problem and the rationale for the study, objectives of the study, research questions, significance of the study, methods of the study and the design of the study will be clearly stated
Chapter II: LITERATURE REVIEW In this chapter, key term such as vocabulary, vocabulary retention, visual aids were explained Moreover, the critical reviews of related studies were conducted
Chapter III: METHODOLOGY This chapter provides the methodology to carry out the study Specifically, the research procedure was demonstrated in detail through each stage The research methods, research design, settings, the participants, data collection instruments and data analysis were also justified
Chapter IV: FINDINGS AND DISCUSSION After data collection process, the findings from data were presented in this chapter These data were analyzed thoroughly to answer the research questions The chapter consists of findings and discussions of the study which provides the detailed outcome of the data analysis procedure
Chapter V: CONCLUSION This chapter offers a summary of the study and makes recommendations for using visual aids in teaching vocabulary Besides, the possibility of limitations is also recognized in relation to the outcomes of this study and some suggestions for further studies were also offered.
LITERATURE REVIEW
Vocabulary
Vocabulary is defined in various ways by researchers, with Hornby (1995) describing it as the total number of words in a language, including their meanings Schmitt (2000) emphasizes that vocabulary is essential for meaningful communication in a foreign language Ur (1996) notes that vocabulary encompasses not only single words but also compounds and multi-word idioms Lehr, Osborn, and Hiebert (2004) highlight that vocabulary includes the words necessary for students to comprehend increasingly complex texts Similarly, Neuman and Dwyer (2009) define vocabulary as the words required for effective communication, distinguishing between expressive vocabulary used in speaking and receptive vocabulary used in reading.
Vocabulary encompasses the total number of words that represent ideas within a foreign language text When a teacher introduces new words in a foreign language, they are effectively teaching vocabulary.
2.1.2 The importance of vocabulary in language learning
Vocabulary is crucial in language learning, as highlighted by various linguists and experts Folse (2004) asserts that while language encompasses aspects like pronunciation and syntax, vocabulary is paramount Wilkins (1972) famously noted that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed,” indicating that vocabulary is essential for effective communication Furthermore, Davies and Pearse (2000) stress that vocabulary often holds greater significance than grammar, as intermediate learners frequently struggle to communicate due to a limited word bank.
Laufer and Nation (1999) emphasize that vocabulary acquisition is crucial for effective second language use, significantly contributing to the creation of coherent spoken and written texts Mastery of vocabulary enables learners to articulate their ideas clearly and enhances their ability to understand reading materials, engage in conversations, respond appropriately, speak fluently, and write on various topics Conversely, a lack of vocabulary knowledge hinders learners from participating in discussions, expressing their thoughts, or seeking information Therefore, the extent of vocabulary a learner possesses is a fundamental aspect of foreign language learning, as vocabulary is essential for conveying meaning in language (McCarthy, 1988).
In short, it is impossible to deny the role of vocabulary in language acquisition Thus, teaching vocabulary should be paid more attention so as to help learners master English
Vocabulary retention, as defined in the Oxford Advanced Learners’ Dictionary (1995), is the ability to maintain possession of something over time It specifically refers to the capacity to recall or remember words and phrases after a certain interval (Richards & Schmidt, 2002) This concept encompasses the ability to provide meanings for new vocabulary after a period has elapsed Yali (2010) suggests that improved retention and deeper vocabulary knowledge can be achieved through a combination of reading and intentional vocabulary exercises For this study, vocabulary retention is understood as the storage of words in memory, making them accessible for use when required.
Memory plays a crucial role in vocabulary acquisition and overall learning success (Amiryousefi & Ketabi, 2011) Zang (2004) identifies three distinct types of memory: sensory memory, short-term memory, and long-term memory, each serving to store various forms of information.
Sensory memory is the briefest form of memory, allowing individuals to retain impressions of sensory information even after the original stimuli have ceased This process occurs automatically as information is perceived, without the need for conscious attention However, if attention is directed towards specific information, it can transition into short-term memory.
Short-term memory refers to the capacity to simultaneously remember and process information, retaining a limited amount of data for a brief duration By actively repeating information, you can extend its presence in short-term memory; otherwise, it will fade quickly Maintaining information in short-term memory for a specific period allows for its transfer to long-term memory, facilitating permanent storage.
Long-term memory is intended for storage of information over a long period of time
In summary, transferring information from sensory and short-term memory to long-term memory requires adequate time, focused attention, and rehearsal (Mayer, 2004) Furthermore, new information can be integrated into long-term memory by connecting it to existing knowledge stored in long-term memory.
To effectively transfer vocabulary from short-term to long-term memory, learners must engage with words actively and interact with them in meaningful contexts (Schmitt, 2000).
Throughout the history of foreign language pedagogy, various techniques have been developed to enhance vocabulary teaching and facilitate the learning of the target language The following are widely utilized methods in vocabulary instruction.
