INTRODUCTION
Background of the school
Founded in 2008, Boston Language School (BLS) has attracted a significant number of students from local schools and universities, with two campuses situated in Go Vap District To cater to diverse learning needs, BLS provides a variety of English training programs, including English for Kids, General English, and International English Programs, each designed with specific objectives and clarifications.
The primary course books for teaching English to children aged 6 to 12 are "Let’s Go" and "SuperKids." These programs emphasize pronunciation and the imitation of simple sentences, making language learning engaging and effective for young learners.
The adult education programs available include General English and International English, with a focus on TOEFL, TOEIC, and IELTS courses Currently, only TOEIC classes are being offered, likely due to its significant advantage in enhancing job prospects for managers.
The General English program has become the most popular choice among learners at language schools, attracting more students than other courses Designed for individuals looking to strengthen their English proficiency and enhance their skills, this program offers three distinct levels: Elementary, Intermediate, and Advanced The primary resource used in this program is the Step Forward material.
Each month, a foreign teacher conducts a class to enhance learners' speaking skills and correct their pronunciation During these sessions, local teachers also support the students, ensuring a comprehensive learning experience Classrooms are designed to accommodate around 30 learners, but to maintain high-quality instruction, the maximum class size is capped at 25 students.
To address societal needs, BLS has introduced extra classes for secondary education, specifically targeting 6th grade to gain parents' trust Currently, BLS offers three 6th-grade classes: Class 6A with 20 students, Class 6B with 16 students, and Class 6C with 17 students Out of the total learners, 15 are transitioning from the Kids classes, while the remainder are new students.
BLS has earned the trust of learners and their parents due to the dedicated care of its staff and the enthusiasm of its teachers With a variety of classes and schedules available, learners can choose what best fits their needs After a thorough consultation, students will undergo a writing and speaking assessment to ensure they are placed in classes that match their skill levels.
Rationale for the study
Many of my 6th graders at BLS struggle with learning English, particularly grammar, as some believe they can speak fluently without it, while others feel they have already mastered the basics To foster a more positive attitude towards English, especially grammar, I explore effective teaching methods, including the use of visual aids, and encourage regular class attendance I emphasize the significance of grammar in language learning, aiming to spark an initial interest in English and help my students develop a lasting habit of focusing on grammar.
Grammar, while often seen as uninteresting, is crucial for enhancing essential language skills such as speaking, listening, reading, and writing It enriches the meaning of sentences, allowing learners to combine simple sentences and embed language elements to convey complex ideas Effective grammar instruction goes beyond merely explaining rules; it requires teachers to find engaging methods that enable learners to understand and apply grammar in real-life communication Utilizing teaching aids, such as audio and visual resources, can help make lessons more memorable and interactive, providing tangible examples that enhance understanding and break the monotony of traditional textbooks.
Using visual aids is an effective teaching technique that enhances learners' understanding and keeps lessons engaging, particularly in grammar instruction This approach is especially beneficial in teaching English as a foreign language, as a picture can often convey complex ideas more effectively than words alone.
The significance of grammar instruction and the effective use of visual aids in grammar lessons presents an opportunity for in-depth research into their current application for teaching 6th grade students at BLS While previous studies have explored visual aids in vocabulary teaching and various grammar teaching methods, this paper aims to provide a fresh perspective on the integration of visual aids in grammar education, contributing new insights to the field.
Significance of the study
The study emphasizes the effectiveness of visual aids in teaching English grammar to sixth-grade students, highlighting their ability to enhance learner engagement, improve information retention, and assist in overcoming grammar learning challenges Additionally, it positions visual aids as one of the most effective teaching techniques, showcasing their application in grammar instruction at Boston Language School in Ho Chi Minh City.
Research purposes
This study investigates the challenges faced by teachers and students at BLS in teaching and learning English grammar, evaluates the effectiveness of visual aids in this process, and provides recommendations for improving grammar instruction and learning at BLS.
Research questions
To carry out the above aims, the following questions will be investigated:
1 What are BLS teachers’ and learners’ attitudes towards using visual aids in teaching and learning English grammar?
2 What are the benefits of applying visuals aids to teaching and learning English grammar at BLS?
Limitations
BLS has introduced a new course with smaller class sizes, exemplified by class 6A, which consists of 20 students The researcher observed that the MOET curriculum differs significantly from those at other language centers she has previously worked with, initially impacting her time management for grammar lessons However, she later adjusted her approach by adhering to the lesson plans outlined in the curriculum units.
In a small, multi-level English class, learners exhibited varying degrees of proficiency, with some having studied the language for over a year, while others had no prior experience The teacher faced the challenge of selecting exercises that balanced the needs of advanced and beginner students, ensuring that activities were engaging and enjoyable for all This balancing act often led to stress as she sought to find suitable exercises that catered to the diverse skill levels present in her classroom.
A significant challenge at BLS is the absence of teaching aids, which compels teachers to invest extra time at home to engage their students effectively As a result, many educators resort to traditional teaching methods rather than communicative approaches due to constraints in time and budget for preparation To address this issue, the researcher selected specific grammar points to teach using visual aids, while simpler concepts were conveyed through boards and games.
The researcher faced significant challenges in engaging her learners during grammar lessons To enhance the effectiveness of her study, she made a concerted effort to incorporate visual aids throughout various grammar sessions, aiming to make her findings more compelling and impactful.
Organization of the study
The paper consists of the five chapters as follows:
Chapter 1 – Introduction: provides readers with the background of the school and rationale for the study, introduces two main research questions, hypothesis, the aims of study, limitations and organization of the study
Chapter 2 – Literature review: presents some definitions and previous studies related to the thesis, including explanation of key terms and discussions of related studies
Chapter 3 – Methodology: presents the participant and participants’ selection methods, the data collection methods and procedures, as well as the data analysis methods and procedures
Chapter 4 – Findings and discussion: describes, analyzes and discusses the findings which were gained from the data according to the two mentioned research questions
Chapter 5 – Implications and recommendations: presents some implications and gives some recommendations in the hope that teaching and learning English grammar is getting easier and more effective at BLS.
LITERATURE REVIEW
Language skills
When learning a language, we typically develop our listening skills first, followed by speaking, reading, and finally writing Mastering these four essential language skills—listening, speaking, reading, and writing—is crucial for effective daily communication.
In the above figure, listening and reading are considered receptive skills while speaking and writing are considered productive skills
Effective listening requires concentration and attention, as our ears detect speech sounds while our brains convert them into meaningful words and sentences Failure to focus can lead to misunderstandings and incorrect information For instance, babies learn to speak by mimicking the sounds they hear from adults, and their pronunciation improves when they are taught the correct words This skill is further developed by listening to proficient speakers who model the language accurately.
