INTRODUCTION
Rationale
English is recognized as a global language, widely taught in schools across the world, including Vietnam A crucial component of language acquisition is vocabulary, which plays a significant role in learning English (Cameron, 2001) Vocabulary is essential for effective communication; without it, students struggle to understand others or convey their own ideas Wilkins (1972) emphasizes this by stating, “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp.111-112) For instance, a Vietnamese learner with limited grammar knowledge can still effectively communicate about their house if they possess a strong vocabulary on the topic, enabling mutual understanding with a native speaker.
Vocabulary is crucial for mastering a foreign language, as it underpins essential skills such as listening, speaking, reading, and writing Daily practice of vocabulary, particularly words related to specific topics, enhances both productive skills like speaking and writing, and receptive skills like listening and reading According to O’Rourke (1974), vocabulary development is fundamental to a student's life, influencing their thoughts, actions, aspirations, and overall success Ultimately, a strong vocabulary correlates with academic achievement and is increasingly vital in a rapidly evolving world that demands enriched language skills.
Many primary school learners struggle with English vocabulary, quickly forgetting words they have just learned due to a lack of use and practice While students may memorize vocabulary for tests, they often fail to retain this knowledge over time The learning characteristics of young students differ significantly from those of adults, as children tend to lose focus easily, making it challenging for teachers to engage them in English language learning Additionally, primary school learners often lack exposure to an immersive English environment and may fear making mistakes, further hindering their language acquisition.
Teaching English to primary school students requires different approaches compared to adults due to the distinct characteristics of young learners Children have shorter attention spans and can quickly lose interest if lessons are not engaging To effectively attract and motivate young learners, teachers must implement varied and interactive teaching methods Simply writing vocabulary on the board and asking students to copy definitions can lead to boredom and disengagement As noted by Jeremy Harmer (1991), children's concentration levels are lower than those of adults, who learn with specific goals and greater focus Therefore, English teachers must utilize special techniques tailored to young learners' needs, ensuring that lessons are dynamic and memorable to aid long-term retention of vocabulary.
As a primary school English teacher, I have observed that many students struggle with retaining vocabulary in long-term memory Although they may recall new words during lessons, they often forget them shortly after This is evident when students are tested on recently taught vocabulary, as most tend to answer incorrectly Addressing this challenge is crucial for enhancing their language retention and overall learning experience.
Using pictures is an effective method to enhance students' memorization of English vocabulary This approach not only aids in better retention but also facilitates overall language learning Therefore, the focus of this article is on the benefits of incorporating visual aids in teaching English vocabulary.
Vocabulary to primary school students”.
Aims
This thesis focuses on the role of vocabulary and imagery in language acquisition, specifically investigating students' perceptions of using pictures to learn English vocabulary Additionally, it explores how visual aids can enhance students' retention of vocabulary, highlighting the significance of integrating images in the learning process.
This research will benefit English teachers, particularly in primary schools, by providing insights into effective methods for using pictures to teach English vocabulary By implementing these strategies, teachers can enhance their students' vocabulary retention and overall learning experience.
Scope
I would like to focus my thesis on third graders at Hong Ha primary school in Ho Chi Minh City with “Family and Friends-Grade 3 special edition” textbook.
Research Questions
What are the primary school students’ attitudes towards using pictures in learning English vocabulary?
To what extent may the use of pictures help students improve their memorization of English vocabulary?
Organization of the study
This thesis includes the following main parts:
This part presents the reasons for choosing the topic, aims, scope, research questions, and organization of the study
This section will explore the relationship between vocabulary and imagery in linguistics, highlighting key theoretical concepts relevant to the topic It will also discuss the educational resources and books utilized for teaching English vocabulary, while emphasizing the English language learning experiences of primary school students.
This part will present the ways to collect and to analysis the data Then there are results which are drawn out from the analysis of data.
This section will explore students' attitudes toward utilizing images for learning English vocabulary, comparing their perspectives before and after implementing this method Additionally, it will demonstrate how the use of pictures can enhance students' vocabulary retention and memorization skills.
This part will summarize what have been done in the research, give recommendation, and offer some suggestions for further research.
LITERATURE REVIEW
English Vocabulary teaching
Vocabulary is a crucial component of language learning, serving as the foundation for acquiring language skills (Cameron, 2001) Effective communication relies on a robust vocabulary, encompassing both expressive (speaking) and receptive (listening) aspects (Neuman & Dwyer, 2009) A strong vocabulary enables individuals to articulate their thoughts clearly and comprehend spoken information, as highlighted by Hornby (1995), who describes vocabulary as the total number of words in a language, along with their meanings According to Diamond and Gutlohn (2006), vocabulary encompasses the knowledge of words and their meanings, essential for mutual understanding in conversations For instance, when discussing cars, friends must possess the relevant vocabulary to convey their ideas effectively Ultimately, vocabulary can be defined as the collection of words necessary for communicating ideas and expressing meaning.
Hatch and Brown (1995) indicate two kinds of vocabulary: receptive vocabulary and productive vocabulary.
Receptive vocabulary refers to the words that learners can recognize and understand in context but are unable to produce themselves This type of vocabulary includes terms that learners identify during reading but do not actively use in speaking or writing (Stuart Webb, 2009) For instance, while studying new words, learners often memorize definitions, word forms, collocations, and contextual uses As a result, they may recognize certain words when presented with a study list.
Productive vocabulary refers to the words that learners not only understand but can also pronounce and use effectively in speaking and writing It encompasses the elements of receptive vocabulary while adding the ability to actively communicate thoughts at the right moment This makes productive vocabulary an active process, as learners can articulate their ideas using the appropriate words (Stuart Webb, 2005) For instance, when learners recognize words from a study list and successfully incorporate them into their spoken or written communication, it demonstrates their command of productive vocabulary.
Brewster, Ellis, and Girard (1992) points out that there are some techniques of teaching vocabulary:
Using realia, visual aids, and demonstrations enhances vocabulary retention by helping learners connect words with actual objects Visual representations are essential for students, particularly English language learners, as they facilitate the association between new words and their meanings By matching objects to vocabulary, learners can better recognize and memorize concrete nouns Introducing new words through real objects not only aids in understanding but also promotes visualization, making it easier for students to recall the terms Classroom materials and items brought in by teachers serve as effective tools in this learning process, as noted by Gairns and Redman.
The real objects technique, introduced in 1986, is an effective method for teaching beginners and young learners, especially when introducing concrete vocabulary For instance, when teaching the word "hat," a teacher can use either a picture of a hat or an actual hat to provide a tangible reference This approach helps students connect with new English vocabulary more meaningfully.