The translation method is a widely used technique in foreign language classrooms due to its simplicity and effectiveness in conveying word meanings Teachers often introduce vocabulary by translating words into students' native languages or encouraging them to use dictionaries While this approach is straightforward and efficient, it has its drawbacks Doff (1988) warns that relying solely on direct translations prevents students from understanding how words function in English sentences Consequently, translation should be utilized as one of several strategies for teaching vocabulary, rather than the primary method.
This technique involves using synonyms and antonyms to help students learn new vocabulary Synonyms are words that share the same meaning and belong to the same part of speech, while antonyms are words with opposite meanings within the same category By comparing new words with their synonyms and antonyms, learners can better understand vocabulary in relation to its word family Consequently, teachers should introduce new English words alongside related terms, enabling students to acquire multiple words simultaneously.
Contexts are essential in understanding the meaning of words within a discourse, as they provide clarity and enhance memorability for students By offering context, learners can grasp the full significance of vocabulary in a linguistic setting, facilitating easier retention According to Nattingger (1988), "guessing vocabulary from context is the most frequent way of discovering the meaning of a new word." This approach encourages students to develop valuable strategies like anticipating and inferring meanings, which are crucial for their ongoing learning journey.
Visual techniques are an effective lexical instruction method utilized in this research Visual aids significantly enhance vocabulary teaching by improving learners' comprehension By presenting objects alongside their corresponding words, students gain a clearer understanding of both the objects and their meanings, facilitating easier recall of vocabulary This is why the researcher will further explore this method in the subsequent section.
There are three stages in teaching vocabulary namely: presenting, practicing and revising
Visual aids
Visual aids, defined by the Dictionary of English Language and Culture (1998) as items that enhance understanding and retention, include pictures, maps, photographs, and films In educational settings, these aids facilitate clearer communication of language concepts for both teachers and students Various types of visual aids are utilized to enhance the learning experience.
This study focused on the use of various visual aids in vocabulary teaching, including chalkboards, pictures, realia, videos, mime, and gestures, due to time constraints.
Chalkboards are essential classroom tools, as highlighted by Davies and Pearse (2000), providing an inexpensive and reliable resource that does not rely on electricity Their central location in the classroom effectively captures students' attention, making them more engaged in lessons While often viewed merely as a surface for outlining lesson plans and examples, chalkboards can also be used for drawing and displaying visual aids like pictures and flashcards To maximize their effectiveness, teachers should develop strong writing techniques and organize their content thoughtfully Doff (1988) recommends incorporating simple drawings, such as stick figures, to enhance vocabulary teaching.
Pictures serve as powerful visual aids in vocabulary teaching, stimulating students' imagination and enhancing memory retention Thornbury (2002) emphasizes that words that can be easily visualized are more memorable, even for abstract concepts The primary benefit of using pictures lies in their ability to deepen students' understanding of words As Wright (1976:4) notes, "A picture can often show an action more easily than even a talented actor can demonstrate."
According to Bowen (1982), there are some types of pictures as their shapes: wall charts and wall pictures, sequence pictures, flashcards and work cards a Wall charts and wall pictures
According to Bowen (1982), a wall chart is a large diagram or picture display card that typically combines visual and verbal elements These charts are often utilized for picture composition, necessitating that any text included is large, with strong outlines or contrasting tones to ensure visibility (Davies & Pearse, 2000).
Wall pictures depict various scenes, events, people, or objects and are designed to be visible to an entire class These large images often feature intricate details, making them valuable for engaging activities Additionally, sequence pictures can enhance the learning experience by illustrating a series of events or actions.
Sequence pictures consist of a series of images depicting a single object, illustrating a cohesive story or theme Each image aids students in understanding the meanings of the others, ultimately providing a comprehensive view of the narrative or concept Additionally, flash cards can be utilized to enhance learning and engagement.
Flash cards are educational tools featuring words on one side and corresponding pictures or definitions on the other (Chien, 2015) They can be categorized into word flash cards, which are primarily used for vocabulary teaching, and picture flash cards, which are typically around 15 cm by 20 cm (Wright & Haleem, 1991) Word flash cards are cost-effective, easy to create, and convenient for storage and transport, allowing teachers to display multiple cards simultaneously In contrast, picture flash cards are recommended for reinforcing previously taught concepts rather than introducing new material (Bowen, 1982).
Teachers can effectively use flashcards in various classroom activities, allowing for flexible instruction According to Gelfgren (2012), structural instruction should prioritize understanding over rules, written exercises, or translations Flashcards serve as supportive materials that facilitate easier comprehension for students.
Work cards, as noted by Bowen (1982), can incorporate both visual elements and text, including magazines, pictures, maps, and diagrams, making them valuable tools for various educational purposes Designed for individual or small group use, work cards foster student interest and promote independent learning Thornbury (2002:145) highlights that, aside from the keyword technique, work cards are among the most effective vocabulary learning strategies These cards can be created by teachers or students, or sourced from authentic materials, with each side of the card presenting different information, which is beneficial for certain activities.