Strong listening skills are essential for effective communication, enabling individuals to understand others and articulate their thoughts clearly For English teachers, it's important to introduce the topic of listening skills by encouraging students to brainstorm their existing knowledge This can be followed by guiding questions to deepen their understanding After listening exercises, teachers should provide feedback on students' responses and encourage them to summarize their learning Additionally, incorporating activities that reinforce new vocabulary can enhance retention and comprehension.
Speaking is a crucial aspect of language learning, yet many Vietnamese learners struggle due to shyness and fear of making mistakes This reluctance can hinder their ability to speak confidently and fluently Teachers often emphasize the importance of practice, encouraging students to communicate rather than focus solely on accuracy To foster improvement, learners should seize every opportunity to speak, prioritize phrases over individual words, and avoid translating from their native language Additionally, teachers should create a supportive environment by refraining from correcting errors during conversation, which can boost learners' confidence As students become more comfortable expressing themselves, they will experience fewer errors and take pride in their progress in English.
Native speakers may speak English fluently but often read or write instinctively Reading, as a receptive skill, involves interpreting written symbols into meaningful words and sentences It can be done silently or aloud; reading aloud is meant for sharing information, requiring correct pronunciation to prevent misunderstandings Silent reading allows for varying speeds and deeper comprehension, including looking up unfamiliar words, but can lead to slower reading rates if done word-by-word Teachers should encourage phrase reading to enhance reading speed and efficiency, as it helps reduce the tendency to read word-by-word When encountering texts with many new words, teachers should focus on key vocabulary that conveys the main ideas To assess comprehension, teachers can ask questions and engage students in summarizing their understanding through speaking or writing tasks.
Writing is the fourth essential language skill, requiring a solid understanding of grammar, vocabulary, punctuation, and sentence structure to effectively communicate ideas Successful writing conveys meaningful messages, and its effectiveness hinges on these components There are two primary writing strategies: free writing, which allows for the free flow of ideas without concern for grammatical accuracy, and revised writing, which involves a more structured approach To develop revised writing, one can start with pre-writing tasks like free writing, brainstorming, and outlining In teaching writing, it is important for educators to guide students through drafting, revising, and editing their work, encouraging them to generate numerous ideas in their first drafts After drafting, students should refine their essays into a coherent structure comprising an introduction, body, and conclusion Teachers should provide constructive feedback, highlighting errors and encouraging learners to identify and correct them, while primarily focusing on grammar corrections and offering positive reinforcement regarding content.
Micro-skills such as vocabulary, spelling, pronunciation and grammar also play their important roles in effective English communication
The foundational unit of English for language learners is words, typically introduced in a 10-minute pre-stage of lessons Teachers often focus on content words due to their inherent meanings, but they should select key words for each lesson to optimize learning time and avoid overwhelming students Effective methods for presenting new vocabulary include miming, using pictures, flash cards, translation, and explanations, tailored to each word for better retention Additionally, teachers must emphasize correct pronunciation, word stress, and spelling to prevent students from adopting incorrect forms A robust vocabulary is essential for learners to express their ideas clearly, necessitating practice with known words and the acquisition of new vocabulary.
Effective pronunciation encompasses individual sounds, word stress, sentence stress, intonation, and word linking, all of which significantly impact spoken English Good pronunciation enables learners to accurately perceive sounds from speakers, conveying intentions clearly When teaching, educators should highlight primary and secondary stress for individual words, emphasize sentence stress and intonation, and demonstrate word linking to prevent isolated syllable pronunciation Special attention should be given to aspiration and final sounds, particularly challenging sounds like /p/, /t h/, and /tʃ/ Teachers can assist learners by having them use a piece of paper to feel the air puff while pronouncing these sounds Additionally, learners often confuse final sounds, such as pronouncing /s/ for all plural nouns or singular verbs and /d/ for all past tense verbs ending in –ed To address this confusion, teachers may need to revisit lessons briefly, especially when exercises, like those in English 6 units 3 and 6, require learners to categorize plural nouns into /s/, /z/, and /iz/ sounds, reinforcing previously taught content.
Grammar is essential in language teaching, as it enables words to work together effectively A solid understanding of grammar boosts learners' confidence in writing, reading, and communication However, many students struggle with grammatical structures, finding them confusing and challenging to apply, which often results in disinterest during grammar lessons.
Many language teachers find grammar challenging to teach effectively With limited class time, they must convey comprehensive grammar lessons while also engaging students in exercises that reinforce their learning, both orally and in writing The key to successful grammar instruction lies in fostering student participation and interest, rather than forcing compliance.
The following parts of this study will present the definitions of grammar, its importance to language skills and apply some visual aids in teaching grammar to attract learners.
Definitions of grammar
Grammar is defined as the set of principles and rules that guide the proper use of words, enabling individuals to choose and arrange them correctly According to Cobbett (cited in Nunan, 1999:96), understanding grammar is essential for effective communication, as it teaches us how to utilize language appropriately.
Nunan highlights a shift in the understanding of grammar since Cobbett's time, noting that contemporary grammarians prioritize describing language as it is used over prescribing strict rules for its use This change reflects a more flexible approach to grammar in modern linguistics.
Thornbury (1999) emphasizes that grammar has traditionally focused primarily on sentence-level analysis, serving as a framework for understanding the rules that dictate sentence formation in a language.
David Crystal (2004) emphasizes that grammar serves as the structural foundation for effective self-expression By understanding grammar, we can enhance the clarity and impact of our language, enabling us to achieve precision, identify ambiguity, and fully utilize the expressive potential of English.
According to Ur (1996), grammar is defined as the arrangement of words to form correct sentences, governed by a specific set of rules that dictate how meaningful units are constructed in any language.
Grammar serves as the framework that connects individual words into coherent sentences, enabling effective communication It allows us to comprehend the messages conveyed by writers and speakers, facilitating the expression of our own ideas According to Ur (1996), a learner proficient in grammar is one who has mastered the rules and can apply them to articulate thoughts clearly.
The role of grammar in teaching four language skills
Mastering a language requires a solid understanding of both implicit and explicit grammatical rules, as they are crucial for developing essential language skills, including listening, speaking, reading, and writing Grammar plays a significant role in enhancing these four fundamental skills, ultimately contributing to overall language proficiency.
Grammatical rules play a crucial role in transforming individual words into coherent sentences, which is essential for effective writing They enable learners to articulate their ideas clearly, facilitating successful written communication However, many learners find writing to be a complex challenge, often due to misunderstandings of grammar that result in disjointed and unclear sentences As Weaver (1998) suggests, students need guidance in understanding and applying relevant grammatical concepts to enhance their writing skills Teachers can implement various strategies, such as helping students select effective vocabulary and construct more complex sentences, to avoid monotony Additionally, mini-lessons focused on recognizing function words, transforming sentences, and correcting errors can provide learners with the necessary tools to improve their grammar and express their ideas more effectively in writing.