Drawing is an effective teaching method that aids young learners in grasping new vocabulary By illustrating objects on the blackboard or using flashcards, teachers can enhance understanding For example, when introducing the word "skirt," a teacher can draw a skirt on the board and provide a clear explanation Students can then replicate the drawing in their notebooks alongside the word, reinforcing their memory of the term when they review it at home.
Using illustrations and pictures significantly enhances vocabulary learning by clarifying the meanings of unfamiliar words Various visual aids, such as posters, flashcards, wall charts, magazine images, board drawings, stick figures, and photographs, can be utilized in this process Many modern vocabulary and course books are rich in engaging visuals that effectively convey the meanings of essential words Additionally, teachers can leverage learning materials available at school to support this approach Overall, visual supports play a crucial role in helping learners grasp meanings and retain vocabulary more effectively.
Contrast is an effective teaching method for vocabulary, as it helps learners understand certain words by comparing them to their opposites For instance, when educators introduce the term "ancient," they can enhance comprehension by contrasting it with the word "modern." This approach can clarify meanings and deepen students' understanding of the vocabulary.
Enumeration is a technique that involves creating a complete and ordered list of items within a specific collection, making it easier to convey concepts that are challenging to visualize For instance, when teaching the term "clothes," one can effectively illustrate the concept by enumerating examples such as skirts, trousers, and dresses.
Expressions and gestures play a crucial role in communication, as highlighted by Klippel (1994), who emphasizes the significance of gestures and facial expressions According to Sime (2001) and Hauge (1999), teachers often utilize a variety of gestures, particularly when engaging with young learners or beginners These teaching gestures, which include hand movements, facial expressions, pantomime, and body movements, not only help convey meaning but also assist learners in inferring the significance of spoken words Furthermore, incorporating gestures into teaching strategies can enhance the memorization process for learners, making it easier for them to retain new vocabulary.
Guessing from context is a widely recommended technique for tackling unfamiliar vocabulary, as noted by Dubin (1993) and supported by L1 and L2 reading specialists According to Nation and Coady (1988), context can be divided into two types: textual context, which encompasses morphological, semantic, and syntactic cues within the text, and non-textual context, which relies on the reader's background knowledge This approach encourages learners to take risks in deciphering unknown words, thereby boosting their self-confidence and enabling them to infer meanings independently For instance, when teaching the word “gargantuan” in the sentence “Some of the trees in Redwood National Park are truly gargantuan, and in fact they are the tallest trees in the world,” learners can deduce its meaning by considering related words like “tallest trees,” leading to the conclusion that “gargantuan” signifies “very large.”
Eliciting is an engaging teaching technique that enhances motivation and retention by encouraging students to actively participate in the learning process Instead of simply providing a list of vocabulary, teachers can ask questions related to a topic, such as "food," prompting students to explore and define the concept themselves This approach fosters deeper understanding and makes the learning experience more memorable.
Translation can be an effective technique for teachers, especially when addressing incidental vocabulary, as noted by Thornbury (2002) In certain situations, translating specific words can save valuable time When teachers encounter challenging vocabulary that is difficult to teach using other methods, they often resort to translation to clarify meanings for their students.
Picture 2.1: Techniques for teaching vocabulary
The researcher illustrates various vocabulary teaching techniques in Picture 2.1, highlighting their respective advantages and disadvantages These techniques are essential for both teachers and learners in mastering new words It is crucial for educators to carefully select the most appropriate methods for their students and to prepare lessons in advance By choosing suitable techniques, teachers can save time and facilitate quicker understanding for learners Conversely, using ineffective methods may lead to student confusion and disinterest in the learning process.
Effective vocabulary teaching relies on clear and simple principles, as highlighted by Paul (2005) Instruction should build on students' prior knowledge through relatable analogies To enhance learning, teachers should utilize engaging and visually appealing images that are easy to access and understand.
2.1.5 The importance of vocabulary in language learning
Pictures in vocabulary teaching
According to Mckenkchnie (1980), a picture is defined as an image or likeness of an object, person, or scene created on a flat surface, particularly through painting, drawing, or photography In addition, Andrew Wright (1989) emphasizes that pictures are not merely methodological tools; rather, they play a crucial role in representing places, objects, and people, thereby enhancing the overall experience.
Brazyna Szyke (1981) categorizes pictures into two primary types, with images of individual persons or objects primarily utilized at the elementary level to introduce or assess vocabulary For instance, pictures depicting a dog, cat, or monkey serve as effective tools for vocabulary development.
Through picture 2.2, pictures of individual animals are easier for learners to guess the meaning.
Pictures of situation in which person and object are “ in action” between objects and people can be perfect teaching aid for introducing or reviewing
Meeting Playing tennis Playing football grammatical or structures For example, the pictures of situation: meeting, playing tennis, playing football, etc…
In Picture 2.3, learners can infer the meanings of images and associated words, such as "meeting," by engaging in discussions with their teachers When shown the first picture, students are prompted to guess its meaning, often responding in Vietnamese, indicating their understanding This interactive approach is similarly applied to Pictures 2 and 3, which present a greater challenge than individual animal images, fostering deeper comprehension among students.
Andrew Wright (1989) states that there are some types of pictures as following:
Images can inspire learners to explore various creative uses for the pictures they select When unique ideas arise, students can jot them down on the back of the images to preserve their thoughts for future reference.
It refers to description of particular subject on account of pointing to a unique topic For example, it can be talking about clothes, bikes, food, etc…
These make learners guess the individual’s appearances, the social situations of the person, their thoughts and their emotions.
Teachers introduce pictures of famous people to their learners After that, their students can inform their identity, character and the physical description.
These are used to illustrate scenes, customs and objects from the history
2.2.2.6 Pictures with a lot of Information
These demonstrate the whole information They may illustrate several activities, or it may be a landscape or showing lots of objects, building, and others
Images play a crucial role in identifying incidents, events, locations, times, and individuals, often accompanying captions and articles By providing visual context, these pictures enhance comprehension and help learners recall the main ideas of the text more effectively.
These can be removing from old children’s books They demonstrate daily activities such as eating, sleeping, running, and other activities.
2.2.2.9 Pictures of Maps and Symbols
These occur in the areas of daily life such as in road traffic booklets, holiday brochures, and other areas.
They are beneficial They are used in matching activities.
Cartoon strips and illustrated instructions are powerful tools for communication, often featured in newspapers as humorous visuals accompanied by captions These strips can effectively contextualize narratives or explain processes Educators can enhance comprehension by prompting students with questions about the strips For example, intermediate and advanced learners can engage in discussions about the relationship between the images and text, as well as the broader context in which they are presented.
