The aim of the study and research questions
This research aims to explore the use of animated cartoons as a tool for teaching English at Dong Hoa Primary School, focusing on the attitudes of third-grade students towards learning the language through this engaging medium.
To fulfill the aim of the study, the following questions are raised:
1 Is the employment of animated cartoons to teach English to the third grader students at Dong Hoa Primary School effective?
2 What are the attitudes of Dong Hoa third-grade students towards studying English by using animated cartoons?
The significance of the study
This study aims to support both teachers and students by introducing a cartoon-based approach to teaching English to young learners It offers educators a fresh medium and innovative teaching methods for primary school English instruction, along with effective techniques for utilizing animated cartoons in the classroom.
This study provides students with an engaging learning model that not only makes lessons enjoyable but also actively involves them in the educational process By participating in this approach, students can enhance their English proficiency effectively.
Scope of the study
This study focuses on the use of animated cartoons as a technique for teaching English to third graders at Dong Hoa Primary School, aiming to evaluate its effectiveness While music is referenced in the title, it is not intended to imply the use of songs for instruction; instead, it serves as background music during the animated cartoon activities.
Method of the study
This action research study follows the procedures outlined by McNiff (1992) and consists of four stages The first stage, planning, involves identifying problems and implementing animated cartoons to enhance English teaching for third-grade students The researcher searches for suitable animated cartoons online, redesigns them to align with textbook content, creates lesson plans, and develops questionnaires to gauge student responses In the second stage, acting, the author delivers three lessons utilizing the animated cartoons as planned The third stage, observing, focuses on identifying and analyzing the data collected during the lessons Finally, the fourth stage, reflecting, presents the findings of the research Both qualitative and quantitative methods are employed to analyze the data throughout the study.
Design of the study
The thesis will be organized in three parts as follows:
Part A is the Introduction which presents the rationale, the aim and the research questions, the significance, the scope, the method and the design of the study
Part B is the Development which consists of three chapters Chapter 1 is the Literature Review which offers the theoretical background to the study
Chapter 2 is the focus of the study which reports the context of teaching English at Dong Hoa Primary School, identifies the problems and conducts the action
Chapter 3 is concerned with data analysis and findings It provides an analysis of the data and the interpretation of the results
In the conclusion, Part C encapsulates the key findings of the study, offering valuable recommendations for textbook authors and primary English educators It also addresses the limitations of the research conducted and proposes avenues for future exploration in the field.
The References is the last `part of the thesis, followed by the Appendices.
LITERATURE REVIEW 1.1 Introduction
Teaching English to young learners
This section explores the possible views on definition and characteristics of young learners in addition to a literature review relating teaching English to young learners
The definition of young learners varies among authors, but generally refers to children aged between five and twelve years McKay (2006) classifies elementary school students within this age range as young language learners who are acquiring a foreign or second language during their initial six or seven years of formal education Similarly, Phillips (1993) describes young learners as those from the first year of formal schooling, typically starting at ages 5 or 6 and extending to 11 or 12 years old Cameron (2001) also aligns with this perspective, defining young children within the same age bracket.
Young learners in Vietnam, typically aged 6 to 10, are primary school students studying English as a foreign language for one to four years.
Young learners possess unique characteristics that set them apart from adult learners, particularly in their thinking, attitudes, and aptitudes These traits significantly influence their language learning processes and, consequently, the methods of teaching employed Teachers must recognize and understand these characteristics to enhance the quality of both teaching and learning According to Scott and Ytreberg (1999), one fundamental trait of young language learners is their occasional difficulty in distinguishing between the real world and the imaginary world.
Individuals thrive in social environments, preferring to work or play alongside others rather than in solitude They often utilize language skills instinctively, even before fully recognizing them Enjoyment is crucial for effective learning, as they are more engaged when having fun Their learning process heavily relies on mimicry, incorporating gestures and body movements, highlighting the significance of the physical world in their development.
They have a very short attention and concentration span (g) They do not always understand the world of adults (h) Young children are motivated when they are praised
Young learners possess unique characteristics that influence their learning process They respond to meaning even without fully understanding the words and often learn indirectly rather than directly Their comprehension is enhanced through visual, auditory, and tactile experiences Additionally, they exhibit a natural enthusiasm for learning and curiosity about their surroundings Individual attention and approval from teachers are essential for their motivation They enjoy discussing their own lives and benefit from lessons that incorporate personal relevance However, young learners have a limited attention span and require highly engaging activities to maintain their focus, typically losing interest after about ten minutes.
Based on different views on the nature of children stated above, the main characteristics of young learners can be summarized as follows:
1 They understand situations more quickly than they understand the language used
2 They use language skills long before they are aware of them
3 Their own understanding comes through hands, eyes and ears
4 They can generally imitate the sounds they hear quite accurately and copy the way adults speak
5 They have a very short attention and concentration span
6 They are often happy playing and working alone but in company of others
7 Children love to play and learn best when they are enjoying themselves
8 Children are enthusiastic and positive about learning
9 They are comfortable with routines and enjoy repetition
10 They are very active and curious
11 They respond well to praise and rewards
Understanding the characteristics, instincts, and interests of young learners is crucial for effective English teaching in primary schools By recognizing these traits, teachers can design engaging lessons that ensure full participation in the learning process, ultimately leading to more successful educational outcomes.