Grammar plays a crucial role not only in writing but also in reading comprehension It helps learners understand the relationships between sentences within paragraphs and texts As Ted Nellen (1998) noted, grammar serves as a vital tool for both struggling and proficient readers, enabling them to navigate complex information more effectively A solid grasp of grammar allows learners to read texts more quickly and fluently, as it aids in understanding content To enhance reading skills, teachers should equip learners with strategies to minimize reading time, such as focusing on key words, predicting repeated terms, ignoring less important words, and emphasizing phrases over individual words Additionally, introducing new grammatical structures at the beginning of reading lessons can further support learners By mastering grammatical rules and reading strategies, students can significantly improve their reading fluency.
While some learners claim they can communicate effectively without understanding grammar, this often resembles the informal language used by shop sellers or taxi drivers, rather than academic English To enhance clarity and effectiveness in communication, it is essential for learners to study grammar, which focuses on the structure and function of words In teaching speaking skills, educators should create opportunities for students to practice grammar in real-life contexts Rather than interrupting learners to correct every mistake, teachers should foster confidence by addressing only the most common errors at the end of lessons.
Listening is a vital skill for learners, as they acquire up to 90% of their classroom information through auditory means However, many struggle with listening due to limited vocabulary and unfamiliarity with spoken language To enhance listening skills, teachers should first introduce the topic for brainstorming, followed by presenting relevant vocabulary and asking simpler questions to assess understanding It's essential to guide learners in focusing on stressed words and intonation while listening, along with reviewing previously learned grammar points Mastery of grammar enables learners to form grammatically correct sentences and significantly improves their listening abilities through consistent practice.
A strong understanding of grammar is essential for learners to convey their ideas clearly through phrases, clauses, and sentences Grammar is fundamental to the four language skills, facilitating effective communication (Long and Richards, 1987).
Teaching grammar communicatively in comparison with traditional ways
Traditional teachers emphasize grammatical rules over meaning, while Communicative Language Teaching (CLT) educators prioritize helping learners engage with and communicate in the target language throughout the lesson A comparison of typical grammar lessons in Vietnam (Nguyen Bang et al, 2003) and the CLT approach outlined by Adrian Doff (1988) highlights these differences.
1 The teacher writes down the name of the grammar points on the board
2 The teacher presents the rules and structures
3 The teacher gives examples (in
English) to illustrate the rules given
4 The teacher gets students to make up their own sentences using the rules they have just been given
5 The teacher gets students to do some translation from L2 to L1 and visa versa; do some quite controlled exercises at sentence level
6 For homework the teacher often gets students to learn the grammar rules by heart and make some further sentences with them
1 The teacher uses visual aids to present the grammar structures to be taught
2 Students deduce the meaning, the form and the use
3 The teacher checks students understanding by asking yes/ no questions focusing on form, meaning and use
4 The teacher gets students to practice the structures through Repetition and Substitution Drills, Word Prompts, and Picture Prompts
5 The teacher provides students with opportunities to use new language in a freer, more creative way
In traditional lessons, teachers often manage activities to reduce the likelihood of student errors While this approach helps learners grasp grammar rules, it hinders their ability to communicate fluently and naturally.
In a Communicative Language Teaching (CLT) lesson, the teacher designs activities that enable students to connect new language concepts with previously acquired knowledge, allowing them to apply their learning to real-life situations As a result, learners not only understand grammar rules more effectively but also enhance their ability to communicate in English beyond the classroom.
Visual aids
Visual aids, including maps, pictures, and films, are essential tools that enhance understanding, learning, and retention of information in educational settings These resources, such as flashcards, handouts, charts, and real objects, are readily available, cost-effective, and convenient for use in language classes, serving various purposes throughout different stages of the lesson.
Boards are essential teaching aids in every classroom, offering benefits such as affordability, versatility, and the ability to correct mistakes instantly They enable teachers to effectively convey knowledge and allow both teachers and students to engage actively by writing and drawing directly on the board However, reliance solely on boards can lead to monotony, causing students to lose interest and focus on merely taking notes rather than engaging with the lesson To enhance learning experiences, maintain student attention, and reduce boredom, it is crucial for teachers to incorporate a variety of teaching aids alongside traditional boards.
Pictures serve as versatile and effective tools for teaching grammar, as noted by Celce-Murcia and Hilles (1998) They can be integrated at every stage of a grammar lesson, and when teachers choose engaging and entertaining images, students are more likely to respond positively, surpassing the engagement levels typically achieved with traditional teaching aids like textbooks or board sentences.
Various types of images, including paintings, ready-made pictures, wall art, magazine cut-outs, and postcards, can effectively illustrate new words and structures These visuals serve as valuable cues for drills and practice, enhancing both oral and written work in the classroom.
Each picture may be for the practice of prepositions, verb tenses, pattern drills, direct/indirect speech, etc
For example, to help learners practice the Simple Present Tense (English 6, Unit
5), teachers can show some pictures about daily routines and ask learners to make whole meaningful sentences
Figure 2 Pictures about daily routines
Pictures are also used for practicing the Present Continuous Tense in English 6, Unit 8
Learners look at the pictures practice asking and describing what he or she is doing at the moment
To clarify, Wright (1989:17) pointed out five advantages of pictures as below:
- Pictures can motivate the students and make them to pay attention to and want to take part
- Pictures contribute to the context in which the language is being used They bring the world into the classroom
- Pictures can be described in an objective way (this is a book) or interpreted or responded to subjectively (I like English book)
- Pictures can cue responses to questions or cue substitutions through controlled practice
- Pictures can stimulate and provide information to be referred to in conversation, discussion and storytelling
Flashcards are educational tools defined as cards that display a small amount of information to assist students in learning Typically small and colorful, these cards are utilized in various learning drills There are two main types of flashcards: picture flashcards, which feature images, and word cards, which contain text.
Picture flashcards are a valuable teaching tool that can be easily prepared at home or purchased from bookstores Their colorful design captures learners' attention, enhancing engagement during lessons Additionally, teachers can create double-sided flashcards to effectively drill contrasting language items For instance, one side can depict a girl who usually drinks milk for breakfast, while the other side illustrates her choice of orange juice today, highlighting the difference in her routine.
Word cards are often used in teaching vocabulary; for example, matching English words with their Vietnamese equivalents
Teachers can also use word cards to practice a grammar point by asking learners to rearrange jumbled words into meaningful sentences
Example: They are playing soccer
Furthermore, flashcards can also help learners practice listening and speaking skills Take a structure “How do you go to school? – I go to school …” for example
Figure 3 Picture flashcards of transportations
Teachers can effectively use flashcards to model transportation vocabulary For instance, by displaying a flashcard of a car and saying, “I go to school by car,” teachers can encourage students to repeat and substitute with other modes of transport For the term “on foot,” it’s beneficial to write it on the board for students to imitate After the demonstration, teachers can distribute flashcards to each student and have them pair up to practice They should start with Yes/No questions and later progress to How questions to enhance their conversational skills.
