Using animated e stories to improve primary students’ vocabulary retention at an english center in ninh binh

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LÊ THỊ QUYÊN USING ANIMATED E-STORIES TO IMPROVE PRIMARY STUDEN

VIETNAM NATIONAL UNIVERSITY- HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

LÊ THỊ QUYÊN

USING ANIMATED E-STORIES TO IMPROVE

PRIMARY STUDENTS’ VOCABULARY RETENTION

AT AN ENGLISH CENTER IN NINH BINH

(Sử dụng truyện tranh điện tử để cải thiện việc ghi nhớ và lưu giữ từ vựng cho

học sinh tiểu học tại một trung tâm Anh ngữ Ninh Bình)

M.A MINOR THESIS

Field: English Teaching Methodology Code : 8140231.01

Ha Noi- 2020

VIETNAM NATIONAL UNIVERSITY- HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

LÊ THỊ QUYÊN

USING ANIMATED E-STORIES TO IMPROVE

PRIMARY STUDENTS’ VOCABULARY RETENTION

AT AN ENGLISH CENTER IN NINH BINH

(Sử dụng truyện tranh điện tử để cải thiện việc ghi nhớ và lưu giữ từ vựng cho

học sinh tiểu học tại một trung tâm Anh ngữ Ninh Bình)

M.A MINOR THESIS

Field : English Teaching Methodology Code : 8140231.01

Supervisor: Dr Mai Thi Loan

Ha Noi- 2020

DECLARATION

I, the undersigned, hereby certify my authority of the study project report

entitled:“Using animated e-stories to improve primary students’ vocabulary retention at an English Center in Ninh Binh”submitted in partial fulfillment of

the requirements for the degree of Master in English Linguistics Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis

ACKNOWLEDGEMENTS

First of all, I deeply appreciate my supervisor, Dr Mai Thi Loan due to her enlightening guidance, critical comments, invaluable suggestions and her providing various sources of references during the fulfillment of this minor thesis

My sincere thanks go to all the lecturers and the staff of the Faculty of Post Graduate at University of Languages and International Studies for their valuable lectures on which my minor thesis was laid the foundation

Additionally, I would like to offer my thanks to the students in class 3A, 3B

at Toeic Center who have actively participated in the research

Finally yet importantly, I am deeply grateful to my family for their great support and assistance

ABSTRACT

The research aims at investigating the effectiveness of using animated stories to teach vocabulary to primary students On the basis of experimental research, the two third-classes 3A, 3B who are learning English at Toeic center participated in this research in the role of experimental group and control group Data were collected throughteaching diaries, questionnaire and tests, then analyzed quantitatively and qualitatively Via results gathered from the questionnaire and teaching diaries, most of the students have positive attitudes towards the application

e-of animated e-stories in vocabulary lesson Learners are interested in participating

in the lessons actively and effectively through a wide range of activities and techniques in teaching stages.In addition,the results of the tests and questionnaireindicated that the experimental students achieved considerable progress in their vocabulary retention after learning vocabulary through using animated e-stories.Moreover, from the findings, the researcher gives pedagogical implications to utilize the animated e-stories as an useful teaching tool, some of which are selecting suitable animated e-stories, allocating time and frequency for using animated e-stories, combining animated e-stories with other activities, designing exciting tasks and giving clear instructions

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LISTS OF TABLES AND FIGURES vii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale of the study 1

1.2 Aim and objectives of the study 2

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Method of the study 2

1.6 Significance of the study 3

1.7 Design of the study 3

CHAPTER 2: LITERATURE REVIEW 5

2.1 Previous studies 5

2.2 Vocabulary in foreign language teaching 6

2.2.1 Vocabulary definition 6

2.2.2 Vocabulary retention 6

2.2.3 Vocabulary knowledge 7

2.2.4 Methods of teaching vocabulary 11

2.3 Young learners and language teaching 14

2.3.1 Definition of young learners 14

2.3.2 Characteristics of young learners 15

2.3.3 Teaching English to young learners 16

2.4 Animated e - stories as a teaching tool 17

2.4.1 Definition of animated e – stories 17

2.4.2 Criteria for animated e-stories selection 18

2.4.3 The benefits of animated e-stories in vocabulary teaching 18

2.5 Summary 21

CHAPTER 3: METHODOLOGY 22

3.1 Experimental Research 22

3.1.1 Definition of experimental research 22

3.1.2 Experimental research process 22

3.1.3 Experimental research designs 23

3.1.4 Rationale of using quasi-experimental method 24

3.2 Context of teaching and learning vocabulary at Toeic center 24

3.2.1 An overview of Toeic English center in Ninh Binh 24

3.2.2 An overview of the text book TIENG ANH 3 25

3.3 Participants 25

3.4 Data collection instruments 26

3.4.1 Teacher’s diaries 26

3.4.2 Questionnaire 27

3.4.3 Tests 28

3.5 Data collection procedure 28

3.6 Data analysis procedure 29

3.7 Summary 30

CHAPTER 4: DATA ANALYSIS AND FINDINGS 31

4.1 Analysis of the teacher’s diaries 31

4.2 Analysis of the questionnaire 35

4.2.1 Students’ opinions about vocabulary learning through animated e-stories 35

4.2.2 Students’ evaluation of their vocabulary retention after lessons using animated e-stories 36

4.2.3 Students’ reaction to the classroom atmosphere in vocabulary lesson using animated e-stories 37

4.2.4 Students’ opinions about the frequency of using animated e-stories in English lessons 37

4.2.5 Students’ preference of techniques in presenting new words 38

4.2.6 Students’ preference of activities in practicing new words through animated

e-stories 39

4.2.7 Students’ preference of activities in consolidating new words through animated e-stories 39

4.3 Analysis of tests 40

4.3.1.Comparison between pretest scores of experimental group and control group 40

4.3.2 Comparison between posttest scores of experimental and control group 41

4.3.3 Comparison between pretest and posttest scores of experimental group and control group 42

4.4 Summary 43

CHAPTER 5: CONCLUSION 44

5.1 Recapitulation 44

5.2 Concluding remarks 45

5.3 Pedagogical implications 46

5.4 Limitations of the study and suggestion for further research 47

REFERENCES 49 APPENDICES I APPENDIX 1A: TEACHING DIARIES I APPENDIX 1B: CRITERIA FOR TEACHING DIARIES XIII APPENDIX 2A:QUESTIONNAIRE (ENGLISH VERSION) XIV APPENDIX 2B: QUESTIONNAIRE (VIETNAMESE VERSION) XVI APPENDIX 3A: PRE-TEST XVIII APPENDIX 3B: POST-TEST XX APPENDIX 4: THE FORMULA OF MEAN, STANDARD DEVIATION AND MEDIAN XXIII APPENDIX 5:SAMPLE LESSON PLAN XXIX APPENDIX 6A: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXXV APPENDIX 6B: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXXVI

LISTS OF TABLES AND FIGURES

Table 2.1: What is involved in knowing a word (Nation, 2001) 10Table 2.2: Kinds of vocabulary knowledge and the most effective kinds of learning (Nation, 2001) 11Table 3.1: Kinds of experimental research (Nunan,1992) 23Table 4.1: Students’ opinions about vocabulary learning through animated e-stories 35Table 4.2: Students’ evaluation of their vocabulary retention after lessons using animated e-stories 36Table 4.3:Students’ preference of techniques in presenting new words 38Table 4.4: Students’ preference of activities in practicing new words through animated e-stories 39Table 4.5: Students’ preference of activities in consolidating new words through animated e-stories 39

Table 4.6: Mean and standard deviation (Pre-test) 41

Table 4.7: Descriptive statistics for the pretest and posttest scores of experimental group and control group 42Figure 4.1: Students’ reaction to the classroom atmosphere in vocabulary lesson using animated e-stories 37Figure 4.2: Students’ opinions about the frequency of using animated e-stories in English lessons 38Figure 4.3: Results of the pretest scores of experimental group and control group 40Figure 4.4: Results of the posttest scores of experimental group and control group 41

CHAPTER 1: INTRODUCTION

1.1 Rationale of the study

To primary students,vocabulary is the first step to learn English.If adult learners are able to cope with abstract ideas, young learners, in contrast, need very concrete vocabulary that connects with objects they can handle or see, according to Cameron (2001:81) However, not only understanding the word meanings, the researcher finds out that the 3rd graders at Toeic center get troubles in vocabulary retention Many students encounter difficulty in retaining new words that they have learnt in previous lessons They find it harder to remember and recall vocabulary effectively As a result, vocabulary lesson is boring and ineffective for most students

Some related studies which conducted in the Vietnamese context, have provided various methods of teaching vocabulary at primary schools Vu Thi Thanh Tam (2013) investigated the using stories and dramas in teaching English to the third grade students at Quan Tru primary school The research got the positive result which could enhance students’ speaking and listening skills Vu Thi Xuan (2014) introduced the using of music and animated cartoons to teach English to primary students In this thesis, the writer investigated the use of animated cartoons to teach students vocabulary with the hope of giving them more pleasure and linking learners with learning activities It can be said that there has been no study concerned with using animated e-stories in vocabulary teaching and learning so far

Being aware of the key roles of vocabulary, knowing the problems that teachers and students encounter, and finding the gaps of previous studies that have not been explored yet in Viet Nam context, the writer desired to find out solutions and decided to conduct this research entitled “using animated e-stories to improve primary students’ vocabulary retention at an English center in Ninh Binh” Considering animated e-stories

as a multimedia teaching tool due to its various pedagogical benefits, young children will

learn more effectively from presentations that include words combined with motion pictures and background sound, music than from words alone, according to Schnotz and Rasch (2005) The writer believed that the study’s results can change the situation of her own teaching and students’ learning

1.2 Aim and objectives of the study

This research aims at examining the effectiveness of using animated e-stories to teach vocabulary to the primary studentsat Toeic English center

This overall aim can be achieved through the following objectives:

(1) To find out primary students’ attitudes towards learning vocabulary through animated e-stories

(2) To investigate the effectiveness of teaching vocabulary through using animated e-stories

(2) To what extent do animated e-stories affect students’ vocabulary retention?

1.4 Scope of the study

This study was conducted with the participation of fifty two 3rd grade students at Toeic center to investigate the effectiveness of the use of animated e-stories on primary students’ vocabulary retention Therefore, teaching vocabulary to students

in other grades and using other vocabulary strategies would be beyond the scope

1.5 Method of the study

The study was carried out in the experimental research The research instruments areteaching diaries, questionnaire and tests

Firstly, the pre-test was delivered to both experimental class (class 3A) and control class (class 3B) to check their vocabulary retaining from the previous lessons

Secondly, the experimental class was taught vocabulary through animated stories in five weeks Meanwhile, the control class was taught by using normal

e-textbook only In order to take a closer look into the students’ attitudes towards animated e-stories application and how animated e-stories were implemented in the vocabulary lesson, the researcher wrote the teaching diaries after each lesson in experimental class

After that, the questionnairewas carried out on the participants in experimental group at the end of the course to get more information about the students’ attitude and reactions towards learning vocabulary by the application of animated e-stories The post-testwas administered to both experimental and control class to measure students’ vocabulary retention after the course

Finally, the data were collected, sorted and analyzed both quantitatively and qualitatively to obtain realistic results

1.6 Significance of the study

The writer hopes that this study may provide some insightsin both theoretical and practical significance In term of the theory, the study contributes to the general theory of vocabulary and vocabulary retention improvement techniques to help pupils remember and recall vocabulary better and for a longer time Moreover, practically, this study may provide some guidelines to teach and enhance primary students’ vocabulary retention at an English center, Ninh Binh province Teachers can drill and perform the new words to young learners basing on the advantages and positive effectiveness of animated e-stories

1.7 Design of the study

This study is divided into five chapters:

Chapter 1 is the Introduction, presenting therationale of the study, the aim and

objectives, research questions, scope, method, significance as well as the design of the study

Chapter 2 is the Literature Review, giving a critical review of some previous

studies relating to the research problem, presenting theoretical background relating

to vocabulary knowledge and methods of teaching vocabulary, young learners and animated e-stories in language teaching

Chapter 3 is the Methodology, reporting the context of the study which included

the description of the setting and the participants of the study Data collection instruments, data collection procedure and data analysis procedure are also introduced

Chapter 4 is the Data Analysis and Findings, describing the analysis of data in

detail, from which, the results of the research are revealed and discussed

Chapter 5 is the Conclusion, providingthe summary of the main issues and some

pedagogical implications The limitations as well as some suggestions for further study are also included

CHAPTER 2: LITERATURE REVIEW

2.1 Previous studies

There have been numerous researchers and educationalists carrying out studies on the application of electronic documents Some of the studies will be summarized as below