1.2.3 Teaching English as foreign language to young learners
Teaching English to young learners presents both challenges and rewards for educators While teachers must constantly seek innovative methods to engage students, they also experience the joy of viewing the world through a child's perspective Young learners typically find these lessons enjoyable, actively participating by communicating their ideas, playing games, and storytelling to enhance their English skills Mastering a foreign language involves not only speaking but also speaking correctly Therefore, teachers should employ suitable media and techniques tailored to their students' abilities According to Cameron (2001), effective teachers of young learners must understand how children think and learn, possess strong spoken English skills for conducting lessons, identify children's interests to enhance language teaching, and be prepared to teach initial literacy in English.
Teaching young learners differs significantly from teaching adults, as children are more enthusiastic and eager to please their teachers They may engage in activities without fully understanding them, but they tend to lose interest quickly and require guidance To enhance English learning, it's essential to make the process enjoyable and fun, encourage a comfortable environment where mistakes are accepted, and utilize gestures, actions, and visuals for clarity Engaging students in conversation about familiar topics, incorporating games, songs, rhymes, and storytelling with expressive elements can also be beneficial Additionally, it's important to allow the use of their mother tongue and to plan lessons with a variety of activities that include both quiet and active components.
Phillips (1993:3), on the other hand, provides the following suggestions for teachers to keep in mind when teaching young learners:
1 The activities should be simple enough for the children so that they understand what to do and what is expected of them
2 The tasks should be amusing and within children‟s abilities, so that the learners can easily reach their goals
3 The task should be stimulating and motivating for learners to feel satisfied with their work
4 Written activities should be used only in a small amount In the sixth or seventh year of age the children are not yet so good at writing in their native language
5 Mostly the speaking activities should prevail – indeed, with very young children listening activities will take up a large proportion of class time
Engaging activities such as singing, role-playing, acting, storytelling, coloring, and sticking are highly effective in teaching language to young learners, as they enhance communication skills and promote an effective learning process.
Instructional media
The term "media," derived from the Latin word "medium," signifies anything that conveys information between a source and a receiver, such as a teacher and a student Instructional media serve to facilitate communication and enhance learning, as defined by Heinech et al (1993) Gerlach and Ely (1980) describe a medium as any person, material, or event that creates an environment conducive to acquiring knowledge, skills, and attitudes According to Theo Van Els et al (1984), media encompass all aids utilized by educators and learners to achieve specific educational goals Arsyad (2003) further elaborates that media include graphic, photographic, or electronic instruments for processing and presenting visual or verbal information, ultimately serving as tools to effectively convey subject material.
In summary, media encompass a range of materials and tools that facilitate effective communication, playing a crucial role in the instructional planning process Various types of instructional media engage different senses, making them essential for enhancing the teaching and learning experience, ultimately leading to more meaningful educational outcomes.
Instructional media can be categorized into three types: audio, visual, and audio-visual Audio media are designed for listening, while visual media are intended for viewing Audio-visual media engage both sight and hearing (Kasbolah, 1993) Examples of visual media include blackboards, textbooks, charts, and flashcards, while audio aids consist of record players and tape recorders Audio-visual media encompass films and television (Finocchiaro, 1973) Romiszowski (1988) describes instructional media as both hardware, such as projectors and radios, and software, including transparencies and models Nuhung Ruis et al (2009) emphasize that instructional media consists of all materials and methods an instructor uses to enhance learning, ranging from traditional tools like chalkboards to modern technologies like computers and the Internet.
From the classification, it is clear that animated cartoons fall under audio- visual aids and belong to traditional software instructional media.
Animated cartoons
An animated cartoon is defined as a film created by photographing a sequence of progressively changing drawings, which, when projected quickly, create the illusion of movement (Oxford Advanced Learner's Dictionary, 2005) This definition highlights the fundamental nature of animated cartoons and their reliance on a series of images to convey motion.
“cartoon” and “animation” are synonyms referring to a kind of film or movie made by creating moving effect for a series of pictures or drawings
According to Titi (2007), a cartoon movie consists of a sequence of moving images or diagrams displayed in succession Pande (2008) adds that cartoon movies serve as exaggerated, amusing illustrations that critique individuals or events through animated caricatures Ultimately, a cartoon movie is a unique art form that presents humor through vibrant, exaggerated animations.
An animated cartoon is defined as a short film featuring a sequence of moving colored images and text accompanied by sound, typically lasting no longer than 10 minutes Similar to traditional movies, animated cartoons utilize visual storytelling to engage audiences.
1.4.2 Advantages of using animated cartoons in ELT
Videos, especially cartoons, are effective teaching tools in EFL classes due to their engaging visual elements that capture students' attention Cartoons not only introduce humor to lessons but also present concepts in a memorable manner Numerous writers highlight the advantages of using animations in education, emphasizing their role in enhancing learning experiences.