S 1 : Do you go to school by car?
S 1 : How do you go to school?
S 2 : I go to school on foot
Teachers can replace these picture flashcards with word cards to reduce preparation time
Realia refers to real objects used in the classroom for educational purposes, as defined by Thornbury (1999) These objects can range from simple items like books and pens to more complex tools such as modern machines or foreign currency They serve to illustrate and practice new vocabulary and grammatical structures, while also facilitating dialogues among students In a sixth-grade curriculum, realia were effectively utilized to teach structures such as “This is/That is…” (Unit 2), “How many…?” or “There is/There are…” (Unit 3), and prepositions of position (Unit 6).
T: How many boards are there in this classroom?
BY TRAIN BY CAR BY BUS BY MOTOR
BY PLANE BY BIKE BY VAN ON FOOT
T: How many markers are there?
The researcher discovered that her innovative teaching methods significantly enhanced learner engagement and comprehension, as students grasped lessons more quickly and found the material more appealing By presenting information in a fresh and dynamic manner, rather than relying solely on traditional board methods, learners experienced increased motivation and enthusiasm for the activities provided.
Posters are large printed images that serve decorative purposes and offer numerous benefits in educational settings They promote genuine communication, reduce language errors, enable teachers to track student speech, and enhance learner engagement during lessons To maximize their effectiveness, educators should select appropriate posters for each lesson and display them prominently on walls or boards for easy visibility.
For example: To practice the Present Continuous Tense (English 6, Unit 8)
In the 1 st picture, there is a bag by the door; but in the 2 nd picture there are two bags by the door
In the 1 st picture, the teacher is wearing a purple coat; but in the 2 nd picture, the teacher is wearing a pink sweater
In the 1 st picture, the girl is drawing a bus; but in the 2 nd picture, the girl is drawing a plane
PowerPoint is a valuable tool for enhancing oral presentations and maintaining audience engagement, particularly in grammar lessons Its primary advantage lies in the ability for teachers to modify and reuse presentations, which saves time on distributing materials and reduces repetitive tasks Additionally, PowerPoint enriches lesson content, making presentations more organized and flexible It can significantly improve classroom instruction across various subjects and is also effective for lesson revision activities.
PowerPoint presentations offer several advantages, as noted by Jones (2003) They encourage and support staff by enabling professional structuring of content Additionally, presentations can engage various learning styles through a thoughtful combination of media, making them more stimulating Handouts can be easily printed in multiple formats, and extra information can be embedded within files to address anticipated questions or provide feedback in distance learning scenarios Lastly, the portability of these files, particularly on high-capacity compact disks (CDs), enhances their usability.
In a workshop, Grevstad (2006) posed the question, "Why should we teach with Microsoft PowerPoint and involve our learners in this technology?" He identified three key advantages: first, PowerPoint slides enhance oral presentations and cater to visual learners; second, they assist learners in developing effective note-taking skills; and third, PowerPoint presentations can be easily shared, printed, or saved digitally Overall, PowerPoint serves multiple purposes, including proposing ideas, presenting information, teaching concepts, and delivering clear messages to audiences.
The importance of visual aids in teaching English
Visual aids are essential in teaching English, as they significantly enhance the learning environment by boosting students' curiosity and memory retention To maximize their effectiveness, educators should carefully choose and prepare visual aids that align with their lesson objectives This approach allows for the integration of visual aids across all language skills.
Facial expressions, gestures, and mimes are effective tools for introducing new vocabulary, significantly enhancing learners' comprehension of word meanings Additionally, visual aids such as pictures, flashcards, and mind maps enrich vocabulary acquisition and encourage discussion and brainstorming among learners When students use their own words to express ideas, they are more likely to retain the lessons longer.
Videos and DVDs enhance the effectiveness of listening lessons for teachers by offering diverse topics and compatible equipment Despite some challenging vocabulary being unclear, learners can still grasp the context of the clips This technology significantly saves time for both educators and students.
Using unscrambled pictures that learners must rearrange into meaningful situations encourages engagement and interest in lessons, making the classroom environment lively and interactive This approach allows students to understand the material more effectively than traditional guided questions Additionally, it provides a space for learners to express themselves freely without the pressure of grammar, ultimately enhancing their speaking skills.
The importance of visual aids in teaching English grammar
“If I hear it, I forget it
If I see it, I remember it
If I do it, I know it.”
The Chinese proverb emphasizes that engaging multiple senses enhances the learning process Researchers believe that incorporating visual aids is particularly effective in teaching language skills, including grammar.
Firstly, visual aids involve real life factors into classroom environment, so using suitable visual aids for each grammar item can be considered a good technique to deal with language teaching
Incorporating visual aids in language teaching significantly enhances the learning experience, particularly in grammar instruction According to Ur (1996), providing learners with contextualized examples is crucial for their understanding of grammatical structures Visual materials not only facilitate the presentation of grammar items but also create relevant contexts that aid comprehension, making it easier for teachers to convey complex concepts effectively.
Visual aids play a crucial role in language learning by exposing learners to real-life situations and authentic topics, which enhances their communication skills By incorporating visual elements, such as objects and images, teachers can present language structures clearly and simply, facilitating faster absorption and longer retention of information This approach not only reduces the amount of teacher talk but also promotes active learner participation, aligning with the principles of a learner-centered approach.
Using visual aids
Swenson mentioned in her article that “Good visual aids make presentations clearer and more memorable” She also gave instructions for showing visual aids effectively as follows:
1 Choose the information from your topic that will make the strongest impression Pick something interesting, unusual or complex
2 Decide on the visual form for your information A picture is worth a thousand words, especially if you are trying to describe something your audience has never seen before Diagrams, maps, graphs and charts are all excellent visual aids (A list of bullet points is not a visual aid.)
3 Make it big It isn't helpful if only the first row can see your visual aid You can use an overhead projector to help turn a small image into a big, beautiful visual Use simple shapes and lines and only include essential details
4 Make it colorful Two or three colors make visual aids more interesting to look at Depending on the subject matter, anything from two to six colors is considered attention-getting; more than that can get learners distracted
5 Make it easy to display Create your visual aid on, or attach it to, a rigid surface, such as foam core Consider ways to make it freestanding, unless you are sure of having an easel You can make a support for any rigid, flat display by cutting two long, thin triangles from the same rigid material and taping them vertically to the back of the panel, the short end flush with the bottom edge
6 Consider using some authentic objects For example, place an egg on the table to introduce this word Real objects can be impressive attention-grabbers, but consider also if they are fragile, valuable or too big or too small.
Review of some local studies related to the thesis
As English teachers, we recognize the critical role of grammar in language instruction Effectively transferring our knowledge to learners can be challenging, likened to pouring information into a funnel Consequently, incorporating visual aids in grammar teaching has emerged as one of the most effective strategies employed by English educators.