Teachers and learners can enhance vocabulary acquisition through drawing, allowing for personal expression and immediate connection to the material Individual artwork reflects unique experiences, making specific types of illustrations more relevant and effective for learning.
Betty Morgan Bowen (1973) gave some types of pictures according to their shapes as following:
Wall Charts: they can be a product of photograph, artist’s drawing, symbols, graph and text.
Wall pictures serve as vibrant representations of elements like the sky, sun, clouds, and sea, capturing the essence of various scenes or events Typically utilized in a classroom setting, these large images provide a comprehensive visual experience for students, enhancing their understanding and engagement with the subject matter.
Flash cards are essential educational tools, categorized into two types: word flashcards and picture flashcards Word flashcards feature printed words that effectively communicate specific learning objectives for teachers In contrast, picture flashcards are valuable for representing individual concepts visually, enhancing comprehension and retention for students.
Word cards, which include visual elements like text, magazine images, drawings, maps, and diagrams, are essential tools in education Teachers must be discerning in their selection of visuals, ensuring that the images used are appropriate for the specific class context Understanding the relevance and impact of these visuals can enhance the learning experience for students.
2.2.3 The criteria of a good picture
Wright (1989) states that there are some criteria for selecting good pictures for leaners as following:
Table 2.1: Some criteria of a good picture
Be easy to prepare by teachers
Be organized by the teachers
Be meaningful and authentic to help learners to acquire a language and use it effectively Have a sufficient amount of language
Be suitable with learners’ interest Have knowledge related to subject that teachers present
A good picture, as outlined in Table 2.1, is one that is easy for teachers to prepare and organize, while being interesting, attractive, meaningful, and authentic to enhance students' language learning It should contain an adequate amount of language and align with the topics being taught and the interests of the learners Careful selection of pictures is crucial for teachers, as choosing the right image can significantly aid in vocabulary teaching and contribute to achieving successful educational outcomes.
When teaching vocabulary with pictures, it's crucial for teachers to select clear, engaging, and relevant images that align with the learning topic Poorly chosen visuals that are unclear, hard to prepare, or uninteresting can lead to unattractive lessons and hinder student success.
2.2.4 The advantages of using pictures in teaching English vocabulary
Pictures have a vital role in teaching and learning English vocabulary Gerlach and Elly (1980) states that there are advantages of using pictures in teaching English as following:
Table 2.2: Advantages of using pictures in teaching English
Be not expensive and generally available
Deliver common experiences for the whole group
The visual detail makes it possible to study which would otherwise be impossible
Help to prevent and correct misconceptions
Offer stimulus to further study, reading, and research Visual evidence is a powerful tool
Help to focus attention and to develop critical judgment
Table 2.2 highlights the significant benefits of using pictures in education, as they are easily accessible and cost-effective for teachers Visual aids enhance group learning experiences and facilitate vocabulary acquisition by providing clear visual details Additionally, pictures play a crucial role in addressing and correcting misconceptions among students By capturing students' attention, they contribute to a more engaging classroom atmosphere, making them an invaluable tool for teaching and learning.
Wright (1990, p.2) mentioned that pictures are built on learners’ interest and motivation; they bring the sense of the context of language, and provide a specific reference point or stimulus.
Pictures serve as a versatile visual tool that enhances learners' interest and fosters a positive attitude towards learning English For instance, when teaching vocabulary related to animals, using engaging and appealing images can significantly motivate students This approach not only promotes a positive learning environment but also creates a more dynamic classroom atmosphere.
2.2.5 The use of pictures in teaching vocabulary
Pictures are very useful in teaching and learning vocabulary and other aspects of language learning and teaching.
Wright (1990) states that pictures can be employed in teaching structures, vocabulary, and all four skills such as reading, writing, listening, and speaking.
Using pictures in teaching structures significantly benefits both teachers and learners For instance, when introducing the concepts of "there is" and "there are," teachers can enhance understanding by having students work in pairs to practice these structures on relevant topics.
Ways of using pictures as a teaching strategy
Harmer (2007) mentioned some ways of using pictures as a teaching strategy as following:
Teachers help learners who have lower level in learning vocabulary as well as help them to understand the topic they deal with.
Teachers organize students into pairs or groups and provide them with cards featuring specific words The students are then tasked with creating sentences based on the words depicted on the cards or in the accompanying images.
Harmer (2007, p.135) points out that teacher could enquire leaners to produce a conversation dependent on specific pictures; therefore they have to choose one card and start to build a dialogue on it
In a creative classroom activity, learners describe a picture while their friends attempt to recreate it without seeing the original The teacher organizes the class into four groups, each receiving different pictures that represent distinct parts of a story After allowing sufficient time for discussion and analysis, the teacher collects the images and reformulates the groups, ensuring that each new group includes one member from each original team This collaborative approach encourages students to share insights and piece together the narrative from the pictures, highlighting the significant impact visual aids have on creative writing.
Using pictures serves to illustrate and verify meaning in educational contexts Teachers can effectively assess students' comprehension of written or spoken content by having them choose appropriate images that relate to the topic at hand.
According to Harmer (2007), some educators and materials designers criticize the use of pictures in teaching, viewing it as unnecessary However, it is important to note that engaging images can resonate strongly with certain students in the class, enhancing their interest and participation (p.135).
The purpose of this way is that pictures ameliorate the text and give a sufficient knowledge about outside world.
Teachers can effectively use pictures to provide clues about lesson topics, encouraging students to make predictions based on visual cues Following this, learners listen to or read a related text, allowing them to compare their initial guesses with the actual content This approach enhances student engagement and fosters a deeper understanding of the material For instance, when a teacher introduces a lesson on a specific subject, visual aids can spark curiosity and facilitate active participation.
In today's lesson, the teacher introduces various types of food, including rice, noodles, and fish, through visual aids Students will engage by guessing the lesson's topic based on these images Following this, they will read a paragraph and evaluate their predictions, determining which were accurate and which were not.
According to Harmer (2007), pictures can provoke a variety of questions, including inquiries about their content, emotional impact, and the photographer's intent Viewers may also consider whether they would want to display the image in their home, the reasons behind their preferences, potential monetary value, and whether the image qualifies as a work of art.
This way helps teacher and learners interacting to have a successful communication and discuss together.
When teachers present images to students, they engage them with questions to assess their understanding This interactive activity fosters effective communication and enhances the teacher-student relationship.
The textbook Family and Friends-grade 3, special Edition
2.4.1 The overall design of the textbook Family and Friends-grade 3, special Edition
The Family and Friends Grade 3 Special Edition textbook is designed for third graders in primary schools, featuring twelve units that cover familiar life topics This resource helps students enhance their social and emotional skills while integrating four essential language skills: speaking, listening, reading, and writing Additionally, each unit thoughtfully addresses key language components, including pronunciation, grammar, and vocabulary.