Research by Wilberschied and Berman (2004) indicates that students exposed to authentic images from videos and cartoons show improved listening comprehension Similarly, Waters and John (2007) highlight that animation films enhance students' listening, speaking, and reading skills This approach immerses learners in an environment rich with native speakers, real texts, and numerous real-life images By utilizing animation films, teachers can introduce new vocabulary through the use of objects, pictures, and events, enabling students to connect language to the real world and effectively acquire new terms.
2 Make learning faster and save time and effort:
Hegarty and Sims (1994) suggest that animation can enhance students' learning speed and ease, serving as a valuable tool for teachers tackling challenging subjects Additionally, Stephenson (1994:179) argues that animation systems can reduce learning time by an average of 33% while improving educational quality compared to traditional methods Lin, Chen, and Dwyer (2006:203) further confirm that computer-generated animations are more effective than static visuals in helping students retain complex knowledge acquired through instruction.
All students, regardless of their preferred learning modality, benefit from video-based instruction, which utilizes both aural and visual sensory channels to convey information This multimedia approach incorporates various presentation modes, such as verbal and pictorial elements, allowing for simultaneous learning experiences By providing multiple entry points into the content, video enhances comprehension, offering a more comprehensive and realistic representation of language than other teaching mediums Research indicates that learners achieve a deeper understanding when they connect words with images, rather than relying on words or images alone.
Incorporating video materials in English Language Teaching significantly enhances student motivation by providing them with valuable skills According to Harmer (2001:282), films allow students to both hear and see the language in action, leading to increased interest, especially when paired with engaging tasks William and Fisher (2001:324) highlight that students find animated educational content more satisfying and engaging compared to traditional methods Additionally, Stempleski and Tomalin (1990:3) note that children’s interest is heightened when they experience language in a dynamic manner through video.
Animations enhance the learning experience by minimizing unnecessary time and effort, making education more practical and task-oriented They create an interactive environment that benefits visually inclined students, aiding in better understanding and retention of material Research shows that students grasp concepts more effectively through multimedia explanations, particularly when animations are involved Furthermore, animations boost learner motivation and contribute to the development of language skills.
1.4.3 Criteria for selecting animated cartoons for teaching
Animated cartoons enhance teaching and learning by helping to achieve lesson objectives, but their effectiveness relies on the careful selection of appropriate content Teachers must thoughtfully choose animated cartoons rather than selecting them at random, as this is a crucial part of their responsibilities According to Susan Stempleski and Barry Tomalin in "Video in Action," animated cartoons should be selected for instructional purposes based on specific criteria to maximize their educational value.
Students often perceive video as entertainment rather than educational material, likening it to television Consequently, if a video segment is perceived as uninteresting, they are unlikely to engage with it or learn from it Therefore, any video selected for classroom use must be inherently captivating and should convey a complete unit of meaning, irrespective of its surrounding context.
When incorporating video into classroom activities, it's essential to keep the length concise; ideally, videos should be under five minutes to fit within a one-hour class period Many educators recommend that even two minutes of video can effectively enhance teaching during this time (Tomalin, 1986:14).
Flexibility Most sequence should be suitable for several of activity categories described in the book
When creating educational content, it is essential to ensure that it is relevant to the textbook and appropriate for young learners Additionally, aligning the linguistic elements of the content with those found in the course book enhances the overall learning experience.
When utilizing video as a teaching tool for language, it's crucial to focus on the linguistic elements, such as grammatical structures, language functions, and colloquial expressions depicted in the content If the goal is to teach specific language from the video, selecting scenes that contain relevant functions and structures is essential Conversely, if the objective is to encourage discussion or develop other skills among students, the presence of particular language items becomes less significant.
Language level The language level of the video should be appropriate for the level of the class without the teacher having to explain too much
1.4.4 Techniques for utilizing animated cartoons in classroom
To achieve effective language learning through animated cartoons, both teachers and learners should implement specific techniques According to Susan Stempleski, Barry Tomalin, and Lonergan (1984), these essential strategies can help less-experienced educators quickly adapt and utilize cartoon clips effectively in the classroom.
Previous studies related to TEFL to young learners
Numerous studies have explored English language teaching methodologies in Vietnam; however, there is a notable lack of research focused on methods and techniques specifically for young learners Recent investigations have examined various techniques for teaching English in primary schools, including the use of drawings, chants, songs, games, pictures, stories, and VCDs Nevertheless, none have addressed the potential of animated cartoons as a tool for teaching English The following summary highlights some of these studies.
Nguyễn Trần Vân Trang (2008) explored the use of Video Compact Discs (VCD) as a tool to enhance young learners' engagement and time on task in the classroom The study found that VCDs improve lesson comprehension, increase student participation, and make learning more enjoyable However, it lacked specific techniques for integrating VCDs into classroom activities In contrast, Phạm Thị Thu Trang (2012) focused on using storytelling to teach vocabulary to fifth graders, examining effective methods for incorporating stories into vocabulary instruction and assessing their impact on student motivation at Dinh Tien Hoang Primary School.