Realia, or real objects, are items readily available in the classroom that require no special preparation, allowing students to engage with tangible materials These objects are highly effective in conveying meanings and enhancing learning experiences According to Sesnan (2001), real objects serve as valuable tools in role play and vocabulary development, making them essential aids in educational settings.
Videos are digital or videotape recordings of moving images that offer vibrant visuals and dynamic movement They convey substantial information quickly, which, according to Richard and Dolati (2011), enhances student engagement and attention to the accompanying dialogue.
Mime and gestures serve as cost-effective visual aids that significantly enhance vocabulary teaching According to Billow (1961), the actual representation of actions through performance is more effective than any image These visual aids require no financial investment from teachers, only the effort to mime, gesture, or express emotions through facial expressions.
In conclusion, a variety of visual aids can significantly enhance vocabulary lessons for both teachers and students The effectiveness of these aids is determined by their appropriate use, which can greatly facilitate the learning process.
2.2.3 The benefits of using visual aids in vocabulary lessons
The use of visual aids in foreign language teaching is highly valued by linguists, particularly for enhancing vocabulary acquisition Incorporating visual aids not only benefits students by improving their understanding and retention of new words but also supports teachers in delivering more effective lessons.
Previous studies
Numerous studies have been conducted to reveal the effects of using visual aids in foreign language teaching and learning vocabulary process
According to Bui (2012), the most commonly utilized visual aids for teaching vocabulary include objects, with pictures and overhead projectors following closely behind In contrast, chalkboards, gestures, mime, and performances were used less frequently.
However, the findings from this research showed that using visual aids in teaching vocabulary was not effective enough for the participants at the ages of over 18 years
Nguyen and Nguyen (2007) explored the impact of visual aids on student motivation in college settings Their findings highlighted the effectiveness of various visual tools, including pictures, gestures, mimes, and actions, in enhancing students' emotions and feelings, thereby demonstrating the significant benefits of these aids in fostering motivation among learners.
Abede and Davidson (2012) conducted research highlighting the significance of visual teaching materials in enhancing English vocabulary learning Their findings indicate that visuals make words more meaningful, as they capture learners' attention and facilitate better understanding Additionally, visual aids are shown to save time and promote more effective vocabulary retention compared to traditional verbal instruction Furthermore, the use of visual materials can enhance learners' presentations, learning experiences, and group activities.
A study by Barani, Mazandarani, and Seyyed Rezaie (2011) investigated vocabulary learning through an experimental design involving two classes: an experimental group and a control group The researchers utilized a University of Cambridge exam (Starter) as both a pre-test and post-test, administered at the beginning and end of the semester, respectively The experimental group engaged in vocabulary learning with the aid of audio-visual materials Results showed a significant improvement in the experimental group's post-test scores compared to their pre-test scores.
Allen, Kate, and Marquez (2011) conducted research on "Teaching Vocabulary with Visual Aids," aiming to demonstrate the effectiveness of visual aids in ESL/EFL classrooms The study highlights that tools such as pictures, posters, word calendars, videos, and computers enhance students' comprehension of key concepts Responses to visual aids vary among students due to their diverse educational and cultural backgrounds By utilizing images, educators can help students grasp the deeper meanings of topics and identify similarities and differences The research serves as a guide for ESL/EFL teachers on the beneficial use of visual aids in their teaching practices.
A study by Nasrollahi and Daneshfar (2018) investigated the effect of visuals on vocabulary learning among pre-university students using pretests and posttests The participants were randomly assigned to four groups: one experimental group received a text with new vocabulary and visual support, another received the same text with a glossary of unknown words, while the control groups only received the new vocabulary without additional aids The results revealed that the use of visuals significantly enhanced vocabulary acquisition.
Visual techniques are highly effective for teaching vocabulary in foreign language classrooms due to their numerous benefits By incorporating visual aids, educators can boost learners' interest, simplify concept explanations, and increase participation in activities Visualizing lexical items allows teachers to deliver clear and meaningful presentations, facilitating easier understanding and retention of vocabulary for students.
Summary
This chapter examines literature on vocabulary learning and retention, focusing on the impact of visual techniques and aids It also considers several prior studies that explore the use of visual aids in vocabulary instruction These insights will inform the research methodology presented in the subsequent chapter.
METHODOLOGY
Research design
3.1.1 Reasons to choose action research
Action research was utilized in this study with the teacher as the researcher for several reasons Primarily, it is a method conducted by educators to enhance their teaching practices, as noted by Winter & Munn-Gidding (2001) Since the class issues are directly related to the researcher, they possess the deepest understanding of these challenges Furthermore, action research is focused on enacting change within the educational setting (Nunan, 1992), aiming to improve the existing conditions Additionally, Miller (2007) emphasizes that action research is an integral aspect of teaching, as educators consistently observe students, gather data, and adjust their methods to foster better learning outcomes and a more effective classroom environment.