The textbook enhances language learning by presenting vocabulary through engaging visuals, such as pictures and flashcards Each unit introduces a range of topics and activities designed to help students effectively incorporate new vocabulary into their language skills The colorful presentation of content not only makes learning enjoyable but also reinforces understanding and retention.
Therefore, it makes students be more interested in learning language
2.4.2 The general features of the textbook Family and Friends-grade 3, special
This textbook has an amazing package of integrated print and digital resources, step by step phonics program In addition, Family and Friends –grade
The special edition curriculum features a clear methodology and defined objectives for each lesson, ensuring effective student learning through carefully staged activities The "Skills Time" programs within each unit focus on enhancing listening, speaking, reading, writing, and literacy skills Phonics instruction is designed to be straightforward and enjoyable, making sound recognition easy to grasp Well-structured writing activities train essential sub-skills like punctuation, preparing students for personalized writing in their Wordbooks Additionally, a diverse range of linked print and digital resources engages students in language learning, while the values syllabus fosters social and emotional skills that contribute to success both in the classroom and at home.
The Family and Friends Grade 3 Special Edition textbook is crafted to enhance four essential language skills while offering engaging classroom activities It features an appealing pronunciation program that aids students in both language acquisition and real-life application This textbook is specifically designed to boost learners' motivation and foster a love for learning.
The textbook is essential for enhancing students' communication skills, including listening, speaking, reading, and writing It offers systematic and relevant knowledge of English that relates to their everyday lives By studying English in school, students gain valuable skills and knowledge that benefit them beyond the classroom.
2.4.3 Description of the English Vocabulary section in this textbook
Almost vocabulary is presented in each unit through pictures and flashcards It supports students in learning other skills in each unit such as speaking, reading, listening, and writing
The vocabulary is systematically introduced across twelve engaging units, each centered around familiar themes For instance, Unit One focuses on "clean up," teaching learners vocabulary related to "my bedroom" and numbers eleven to twenty Unit Two covers "our new things" and essential "school things" vocabulary In Unit Three, students explore questions like "Do you have a milkshake?" while learning food-related words and numbers from twenty to one hundred Unit Four emphasizes "We have English!" with vocabulary related to school subjects and classrooms Unit Five encourages learners to express excitement with "Let’s buy presents!" and introduces vocabulary for special days.
In our curriculum, Unit Seven focuses on the question "What time is it?" which introduces vocabulary related to everyday activities and different times of the day Unit Eight, titled "Where does she work?", emphasizes learning words associated with various places Meanwhile, Unit Nine, "It’s hot today!", covers vocabulary related to weather and weather-related activities.
In Unit Ten, we explore the theme of clothing and time, asking the question, “What are you wearing?” Unit Eleven focuses on celebrations and the preparations involved, highlighted by the phrase “You’re sleeping!” Lastly, Unit Twelve introduces farm animals, encouraging learners to describe them using various adjectives, as in “Look at all the animals.”
“Look at the photos!” is with “memories and cleaning up” words.
Table 2.3: Description of the English vocabulary section in “Family and Friends-grade 3 special edition” textbook
(Naomi, S Family and Friends-grade 3 Special edition Student Book.
2 Our new things School things
3 Do you have a milkshake? Food
4 We have English! School subjects
5 Let’s buy presents! Special days
6 What time is it? Everyday activities
7 Where does she work? Places
9 What are you wearing? Clothes
11 Look at all the animals! Farm animals
12 Look at the photos! Memories
2.4.4 The repetition of vocabulary in each unit in the textbook Family and
Table 2.4: The repetition of vocabulary in each unit in “Family and
Friends-grade 3 special edition” textbook
Unit Words Times to repeat
To find out the repetition of vocabulary in each unit of the textbook
In the special edition of "Family and Friends" for grade 3, key vocabulary is emphasized across units five and eleven Unit five highlights the words "candy," "balloons," and "presents," with "candy" appearing eight times, while both "balloons" and "presents" are mentioned seven times each In unit eleven, the focus shifts to animals, featuring "cow" eleven times, alongside "horse" and "animals," which both occur seven times.
In the Family and Friends Grade 3 special edition textbook, vocabulary is strategically repeated throughout each unit to enhance word retention for students This article highlights the frequency of three specific words across two units, demonstrating how repetition aids in reinforcing language learning.
Through this table, the result is that almost vocabulary is repeated in many times and frequent in each unit.
Activities where pictures are used to teach vocabulary in textbook
and Friends-grade 3 special edition
Teachers can enhance learning by using pictures to engage students in guessing the corresponding words or objects This interactive approach not only aids in memory retention but also encourages students to apply their knowledge in productive skills.
In textbook Family and Friends grade 3 special edition, there are activities using pictures to teach vocabulary Now I will give two examples:
This activity reinforces learners' understanding of clothing by having them identify the types of clothes worn by characters Students will vocalize the clothing names and subsequently compose sentences describing the outfits of these characters.
Picture 2.6: Read and draw the times on the clocks
This activity allows learners to apply their knowledge of time by drawing clock faces Through this engaging exercise, students enhance their understanding of both time and numbers, reinforcing their learning in a practical way.
The English learning of primary schools students
2.6.1 Learners’ problems in vocabulary learning at primary schools
Many students struggle to engage actively in their learning processes, particularly when it comes to vocabulary acquisition One major reason for this is the unengaging teaching methods employed by educators, which often focus excessively on pronunciation, spelling, and definitions without fostering deeper understanding Additionally, some students lack effective habits for learning new words, often resorting to dictionary checks only when encountering unfamiliar terms in texts Furthermore, the limited time allocated for English instruction in many primary schools contributes to inadequate vocabulary development among students.
Failing to review after class can lead to forgetting important lessons by the next English session Additionally, many students tend to depend excessively on their teachers' explanations, absorbing information passively While initial interest in learning English may be high, this enthusiasm can wane over time.
2.6.2 The current situation and problems of vocabulary teaching at primary schools
Teaching vocabulary poses a significant challenge for many educators, particularly in primary schools where traditional methods often dominate In these classrooms, teachers frequently resort to writing words on the board alongside their Vietnamese translations or simply reading the meanings aloud, leading to a passive learning experience for students This approach limits opportunities for fostering critical thinking and creativity, as time is often spent on grammatical rules and pattern practice rather than engaging students in meaningful vocabulary acquisition.