Nguyen Lien Huong (2005) outlined three effective methods for teaching grammar communicatively: deductive, inductive, and discovery techniques The deductive approach involves presenting rules first, followed by examples, often using pictures to illustrate situations The inductive method introduces examples before rules, utilizing actions for teaching imperatives, realia for present simple, minimal pairs for distinguishing past simple from present perfect, and charts for illustrating commuting methods Lastly, the discovery technique employs dialogues, texts, and songs to present grammatical concepts While acknowledging the challenges teachers face in implementing a communicative approach, Huong found it to be one of the most effective methods for grammar instruction, leading to improved learner engagement and test scores She concluded that communicative activities not only enhance students' learning experiences but also make grammar instruction more enjoyable for teachers and students alike.
Nguyen Luu Dong Truc (2007) conducted a thesis on communicative grammar teaching at high schools, specifically in 11th grade, highlighting challenges such as limited training in communicative language teaching, students' passive learning styles, lack of motivation in English, and the tendency to use Vietnamese during speaking practice Despite these challenges, she advocated for the communicative approach, emphasizing its potential to enhance the effectiveness and enjoyment of the teaching and learning process By engaging students in communicative activities and allowing them to discover grammar rules independently, learners can retain grammar lessons longer and achieve better results in tests and exams.
Huynh Thi Phuong Thao's 2006 study highlights the effectiveness of using realia as visual aids for teaching English grammar to young learners in the Let’s Go series While the preparation and presentation of realia require significant time and effort from teachers, it enhances lesson engagement and aids in knowledge retention Additionally, students demonstrated positive attitudes towards grammar learning, particularly when using real objects.
Nguyen Thi Bach Yen (2010) explored the use of games for teaching grammar to 10th-grade students, highlighting the challenges faced by both teachers and learners, particularly the limited time available for grammar instruction To address this issue, she suggested that incorporating games could alleviate time pressure and boost student motivation Her findings indicated that using games in grammar classes significantly increased student interest and retention, leading to improvements in their four language skills, especially listening and speaking Despite the positive outcomes, she noted that teachers often struggle to find time for game preparation due to their heavy workloads in high school, which can be time-consuming and costly.
Teaching grammar poses significant challenges for educators, requiring considerable effort to ensure learners understand the material Research highlights the crucial role of visual aids in engaging non-English major students during grammar lessons, enhancing retention of the content However, relying solely on one teaching method throughout a course can hinder flexibility and effectiveness Just as a favorite dish can become monotonous with constant repetition, varied approaches are essential in grammar instruction Thus, investigating the effectiveness of integrative visual aids in teaching English grammar is imperative.
Summary
Chapter 2 has reviewed the theoretical concepts and empirical research related to the present study Respectively, English skills, definitions of grammar, visual aids were reviewed Also, the importance of visual aids in teaching English and teaching English grammar were mentioned Moreover, some previous studies were also reviewed These studies proved that teaching grammar in a traditional way was neither attractive nor effective Thus, they had great effort to find out the best methods to teach grammar for their learners.
METHODOLOGY
Research questions
This study aims to explore the challenges faced by teachers and learners at BLS in teaching and learning English grammar, assess the effectiveness of visual aids in this process, and provide recommendations for improving grammar instruction at BLS.
Two following questions are raised to get its aims:
1 What are BLS teachers‟ and learners‟ attitudes towards using visual aids in teaching and learning English grammar?
2 What are the benefits of applying visuals aids to teaching and learning English grammar at BLS?
Research design
To ensure the research's reliability and validity, a combination of qualitative and quantitative methods was employed, utilizing survey questionnaires, two tests, classroom observations, and experimental teaching as the primary research tools.
Quantitative data analysis focuses on measuring data through numerical values and statistical methods, while qualitative data analysis emphasizes interpreting and organizing textual data to identify relationships and patterns.
The researcher chose the research methods to assure the reliability and validity with the reasons below:
A small-scale questionnaire was administered to 10 English teachers at BLS to explore their attitudes towards teaching grammar, the challenges they face, and the advantages of using visual aids in grammar instruction Additionally, a questionnaire for students gathered insights from 20 sixth graders in class 6A, providing data that was both quantifiable and qualitative.
The study utilized pre-test and post-test results to evaluate the enhancement of learners' grammar knowledge through the use of visual aids The researcher analyzed the pre-test to assess the students' initial English grammar abilities and compared it with the post-test results to determine the effectiveness of visual aids in improving their learning outcomes.
The researcher selected class observations as the study method to gain insight into the actual dynamics of the classroom These observations were instrumental in clarifying and validating the data gathered from the questionnaires.
Participants and participant selection method
The questionnaire respondents participating in the study consisted of 10 teachers of English and 20 sixth graders of class 6A at BLS in HCMC
The teaching staffs at BLS are well-qualified (8 teachers have BA degree and 2 teachers have MA degree) and experienced (4 of them have been teaching English from
Teachers with diverse experience, ranging from 1 to over 20 years, have faced numerous challenges in teaching English Throughout their careers, they have utilized various teaching aids to enhance student understanding and have identified the most effective tools for facilitating learning.
A sample of 20 sixth graders from class 6A was selected for the study, characterized by their homogeneity in age (11-12 years), educational background (grade 6), and English learning experience Most students have been learning English for 1 to 3 years, while two have studied for 4 to 7 years, and only three have recently begun their English learning journey.
Ten English teachers were invited to complete specially designed questionnaires, while sixth graders participated by filling out a pre-questionnaire and taking a pre-test after completing Unit 1 This approach aimed to assess the learners' proficiency in English grammar.
Over a two-week period, class observations were conducted in 6th-grade classrooms at BLS to gather insights into the teaching and learning of grammar This initiative included experimental teaching methods aimed at identifying the most effective techniques for grammar instruction Following the observations, students completed a tailored post-questionnaire to provide feedback on their learning experience.
Finally, learners took a post-test to help the researcher have the results of visual aids‟ effectiveness.
Grammar points in the text book English 6
The following table consists of 8 topics and grammar points in the 1 st semester
To be (Present Simple Tense)
To have (Present Simple Tense)
Adverbial phrases: by bike, by car, etc
Data collection methods and procedures
The questionnaire is a widely used method for data collection In this study, teacher questions were exclusively in English, while learner questions were provided in both Vietnamese and simple English to prevent misunderstandings Additionally, the researcher offered clear explanations whenever participants encountered difficulties in answering the questions.
The questionnaire for learners comprises three types of questions: factual questions about personal information, attitudinal questions assessing their interest in learning English grammar and the effectiveness of visual aids used by teachers, and behavioral questions regarding the common visual aids utilized in grammar instruction and their frequency of use A pre-questionnaire was administered after the first two weeks to identify learners' needs and challenges in learning English grammar, enabling the researcher to create tailored lesson plans Following the first semester, a post-questionnaire was conducted to evaluate learners' interests in grammar instruction with visual aids and to identify the difficulties they overcame through their use.