This classroom action research aimed to enhance vocabulary learning and improve students' attitudes towards learning by utilizing visual techniques The findings demonstrated the effectiveness of these methods in boosting students' vocabulary retention, leading to practical suggestions for teachers to better support vocabulary acquisition.
There are numerous ways in which the steps of action research can be employed Nunan (1992) suggests an action research procedure which includes 7 steps:
The action research process involves several key stages: initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up According to Altrichter and Gstettner (1993), their model outlines four essential steps: identifying a starting point, clarifying the situation, developing actionable strategies, and implementing these strategies while making teachers' knowledge accessible to the public.
In this study, the researcher utilized the action research model by Kemmis and McTaggart (1988) to effectively identify issues related to vocabulary retention and develop appropriate solutions This approach involves a four-step procedure, allowing for systematic implementation and necessary adjustments throughout the research process.
1 Identifying the problems and planning the action
Step 1: Identifying the problems and planning the action
At Giap Hai Upper Secondary School in Bac Giang Province, observations and discussions revealed that students struggled with retaining new vocabulary, which is crucial for foreign language acquisition This poor retention significantly hinders their language proficiency Additionally, students found traditional methods of vocabulary teaching, primarily through mother tongue translation, to be unengaging To address these challenges, the researcher implemented visual aids in vocabulary instruction to enhance retention and make learning more enjoyable.
A general plan was developed before implementing the action To be specific, the following actions were done:
1) Designing pre-test to evaluate students’ vocabulary level before visual techniques are applied in teaching vocabulary
2) Planning the lessons with the integration of visual aids in teaching vocabulary
3) Designing post-test, observation sheet and questionnaire to know the effectiveness of using visual techniques on students’ vocabulary retention as well as students’ attitudes to the teacher’s deployment
In the first term of the 2021-2022 academic year, an intervention was conducted at a high school in Bac Giang Province to enhance students' vocabulary retention in English A pre-test was administered to assess the students' vocabulary levels before the intervention, with results documented for future reference Over a twelve-week period, visual techniques were employed to teach vocabulary derived from the textbook Tiếng Anh 10, Tập một (English 10, Book 1) The researcher took on the dual role of teacher and observer to monitor student engagement and attitudes during vocabulary sessions Following the implementation of the visual techniques, a post-test was conducted to evaluate the students' vocabulary learning outcomes Additionally, a questionnaire was distributed to gather students' feedback on the impact of visual-based techniques on their vocabulary retention.
The researcher meticulously recorded students' activities throughout the teaching and learning process, documenting observations immediately after each lesson Key aspects noted included the types of visual aids used, their application methods, students' attitudes towards learning vocabulary through these aids, and the challenges faced by students in acquiring vocabulary with visual support.
The researcher gathered pre-test and post-test results to assess student improvement following the intervention, along with questionnaire data to evaluate students' attitudes and challenges in learning vocabulary through visual aids.
The researcher examined data from observations, questionnaires, and tests to assess how visual techniques impacted students' vocabulary retention Additionally, the study clarified students' attitudes and challenges in learning vocabulary through visual aids It also identified limitations and provided recommendations to improve the effectiveness of this method for enhancing vocabulary retention among students.
The setting of the research
The research took place at Giap Hai Upper Secondary School in Bac Giang Province during the first semester of the 2021-2022 academic year, involving forty tenth-grade students English is regarded as a core subject alongside Math and Literature, with students attending English lessons three times a week, each lasting a full class period.
45 minutes All classrooms have televisions, projector and other equipment which support in learning and teaching
The teaching material is the course book Tiếng Anh 10, Tập một (English 10, Book
The book, authored by Hoang Van Van et al and published by Vietnam Education Publishing House in 2020, comprises five units along with two reviews Each unit is structured into eight sections: Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, and Looking Back and Project The units are thematically organized around specific topics, including family life, body, music, inventions, and community.
This study focused on vocabulary sections lasting 10 to 20 minutes per lesson, with target words chosen from textbook reading passages Selection criteria included word frequency, visual complexity, part of speech, and categorization as concrete or abstract concepts The chosen words were contextually related and accompanied by appropriate pictorial illustrations.
Participants
The participants of the study are forty tenth-grade students in a class at Giap Hai Upper Secondary School in Bac Giang Province The class consists of 23 male and
Seventeen female students, identified by their classroom list from the first to the fortieth, entered the school with average English test scores Despite six years of English study, most struggled to enhance their skills due to limited vocabulary knowledge Additionally, the participants did not dedicate sufficient time to vocabulary learning, and their learning environment was inadequate for improving their English, particularly in vocabulary acquisition They also lacked opportunities for communication outside the classroom.