In her 2013 research, Vũ Thị Thanh Tâm explored the effectiveness of using stories and dramas to teach English to third-grade students at Quan Tru Primary School The study equipped primary teachers with techniques to enhance students' speaking and listening skills through engaging narratives While the findings demonstrated that storytelling and drama can motivate students and improve their language abilities, a notable limitation was that the stories employed were not aligned with the textbook content.
Conclusion
This chapter reviews the literature on defining and characterizing the teaching of English to young learners, supporting the current study's focus on the effectiveness of animations in teaching English to third graders It outlines essential information about the study's main variable, animations, highlighting their numerous advantages as a high-quality technique for language instruction Additionally, the chapter discusses previous research on the methodologies of English Language Teaching (ELT) in primary schools.
THE STUDY 2.1 Introduction
The context of teaching English at Dong Hoa Primary School
Dong Hoa Primary School, located in Dong Hoa Ward of Kien An District, Hai Phong, is a public institution situated in a densely populated semi-rural area The school is continuously evolving, evidenced by its extensive facilities, which include 17 classrooms, a computer room, and a well-equipped language laboratory featuring a projector, computers, and a loudspeaker The school's facilities are well-maintained, fostering a sense of ownership among students and teachers when utilizing them.
The book "Let's Learn English" is designed for teaching English and features twelve units organized into four key themes Each theme includes three units and a self-check The first theme, "You and Me," covers units like Hello, Thank You, and Our Names The second theme, "My School," consists of My Friends, My School, and My Classroom The third theme, "My Family," includes Family Members, Ages, and My House Finally, the fourth theme, "The World Around Us," comprises units on The Weather, Our Pets, and Our Toys.
The units are divided into two sections: Section A and Section B Section A primarily features activities such as "Look, listen and repeat," "Look and say," "Let's talk," "Listen and number/check," "Say it right," and "Let's write."
(7) Let‟s play /read aloud The elements of Section B is mainly designed as (1) Listen and repeat, (2) Let‟s talk, (3) Listen and number, (4) Read and match, (5)
The article is structured into sections that include "Let’s write," "Let’s play," and "Let’s sing," each taught over two periods The first period focuses on the initial three components of each section, while the second period addresses the remaining parts.
In Section A, the phrases "look, listen and repeat" and in Section B, "listen and repeat" are introduced to prepare students with essential vocabulary and modal sentences for subsequent activities, establishing the context for the target language This section typically features a dialogue among two or three students Each unit presents four language skills in diverse forms, culminating in a Summary section at the end of the unit designed to reinforce the concepts covered throughout.
The book "Let’s Learn English 1," authored by Nguyen Quoc Tuan and Wong Lei Lin, is published by the Vietnam Education Publishing House and is widely utilized in public primary schools It includes a comprehensive package featuring a teacher’s book, an audio CD, and a teaching and learning pack, specifically designed for third-grade students The authors emphasize that the book's design considers the students' age, interests, and knowledge, employing a communicative and learner-centered approach The textbook's activities are inherently communicative, fostering student engagement and creativity.
Identifying the problem
At the beginning of the school year, third grade students display great enthusiasm for learning English, eagerly participating in textbook tasks and activities However, this interest tends to wane after just a few units, leading to decreased engagement in lessons Students often prefer chatting with friends or focusing on other subjects, appearing bored and unmotivated Instead of engaging with the textbook, they gravitate towards comic books and magazines during class This shift raises concerns for teachers about how to rekindle students' interest and motivation in learning English.
To address these issues, it's essential to identify their root causes In my observations during the teaching process, I have found that the primary source of these challenges stems from the teaching material, specifically the textbook "Let's Learn English 1."
Learn English 1” is not quite suitable to primary students because it has the following limitations:
The design and appearance of a textbook play a crucial role in engaging young learners, as an attractive and colorful presentation is essential for effective language acquisition Illustrations are particularly important in EFL textbooks, as they can significantly capture students' attention and stimulate their curiosity (Sheldon, 1988) Unfortunately, "Let’s Learn English 1" fails to meet these standards, featuring poor-quality illustrations that lack vibrancy and variety The book predominantly uses simple, repetitive colorful pictures, neglecting a diverse mix of visuals such as drawings, black-and-white photos, and cartoons, which are vital for maintaining student interest and enjoyment in the learning process.
The "English 1" textbook lacks animated visuals and fails to contextualize dialogue, resulting in a monotonous learning experience as each unit's design and activities are strikingly similar This repetition can lead to boredom, particularly for new teachers who depend heavily on the textbook for lesson planning Additionally, the quality of supplemental materials, such as the audio CD and teaching pack, is subpar, with unengaging flashcards that do not capture children's interest Furthermore, the absence of VCDs and other supportive teaching resources exacerbates these issues.
“Let‟s Learn English Book 1” is not quite suitable to primary students at beginner level, corresponding to Level A1 of the Common European Framework as the National Foreign Language 2020 Project.
Planning
In my quest to enhance student motivation and engagement, I identified animated cartoons as an effective teaching medium for English language instruction among primary school children Recognizing that kids, including my own son and niece, are captivated by cartoons to the point of distraction, I initiated an action research project at Dong Hoa Primary School to assess the impact of animated cartoons on third graders' learning During the planning phase, I will search for suitable animated content online, ensuring it aligns with the textbook material, and develop lesson plans that incorporate these animations based on established criteria.