The questionnaire for teachers includes various types of questions: factual, behavioral, attitudinal, and an open-ended question Factual questions gather personal information about the teachers Behavioral questions explore the types and frequency of visual aids used in grammar classes Attitudinal questions assess teachers' preferences for visual aids in teaching grammar and identify barriers to their usage Lastly, an open-ended question seeks to understand which visual aids teachers prefer for teaching grammar and the reasons behind their choices.
Class observations were conducted in three 6th-grade classes at BLS to evaluate the effectiveness of visual aids in enhancing student learning The researcher meticulously documented the activities of both teachers and students, focusing on their engagement and perceptions of each activity Additionally, the suitability of the visual aids utilized by the teachers was assessed Following the observations, the researcher identified the most effective activities and techniques for improving study outcomes.
In class 6A, she implemented diverse visual aids in her lesson plans, particularly during grammar sessions in the first semester To gauge student interest, she monitored participation and, at the end of each class, distributed printed visual aids for students to evaluate by ticking their favorites.
During her observation of classes 6B and 6C, the teacher employed various teaching aids to enhance student learning In class 6B, she utilized a board and flashcards to introduce adverbial phrases, specifically focusing on the question "How do you go to school?" While the activity was lengthy, student engagement was limited as they primarily asked simple Yes/No questions In contrast, class 6C saw the teacher using a board, pictures, and PowerPoint presentations to teach the Present Simple Tense of ordinary verbs She began with PowerPoint slides to introduce phrasal verbs, followed by board explanations to clarify structures and correct mistakes Students then practiced by completing workbook exercises and responding to the question "What do you do in the morning?" Additionally, the teacher incorporated a game called Lucky Number for further practice using pictures.
During class observations, the researcher focused on students' facial expressions, the effectiveness of visual aids used by teachers, and the overall classroom atmosphere and activities Additionally, the researcher recorded personal reflections and insights to identify the most effective visual aids for teaching various grammatical concepts.
Both pre-test and post-test were related to grammar The time allotted for each test was 30 minutes
The pre-test, which was delivered after finishing Unit 1, consisted of three parts:
Multiple choice questions asked learners to select the correct answer by circling a, b, c, or d Unscrambling tasks required them to rearrange words into coherent sentences Additionally, gap-filling exercises involved completing 10 blanks with appropriate words, followed by answering 5 comprehension questions based on reading materials.
After finishing Unit 7 (English 6), the researcher delivered her learners the post- test She also gave 3 parts in this test with more kinds of grammatical points than the pre-test
The results from two tests demonstrated a significant improvement in grammar knowledge following instruction with visual aids, confirming the effectiveness of the applied visual tools in enhancing learning outcomes.
The researcher chose some structures in English 6 textbook to be piloted within
Over a period of four months, the teacher conducted detailed observations in her class, while only spending two weeks in classes 6B and 6C During this time, she meticulously noted which types of visual aids were most effective for different grammar points and closely monitored students' progress during grammar lessons.
The questionnaires were designed to assess learners' feelings and outcomes after using visual aids to learn grammar The researcher sought to identify the benefits that visual aids provided in teaching grammar to the learners.
The questionnaires were designed to assess the attitudes of both learners and teachers regarding the applied techniques Additionally, the researcher distributed the questionnaires to teachers to evaluate the effectiveness of the methods utilized at BLS.
Two tests were conducted to evaluate the effectiveness of visual aids in grammar instruction, specifically assessing the extent of their impact on learners' performance based on the results obtained.
Data analysis procedures
The analysis of data collected from questionnaires involved statistical methods, including frequencies and percentages, which were presented in tables and charts Additionally, class observations were transcribed for further examination The effectiveness of visual aids in grammar teaching for 6th-grade students at BLS was assessed using results from pre-tests and post-tests All data were organized into two primary categories aligned with the research questions.
Summary
The study employed both quantitative and qualitative research methods, utilizing tools such as tests, questionnaires, class observations, and an experimental teaching project An experiment was conducted to assess the effectiveness of visual aids in teaching 6th grade students at BLS The findings from this research will be analyzed and discussed in the subsequent chapter.
FINDINGS AND DISCUSSION
Data collected from the questionnaires
4.1.1 Teachers’ and learners’ viewpoint of teaching and learning grammar
6 boring interesting easy normal challenging
Chart 1 Teachers’ viewpoint of grammar teaching
A survey of teachers revealed their opinions on teaching English grammar, with 2 finding it normal, 3 labeling it boring, and 5 considering it challenging; notably, no one described it as interesting or easy This consensus indicates that most teachers view grammar instruction as both boring and challenging The researcher expressed concern that if teachers do not seek engaging methods, students may lose interest in grammar lessons In response, many teachers agreed with the researcher and identified various strategies to make grammar lessons more appealing, ultimately enhancing the experience for both educators and students.
Question 4 was raised to find out how often they dealt with these activities in grammar periods They usually process as the table below:
Always Often Sometimes Rarely Never
1 Explaining new grammar points in the lesson 6/10 3/10 1/10
2 Offering learners some examples for them to infer the general rules
3 Asking learners to do exercises by themselves 4/10 5/10 1/10
4 Asking learners to do exercises in pairs 1/10 4/10 4/10 1/10
5 Correcting learners’ errors of grammar within a written communicative context
6 Correcting learners’ errors of grammar within a spoken communicative context
Table 1 Activities in grammar periods
The table indicates that all participants have completed every stage of teaching grammar, beginning with an explanation of new grammar points followed by examples to derive general rules Subsequently, learners engage in exercises and receive feedback on their mistakes However, if grammar instruction follows a monotonous sequence without variation, both teachers and students may experience boredom and fatigue Thus, it is essential for educators to strive to cultivate an engaging atmosphere that motivates and captivates their students.
Incorporating colors and sounds into lessons reduces frustration, which is why all teachers affirmed their use of visual aids for teaching grammar.
Figure 4 Learners’ viewpoint of learning grammar
A survey conducted among learners during traditional grammar periods revealed that over 85% of participants (17 out of 20) rated their feelings about grammar learning as either 1, 2, or 3, indicating that they find it normal and boring The accompanying table illustrates the reasons why 13 of these learners perceive grammar study as tedious.
A Teacher only says what is from our books 6 46.1%
B I’ve already known these grammar points 5 38.5%
C To the simple points, teacher asks us to do printed exercises in our books without explanation
D I only learn by rote the rules so I cannot remember them for a long time
E Others (please specify): I cannot grasp anything 2 15.4%
Table 2 Learning English grammar is boring
Table 4 highlights the reasons for student boredom during English grammar lessons without teaching aids Four students noted that their teachers merely read from textbooks, leading to a passive learning experience Despite being in sixth grade, many have studied English for 2-3 years and are already familiar with the material, resulting in a lack of engagement in these lessons.