2.6.3 The characteristics of students at primary schools
Primary school students often struggle to maintain focus during language lessons, making it challenging for teachers to engage them in learning English Educators encounter various obstacles in motivating students to use English in school, compounded by the lack of exposure to an English-speaking environment Additionally, young learners frequently fear making mistakes, which further hinders their willingness to participate in language activities.
Teaching English to primary school students differs significantly from teaching adults, as young learners require engaging and varied approaches to maintain their interest According to Jeremy Harmer (1991), children have a shorter attention span than adults, necessitating tailored methods that captivate and motivate them throughout the learning process.
According to Brumfit (1995), young children are more receptive to learning when it is integrated with play and enjoyable activities To foster an engaging teaching environment, educators should incorporate fun elements into their lessons, as this approach can significantly enhance student interest and participation To effectively capture their attention, teachers should utilize a variety of objects and visual aids during instruction.
Young learners exhibit distinct characteristics compared to adults, necessitating tailored teaching methods that align with their unique needs One effective approach for teaching vocabulary to these young learners is the use of pictures, which resonates well with their learning style and helps enhance their understanding.
Therefore, teachers need to find an effective way to help learners become more excited and confident in learning English and English vocabulary.
METHODOLOGY
Participants
This research focuses on third graders at Hong Ha Primary School in Ho Chi Minh City, specifically involving two classes: grade 3/5, which serves as the experimental group, and grade 3/6, the control group Both classes consist of the same number of students and are studying the same unit, ensuring a consistent level of learning for the research.
86 third- graders from two classes 3/5 and 3/6 There are 86 learners from two classes.
Instruments to collect data
Questionnaires and Vocabulary tests are used as instruments to collect data To make it clearer, I would like to explain as the following cues:
3.2.1.1 Rationale for choosing questionnaires as one of the instruments to collect data
According to Nunan (1987), questionnaires are ideal for studies aiming to gather generalizable "snapshot" information from a large participant pool This makes them an effective tool for data collection in my research, which focuses on students' attitudes toward using pictures in teaching English vocabulary at primary schools Overall, questionnaires not only facilitate the research process but also help alleviate participants' fear and embarrassment, thereby enhancing the reliability of their responses.
The details of the questionnaires are showed in the appendix 1 They are divided into two parts:
Pre-questionnaire which is used to investigate the students’ attitudes towards using pictures in learning English vocabulary before applying pictures in teaching and learning vocabulary.
Post-questionnaire which is used to investigate the students’ attitudes towards using pictures in learning English vocabulary after applying pictures in teaching and learning vocabulary.
The study utilizes a set of twenty questionnaires featuring three response options—agree, disagree, and neutral—crafted in both Vietnamese and English to assess primary school students' attitudes towards using pictures in teaching English vocabulary The pre-questionnaire and post-questionnaire, detailed in Appendix 1, focus on two main themes: the effectiveness of pictures in teaching English vocabulary and the potential drawbacks To ensure comprehension among third-grade students, the questionnaires will be administered in Vietnamese, facilitating easier understanding of the concepts presented.
The questionnaires are included two parts and are encouraged to finish in fifteen minutes.
Part 1: information of participants includes name, class, and male/female Part 2: twenty statements about students’ attitudes in using pictures to teach English vocabulary to primary school students
Students are explained carefully about the instruction to do the research.
The instruction is presented on the paper, too
After all information from two questionnaires were collected and analyzed, they were used as the statistic for the research.
Upon analyzing the collected questionnaires, I will utilize Excel to process the data This involves calculating the averages for both the pre-questionnaire and post-questionnaire responses using the AVERAGE formula (AVERAGE(number1, number2)).
The study explores students' attitudes towards the use of pictures in teaching English vocabulary by analyzing two clusters: the benefits and drawbacks Through a series of twenty mixed statements, the research assesses students' responses categorized as agree, disagree, or neutral By calculating the averages from pre-questionnaires and post-questionnaires, the study aims to reveal the overall sentiment of students regarding the effectiveness of pictures in vocabulary instruction Ultimately, the findings will provide insights into how students perceive the role of visual aids in their English learning experience.
Moreover, I will describe the results through charts.
3.2.2.1 Rationale for choosing vocabulary tests as one of the instruments to collect data
In addition to questionnaires, vocabulary tests were utilized to assess their effectiveness in enhancing learners' memorization of English vocabulary By incorporating visual aids instead of relying solely on written words, these tests enabled researchers to evaluate how well learners retained the vocabulary Consequently, vocabulary tests proved to be an effective method for researchers in measuring learners' memorization skills.
The results presented in Appendix 2 and Appendix 3 demonstrate that incorporating pictures significantly enhances students' ability to memorize English vocabulary The study involved two classes at the same grade level and unit: grade 3/5, which served as the experimental group, and grade 3/6, the control group Through targeted tests, it was determined that visual aids effectively improve vocabulary retention among learners.
First test is applied for two classes without using pictures to teach
In a comparative study, two classes undergo a second test where one teacher employs pictures to enhance English vocabulary instruction, while the other teacher utilizes a traditional approach without visual aids This method aims to assess the effectiveness of visual learning tools in language acquisition.
Test 1 was conducted before the treatment Forty-three students in each group had to take part in the same test The test 1 was designed as two parts: information of participant, and vocabulary test In vocabulary test part, there are three sections with twelve sentences Participants needed to finish the test in fifteen minutes In this test, teacher did not use the pictures in teaching English Vocabulary
Test 2 was conducted after the treatment Using pictures was applied to graders of 3/5, but graders of 3/6 were not Forty-three students in each group had to take part in the same test The test 2 was designed as two parts: information of participant, and vocabulary test In vocabulary test part, there are three sections with twelve sentences Participants needed to finish the test in fifteen minutes
After calculating the mean and standard deviation of two classes from two tests, teachers will compare the results To clarify these findings, the T-test and its associated "p" value will be utilized The T-test serves to verify the results, helping to determine whether differences between the two groups are statistically significant or due to chance In this process, exploring the "p" value is essential as it indicates the probability of incidental occurrence.
The vocabulary tests are designed into two parts:
Part one: information of participants such as name, class, boy /girl
The vocabulary tests consist of twelve sentences and should be completed within fifteen minutes Each test is structured into three sections, with four sentences in each section.
First section: Connect pictures with the correct words
Second section: Look at the pictures and choose the correct words
Third section: Look at the pictures and write down the words
These tests will discover to what extent students remember the words by using pictures.
After gathering test results from two classes, I will utilize Excel to analyze the data by calculating the Mean and Standard Deviation (SD) for both Test 1 and Test 2 The formulas I will employ are: Mean = AVERAGE(number 1, number 2) and SD = STDEV(number 1, number 2) For clarity, I will refer to the Mean and SD of Test 1 as Mean 1 and SD 1, respectively.