Broemmel, Moran, and Wooten(2015) reported an experimental research on the impact of animated electronic books on the vocabulary and language development of preschool-aged children in two schools settings The data of the study came from a curriculum-based vocabulary measure, audio-taped book retellings, observation and researcher’s notes The results from the study showed that animated e-books could play an important role in helping a child develop vocabulary and positively affecting the literacy development of young children This study showed that animated e-books could be an effective way to teach vocabulary and to implement vocabulary instruction in the classroom However, the study only took place across three weeks Moreover, due to its brief duration, the small sample, findings could not be generalized to other settings

Korat and Shamir (2012) conducted a study that also involved using e-books

to help support children’s vocabulary The study had 288 Israeli children from twelve classes, six of which were pre-kindergarten classes and six of which were kindergarten classes Children in the study were randomly assigned to an intervention group and they read the e-books on the computer The children in the study only used the “read story with dictionary” mode, which means the story was orally read to them and had a dictionary portion that provided explainations of difficult words for the children The words were pronounced, shown on the screen and supported with pictures The children’s vocabulary was tested before and after the reading target words However, the children were only asked the meanings of sixteen words that came from e-books, without checking the spoken form and the use of new words The results of the study showed that the children who were in the experimental group and participated in the e-books advanced more significantly

than the children from the control group who were not exposed to the e-books The study showed that the use of e-books had potential to support a child’s learning of words and e-books could be a tool that helped to build a child’s vocabulary

The above studies presented different ways in which a teacher could teach vocabulary and the resources that could be used to help aid in the teaching of vocabulary Moreover, the uses of animated e-books and electronic books were more beneficial than static books for young children learning in second language Their linguistic improvements increased considerably through multimedia books

Considering the research and studies in the Vietnamese context, there were some related studies Vu Thi Xuan (2014) conducted an action research to investigate the effectiveness and primary students’ attitude towards using music and animated cartoons to teach English By using questionnaires for 39 students as data collection instruments, the results of the study showed that using animated cartoons was a good technique to teach English effectively to young learners Although animated cartoons could increase students’ motivation in learning English, the animated cartoons could not give students activities that were necessary to practice

in the English lesson Therefore, the animated cartoons could not be separated from the textbook

Vu Thi Thanh Tam (2013) investigated the using stories and dramas in teaching English to the third grade students at Quan Tru primary school Her study provided primary teachers with techniques of using stories and dramas in teaching English to improve primary students’ English speaking and listening skills The tools for data gathering included two questionnaires, one for teachers, one for students, class observation and teacher journals The results of the study showed that stories and dramas could be used to motivate students in learning English and enhance students’ speaking and listening skills However, the stories she used to teach the students were not related to the content of the textbook

2.2 Vocabulary in foreign language teaching

2.2.1 Vocabulary definition

Ur (1996: 60) states that a new item of vocabulary may be more than a single

word, a compound of two or three words such as post office, mother-in-law, and

multi-word idioms such as call it a day; like father, like son; or phrasal verbs : face up

to, look up; collocation like hot summer,….etc From his point of view, vocabulary can

be defined as lexical chunk In the same way, Linse and Nunan (2005: 121) defines that vocabulary is the collection of words that an individual knows

According to Hiebert and Kamil (2005:3), vocabulary is the meaning of words for which we must master in using language.The set of words which we speak or read orally, are called oral vocabulary Meanwhile, those words for which

we write or read silently, are considered as print vocabulary

In addition, Richards and Rennadya (2002: 255) definethat vocabulary is related

to mastering all of skills in English learning: “Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write”

From the above definitions, we can realize that vocabulary may be a single word or a set of words which are used to communicate Learning English skills will

be more effective if students master vocabulary

2.2.2 Vocabulary retention

Many researchers have devoted to vocabulary retention In the Oxford Advanced Learner’s Dictionary (2005: 1297), retention is defined as “an ability to remember things” or “the ability to retain facts and figures in memory”

Furthermore, Aminafshar and Mojavezi (2017) describe vocabulary retention

as the ability to remember and maintain the meaning of things after a period of time

In addition, there are three major processes constituting the retention of vocabulary, namely noticing, retrieving and using vocabulary creatively, according to Kersten (2010)

Of all these phases, vocabulary retention can be clarified as the storage of vocabulary in the memory

2.2.3 Vocabulary knowledge

According to Miller and Gildea (1987), knowing a word does not simply mean being able to recognize what it looks and sounds like or being able to give the world’s dictionary definition Knowing its dictionary definition is not the same as

knowing how to use the word correctly and understanding it when it is heard or seen

in various contexts Knowing vocabulary knowledge plays a remarkable role in vocabulary teaching.Ur(1996: 60) offers a model for this understanding.There are several aspects of vocabulary which need to be taught: form (its pronunciation and spelling); grammar; collocation; aspects of meaning: (1) denotation, connotation, appropriateness (2) meaningrelationships, words formation

In term of form, Ur (1996: 60) writes that teachers should make sure that both pronunciation and spelling are accurately presented and learned Pronunciation refers to what the word sounds like and spelling refers to what the word looks like

To pronounce correctly a word, learners have to know well about pronunciation rules and word stress

In the aspect of grammar, Ur (1996: 60) states: “the grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules” Learners should be provided with several grammar features of a word, including singular and plural forms, regularity and irregularity, transitiveness or intransitiveness, etc

Collocation is another piece of information about new item which teacher should teach to children, Ur (1996: 61) That is the combination of words which

should or should not use in given context, for example: “make an invitation” or

“give an order”, we use “make” and “give”, not other verbs

In order to translate vocabulary into another language, aspects of meaning should be taken into account: (1) denotation, connotation and appropriateness; (2) meaning relationship When teaching vocabulary, teachers should explain the meaning of words in common, or in relationship meaning.Ur (1996: 61) confirms that denotation meaning of a word primarily refers to the real meaning, this is often the sort of definition that is given in the dictionary On the other hand, connotation meaning of a word is a less obvious component of the meaning, beyond its denotative meaning.Connotation meaning is related to the attitudes of the language users For example: “a baby”: denotative meaning is [+human], [young],[male/female]; and connoted meaning as [innocent], [noisy] Moreover,

word appropriateness learning is useful for a learner to know how to use the word in common, or relatively rare, or “taboo” in polite conversation, or tends to be used in

writing but not in speech, in formal or informal discourse, …etc For example, “I haven’t got a clue” is synonymous in denotation with “I don’t know”, but “I haven’t got a clue” is used in writing whereas “I don’t know” is used in speech Besides,

teaching meaning relationship of words can be also useful to provide learner with knowledge about how the meaning of one item is related to the meaning of others, according toUr (1996: 62) Teachers should give antonyms, synonyms or hyponyms, super-ordinates to deepen students’ understanding of the new items, enhance students’ lexical capacity and long term retention Antonyms are the words

that mean opposite such as cold-hot, tall-short, etc Synonyms are the words that mean same or nearly the same meaning such as nice-beautiful, smart-intelligent, etc Hyponyms are specific lexical items Super-ordinates are generic lexical items For example: Cook(=asuper-ordinates), boil/grill/toast/fry (=hyponyms) However,

teachers should not give the meaning relationship to students if they do not know that words before