Question 7 in Pre-questionnaire for learners asked about what learners expected from the next grammar periods
A Teachers should give clearer explanation, not mere theory 2
B Teachers should give more real exercises 2
C Teachers should check learners’ understanding more 5
D Teachers should choose suitable visual aids 9
Table 3 Learners’ expectations from the next grammar periods
To effectively address her learners' needs, the researcher provided various options, allowing her to tailor her teaching style accordingly By minimizing unnecessary theories and incorporating more practical exercises, she aimed to enhance engagement through games and regular comprehension checks at the end of lessons Additionally, the researcher, as an English teacher, sought to discover a wide range of visual aids to make grammar lessons more appealing and engaging for her students.
4.1.2 Teachers’ and learners’ attitudes towards teaching and learning grammar with visual aids
Most English teachers at BLS recognize the significance of using visual aids in language learning, emphasizing their crucial role in teaching English grammar effectively Their perspectives on the importance and utility of visual aids in grammar instruction are detailed in Table 6 below.
C Not very important 1 (10%) C Somewhat useful 1 (10%)
D Not important at all 1 (10%) D Not useful at all 1 (10%)
Table 4 The importance & usefulness of using visual aids in teaching grammar
A recent analysis of questionnaire data at BLS revealed that 60% of teachers recognized the importance of using visual aids in English grammar instruction, with 20% considering it very important While the majority found visual aids beneficial for teaching grammar, 20% of teachers undervalued their role, opting for traditional teaching methods without effective aids These teachers argued that for non-English majors, developing practical skills took precedence over grammar instruction, leading them to prioritize exercises over comprehensive grammar teaching.
Teachers who understand the importance of visual aids can enhance their motivation in the classroom When educators recognize the value of fostering students' learning motivation, they are more likely to invest effort into improving their teaching methods As a result, students gain significant advantages from the effective implementation of visual aids by their teachers.
The following table shows their frequency of using visual aids in teaching grammar:
Kinds of visual aids Usually Sometimes Rarely Never
Table 5 Teachers' frequency of using visual aids in teaching grammar
Utilizing visual aids is essential for effectively teaching English grammar to non-English major learners, as this approach addresses the challenges many English teachers face in conveying complex grammatical concepts.
The data indicates that teachers frequently utilize visual aids in their instruction, with the board being the predominant tool for teaching grammar, used by 100% of educators Additionally, realia, flashcards, and posters are employed by 50% of teachers, while pictures are used by 37.5% regularly and by 62.5% occasionally due to their convenience and positive impact on student learning These resources are readily available in classrooms, can be purchased from bookstores, or are included with textbooks Teachers also leverage the board for simple drawings and correcting student mistakes Although videos and DVDs are occasionally incorporated into lessons, their use is limited to instances where suitable content is available, as preparation can be time-consuming Charts are utilized by some teachers but are not a common resource among others.
In teaching the present continuous tense from English 6, Unit 8, the researcher utilized a combination of board activities, mime, pictures, and games to enhance engagement To review prior lessons, she organized the class into two groups for a game of “Noughts and Crosses,” where students created sentences in the present simple tense based on displayed images After the game, students wrote their sentences on the board, allowing the teacher to highlight the verbs and introduce the present continuous forms, such as “is brushing” and “are riding.” She guided them in deducing the sentence structure and noted exceptions for their reference To reinforce understanding, a guessing game followed, where students acted out words while their teammates guessed Afterward, they practiced adding –ING to verbs, learning the rules for regular and irregular forms To solidify their grasp of the lesson, the teacher revisited the images, prompting students to construct sentences using the present continuous tense and answer the question, “What are you doing?”
Visual aids such as realia, pictures, and posters play a crucial role in teaching English grammar They not only reinforce previously learned concepts but also simplify the learning process and enhance the overall engagement of lessons.
Doff (1988) presented some information on the use of visual aids in TESOL classroom:
Visual aids, such as pictures and objects, play a crucial role in enhancing language learning by capturing students' attention and making lessons more engaging These tools not only help clarify meaning but also bring the language to life, ensuring that learners remain focused Effective visual aids can be utilized at any stage of a lesson and can be reused by different educators, making them a valuable resource in the classroom.
Research indicates that incorporating visual aids in the classroom can significantly enhance student engagement and learning By utilizing visual tools, learners can actively see, hear, brainstorm, and participate in hands-on activities, which fosters a deeper understanding and longer retention of lessons In contrast, traditional teacher-centered approaches, where students passively observe and take notes, may lead to superficial learning experiences Therefore, engaging students through sensory experiences is crucial for effective education.
Data collected from the experimental project
4.2.1 What learners get when learning English grammar with the help of visual aids
Question 14 in Teachers’ questionnaire was about how much their learners understood the grammar lessons after learning them with visual aids when 9 of them taught grammar points with visual aids (because one of them did not use any visual aids, except board) During their experimental teaching with visual aids, they recognized that their learners grasped better thanks to visual aids
0 1 2 3 4 5 6 7 almost nothing a little a lot almost all
Chart 2 How much learners understand the grammar lessons after learning with visual aids
Research indicates that the use of visual aids significantly enhances learners' understanding of English grammar Seven educators observed substantial improvement in their students' grasp of grammar points, with one teacher noting that learners mastered nearly all lesson content Additionally, one instructor reported that while learners had a basic understanding of the lessons, visual aids still contributed positively to their learning experience Overall, the findings suggest that integrating visual aids into grammar instruction can greatly benefit students' comprehension and retention.
In Question 4 of the Post-questionnaire, learners were asked about their perceived improvement in grammar knowledge after utilizing visual aids in their studies The responses indicated varying levels of enhancement, categorized as "very much," "much," and "a little," as illustrated in the accompanying chart.
Chart 3 How much learners improve when learning grammar with visual aids
A recent chart reveals that 40% of learners experienced significant improvement in their grammar skills through the use of visual aids, while 47% reported a moderate level of improvement Although a small percentage indicated only slight progress, all participants acknowledged that visual aids played a crucial role in enhancing their grammar learning experience.
Question 5 was given to find out which difficulties learners have overcome after learning with visual aids
A Grammar is hard to understand 11
B There are many exceptions in grammar 8
D I am often confused about grammatical structures 9
E It’s difficult to apply to exercises 15
Table 10 Difficulties which learners have overcome
In general, learners have overcome their difficulties at the first time This is also a good thing for both the teacher (the researcher as well) and her learners
The researcher assessed the effectiveness of visual aids by administering pre-tests and post-tests to her learners The pre-test took place on June 21, 2013, following the completion of Unit 1 in English 6, while the post-test was conducted on October 14, 2013, after finishing Unit 7 in the same course The results of these tests are presented in the table below.