Acting
I implement cartoon clips to teach three lessons from "Let's Learn English Book 1," following Tomalin's three-stage lesson plan, which includes the Comprehension stage, Language Study stage, and Extension and Transfer stage To assess students' attitudes towards this teaching technique, I distribute a questionnaire after each lesson The detailed presentations of the lessons can be found in Appendix (1).
This chapter outlines the context of English teaching at Dong Hoa Primary School and identifies challenges encountered during the process It details three lesson plans that utilize animated cartoons as a teaching medium While these lessons are limited in number, they provide initial insights into the effectiveness of this approach The effectiveness of using cartoons in teaching English largely hinges on the perspectives of both teachers and students Chapter III will address whether cartoons are an effective technique for teaching English to primary students.
Conclusion
This chapter focuses on the identification and analysis of data gathered from student questionnaires, reflecting on the findings derived from this analysis The questionnaires, designed in open-question format, were written in Vietnamese for clarity and later translated into English with the assistance of my supervisor A total of three questionnaires were created, each containing three questions, with the complete list available in Appendix (2).
To gather data on student responses following the implementation of animation clips in lessons, questionnaires were distributed to all 39 students, with a full return rate Students were instructed to simply tick their answers, allowing for straightforward data collection The responses were analyzed by calculating the frequency of each answer, dividing the number of selections by the total number of students, and multiplying by 100% to determine percentages The results are presented in both tabular and non-tabular formats, with key findings summarized at the end of the chapter based on the analysis of the questionnaires.
Following the presentation of each lesson featuring a cartoon clip, the author administered a questionnaire to gauge students' interest and opinions regarding this teaching method, the classroom atmosphere, and the frequent use of animated cartoons The students' responses to the questionnaire are detailed below.
The first question asks whether students like the cartoon clip given in the lesson or not The result is shown in the following chart:
Chart 1 Students’ attitude to the animated cartoon clip used in the lesson
DATA ANALYSIS AND FINDINGS 3.1 Introduction
Analysis of questionnaire 1
The first question asks whether students like the cartoon clip given in the lesson or not The result is shown in the following chart:
Chart 1 Students’ attitude to the animated cartoon clip used in the lesson
The chart indicates that 32 (82.05%) students felt that the clip very interesting,
A total of 6 students (15.38%) found the clip interesting, while 1 student (2.56%) expressed dislike, citing already having the VCD at home This response highlights children's psychology and their desire for novelty and entertainment Primary school children, in particular, are drawn to cartoon movies due to their humorous and fantastical characters and storylines.
Question 2 asks about the student‟s opinion on the lesson using the cartoon clip Their response is presented in the chart below:
Chart 2 Student’s reaction to the classrom atmosphere in English lesson using the animated cartoon
Chart 2 shows all students (100%) gave positive answers; they all agreed that English lesson was enjoyable None of them found the English lesson tedious This proves that using the animated cartoon clip could make the lesson more interesting and could create exciting atmosphere in the classroom
Question number 3 asks about students‟ attitude toward learning English by cartoons On this question, students gave varied responses as could be seen on the following chart:
Chart 3 Students’ response to studying English by the animated cartoon
The chart reveals that 95% of students (37 students) expressed interest in learning English through a cartoon clip, highlighting the motivational power of animated content in education Young learners tend to engage more effectively when the learning process feels enjoyable and less formal, supporting Tomalin's (1990) assertion about the benefits of incorporating fun elements into learning.
“students don‟t think of video as teaching material They think of it as television” However, there are 2 (5%) students who did not find learning English by the cartoon interesting.
Analysis of questionnaire 2
In the second questionnaire, question number 1 inquired about students' perceptions of learning English, with the majority indicating that they find it challenging They specifically noted difficulties in remembering the pronunciation and spelling of new words, as well as recalling model sentences and their corresponding responses The detailed responses from students are summarized in the accompanying table.
Vietnamese and Maths, how do you think about studying English?
Please choose the aspects that are difficult for you to learn
A significant majority of students, 90% (35 out of 39), reported that learning English was challenging, with 92.3% (36 students) finding it difficult to acquire new vocabulary Additionally, 90% (35 students) struggled with memorizing sentence patterns Many students expressed difficulty in reading dialogues fluently and acting them out, even when the dialogues were brief Despite these challenges, nearly all students agreed that animated cartoons could facilitate and accelerate the learning process, as indicated in Table 2, which presents their feedback on this teaching method.
The teaching and learning activities using the animated cartoon more help you in understanging the dialogue?
Do you find it quicker to remember a sentence pattern and meaning of a new word when I showed you the animated cartoon?
A study involving 39 students revealed that 100% felt they understood dialogues better after watching animated cartoons While many found English vocabulary and sentence structures challenging to remember, this method significantly motivated them to learn and eased their difficulties Notably, 90% of students reported they could quickly memorize model sentences through this approach, although 10% indicated that it did not help them with the complexities of English sentence patterns.