Ur (1996: 62) emphasizes that “Vocabulary items, whether one word or multi-word, can often be broken down into their components “bits” Exactly how these bits are put together is another pieces of useful information” He suggests that teacher should help learners understand how to make a new vocabulary item by combining two words (two nouns, or a gerund and a noun; or a noun and a verb, or

adding prefix, suffixes), for examples: unimportant (= un+ important); helpless (= help+ less); toothbrush (= tooth+brush), etc

Nation (2001: 27) proposes three basic criteria of knowing a word in both receptive and productive dimensions The terms receptive and productive are applied to vocabulary, the terms cover all the aspects of what is involved in knowing a word which involves form, meaning and use

Accordingly, the form of a word related to pronunciation (spoken form) and spelling (written form) and word parts that is made up of affixes and a stem, can be occurred in other words, Nation (2001: 42-47) On the other hands, students not only need to learn the form of a word, Nation (2001: 48) stresses on the word

meaning also and the ability to connect the two: “The strength of the connection between the form and its meaning will determine how readily the learner can retrieve the meaning when seeing or hearing the word form when wishing to express the meaning” In the sense of use, Nation (2001: 55) documents that teachers should provide learners with the understanding of grammatical function, collocations and constraints on use According to his study, students need to know what part of speech it is and what grammatical patterns it can fit into so that learners can use words in the right way He also finds that knowing a word involves knowing what words it typically occurs with which called collocation Finally, in the aspect of constraints on use, Nation (2001: 57-58) proposes that it may differ across culture or can come from the way the word is translated into the first language or from the context in which the word is used For example: In Vietnam,

to say hello to anyone, they can ask “Where are you going?” or “what are you doing?” However, it is less acceptable in English communication

Table 2.1: What is involved in knowing a word(Nation, 2001)

Aspect Component Receptive knowledge Productive knowledge

What word parts are needed to express the meaning?

Meaning Form and

associations What other words does

this make people think of?

What other words could people use instead of this one?

Collocations What words or types of

words occur with this one?

What words of types of words must people use with this one?

Constraint Where, when, and how Where, when, and how

Table 2.2: Kinds of vocabulary knowledge and the most effective kinds of learning

(Nation, 2001)

Kinds of knowledge Kinds of learning Activities

involving noticing

Repeated meetings as in repeated reading

Meaning Strong explicit learning Depth of processing through

the use of imagines, elaboration, deliberate inferencing

2.2.4 Methods of teaching vocabulary

According to Hatch and Brown (1995), there are numerous types of approaches, techniques, exercises and practice that can be used to teach vocabulary However, teacher should decide what types would be best for their students and their circumstances Some major teaching methods are summarized as following

2.2.4.1 The Grammar – Translation Method

In the past, this method focuses on translating grammatical forms, memorizing vocabulary and learning rules It aims at providing the students with a wide literacy vocabulary in written exercises Richards and Rodgers (1986: 3) mention that vocabulary selection is based solely on this reading text used, and words are taught through bilingual word lists, dictionary, study and memorization

In a typical Grammar-Translation text, the grammar rules are illustrated, a list of vocabulary items are presented with their equivalence, and translation exercises are prescribed Therefore, students taught following this method are generally good at grammar, reading and translation skills, but they have a few skills on communication in the target languages Instead of learner-center focus, the students just sit and learn passively

2.2.4.2 The Direct – Method

Stern (1983) asserts that the Direct Method focuses on communication and instruction by using target language only, and by avoidance of the first language or translation Pronunciation correction and vocabulary are also emphasized through listening and speaking Beside the advantages, this method was perceived several drawbacks Richards and Rodges (1986: 10) argue that: “It required teachers who were native speakers or who had native like fluency in the foreign language” It mainly focused on the teacher skills instead of a textbook, and not all teachers were proficient enough in the foreign language to meet the method requirement However, the direct method is proved to be useful and successfulin teaching to young learners

2.2.4.3 The Audio – Lingual Method

This method focuses on ability of communication and oral proficiency Vocabulary is limited and presented in dialogue, expression or basic structures Students listen to teacher or tape recorder and then repeat Very little grammar is conveyed In the study of Richards and Rodges (1986: 52): “Dialogues are used for repetition and memorization Correct pronunciation, stress, rhythm and intonation are emphasized” Moreover, learners have chance to listen and imitate to develop

oral skills However, students learn easily and forget fast, they feel embarrassed in facing the real context This shows that learners can copy easily, but they gain little understanding in different contexts

2.2.4.4 Communicative language teaching method (CLT)

The goal of this method is to develop procedure of teaching language skills (listening, speaking, reading and writing), and the communicative competence In the viewpoint of Richards and Renandya(2002:2), communicative language teaching can be understood as a set of principles about goal of language teaching, how learners learn a language, the kind of classroom activities that best facilitate learning and the roles of teachers and learners in classroom Communicative

language teaching makes use of real-life situations Harmer (2001: 85) statesthat

“activities in CLT typically involve students in real or realistic communication”with the goal ofsuccessful achievement of the communicative tasks they are performing and without focusing onthe accuracy of the language Instead of focusing on repetition and drills as in audio-lingual method, students are likely to encounter real-life and useful situations such as job interview, telephoning, asking information, etc; or other activities such as role-play, picture strip to story, learning

by teaching, etc Lessons are theme-based, topics with target grammar are hidden in context Teachers are in the roles of facilitators or monitors Students interact with each other in pairs or in groups rather than just with teachers However, CLT focuses on communication and fluency too much and overlooks grammatical accuracy