N o English name Gender Pre-test Score Rank Post-test Score Rank
1 Bill Male 3.0 Below average 5.5 average
4 Jack Male 4.5 Below average 7.0 Fair
6 Jasmine B Female 8.5 Good 9.5 very good
7 Jenny Female 9.0 Very good 9.5 very good
9 Lisa Female 9.5 Very good 10.0 very good
15 Rosy Female 2.5 Below average 6.0 average
19 Tony Male 8.0 Good 9.0 very good
After completing Unit 1 of English 6, the researcher administered a comprehensive pre-test to assess learners' understanding The test comprised three sections: multiple-choice questions where students selected the correct answer from options a, b, c, or d; unscrambling words to form coherent sentences; and a gap-filling exercise requiring them to complete sentences with appropriate words The focus of the test was on greetings and the verb "TO BE," with some challenging items included to evaluate learners' abilities, particularly items 6 and 7, which involved the use of "some/any" and plural determiners Additionally, the final section proved to be quite difficult for weaker and average learners, making it challenging to achieve full marks.
After finishing Unit 7 (English 6), the researcher delivered her learners the Post- test She also gave 3 parts in this test with various kinds of grammatical points such as
In the study of the present simple tense, particularly focusing on possessive adjectives and prepositions, it was observed that weak learners performed better than expected, successfully overcoming challenges in the more difficult post-test Notably, there was an increase in the number of learners achieving a very good level, while other proficiency levels remained relatively unchanged The researcher noted that dedicated practice in both classroom and home settings significantly contributed to the learners' understanding of various grammar components, leading to improved results.
4.2.2 How learners feel when learning English grammar with the help of visual aids
Question 15 in Teachers’ questionnaire asked their learners’ feeling in grammar periods with visual aids While teaching grammar with visual aids, 8 teachers found that their learners felt Interested and 1 teacher found that their learners felt Normal A good thing from this result was that learners had not felt bored and sleepy in grammar periods since they learned with visual aids
Questions 2, 3, 6 in Post-questionnaire were also concerned about learners’ feelings to learn English grammar with visual aids
Question 2 asked them if they liked to learn grammar with visual aids; all of them answered Yes However, when being questioned (Question 6) how they felt with these lessons, two of them answered Normal, and the rest answered Interested To clarify their interests, Question 3 had them sort the visual aids in the order of their favorite from number 1 for the most to number 7 for the least The answers were shown below:
Visual aids like most N o = 20 Percentage
Table 12 Learners' interest in visual aids
According to the data presented, 60% of learners preferred Action & performance as the most effective visual aid for grammar lessons, leading to improved understanding compared to other methods Additionally, pictures garnered interest from 40% of the students, while realia and PowerPoint presentations were favored by 35% and 30% of learners, respectively.
In a recent survey, 14 out of 20 students expressed that their teacher should usually apply certain techniques for teaching grammar, while 6 students preferred these methods to be used always, despite having five options to choose from This feedback highlights the students' desire for engaging instruction, which presents both a challenge and an opportunity for the teacher Ultimately, it is rewarding for the teacher to see active participation from learners in well-prepared lessons that incorporate visual aids.
Data collected from the class observation
Class observations aim to explore the effectiveness of visual aids in teaching and learning grammar The researcher seeks to identify the most effective visual aids for each specific grammar point through these observations.
In class 6C, the researcher observed that the teacher's flexibility in utilizing various teaching aids was crucial for effective learning Selecting appropriate visual aids tailored to each lesson enhanced student engagement The teacher's thorough preparation and understanding of her students contributed to a dynamic classroom environment However, active participation was primarily seen among a few learners, while others remained hesitant due to fear of making mistakes To encourage involvement, the teacher prompted quieter students to repeat their peers’ responses, which helped maintain their focus on the lesson The researcher highly appreciated the teacher's experience and strategies in fostering a supportive learning atmosphere.
In class 6B, the teacher failed to effectively utilize time, leading to a decline in student curiosity about the lesson content Many students engaged in off-topic conversations, while others anxiously awaited their turn to participate The use of flashcards was improper, and although the teacher covered the necessary material, the overall learning environment was dull The researcher observed that the lesson plan lacked proper preparation, and while visual aids and games initially captured students' attention, they ultimately proved unsuitable for maintaining engagement.
Teachers' benefits when using visual aids
The researcher aimed to explore the benefits of visual aids for teachers, but first highlighted the advantages observed by learners in an experimental study Question 7, which presented six options, was posed to assess the learners’ benefits from using visual aids The findings are detailed in Table 15.
A Feel the grammar periods more interesting 17
B Grasp the lessons more quickly and remember them for a long time 16
While the statistics may seem modest, the key takeaway is that her learners show a greater interest in grammar lessons, leading to improved comprehension and long-term retention of the material Increasing the frequency of these lessons could further enhance their learning experience.
It is time to discuss why teachers apply visual aids to teaching grammar
A Creating interesting and joyful learning environment 10 100%
B Making it easy for learners to memorize the lessons 8 80%
C Contributing to the context that the language is being used 4 40%
Table 14 Reasons why teachers use visual aids when teaching
All teachers at BLS agree that using visual aids is crucial for fostering an engaging and enjoyable learning environment To combat the often monotonous atmosphere found in English classrooms, particularly during grammar lessons, it is essential for educators to implement vibrant visual aids such as realia, posters, pictures, and flashcards These colorful resources effectively capture students' attention and enhance their learning experience.
Visual aids significantly enhance learners' ability to memorize lessons, with 80% of teachers citing this as a key reason for their use By incorporating visual aids in English grammar instruction, students are better able to retain rules over time Additionally, teachers can effectively use these aids to review previous lessons and seamlessly transition into new material when relevant.
Many teachers believe that using visual aids enhances language learning, making lessons more effective This approach helps students understand the material more clearly and easily To further support language use, it is essential to design engaging classroom activities that encourage collaboration through pair and group work.
Forty percent of teachers identified that "contributing to the context in which the language is used" is a key reason for incorporating visual aids in their lessons Visual aids simplify and clarify the concepts being taught, allowing educators to explain and symbolize language items effectively while minimizing reliance on Vietnamese explanations This approach encourages learners to concentrate on the lesson and express their ideas in their own words when necessary Consequently, teachers recognize the importance of visual aids in enhancing English teaching and learning.
To enhance the effectiveness of visual aids in grammar classes at BLS, teachers advocate for the provision of improved visual resources to minimize both costs and preparation time Additionally, they express a willingness to participate in pedagogical courses to further their professional development.
Summary
Many teachers reported encountering various challenges in teaching grammar and effectively utilizing visual aids Despite these obstacles, they consistently strive to find solutions and improve their teaching methods.
They also agreed that good preparation with suitable visual aids in teaching grammar would enhance learners’ language, help learners memorize the lessons and create interesting learning environment.