The researcher, an English teacher at Giap Hai Upper Secondary School in Bac Giang Province, has firsthand experience teaching tenth grade students This direct involvement has given her valuable insights into her students' English proficiency and their attitudes towards learning English vocabulary.
Data collection instruments…
In order to gain reliable and valid data for the study, three instruments including vocabulary tests, questionnaire and classroom observation were employed
Tests were utilized to assess the impact of visual aids on students' vocabulary retention A pre-test was conducted to establish the baseline level of vocabulary retention prior to the intervention Following the final session, a post-test was administered to evaluate the effectiveness of visual aids in enhancing students' ability to retain new words.
The pre-test and post-test were formatted identically, each consisting of 20 items, with each correct answer worth 0.5 points Participants had 20 minutes to complete the tests, which utilized a 10-point scale The vocabulary items primarily derived from the new lexical content in the textbook "Tiếng Anh."
The tests consisted of four exercises aimed at assessing students' vocabulary retention Exercise I required students to identify the word with a different pronunciation from the others In Exercise II, they chose the correct word or phrase to complete sentences across eight questions Exercise III focused on finding synonyms for underlined words, while Exercise IV involved filling in gaps with the appropriate word forms All questions were evaluated impartially and objectively to ensure fair scoring.
The researcher selected a questionnaire as the primary data collection tool due to its numerous advantages It allows for the gathering of data from a diverse population within a short timeframe, making it a cost-effective and efficient method for obtaining substantial information Additionally, the anonymity provided by questionnaires encourages participants to share their opinions freely without the fear of identification This approach aims to explore students' attitudes towards learning vocabulary through visual techniques, assess their self-evaluation of the method's effectiveness, and identify the challenges they face while using visual aids in their learning experiences.
The questionnaire featured structured multiple-choice and Likert scale questions Specifically, question 3 included a series of Likert scale items, ranging from "strongly agree" to "strongly disagree," aimed at gauging participants' agreement with statements regarding their personal views on the advantages of using visual aids for vocabulary retention and learning.
The questionnaire (Appendix 6) was structured into three sections The first section included four questions designed to assess students' attitudes towards learning vocabulary using visual techniques Question 5 focused on evaluating the effectiveness of visual aids in enhancing students' vocabulary retention The final two questions addressed the challenges students faced in the vocabulary learning process when visual techniques were employed by the teacher.
After the intervention, questionnaires were distributed to all participants According to Dornyei and Taguchi (2009:76), presenting the questionnaire in the respondents' native language enhances data quality Consequently, the questionnaire was provided in both English and Vietnamese to eliminate any potential misunderstandings among the students.
The teacher always observed the students in order to support them whenever they needed After that, the researcher collected the questionnaires
Observation plays a crucial role in action research, enabling researchers to identify issues stemming from atypical performance (McKay, 2006) In this study, classroom observations were conducted for all participants to assess the impact of visual aids based on specific criteria.
- The type of visual aids used in the lesson
- How visual aids were used
- The students’ attitudes toward learning vocabulary through visual aids
- The students’ difficulties in learning vocabulary with these aids
Three lessons were randomly selected for observation, with each lesson being observed three times across different units Each lesson typically lasted forty-five minutes, focusing specifically on the vocabulary teaching sections for note-taking.
Data analysis procedure
3.5.1 Data from the pre-test and post-test
The researcher compared the pre-test scores of students before the intervention with their post-test scores after the intervention By calculating the mean scores, the study aimed to evaluate the effectiveness of visual aids in enhancing vocabulary retention among students.
In order to analyse the results of the questionnaires, the percentage count was calculated The results were presented in forms of charts
Classroom observation focused on recording all activities related to vocabulary teaching and learning in real classroom settings The purpose of this observation was to verify the reliability of the data gathered from the questionnaires.
The observed lessons include Lesson 2, which focuses on body systems and parts, Lesson 4, centered around music, and Lesson 9, which explores inventions.
Summary
This chapter offers a comprehensive overview of the research methodology, detailing the research methods, setting, participants, procedures, data collection instruments, and data analysis techniques The subsequent chapter will present the findings and discussions in a clear and concise manner.
FINDINGS AND DISCUSSIONS
The improvement of students’ vocabulary retention through learning visual techniques
This study explores the impact of visual aids on students' vocabulary retention by conducting pre-tests and post-tests with all participants The results are analyzed in two key sections: the first section compares pre-test and post-test scores, while the second section discusses findings from question 5 of the questionnaire.
4.1.1 The comparison of pre-test scores and post-test scores
4.1.1.1 The results of the pre-test
The pre-test aimed to assess students' knowledge prior to the intervention and was administered during the first lesson After grading the tests, the teacher categorized the results into four levels: marks below 5, marks between 5 and 7, marks between 7 and 9, and marks between 9 and 10.