2.2.4.5 Total physical Response method(TPR)

TPR is very popular with young learners as it aims at oral proficiency Theydevelop listening skills, but they do not put pressure on young learners to speak Teachers use TPR to introduce language in visual or in contextualized ways involving activity and movement Accordingly, children are acquired to respond physically to spoken language Richards and Rodgers (1986: 88) state that most of the grammatical structures of target language and hundreds of vocabulary items can

be learnt from the skillful use of the imperative language by instructor As a result,

TPR deals with very beginning stage of learning

Of the above teaching methods, animated e-stories in vocabulary teaching can

be considered as the combination of the audio-lingual method and the communicative language teaching method Animated e-storyis a kind of multimedia teaching Multimodality refers to present the information through more than one mode including audio, visual, gestures By the application of animated e-stories in vocabulary lessons, learners have opportunities to learn new language in the different contexts

2.3 Young learners and language teaching

2.3.1 Definition of young learners

Teaching a foreign language required the teachers to recognize the language learning needs, the language competences and the differences among adult learners, teenagers and young learners By identifying the differences, teachers may contribute their understanding oftype of instructional methods and materials to the teaching process accordingly

There are a lot of controversies on the exact age of young learners Scott& Ytreberg (2001:1) have their own classification which divided young learners into two main groups: The children aged 5-7 years are called level one, whilethose at the age of8-

10 belong to level two

Philips (1993: 5) states that young learners mean the first children from the first year of formal schooling (five or six years old) to eleven or twelve years of age

It means that young learners consist of 5-12 years old Meanwhile, Cameron (2001: 15) declares that young learners include children from seven to fourteen years old

In the viewpoint of Ersöz (2018) from Turkey, he indicates three classes or groups of young learners: very young learners (age 3-6 years old), young learners (age 7-9 years old) and older/late young learners (age 10-12 years old)

Suyanto (2007: 15) comes into conclusion that young learners are primary school students aged 6 to 12 years They can be divided into two groups, the first one is younger group (aged 6-8 years) and the second group is older group (aged 9-

12 years)

To summarize, it is complex to define precisely the age range for young

learners In this thesis, the researcher strong agrees and follows up the assumption

of children’s age between six and twelve according to Vietnamese primary schoolingage range

2.3.2 Characteristics of young learners

Scott and Ytreberg (1990: 1-5) state that the age group is based not only on general characteristics but also language development ofyounglearners We find that almost all of the typical characteristics of young learners in the study of Slatterly and Willis (2001:4-5)as following:

 Be learn through seeing, listening, copying and doing

 Be unable to understand an explanation of grammar rules

 Be likely to understand the meaning partly through non-verbal communication activities

 Love playing and using their own imagination

 Attend in short span, so changes needs

 Enjoy repetition of activities

 Develop independent thinking

 Understand between reality and imagination

 Know to organize the best to implement any activity

 Work with others and learn from others

In that way of thinking, Scott and Ytreberg(1990) also suppose young learners learn by doing Therefore, they need opportunities for language development through doing tasks and activities Children learn fast and forget fast Hence, they need a lot of recycling for consolidation of recently learnt knowledge

Brewster et al (2002) and Brumfit et al (1991) also emphasize that young learners need physical movement in the classroom due to their high levels of energy.It is important to teach them with methods and activities that leave place for physical movement in the classroom Halliwell(1992) also supposes that imagination and stories which involved in an element of fantasy, children can make sense of the real world

Generally, it can be concluded that the most important feature of young learnersis that they learn and imitate through what they see and hear.Children learn very easily but they forget very quickly Moreover, young learners are so energetic, and they have a short span of attention As a result, teachers should be aware ofthese characteristics of young learners when building their lesson plans and creating activities in language classes

2.3.3 Teaching English to young learners

Teaching English to young learners is not only a process of transferring a new language to children,but it also needs many considerations Cameron (2001) suggests some optimal conditions for helping learners to learn:

 Making learning English enjoyable and fun

 Not worrying about mistakes

 Encouraging and making sure children feel comfortable and not afraid to take part in

 Using a lot of gestures, action, pictures to demonstrate what you mean

 Talking a lot to them using English, especially about things they can see

 Playing games, sing songs, saying rhymes and chanting together

 Telling simple stories in English, using pictures and acting with different voices

 Planning lesson with varied activities, some quite, some noisy, some sitting, some standing and moving

On the other hand, young learners are good at exploiting the contextual clues for the comprehension and interpretation of new language To grasp meaning

in L1, children make use of a variety of sources including body language, intonation, facial expression, gesture, action, circumstances and the social context itself (Brewster et al.2002) Teacher can make use of contextualization by using multimodality in teaching, especially, through animated e-stories watching, to draw these skills of learners

Phillips (1993) states that environment, culture, sex, and experience really influence children’s maturity.Cameron (2001) offers another concept: “Teaching

language to children needs all the skills of the good primary teacher” They need to

be mastersin managing children and keeping them on the tasks in language teaching and learning Therefore, when teaching language to children, teachers have to deeply understand their children’s characteristics, their learning goals and motivation

2.4 Animated e - stories as a teaching tool

2.4.1 Definition of animated e – stories

Nowadays, together with the emergence of electronic media, young children have acquired, perceived and transformed knowledge through multimodality Multimodality refers to present the information through more than one mode such

as visual (images, video, etc.), audio (music, sound, etc.); gestures (movements, facial expressions, etc.) Mode is a different wayto create meaning and finally understand the world Multimodality in teaching application means multimodal teaching or applying multimedia to language teaching,and animated e-story is a kind of multimedia teaching

Animated e-story is not a new term in the sense of language, however, there

is rare specific definition about it Animated e-story can be understood as astorybook in electronic version Bus and de Jong (2003) have underlined the crucial definition that “electronic storybooks usually contain a combination of features such as animated pictures and background sound and music that dramatize the text” Most books also include interactive hypermedia elements such as animations that can be activated by the child with a mouse click or screen touch These “hotspot” is not only primarily for entertainment but also certain features such as a dictionary function with word definition can also provide useful on-demand help

Zucker et al (2009) have the same viewpoint thatelectronic storybook contained oral narration or written text, and some forms of multimedia (e.g., animations and visual effects, background music) and/or hypermedia interactive features such as embedded images or activities

In short, animated e-storiesinclude pictorial information(animated visual

imagines, written text) and auditory information (sound, background music, oral text)