Question number 3 is concerned with whether students liked the cartoon characters or not The results can be presented in the following table:
Do you like acting out the dialogue as it was in the animated cartoon clip?
Which one do you like, the characters in the animated cartoon clip or in your textbook?
According to Table 3, 90% of students (35 out of 39) expressed a preference for participating in role-play activities based on a cartoon clip, while only 10% (4 students) did not enjoy this form of engagement The questionnaire results indicated that 36 students preferred the cartoon characters over those in their textbooks, citing the humor and fantastical nature of the cartoon characters as key reasons for their enjoyment Unlike the static illustrations in textbooks, the animated characters can move and speak like humans, enhancing the overall experience.
Analysis of questionnaire 3
Question number 1 in the third questionnaire explores the students‟ opinion toward cartoon-based lessons and traditional lessons The chart below will present the result:
Chart 4 Students’ opinion on the cartoon-based lessons and the traditional lessons
All students (100%) reported that the cartoon-based lesson was more enjoyable than traditional methods, indicating a positive attitude towards the use of cartoons in the classroom However, while the majority of students favored incorporating cartoons into their lessons, their responses to the second question revealed varying opinions.
3 make the author confused The results of students‟ responses are presented in the following table:
Question 2: Do you want your teacher to use the animated cartoons in the English lesson?
Question 3: How do you feel if the teacher uses the animated cartoon in every English lesson?
Table 4 indicates that a significant majority of students, approximately 97% (38 students), expressed a preference for the inclusion of animated cartoons in English lessons, while only 2.56% (1 student) opposed this method Furthermore, 95% (37 students) stated that they would not find the lessons boring if cartoons were used regularly However, it is essential for the teacher to carefully consider the frequency and content of the animated cartoons to avoid overuse and ensure that students remain engaged and interested in the lessons.
Findings
From the questionnaires, the following findings are found:
Most students exhibit favorable attitudes toward using animated cartoons in English instruction, showing a keen interest in their application during lessons These animated resources significantly enhance students' motivation to learn the English language.
Utilizing animated cartoons in English lessons can significantly enhance student engagement and streamline the learning process By simplifying vocabulary and sentence structures, these visual aids facilitate a better understanding of dialogues and new words This approach effectively addresses the research question regarding the effectiveness of animated cartoons in teaching English to third-grade students at Dong Hoa Primary School.
(3) The animated cartoons cannot give students activities that are necessary to practice in the English lesson so the cartoons cannot be separated from the textbook
While students initially enjoy learning through animated cartoons, excessive use can lead to boredom To maintain engagement, teachers should integrate cartoons with various media when teaching English to young learners It's essential for educators to be adaptable in selecting and varying their teaching methods to prevent monotony Cartoons serve as just one of many alternative media options that can enhance the learning experience.
Research shows that when students build a closer relationship with their teacher, it positively impacts their motivation to learn English To foster this environment, primary English teachers should be approachable, patient, and fair Additionally, introducing new learning media can enhance students' enjoyment of the language, making the learning experience more engaging than traditional classroom methods.
This thesis addresses the challenges of teaching English at Dong Hoa Primary School, highlighting that the primary issues stem from the limitations of the current textbook.
Let‟s Learn English Most of primary students feel the use of animated cartoons in
English lessons can be engaging and effective, yet they are often overlooked in supplementary teaching aids for textbooks Many primary teachers continue to rely on traditional teaching methods that fail to capture students' interest This study aims to address three key questions regarding this issue.
1 Is the employment of animated cartoons to teach English to the third grader students at Dong Hoa Primary School effective?
2 What are the attitudes of Dong Hoa third-grade students towards studying English by using animated cartoons?
The author employed multiple data collection techniques, including document analysis, lesson plans, and questionnaires administered to 39 students The study's findings indicate that utilizing animated cartoons is an effective method for teaching English to young learners.
Recommendations
To enhance the quality of textbook writing and improve teaching effectiveness, it is recommended that textbook writers focus on incorporating engaging content and clear explanations, while also ensuring alignment with educational standards.
Textbook writers should enhance teacher resources by providing a VCD with educational cartoon movies and recommending websites where primary teachers can access supplemental teaching materials, alongside traditional audio and visual aids like CDs, pictures, flashcards, and puppets.
Textbook authors must include strategies for teaching English to young learners through animated cartoons in the Teacher’s Book Additionally, organizing seminars to demonstrate effective application of these resources will greatly benefit primary teachers.
Using cartoons as a teaching tool is highly effective for English language instruction Primary teachers should be well-versed in techniques for incorporating animated cartoons into their teaching methods, making them an essential part of their educational resources.
Primary English teachers must be adaptable and proactive in choosing and adjusting teaching methods and techniques that align with the language being taught This flexibility is essential to foster an engaging and lively classroom environment that motivates students to learn.
(3) The primary teachers should be more friendly, patient and tolerant to the students so that they are not demotivated by their teachers.