Figure 1 The students’ results of pre-test
According to the pie chart, the number of students who got marks 5-6 was the highest,
19 students equivalent to 47% The students who obtained marks 7-8 and marks under
The pre-test results revealed that 27% of students scored in the second position and 18% in the third, while only 8% achieved scores between 9-10, indicating significant difficulties in vocabulary learning Consequently, the teaching methods employed were ineffective in enhancing students' vocabulary retention and motivation This prompted the researcher to undertake a study aimed at improving students' vocabulary retention skills.
4.1.1.2 The results of the post-test
In the final lesson, a post-test was administered to assess student improvement following the intervention After grading the tests, the teacher categorized the results into four levels: scores below 5, scores between 5 and 7, scores between 7 and 9, and scores between 9 and 10.
Students' results of pre-test
Mark under 5Mark 5-6Mark 7-8Mark 9-10
Figure 2 The students’ results of post-test
The chart indicates that 52% of students scored between 7-8, while 18% achieved marks of 9-10, demonstrating effective vocabulary retention through visual aids Additionally, 30% of students scored between 5-6, with no students scoring below 5, highlighting an overall improvement post-intervention In summary, the use of visual techniques in vocabulary instruction significantly motivated students, leading to enhanced academic performance.
4.1.1.3 The comparison of pre-test scores and post-test scores
The students' results of post-test
Mark under 5Mark 5-6Mark 7-8Mark 9-10
Figure 3 The students’ results of pre-test and post-test
The chart displays the percentage of students' pre-test and post-test results, highlighting significant improvements The proportion of students scoring below 5 dropped dramatically from 18% to 0%, while those scoring between 5 and 6 decreased from 47% to 30% Conversely, the percentage of students achieving scores of 7 to 8 rose significantly from 27% to 52% Notably, there was a slight increase in students earning scores of 9 to 10, which grew from 8% to 18%.
Mean N Std Deviation Std Error
Table 1: The comparison of means and standard deviation between the scores of pre- test and post-test
The pre-test results indicated a mean score of 6.0375 with a standard deviation of 1.1500, while the post-test scores showed an improved mean of 7.2750 and a standard deviation of 1.2707, demonstrating that students achieved higher marks in the post-test.
Mark under 5 Mark 5-6 Mark 7-8 Mark 9-10
Pre-test Post-test than those in pre-test It means that there was an improvement in students’ vocabulary knowledge after the intervention
In conclusion, the analysis of data from both vocabulary pre-tests and post-tests indicates that the incorporation of visual aids in vocabulary instruction significantly enhances students' vocabulary retention.
4.1.2 The effectiveness of the teacher’s deployment of visual techniques on vocabulary retention
Question 5: How much vocabulary you can remember after the lessons with visual techniques in lexical instruction?
Figure 4 The amount of vocabulary remembered by the students after the lessons with visual techniques in lexical instruction
The chart indicates that all students were able to recall at least 50% of the vocabulary from each lesson Approximately 75% of the students reported retaining 70%-90% of new words in their long-term memory after utilizing visual techniques during the vocabulary lesson In contrast, only 8% of the students felt they could not retain this information effectively.
The amount of vocabulary remembered by the students
The students’ opinions and attitude towards their vocabulary learning
In conclusion, based on the findings from vocabulary tests and question 5 in questionnaires, it could be interpreted that using visual aids in lexical instructions enhanced the students’ vocabulary retention
4.2 The students’ opinions and attitudes towards their vocabulary learning experiences through visual techniques
This study explores students' opinions and attitudes regarding their vocabulary learning experiences using visual techniques, employing questionnaires and observations as research instruments The results highlight two key areas: first, students' attitudes towards learning vocabulary with visual aids, and second, their perceptions of the benefits these aids provide for vocabulary acquisition and retention.
4.2.1 The students’ attitudes towards learning vocabulary experiences through visual aids
4.2.1.1 The frequency of using visual aids in teaching vocabulary
Question 1: How often does your teacher use visual aids in teaching vocabulary?
Figure 5 The frequency of using visual aids in teaching vocabulary (as perceived by the students)
The pie chart illustrates students' responses regarding the frequency of visual aids used by the teacher in vocabulary instruction Approximately 55% of students indicated that visual aids were sometimes utilized, while 33% noted that these aids were usually employed to introduce new vocabulary Only 4% of students reported that visual aids were rarely used, and none claimed that the teacher never incorporated them Overall, the data suggests that nearly all students recognized the teacher's frequent use of visual techniques in vocabulary teaching.
4.2.1.2 The students’ attitudes towards learning vocabulary through visual aids a Analysis of the results from question 2 in the questionnaire
Question 2: How interested are you in learning vocabulary through visual aids?
THE FREQUENCY OF USING VISUAL AIDS IN TEACHING VOCABULARY (AS PERCEIVED BY THE
Always Usually Sometimes Rarely Never
Figure 6 Attitudes of students towards learning vocabulary through visual aids
The chart indicates a significant interest among students in learning vocabulary through visual aids, with 65% expressing a strong preference for this method.