2 as Mean 2 and SD 2 Then I compare the results of Mean and the Standard deviation of score from graders from two classes.
The significant increase in the Mean score of the experimental group in test 2, compared to their Mean score in test 1, indicates that using pictures enhances word retention In contrast, the control group's Mean scores in both tests remain nearly unchanged, highlighting the effectiveness of visual aids in improving learning outcomes for the experimental group.
This study aims to demonstrate that incorporating pictures in teaching English vocabulary significantly enhances learners' word retention To analyze the data, a T-test was conducted using the formula T-test = (array 1, array 2, tail, type) The results, confirmed by the T-test, indicate whether differences between two groups are statistically significant A key component of this analysis is the "p" value, which represents incidental probability If the mean score of the experimental group shows an increase and the p-value is less than 0.05, it confirms that the observed results are not due to chance, thereby validating that the use of pictures effectively aids in vocabulary retention for learners.
Procedures to collect data
When I do the questionnaires and the tests, the teachers and students from two classes at Hong Ha primary school in Ho Chi Minh City cooperate well with me and help me so much
The questionnaires were administered to students in grades 3/5 and 3/6 in Vietnamese to ensure they fully understood the content and could easily provide their answers The researcher clarified the information to facilitate comprehension and encourage participation A total of 86 students participated in the pre-questionnaire, while 43 students from grade 3/5 took part in the post-questionnaire.
The researcher administered vocabulary tests to students in two classes, grade 3/5 and grade 3/6, distributing 86 copies for each of the two tests Students were given fifteen minutes to complete the assessments, which consisted of three sections Upon completion, the researcher collected and analyzed the tests.
I just describe generally in this part I will explain more in chapter 4.
FINDINGS AND DISCUSSIONS
Students’ attitudes towards using pictures in teaching English vocabulary in pre-questionnaire and post questionnaire
vocabulary in pre-questionnaire and post questionnaire
The statements in pre-questionnaire or post-questionnaire are designed with twenty statements for forty-three students came from grade 3.5 at Hong Ha primary school.
They are asked to finish twenty statements in pre-questionnaire and twenty statements in post- questionnaire
Pre-questionnaire and post-questionnaire are designed with two contents: Firstly, using pictures is good in teaching English Vocabulary.
Secondly, using pictures is not good in teaching English Vocabulary.
These parts are mixed together in twenty statements.
For example: “Using pictures is good in teaching English vocabulary” is included in these statements of numbers 1, 2, 4, 6, 7, 8, 10, 11, 13, 14, 15, 17,
“Using pictures is not good in teaching English vocabulary” is included in these statements of numbers 3, 5, 9, 12, 16, 18, 19.
Table 4.1: Clusters of the questionnaires
1 Using pictures is good in teaching English vocabulary
2 Using pictures is not good in teaching English vocabulary
Now I will analyze the data to see what students’ attitudes towards using pictures in teaching English vocabulary in both pre-questionnaire and post- questionnaire are.
Table 4.2: Descriptive statistic of students’ attitudes on the benefits of using pictures in teaching English vocabulary in pre-questionnaire
Pre-questionnaireStudents' attitudes towards using pictures in teaching English vocabulary at
Grade 3.5 at Hong Ha Primary school
According to the pre-questionnaire results presented in Table 4.2, students demonstrated a strong agreement with the benefits of using pictures in teaching English vocabulary, with an average score of 34.30 Conversely, the average score for learners who disagreed with these benefits was notably low at 3.46 Additionally, the average score for students holding neutral opinions was recorded at 5.23.
Now I will move to the next table, descriptive statistic of students’ attitudes on the drawbacks of using pictures in teaching English vocabulary in pre-questionnaire.
Table 4.3: Descriptive statistic of students’ attitudes on the drawbacks of using pictures in teaching English vocabulary in pre-questionnaire
Pre-questionnaire Students' attitudes towards using pictures in teaching English vocabulary at
Grade 3.5 at Hong Ha Primary school
According to the pre-questionnaire results presented in Table 4.3, the average score for students who agree with the drawbacks of using pictures in teaching English vocabulary is 5.57, while the average score for those who disagree with these drawbacks is significantly higher at 30.71 Additionally, the average score for students expressing neutral opinions on the matter stands at 6.71.
The data reveals that students have a positive attitude toward the use of pictures in teaching English vocabulary, with an average score of 34.30 indicating strong agreement on its benefits Conversely, the average score for the drawbacks is only 5.57, suggesting that while most students recognize the advantages of visual aids, some remain neutral on the matter Overall, this indicates a general consensus on the effectiveness of pictures in enhancing vocabulary learning, though not all students share the same level of enthusiasm.
Now I will move on to the post-questionnaire to see the students’ attitude towards using pictures in teaching English vocabulary
Now I will move to the next part, that is the post- questionnaire:
Table 4.4: Descriptive statistic of students’ attitudes on the benefits of using pictures in teaching English vocabulary in post-questionnaire
Post-questionnaire Students' attitudes towards using pictures in teaching English vocabulary at
Grade 3.5 at Hong Ha Primary schoolStudents' attitudes
According to Table 4.4, the average agreement among students regarding the benefits of using pictures in teaching English vocabulary, as indicated in the post-questionnaire, is 41.84 In contrast, the level of disagreement among students is notably low at 0.07, while the average of students expressing neutral opinions stands at 1.07.
Table 4.5: Descriptive statistic of students’ attitudes on the drawbacks of using pictures in teaching English vocabulary in post-questionnaire
According to Table 4.5, the average student agreement regarding the drawbacks of using pictures in teaching English vocabulary is 2.57, while the average disagreement stands at 37.57 Additionally, the average of students expressing neutral opinions is recorded at 2.85.
The data indicates that the average student agreement regarding the benefits of using pictures in teaching English vocabulary increased from 34.30 in the pre-questionnaire to 41.84 in the post-questionnaire Additionally, the number of students expressing neutral opinions decreased significantly from 5.23 to 1.07 Furthermore, student agreement on the drawbacks of using pictures also declined, with post-questionnaire results showing 2.57 compared to 5.57 in the pre-questionnaire This suggests a growing positive perception among students about the effectiveness of visual aids in vocabulary instruction after their implementation.