2.4.2 Criteria for animated e-stories selection

Regarding to the readability criteria, Smallwood (1988:66) recommends that criteria for the selecting children’s literature for language learners should include simple language; limited use of metaphor and unfamiliar experiences; use of rhyme; unambiguous plot; realistic but simple dialogue; potential for reading aloud; brevity; and good illustrations.Therefore, the difficulty in the text, the number of new words or the presentation, illustration affect to the learners in the learning process

Considering the suitability and flexibility, Lazar (1993: 206) states that the text should be sufficiently challenging without being so difficult as to be demotivating It should be within the student’s grasp, in term oflinguistic, intellectual, and emotional capacities The stories should be dynamic to use in learning process Teacher should consider the students’ social knowledge, flexibility

in content, right linguistic level for the right students Generally, stories selection plays an important role in teaching and learning

In addition, Steinbeck (2008) lists out the following criteria of using stories for young learners:

 Stories should be action oriented

 Stories should be personal (the use of familiar characters)

 Stories should allow for context extension

 Stories should use comprehensible input (the language that is at the right cognitive and linguistic level) so that the output is more structured

In conclusion, teacher should choose a story short enough to give the students a feeling of achievement and self-confidence, the length of time is not over three minutes If stories may provide psychological satisfaction elements, students will be encouraged to be great readers and learners

2.4.3 The benefits of animated e-stories in vocabulary teaching

For the successful using animated e-stories as a teaching tool, above all, it is essential for the teacher to know the benefits of animated e-stories in teaching

process

A considerable advantage of animated e-stories is maintaining learners’ interest Ikhfi Imaniah (2017: 10) emphasizes that all teachers who teach English to young children face a big problem that is maintaining learners’ interest through the lessons One interesting and funny way of maintaining learners’ motivation and interest is the use of stories Verhallen, Bus, anddeJong (2006) suppose that digital picture storybooksare also effective for making second language children aware of goals, intentions, motivations and feelings of story character Moreover, it obviously provides many learning opportunities which students can explore and discover new realms of knowledge Teachers should bring advantages of story and animation together with technology to build a strong learning foundation and learners’ engagement and interest Young children will learn more effectively from presentations that include words combined with motion pictures and background soundand music rather than from words alone Schnotz and Rasch (2005); Verhallen et al (2006) give the ideas that children do not hear language, they see it too, they have a chance to be aware of language structure, language in context, and practice in a lot of activities in other skills As a result, learners will increase interest

at the same time

Furthermore, the second advantage of animated e-stories is facilitating learners’ understanding.Teachers mayuse animated e-stories to teach and explain complicated concepts to facilitate learners’ understanding of the vocabulary in the context I strongly agree with the viewpoint of Schnotz and Rasch (2005) that animated e-stories include both animated visual images and auditory information (background sound and nonverbal music) Background sound may enrich nonverbal coding, concretize scenes and words’ meanings Nonverbal music is used to support the content comprehension or illustrate the character’s moods(fear, sadness, happiness) Paivio(1994) also have the same point of view that children are more successful in understanding unfamiliar words and story meaning when the story is processed through both the visual and verbal channels Children have a chance to

match verbal information with corresponding images because they are presented at the same time

Besides, another benefit of animated e-stories is expanding and retaining vocabulary Hsieh, Wang and Lee (2011: 25-33) note that stories significantly outweigh traditional text books when it comes to the amount of vocabulary It is possible that superior effects of animated e stories on vocabulary growth may be explained because animated e stories are more effective in attracting children’s attention than static story by listening a story after a few repetitions On the other hand, Elley (1989: 174) holds that thanks to the repetition feature, children gain vocabulary incidentally This happens when young learners listen or watch the story and memorize those keywords and apply to daily conversation As a result, children’s vocabulary repertoire can be expanded and grown up Mayer (2012) shares his comment in the study that stronger connections between spoken words and phrase with relevant parts of the illustrations and other nonverbal information (music and sound) can result in more effective memory traces Although nonverbal information does not “use up” the capacity of storing language in short-term memory, it enables children to figure out the meaning of unknown words and store those in long term memory

Last but not least, the obvious advantage of animated e-stories is creating natural learning environment for learners Ellis and Brewster (1991) confirm that stories bring an intimate and memorable atmosphere which assists teachers in reviewing vocabulary for children By learning in natural atmosphere like listening

to native voice and native accentthrough animated e-stories, learners are immersed

in the foreign language environment Thisenhances children’s thinking and building their own speech naturally.Thenthey will grasp the vocabulary and the right way of use in different contexts By that way of learning, children will absorb the languagenaturally

In short, using animated e-stories with sense of teaching will create successful teaching method to young learners Learners can keep interest to the lessons and easily extract meanings and deriving unknown words from contexts

Moreover, students learn more words thank to the repetition and the memorable atmostphere from animated e-stories.Due to various pedagogical benefitsof animated e-story, it needs to be explored as a teaching tool in vocabulary lessons

2.5 Summary

This chapter reviewed some previous researches and presented the theoretical and conceptual framework of the study The first part clarified vocabulary in foreign language teaching It included vocabulary definition, vocabulary knowledge and methods of teaching vocabulary The second part presented definition and characteristics of young learners, teaching English to young learners The last part focused on animated e-stories as a teaching tool It concerned about definition of animated e-stories, criteria for animated e-stories selection and the benefits of animated e-stories in vocabulary teaching

CHAPTER 3: METHODOLOGY

3.1 Experimental Research

3.1.1 Definition of experimental research

According to Prasanna (2014), an experiment means modifying something in

a situation, then comparing an outcome to what existed without the modification

Nunan (1992:25) states that experiments are useful ways to explore the strength of relationship between variables The variable doing the influence called independent variable Meanwhile a dependent variable is the one being unfluenced

by the independent variable

In the same viewpoint, Tanner (2018) proposes that experimental research is

a study that is undertaken in a controlled environment to trace cause-and-effect relationships between defined variables

To summarize, experimental research is a useful research methodology for those studies that aim at addressing to the causal relationship

3.1.2 Experimental research process

It is important to note that strict following processes and procedures can promote research success Phakiti (2014: 45) mentions key experimental research processes as following:

3.1.3 Experimental research designs

According to Nunan (1992: 41), there are three kinds of experimental research: true-experiment, quasi-experiment and pre-experiment

Table 3.1: Kinds of experimental research, Nunan (1992: 41)

True-experiment

experiment

Quasi-Pre-experiment

Selection of subjects Random Not random Not random

Assignments of subjects Random Not random Pilot study,

one-shot case study, one group study Measurements Pre-test and

post- test

Pre-test and post- test

Pre-test and post- test True-experimental design: the sample groups must be assigned randomly Random assignment is a requirement for true-experimental research design because

it enhances the internal validity of the study, according to Nunan (1992: 41)