A survey revealed that 25% of students showed interest in using visual aids for vocabulary acquisition, while 3% felt that these aids were unappealing Additionally, 7% of students did not share their opinions on the matter Overall, the findings indicate that students recognize the significance of visual aids in vocabulary learning and generally hold positive attitudes towards employing visual techniques in their studies.
Three lessons were randomly selected for observation, focusing exclusively on the teaching and learning procedures related to vocabulary The following data was collected from classroom observations and subsequent analysis.
Lesson 2 – Unit 2: Your body and you – Lesson: Language
Attitudes of students towards learning vocabulary through visual aids
Very interested Interested Neutral Uninterested
The lesson aimed to equip students with vocabulary related to body systems, utilizing various visual aids such as mime, blackboard illustrations, pictures, and word flashcards to enhance understanding.
The teacher engaged students with a fun "Simon says" game, where they followed commands like "touch your nose," helping them learn body parts The use of mime as a visual aid enhanced their interest and participation Following the warm-up, the teacher introduced the lesson topic: the systems of the body.
The teacher displayed a large diagram of the body's systems in front of the chalkboard to engage students while teaching about five body systems and their associated parts This visual aid effectively captured the students' attention, allowing the teacher to introduce new vocabulary without relying on translations into their native language To reinforce learning, the teacher then utilized word flashcards to help students practice pronunciation of the newly acquired terms.
To assess vocabulary retention, students collaborated in groups to match word flashcards with the corresponding body parts in a timed activity, followed by placing their answers on the blackboard This engaging exercise fostered excitement and active interaction among students The teacher then reviewed each group's answers with the class Subsequently, students completed exercises 1 and 2 from the textbook Overall, the majority of students stayed focused during the vocabulary lessons and demonstrated a good recall of the lexical items covered.
Lesson 4 – Unit 3: Music – Lesson: Language
The lesson focused on expanding students' vocabulary related to "Music" through the use of two engaging videos These visual aids effectively enhanced the learning experience by introducing new words in an interactive manner.
The first video showcasing the biography of Justin Bieber was utilized to introduce vocabulary in exercise 1 of the textbook, focusing on words such as fan, pop, idol, contest, clip, and talent The teacher paused the video to encourage students to infer the meanings of these new terms, providing explanations when necessary Students actively engaged with the material, demonstrating enthusiasm during the discussion Finally, the teacher reinforced the vocabulary learned from the video and facilitated pronunciation practice for the students.
The second video in exercise 2 of the textbook focused on Taylor Swift's biography, introducing key vocabulary such as "debut album," "single," "solo," "platinum," "release," and "post." The teacher employed a similar teaching method for this video as used in the first, ensuring a consistent approach to vocabulary instruction.
Many students found watching videos engaging and effective for learning vocabulary, but a small number struggled to understand the content This led to distractions that negatively impacted their peers Additionally, the videos required more time than initially anticipated.
Lesson 9- Unit 5: Inventions – Lesson: Reading
The main purpose of the lesson was to provide students with vocabulary about topic
“Inventions” The visual aids used in the lesson were realia
In a vocabulary lesson, the teacher introduced new words by showcasing realia, including fabric, hook, loop, fastener, and models of a spacesuit, submarine, and aeroplane Utilizing realia enhances students' comprehension and retention of vocabulary by allowing them to grasp meanings without relying on translations Following this, students engaged in an exercise from the textbook where they matched the words to their definitions.
Finally, to check the students’ vocabulary retention, the teacher divided students into
In an engaging classroom activity, four groups competed to quickly identify words associated with various objects presented by the teacher The group that provided correct answers the fastest earned points, with the highest-scoring team declared the winner This lively competition not only excited the students but also helped them recall nearly all the vocabulary they had learned, creating an exhilarating atmosphere in the classroom.
The difficulties the students encountered during vocabulary learning process
The analysis of the final two questions in the questionnaire reveals the challenges students faced in vocabulary learning, specifically regarding the teacher's use of visual techniques.
Question 6: Have you got any problems learning vocabulary through visual aids?
Figure 9 The numbers of students encountered difficulties in vocabulary learning process through visual aids
The pie chart illustrates the percentage of students who faced challenges in learning vocabulary with visual aids compared to those who did not Notably, the majority of students reported no difficulties in vocabulary acquisition through the teacher's use of visual techniques, while only 23% experienced problems.
Figure 10 Problems encountered by students in vocabulary learning process through visual aids
The bar chart highlights the challenges students face in learning vocabulary through visual aids Notably, 50% of students reported confusion when using these aids, as visual representations can lead to misinterpretations of word meanings Additionally, the effectiveness of visual aids is influenced by the teacher's intended objectives, which can complicate students' ability to accurately guess the words.