Limitations and suggestion for further study
This study acknowledges limitations due to time constraints and the researcher’s limited knowledge, particularly regarding the small sample size of students surveyed, which may affect the representativeness of the findings It focuses exclusively on the use of animated cartoons to teach English to third graders at Dong Hoa Primary School and its impact on student motivation Future research is recommended to include a broader range of students from the school and to explore the effects of animated cartoons on enhancing English proficiency among students.
This research investigates the effectiveness of using animated cartoons to teach English to third graders at Dong Hoa Primary School The findings indicate that animated cartoons enhance student engagement and enjoyment in learning activities compared to other media The analysis of questionnaires supports the conclusion that incorporating animated cartoons into English instruction is beneficial for young learners.
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16 McNiff, J (1992) Action Research: Principles and Practice London:
17 Nguyễn Trần Vân Trang (2008) A Study on Using VCD as a Stimulating Factor to Increase the Young Learners‟ Time on Task M.A thesis Vietnam:
18 Nuhung Ruis, Muhyidin and Tri waluyo (2009) Instructional Media – MGMP Jakarta: Center for Development and Empowerment of Teachers and
19 Oxford Advanced Learner Dictionary (2005) Oxford: Oxford University Press
20 Pande, R (1997) Nepalase Cartoons: Himalayan Humour Nepal: Ratna Pustaka Bandar Publisher
21 Phạm Thị Thu Trang (2012) A Study on Using Storytelling to Teach Vocabulary to Primary Children M.A thesis Vietnam: Vietnam National
22 Philips, S (1993) Young Learners Oxford: Oxford University Press
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Improved Classroom Teaching and for Interactional Individualized Instruction (2nd ed.) London: Wiley
24 Scott, W.A & Ytreberg, L.H (1999) Teaching English to Children London: Longman
25 Sheldon, L E (1988) Evaluating ELT textbooks and Material ELT Journal,
Vol 42/4 Oxford: Oxford University Press
26 Stephenson, S (1994) The Use of Small Groups in Computer-Based Training: A Review of Recent Literature Computers in Human Behavior, Volume 10, Issue 3, Pages 243–259
27 Stephenson, S & Tomalin, B (1990) Video in Action – Recipes for Using Video in Language Teaching Cambridge: Cambridge University Press
28 Theo Van Els, et al (1984) Applied Linguistics and the Learning and Teaching of Foreign Languages New York: Chapman and Hall, Inc
29 Titi Pujiasih (2007) Teaching Names of Object Using a Cartoon Movie Entitled “Dora the Explorer” For Six grade Students of Elementary School
M.A Thesis Indonesia: State University of Semarang
30 Tomalin, B (1986) Video, TV and radio in the English Class London:
31 Vũ Thị Thanh Tâm (2013) A Study on Using Stories and Drama in Teaching
English to Primary Students at Quan Tru Primary School M.A thesis
Vietnam: Vietnam National University, Hanoi
32 Waters, & John, K (2007) The Number of Immigrant Student in US Schools
Over the past 15 years, the demand for ESL programs has more than doubled, prompting teachers to integrate advanced computer technology that translates across all dialects This innovation is transforming language education and enhancing communication in diverse classrooms.
33 Wilberschied, L and Berman, P M (2004) Effect of Using Photos from
Authentic Video as Advance Organizers on Listening Comprehension in an FLES Chinese Class Foreign Language Annals, Volume 37, Issue 4, Pages 521–672
34 William, A & Fisher (2002) Towards an Internet – Driven, Theoretically Based Innovative Approach to Sex Education The Journal of Sex Education
APPENDICES Apeendix (1): Sample lesson plans
I Lesson plan: Unit Seven: Family Members – Section B: 1, 2, 3
By the end of this lesson, students will be able to effectively ask and answer questions regarding the name of the third-person singular This skill is essential for enhancing their understanding of language structure and improving their communication abilities.
- Language skill: speaking and listening
- Key language: What‟s his name? His name‟s Tony
What‟s her name? _ Her name‟s May
* Teaching aids: projector, computer, loudspeaker
* Materials: Students‟ book, characters‟ pictures, worksheets, cartoon clip
- T has students listen and sing along a song “What‟s your name?”
- T asks some students question “what‟s your name?”
- T sets up the situation: T explains that students will see a cartoon clip about a dinosaur and his friends
The teacher initiates an engaging viewing activity by providing students with a list of words, which is also displayed on the board After ensuring that students comprehend each term, the teacher plays a cartoon clip twice Following the viewing, students are tasked with circling the words they recognize from the clip, reinforcing their listening and comprehension skills.
Which one did you see or hear?
- T plays the clip with sound on vision off right through once: students hear and must select words they hear from the clip
- T plays the clip with sound on vision on right through once: while students watch, or just after they have watched, they circle the words they saw from the clip
- After watching the clip, students check their answers with T
- T plays the clip again and pauses at the target language which are taught in the lesson
- T has students repeat the target language from chorally to individually
- After the video is played, T elicits from students the language taught by asking them to retell the sentences
- T writes up complete sentences on the board and has students repeat chorally T instructs students to say the sentences naturally and say with right stress and intonation
1 What‟s her name? Her name‟s Jenny
2 What‟s his name? His name‟s Tony
- Consolidate the language taught through the clip: T plays the clip again and encourages students to respond either aloud or mouthing the response quietly
In a language exercise from the textbook, the teacher provides each group with pictures of six students found on page 71, along with additional images Students work in pairs to practice asking each other for the names of the individuals depicted in the pictures.