Quasi-experimental design: This kind of research is classified under experimental research The term quasi- is Latin for almost Allwright (1991: 41) strongly confirms that quasi-experimntal method is carried out to test a hypothesis about a cause and effect relationship Especially, classroom researchers use control and experiment groups to test their hypothesis about the effects of implementing a particular methodological treatment in language teaching In contrast to true-experiment, we can not do random assignment in quasi-experimental study because

of many situations in language learning For example, there are intact classes that can not be rearranged since the governing instituation may have a policy to put students doing the same academic major together in one class, etc, according toPhakiti (2014: 72)

Pre-experimental design: There is no randomization in a pre-experiment and they do not include a control group Pre-experiment research is conducted in the existing class Phakiti (2014: 60) states that this design is labeled as experimental because it is not robust enough to draw conclusions about a causal-like relationship

or treatment effect There are most common pre-experimental designs are: pilot study, one-shot case study, one group study

In short, the various designs have different strength and weakness The researcher should balance and base on the real situations to choose the best design In this study, the experimenter chose and carried out the study in quasi-experiment method

3.1.4 Rationale of using quasi-experimental method

Despite the advantage of the experimental method in the study which sets out

to investigate the correlation between the intervention and its outcome, Nunan (1992) points out that it is not always feasible to carry out a true-experiment This is because of the impossibility of randomly assigning subjects to experimental and the control groups in many educational contexts Therefore, an experimental study is conducted in the intact classes, it is classified as quasi-experimental As this study was conducted on the students in two classes which were assigned by the head-office of the center where the researcher was working, a quasi-experimental method was chosen and carried out

The quasi-experimental design was used in the study to explore the effect relationship between animated e-stories and the primary students’ vocabulary retention Therefore, the study was designed to investigate the relationship between the independent variable (animated e-stories) and the dependent variable (the students’ vocabulary retention)

cause-The pretest and posttest were employed as a valid and reliable means for the study before and after the intervention The vocabulary test scores of both control and experimental groups were carefully analyzed and compared

3.2 Context of teaching and learning vocabulary at Toeic center

3.2.1 An overview of Toeic English center in Ninh Binh

The study is conducted at Toeic center which is located in Ninh Binh city, Ninh Binh province It is quite small with 12 classrooms, and 13 teachers (10 Vietnamese teachers and 3 foreigner teachers) There are three main courses for learners namely foundation course, communicative course, and IELTS/TOEIC course The researcher is responsible for foundation course which is to equip students with general knowledge of four skills (listening, speaking, reading, writing), a system vocabulary and grammar followingthe Ministry of Education

Training program Most of the students register for this course in order to get the better marks at their class They are not usually good at grammar, vocabulary and task skills Therefore, students are taught step by step in creative ways to strengthen their abilities and help them overcome all English lessons in the textbook as well as the term-tests, or period tests in their own classes

In school year 2019-2020, there are 2 third-grade classes, followed by the foundation course There are26 students in each class, the number of female students is bigger than male students Most of them are not good at English subject,

so they usually get bad marks at school They have poor facilities at school They are seldom learnt with the support of technology These things seem to be a big disadvantage for learners and teachers as well Being aware of the problems and these disadvantages, the researcher asked for permission of the principle from the center’s head-office, and the writer received the agreement to carry out the

experimental research in her own classes

3.2.2 An overview of the text book TIENG ANH 3

In Vietnam, from 2010, English has been an optional subject for primary students The initial textbook is TIENG ANH 3 which was published in 2010 by the Ministry of Education and Training (MOET)

The textbook TIENG ANH 3 is designed with the theme-based approach There are four main themes: Me and My friends, Me and My school, Me and My family , Me and the world around Each theme is divided into some topics or units The aim of the textbook is communication ability To make content in the textbook more effective and more interesting, the writer would like to employ the application

of animated e-stories together with technology in vocabulary lessonswith the hope that learners’ vocabulary retention will be improved

3.3 Participants

The participants involved in this thesis study were 52 students from class 3A and 3B Of 26 students in class 3A, there were 12 boys and 14 girls In class 3B, there were 15 girls and 11 boys These students have been studied English from

grade 1 All these participants were the students who had studied in grade 3 at Toeic center for three months The reason for choosing the 3rd grade students as participants of the study is that the writer directly taught them in class Moreover, new words in 3rd grade programme seem to be matched and suitable with vocabulary repertoire in the writer’s animated e-stories collections

All the participants are divided into two groups, one is the experimental group (class 3A) and the other is the control group (class 3B) Both groups received the same classroom instruction, were taught vocabulary in the same textbook and did the same tests For learning activities carried in the study, the experimental group (class 3A) was taught vocabulary through the use of animated e-stories as special treatment In contrast, students in control group (class 3B) were taught without treatment

3.4 Data collection instruments

3.4.1 Teacher’s diaries

In order to be more reliable in answering the research questions, the author used teaching diaries as a reflective instrument for the research and personal professional development Elliott (1991) statesthat teaching diaries include

“observations, feelings, reactions, interpretations, reflections, hunches, explanations” of the students and the teachers Evidently, teaching diaries is a process of self-observation and self-evaluation.In this study, the researcher is the teacher of the course simultaneously By writing teaching diaries, the researcher could take a closer look by herselfinto what happened in the vocabulary lesson, how animated e-stories were applied and how they affected the learner’s vocabulary retention and the way students reacted in these lessons Accordingly, the researcher could adjust teaching methods to effectively apply animated e-stories in the vocabulary lessons

In this present study, the researcher wrote diaries based on criteria which adapted from British Council (2004): (1) Lesson objectives; (2) Teaching procedure; (3)Teaching materials and activities; (4) Students’ participation; (5) Remarks (see APPENDIX 1A,1B) Totally, five teaching diaries were written after

five vocabulary lessons with the use of animated e-stories for the experimental group Firstly, if the lesson objectives were achieved, the animated e-stories were applied effectively in English class Secondly, making a quick note about teaching procedure, teaching material and activities, the researcher could take a look into how animated e-stories were applied and combined with other techniques and activities in the lesson Then the researcher had chance to analyze the learning process and identify learners’ attitude and participation Finally, remarks provided data which lead to the pedagogical implications for teaching to utilize animated e-stories as the useful teaching tool