Likewise, half of the students claimed that learning vocabulary through visual aids made them bored In other words, they felt passive when learning vocabulary through visual aids
Only over 33% of the students said they were distracted in vocabulary learning process through visual techniques A small number of students (13%) had difficulty in describing lexical items with visual aids
In short, the number of students having problems in learning vocabulary through visual aids is not so high However, the teachers should pay attention to this issue
Learning vocabulary through visual aids makes you bored
Learning vocabulary through visual aids makes you confused
Learning vocabulary through visual aids makes you distracted
Some words are hard to describe through visual aids
Discussions
The study reveals that data from vocabulary tests, questionnaires, and classroom observations consistently indicate that the use of visual techniques by teachers significantly enhances vocabulary retention among learners Despite facing some challenges, the majority of students expressed positive attitudes towards the effectiveness of visual aids in their vocabulary learning process.
4.4.1 The effect of the teacher’s deployment of visual aids on the students’ vocabulary retention
The research investigates how the use of visual techniques by teachers impacts students' vocabulary retention Data was gathered through vocabulary tests and questionnaires, revealing that these visual strategies significantly improve students' ability to retain vocabulary.
The comparison of test results revealed that the use of visual aids by the teacher significantly enhanced students' retention of target vocabulary The post-test mean score surpassed that of the pre-test, indicating improvement Additionally, there was an increase in the number of students achieving scores of 9-10 and 7-8 in the post-test compared to the pre-test, while fewer students scored between 5-6 and below.
The post-test results indicated a decrease in scores, suggesting that students who learned vocabulary through visual aids performed better than before the intervention This aligns with Mayer and Sims (1994), who found that combining visual and verbal aids enhances student learning Therefore, it is advisable for teachers to utilize visual methods in vocabulary instruction to facilitate better learning outcomes Additionally, employing visual aids can effectively motivate students and promote more meaningful learning experiences.
The students' responses to question 5 in the questionnaire clearly indicated that over 50% of new vocabulary was retained after each lesson, with around 70% of students remembering 70%-90% of the new words This suggests that the teacher's use of visual techniques significantly enhanced vocabulary retention Supporting this, Armstrong (2000) argues that learning vocabulary through visual materials is more effective than relying solely on text-based methods.
4.4.2 The students’ attitudes towards their vocabulary learning experiences through visual aids
The second research question explored students' attitudes regarding their vocabulary learning experiences with visual aids Findings were categorized into two main areas: students' perceptions of learning vocabulary through visual aids and their views on the advantages of these aids for vocabulary acquisition and retention Data was collected using questionnaires and classroom observations.
The data indicates that students have a positive attitude towards learning vocabulary through visual techniques, with many expressing interest in the use of visual aids by their teacher Classroom observations revealed that students were more engaged and attentive when visual aids were incorporated, enhancing their motivation and interest—key factors in academic achievement Supporting this, Harmer (2001) asserts that visual materials facilitate a more enjoyable and memorable learning experience Consequently, language teachers are encouraged to utilize various visual materials to boost student interaction and motivation This aligns with Skinner's Instructional Theory (1974), which emphasizes the importance of visual aids in teaching and suggests that involving students in creating these aids can improve their retention of the material.
The study found that students held positive views on the advantages of using visual aids for vocabulary learning and retention Many students agreed that visual techniques facilitate easier guessing, understanding, and memorization of word meanings and spellings Additionally, students noted various benefits from the teacher's use of visual techniques, such as increased motivation, satisfaction, and enhanced interaction skills in real-life situations These findings align with Lynch and Anderson (2012), who assert that teaching aids serve as stimulators and motivators, helping to focus learners' attention By incorporating visual aids, the language teaching process, particularly in English, can be improved, providing students with practical learning experiences throughout their educational activities.
4.4.3 The students’ difficulties during the process of learning vocabulary through visual aids
The third question explored the challenges students faced while learning vocabulary using visual aids Data collected from questionnaires were analyzed to uncover the findings.
Students expressed concerns regarding the ambiguity of certain visual aids, which led to confusion The descriptions provided through these aids were often misinterpreted, as they could be understood in multiple ways.
Students found that the use of visual aids in vocabulary teaching led to boredom, primarily because of the limited variety of visual aids from different sources and the uncreative methods employed in their application.
Visual aids can sometimes distract students and hinder learning if not used appropriately For instance, playing a video in the classroom without engaging students can lead to disengagement Therefore, the effectiveness of visual aids relies on their proper implementation.
Students reported that certain lexical items were challenging to describe using visual aids, particularly those related to sensitive life issues Consequently, they struggled to learn effectively through visual techniques in these instances.
Despite the challenges noted, most participants expressed a positive view on the use of visual aids in vocabulary teaching These difficulties prompted the researcher to suggest recommendations for effectively incorporating visual aids in vocabulary instruction.
Summary
This chapter summarizes the findings and discussions derived from vocabulary tests, questionnaires, and classroom observations, organized into three sections aligned with the research questions Additionally, the discussions were structured to address these research questions comprehensively.