It proves that students have tendency to agree about using pictures in teaching English vocabulary in post-questionnaire are higher than in pre- questionnaire
Now I will describe it through chart
Figure 4.1: The Students’ attitudes on the benefits of using pictures in teaching English vocabulary between pre-questionnaire and post- questionnaire
Figure 4.1 illustrates the students' attitudes towards the benefits of using pictures in teaching English vocabulary, comparing pre- and post-questionnaire results The figure consists of two columns—pre-questionnaire and post-questionnaire—represented in three colors: blue for agreement, red for disagreement, and green for neutrality Notably, the blue column in the post-questionnaire indicates a higher level of agreement among students, while the red column shows a decrease in disagreement Additionally, the green column reflects a reduction in neutral responses These findings suggest that students strongly recognize the advantages of incorporating pictures in English vocabulary instruction after the intervention.
Figure 4.2: The Students’ attitudes on the drawbacks of using pictures in teaching English vocabulary between pre-questionnaire and post-questionnaire
Figure 4.2 illustrates the students' attitudes toward the drawbacks of using pictures in teaching English vocabulary, comparing pre-questionnaire and post-questionnaire results The figure features two columns representing the pre- and post-questionnaires, with three color-coded averages: blue for agreement, red for disagreement, and green for neutral opinions Notably, the blue agreement level in the pre-questionnaire is higher than in the post-questionnaire, while the red disagreement level increases in the post-questionnaire Additionally, the green neutral responses decrease from pre- to post-questionnaire This data indicates that students' agreement with the drawbacks of using pictures in vocabulary teaching is lower in the post-questionnaire, suggesting a higher acceptance of the benefits of using pictures in this educational context.
Figure 4.3: Compare about the agreement of students between pre- questionnaire and post-questionnaire in cluster 1 and cluster 2 of using pictures in teaching English vocabulary
Figure 4.3 illustrates the comparison of student agreement levels between the pre-questionnaire and post-questionnaire in Cluster 1 and Cluster 2 regarding the use of pictures in teaching English vocabulary The figure features two distinct columns representing each cluster, allowing for a clear analysis of the changes in student perceptions before and after the intervention.
The article discusses the impact of using pictures in teaching English vocabulary, highlighting both benefits and drawbacks It presents two clusters: the first cluster illustrates that students' agreement on the benefits of using pictures increased from the pre-questionnaire to the post-questionnaire, as indicated by the longer red bar compared to the blue Conversely, the second cluster shows that students' agreement on the drawbacks decreased, with the blue bar being longer than the red in the post-questionnaire Overall, the findings suggest that students recognize the advantages of incorporating pictures in their vocabulary learning.
Students’ performance through vocabulary tests analysis
In this research, pictures are used as a tool to represent the students’ memorization in learning new vocabulary
There are two vocabulary tests designed to test students’ memorization in two classes 3/5 and 3/6 In two classes, there is one class used the pictures in teaching English vocabulary, 3/5.
The tests are designed into three sections to test their memory about words Here are the content of the tests:
Table 4.6: Outline of the tests
1 SECTION 1: Connect the pictures with the correct words
2 SECTION 2: Look at the pictures and choose the correct words
3 SECTION 3: Look at pictures and write down the words
In the initial test, I will teach English vocabulary to classes 3/5 and 3/6 without using pictures For the second test, I will incorporate pictures while teaching vocabulary to class 3/5, but will continue to teach class 3/6 without visual aids.
I call graders from 3/5 are the experimental group which was taught by using pictures in teaching English vocabulary, and graders from 3/6 are the control group which was taught by explaining
Now we will see how the results between two classes are.
This is the table 4.7 which describe Mean and SD of two classes in test 1.
Using the student test 1 marks listed in Appendix 4 and applying the Excel program, I calculated the Mean and Standard Deviation for test 1, referred to as Mean 1 and SD 1.
In Table 4.7, the experimental group in grade 3/5 shows a mean score of 9.30 with a standard deviation of 1.11, while the control group in grade 3/6 has a mean score of 9.22 and a standard deviation of 1.10 Although the experimental group's mean score is slightly higher than that of the control group, the difference is minimal Further insights can be found in Table 4.8.
Table 4.7: Mean and SD of two classes in test 1
This is the table 4.8 which describe Mean and SD of two classes in test 2.
Using the student test 2 scores from Appendix 5 and analyzing them with Excel, I calculated the Mean and Standard Deviation (SD) for the test, referred to as Mean 2 and SD 2 In the experimental group (grade 3/5), the Mean 2 is 9.67 with an SD of 0.88, while the control group (grade 3/6) shows different results.
The results indicate that the experimental group, which utilized pictures in teaching English vocabulary, achieved a Mean score of 9.67, significantly higher than their initial Mean of 9.30 In contrast, the control group, which did not use pictures, showed only a slight difference between their Mean scores, with Mean 2 at 9.24 and Mean 1 at 9.22 This suggests that incorporating visual aids in vocabulary instruction can lead to improved learning outcomes compared to traditional methods without visual support.
Table 4.8: Mean and SD of two classes in test 2
Test 1 was conducted before the treatment Forty-three students in each group had to take part in the same test The test 1 was designed as two parts: information of participant, and vocabulary test In vocabulary test part, there are three sections with twelve sentences Participants needed to finish the test in fifteen minutes In this test, teacher did not use the pictures in teaching English Vocabulary Through the table 4.7, it shows the results of test 1 of two classes
Test 2 was conducted after the treatment Using pictures was applied to graders of 3/5, but graders of 3/6 were not Forty-three students in each group had to take part in the same test The test 2 was designed as two parts: information of participant, and vocabulary test In vocabulary test part, there are three sections with twelve sentences Participants needed to finish the test in fifteen minutes Through table 4.8, it shows the results of test 2 of two classes
The tables present the calculations for the Mean and Standard Deviation of scores from graders on March 5 and March 6 In this analysis, the Mean and Standard Deviation for Test 1 are referred to as Mean 1 and SD 1, while those for Test 2 are designated as Mean 2 and SD 2.
Through the tables 4.7 and 4.8, let’s compare the results between test 1 and test 2 of two classes:
In grade 3/5, Mean 1 is 9.30, but Mean 2 is 9.67.Therefore, Mean 2- Mean 1= Mean or 9.67-9.30= 0.37.
In grade 3/6, Mean 1 is 9.22, but Mean 2 is 9.24 Therefore, Mean 2-Mean 1= Mean or 9.24-9.22= 0.02
In a comparison of vocabulary retention between two groups, the experimental group in grade 3/5 achieved a mean score of 0.37, significantly higher than the control group in grade 3/6, which had a mean score of 0.02 This indicates that the use of pictures in teaching English vocabulary for grade 3/5 effectively enhanced learners' memorization of new words Conversely, the results from tests 1 and 2 in grade 3/6 showed little variation, suggesting a lack of improvement in vocabulary retention without the use of visual aids.