To analyze the teaching diaries qualitatively, the researcher read carefully and re-read for a number of times to identify common themes and the particular emerging from data Then the data was analyzed according to themes/categories

3.4.2 Questionnaire

The questionnaire was only administered to the students in the experimental group at the end of the course in order to investigate the learners’ attitude towards using animated e-stories in vocabulary lessons, and to find out the extent of effectiveness of the new approach

Wisker (2007: 187) confirms that questionnaires are often used to gather information about attitudes, behaviors, activities and responses to events Therefore,

in this study, questionnaire is used as one of the main means of data collection.The purpose of the questionnaireis to identify the students’ attitude towards the activities held in the class in five weeks through animated e-stories.The results of questionnaire also can support the researcher in finding out the extent of effectiveness of the new approach After pilot-testing of questionnaire,mostly, the writer hasused close-ended questions or multiple choice questions, due to the limitation of young learners’ competence It is easier for young learners to give their attitude and opinions rather than scaled-questions or open-ended questions Students’ level of literacy must also be considered to design questions It needs to

be unambiguous and easy to answer Moreover, the writer uses Vietnamese version

to avoid misunderstanding from learners

The questionnairecontained nine questions The first six questions in the questionnaire concerned about students’ opinions and reactions toward learning vocabulary through animated e-stories The rest three questions were to find out the students’ preference of the techniques and activities which were carried out in the vocabulary lessons (See appendix 2A, 2B)

3.4.3 Tests

In the study, the researcher uses tests as an objective instrument The students’ scores on posttest will be compared with the students’ scores on pretest with the same level in order to investigate the effectiveness of using animated e-stories in vocabulary teaching

To find out whether all the participants were at the similar level of vocabulary repertoire before treatment in order to obtain the reliability for the research, a pretest was conducted in both experimental and control group After five weeks of treatment, the posttest was employed to assess their progression in vocabulary retention Both tests had the same format and level of difficulty and were taken equivalently from test bank about vocabulary at Toeic English center Most of the vocabulary items in the tests were selected from the new lexical items

in the textbook and related to the contents of the topic that students learned in the class.The pretest and posttest include three tasks Designing of the tests to evaluate their vocabulary retention based on Nation’s model about vocabulary knowledge: meaning, form, and use There are fifteen items in total each test The first task (0.75 point/1 item) is about checking the students’ vocabulary retention by looking

at the pictures and rewriting the new words The second task (0.75 point/1 item) requires students to look at the pictures, read and fill in the blank one suitable word The third task (0.5 point/1 item) requires students to listen and tick the word or sentence pattern they hear The total mark in three tasks is ten points and allowance time is fifteen minutes (See appendix 3A, 3B) The two groups were mixed in posttest, their ordinary numbers were mentioned instead of their names Their scores were marked by other teachers to assure the reliability of the research

3.5 Data collection procedure

The researcher carried out the following steps to collect the data from tests,

teaching diaries and questionnaire

Firstly, to find out the participants’ levels of vocabulary repertoire before treatment in order to obtain the reliability for the research, a pretest was conducted

in both experimental group and control group in week 1

Secondly, from week 2-6, the researcher implemented the treatment During the treatment, the experimental group (class 3A) was taught vocabulary through the use of animated e-stories The researcher chose the animated e-stories from the

software: Monkeystories and from the website: Englishsingsing In contrast,

students in control group (class 3B) were taught without treatment During five weeks, the researcher used diaries to take note of the learning process and her students’ involvement and participation in each lesson Each diary strictly followed

up the criteria which were mentioned in the appendix 3A of the study

After that, the posttest was delivered to both experimental and control group Basing on the test scores, their progression in vocabulary retention could be assessed after treatment

Finally, the students in the experimental group were asked to fill in the questionnaire at week 8 to get their opinions of teaching vocabulary through the use

of animated e-stories Students were carefully introduced the aim of questionnaire

in Vietnamese Detailed instruction was given to the students so that they could understand and choose suitable answers The students were allowed to do the tasks

on their own in order that they could give their own opinions which were not influenced by the other factors

The collected data was sorted, analyzed to draw out conclusion and implications for further study

3.6 Data analysis procedure

The data was collected from the instruments: pre-test, teaching test and questionnaire

diaries,post-The data from teaching diaries were analyzed qualitatively according to the themes/ categories in order to investigate the students’ opinions towards using animated e-stories in vocabulary lesson and how effectively animated e-stories were

applied in the experimental class

The students’ responses from questionnaire were analyzed quantitatively by means of descriptive statistics focusing on the percentages The results of questionnaire were used to get the opinitions and attitude of the experimental students about teaching vocabulary by using animated e-stories, and to find out the extent of effectiveness of the new approach

The participants’ test scores were analyzed by Microsoft Excel, mainly focusing on the mean, median, minimum, maximum and standard deviation to work out whether students in control class and experimental class could improve their vocabulary retention after experimental period (See appendix 4 for the formula of mean, median and standard deviation)

3.7 Summary

To sum up, in this chapter, the writer presented very briefly the description

of methodology of the study, the context of teaching and learning at Toeic center Besides,the research design including participants, data collection instruments (teaching diaries,questionnaire andtests), datacollection procedure and data analysis procedure are also included

CHAPTER 4: DATA ANALYSIS AND FINDINGS

This chapter presented the data analysis and findings of the study The

collected results from teacher’s diaries and questionnaire are provided and discussed first Then the statistical results from pretest and posttest are presented one by one

4.1 Analysis of the teacher’s diaries

The teacher’s diaries provided more precise insights into how animated stories were implemented in the vocabulary lesson, helped the teacher to take a closer look at the students’ reflection in classroom In combination with the result from the questionnaire, the researcher could find out the real result about students’ attitude towards the application of animated e-stories in vocabulary teaching The analysis of teaching diaries indicated some dominant issues that were analyzed according to themes: (1) Lesson objectives; (2) Teaching procedure; (3) Teaching materials and activities; (4) students’ participation; (5)Remarks

familiar with the application of animated e-stories in vocabulary teaching Therefore, most of them worked better and lesson goals were achieved

Teaching procedure

Considering the lesson procedure, the researcher strictly followed 3 stages ofteaching model: presenting stage, practicing stage, revising stage The animated e-story was applied in some different stages of the lesson Because new words were taught through other skills, the teacher spent about fifteen to twenty minutes on vocabulary teaching in each lesson All the vocabulary activities are considered as the supplemental support to achieve the lesson aim and objectives