- T calls students to present at front of the class
- T lets students ask and answer names of friends in their groups
- T observes and helps students if they face any problems
* Stage 3: Extension and transfer: Acting out the dialogue
The teacher provides each group with a video transcript that contains missing words After playing the clip, students fill in the blanks and are given time to practice the dialogue Finally, the teacher collects the transcripts and has students practice in pairs.
- T goes round each group, helps them prepare the role and helps with language if they forget
- When the groups are ready, T asks them to act out the dialogue During the acting out, T listens and take notes
- T praises their work and gives some immediate feedback on their work
- After students‟ presentation, T has students listen to the song on the clip then sing along sentence by sentence
GoGo: Hello, Tony Hello, Jenny
Tony: How are you, GoGo?
Tony: Oh, Gogo His name‟s Peter
Gogo: Peter, his name‟s Peter
Gogo: May, her name‟s May His name‟s Peter Her name‟s May
Tony and Jenny clap the hands
Tony and Jenny clap the hands
II Lesson plan: Unit Eight: Ages – Section A: 1, 2, 3
By the end of this lesson, students will be able to confidently count from one to ten in English and engage in conversations by asking and answering questions about the ages of the people they are speaking with.
- Language skill: speaking and listening
* Key language : numbers from one to ten;
How old are you? _ I‟m ten
* Teaching aids: projector, computer, and speaker
* Materials: students‟ book, number cards, worksheets, cartoon clip
- T gets students to listen, repeat and do as T does these actions: jump, step forward, step back, spin around from twice to three times
- T lets students watch a video and encourage them to sing along either aloud or mouthing and imitate the actions as they are done in the video
- T asks students the content of the song
- T asks students the application of numbers and introduces the topic
To effectively teach vocabulary, the teacher begins by displaying a card with the number one, prompting students to say the number in English If students struggle, the teacher articulates the word and encourages both choral and individual repetition This process continues with subsequent numbers until all are introduced To reinforce learning, the teacher revisits the vocabulary by playing a clip and having students read the numbers aloud as they appear.
The teacher initiates an engaging viewing activity by listing words and phrases on the board, ensuring that students fully comprehend their meanings After confirming their understanding, the teacher plays a cartoon clip, instructing students to circle the words they hear or see during the viewing.
Which one did you see or hear?
- First the video is played: T plays the cartoon clip with sound on vision on: students watch and do active viewing task individually
After watching the video, the teacher has students read aloud the words or phrases they recognize The teacher then circles the words mentioned by the students and replays the clip to verify their responses.
- T plays the clip with sound on vision on and pause at the target language which is taught in the lesson
- T has students repeat the target language from chorally to individually
- After the video is played, T elicits from the class the language taught by asking them to retell the sentences
- T writes up complete sentences on the board and has students repeat chorally T instructs students to say the sentences naturally and say with right stress and intonation
How old are you? I‟m ten
- Consolidate the language taught through the clip: T plays the clip again and encourage students to respond either aloud or mouthing the response quietly
In a language exercise from the textbook, the teacher distributes number cards to each group, with group leaders placing the cards face down on the table and mixing them to keep the numbers hidden Each group member then selects a card without revealing it, which represents their age To discover their partners' ages, they must ask questions using the new language skills they have learned.
- T observes and helps students if they face any problems
- T calls each group to present at front of the class
- T praises and comments their work
* Stage 3: Extension and transfer: Role-play
T creates various scenarios in Vietnamese, each paired with a sample dialogue that incorporates the new language introduced in the video Students are then divided into groups to select one scenario, where they read and discuss the context and characters involved Subsequently, two or three group members assume the roles of the characters to engage in speaking practice.
- T goes round each group, helps students to prepare the role and helps with language
- When the groups are ready, T asks students to do the role-play at front of class During the role-play, T listens and takes notes
- T praises their work and gives some immediate feedback on the role-play
When visiting Lan's house to borrow a book, you encounter her mother, who warmly greets you and inquires about your name and age Engaging in a friendly conversation, you introduce yourself and share your age, fostering a welcoming atmosphere that highlights the importance of community and connection in everyday interactions.
Lan‟s mother: Hi Nice to meet you
Student 1: Nice to meet you too
Student 2: Nice to meet you too
Lan‟s mother: What‟s your name?
Lan‟s mother: How old are you?
On the way to school, a student approaches you, eager to make a new friend They greet you warmly and ask for your name and age, initiating a friendly conversation Engaging in this dialogue not only fosters new friendships but also helps in building social skills and confidence among peers This simple interaction can lead to meaningful connections and enrich the school experience.
A: Hi, nice to meet you
B: Hi, nice to meet you
A: My name‟s ………… … How old are you?
- Situation 3: You are in a game show Introduce yourself
* Suggested language: Hi, my name‟s …… I‟m … Nice to meet you
III Lesson plan: Unit Eight: Ages – Section B: 1, 2, 3