I used chart to display data as following:
Figure 4.4: The Mean score of test 1 and test 2 of 2 classes
Figure 4.4 illustrates the mean scores of Test 1 and Test 2 for two classes: the experimental group (Grade 3/5) and the control group (Grade 3/6) The figure features two columns, with blue representing mean scores from Test 1 and red from Test 2 In the experimental group, the blue bar is lower than the red, indicating that after incorporating pictures in vocabulary instruction, students scored higher in Test 2 compared to Test 1 This suggests that visual aids significantly enhance memorization of English vocabulary Conversely, in the control group, the mean scores for both tests are nearly identical, as no pictures were used in their instruction Overall, the use of pictures in teaching English vocabulary clearly benefits learners' memorization skills.
Figure 4.4 illustrates a significant increase in the Mean score of test 2 for grade 3/5 compared to test 1, while the Mean scores for grade 3/6 remain almost unchanged between the two tests This indicates that the use of pictures effectively enhances word retention for learners in grade 3/5 during test 2.
The T-test verification was conducted to assess the significance of results between two distinct groups, helping to determine whether any observed differences are due to chance A key component of this analysis is the exploration of the "p" value, which indicates the probability of incidental occurrence.
In table 4.9, there are three main columns, first column describe Mean,
The table presents key statistical values, including Mean, Standard Deviation (SD), and p-value, for two groups: the experimental group (grade 3/5) and the control group (grade 3/6) For the experimental group, the Mean score for test 1 is 9.30, while the Mean score for test 2 is 9.67 Additionally, the Standard Deviation for test 1 is reported as 1.11.
2 is 0.88 Moreover, “p” value is 0.04 In grade 3/6 (the control group), Mean of test 1 is 9.22; Mean of test 2 is 9.24 In addition, SD of test 1 is 1.10; SD of test
2 is 1.08 Moreover, “p” value is 0.46 I will explain more about these values as following.
Table 4.9: The incidental probability (p) in test 1 and test 2 of two classes
The analysis of the data reveals that the experimental group (grade 3/5) experienced a significant mean increase of 0.37 points, with a p-value of 0.04, indicating that the results are statistically significant and not due to chance In contrast, the control group (grade 3/6) showed only a marginal mean increase of 0.02 points, with a p-value of 0.46, suggesting that this result is likely incidental.
The analysis of the data reveals that the experimental group (grade 3/5) experienced a significant mean increase of 0.37 points, with a p-value of 0.04, indicating that this result is statistically significant and not due to chance In contrast, the control group (grade 3/6) showed only a minor mean increase of 0.02 points, with a p-value of 0.46, suggesting that this result was incidental These findings demonstrate that the use of pictures enhances word retention among learners.
Discussion on the results of the study
This research investigates the effectiveness of using pictures to teach English vocabulary to third graders at Hong Ha Primary School in Ho Chi Minh City It is hypothesized that the majority of students prefer learning new vocabulary through visual aids, as pictures enhance their ability to acquire new words more effectively.
Now I will go through some views about research questions as I posted in introduction part as following:
What are the primary school students’ attitudes towards using pictures in learning English vocabulary?
To what extent may the use of pictures help students improve their memorization of English vocabulary?
4.3.1 What are the primary school students’ attitudes towards using pictures in learning English vocabulary?
The first research question emphasized students’ attitudes towards using pictures in learning English vocabulary The results obtained from pre- questionnaire and post-questionnaire I deliver the questionnaires to two classes.
In this study, students were asked to provide feedback on their perceptions of using pictures in teaching English vocabulary through pre- and post-questionnaires The analysis revealed that the average agreement on the benefits of using pictures increased from 34.30 in the pre-questionnaire to 41.84 in the post-questionnaire Additionally, the number of students expressing neutral opinions decreased from 5.23 to 1.07, and those agreeing with the drawbacks also fell from 5.57 to 2.57 This indicates a significant shift towards a more positive attitude regarding the use of pictures in vocabulary instruction Furthermore, the implementation of this technique fostered an engaging and dynamic classroom environment, with students showing heightened enthusiasm for learning English vocabulary.
It proves that students have tendency to agree about using pictures in teaching English vocabulary in post-questionnaire are higher than in pre- questionnaire
In conclusion, learners have positive attitudes towards using pictures in teaching English vocabulary
4.3.2 To what extent may the use of pictures help students improve their memorization of English vocabulary?
In my research, I explored the effectiveness of using pictures in teaching vocabulary to enhance students' memorization Two vocabulary tests were conducted to evaluate memorization among students in two different classes: 3/5, which served as the experimental group, and 3/6, the control group In the experimental group (grade 3/5), visual aids were utilized to teach English vocabulary, while the control group (grade 3/6) did not receive this visual support.
In my vocabulary teaching approach, I initially did not incorporate pictures for grade 3/6, focusing solely on verbal explanations During the first test, I maintained this method for both classes 3/5 and 3/6 For the second test, I introduced pictures in the vocabulary instruction for class 3/5, while continuing to use only verbal explanations for class 3/6 Detailed descriptions of the tests can be found in Appendix 2 and Appendix 3.
In grade 3/5, Mean 1 is 9.30, but Mean 2 is 9.67.Therefore, Mean 2-Mean1= Mean or 9.67-9.30= 0.37.
In grade 3/6, Mean 1 is 9.22, but Mean 2 is 9.24 Therefore, Mean 2-Mean 1= Mean or 9.24-9.22= 0.02.
In a study comparing two groups of third graders, the experimental group (grade 3/5) achieved a mean score of 0.37, significantly higher than the control group (grade 3/6), which had a mean score of 0.02 The experimental group demonstrated improved vocabulary retention through the use of pictures in teaching, as evidenced by the increasing scores in their assessments In contrast, the test results for the control group remained consistent between the first and second tests To validate these findings, a T-test was conducted to assess the significance of the differences between the two groups, focusing on the "p" value to evaluate incidental probability This analysis confirmed that the use of visual aids effectively enhances vocabulary memorization for learners in grade 3/5.
The experimental group (grade 3/5) showed a significant mean increase of 0.37 points with a p-value of 0.04, indicating that the results were statistically significant and not due to chance In contrast, the control group (grade 3/6) experienced a minimal mean increase of only 0.02 points, with a p-value of 0.46, suggesting that this result was incidental These findings demonstrate that incorporating pictures effectively enhances learners' ability to remember words.
Incorporating images in English vocabulary instruction significantly enhances students' retention of words This approach has been shown to effectively improve vocabulary memorization among third and fifth graders in experimental settings, yielding positive outcomes in their learning.
Teaching new vocabulary can be challenging, particularly with abstract words that are hard to illustrate through images To effectively convey these concepts, educators should adopt a flexible approach, integrating visual aids with explanations and examples to enhance understanding.