INTRODUCTION
Rationale
English is a globally significant language, prompting many Vietnamese parents to invest in their children's English education for a brighter future However, teaching English to young learners presents challenges that can hinder effective learning Firstly, many classes focus heavily on grammar, leading to boredom and difficulty in language acquisition Secondly, children often lack motivation, as they do not yet understand the long-term benefits of learning English, unlike adults who study for career advancement Lastly, the absence of an interactive environment limits opportunities for children to practice English effectively.
Smartcom Academy 1, the focus of this study, faces challenges in maintaining children's full attention during English classes To enhance engagement and learning, incorporating multimedia into English lessons emerges as an effective solution This research aims to evaluate the impact of multimedia on the English learning experience of 5th graders at Smartcom.
Aims of the study
The research aims to enhance the quality of English teaching and learning process in Smartcom Academy, particularly the 5 th graders‟ English in this center by using multimedia
1 The researcher managed to obtain the center‟s consent to use its real name, as provided in the Appendix.
Research questions
In order to achieve the aim above, the study focuses on answering the research question: How effective is the use of multimedia in teaching and learning English to
5 th graders in Smartcom Academy?
Methods of the study
Action research is selected for this study due to its dual focus on implementing change and conducting research The primary goal is to enhance a specific teaching environment while simultaneously analyzing and understanding the current practices (Dick, 1992; Hughes & William, 2001) This approach aligns perfectly with my objective of planning and executing an intervention that utilizes multimedia to transform traditional teaching methods.
In order to find out the answer to the research question, I conducted the study in six stages: planning, acting, observing, recording, interviewing and data analyzing.
Significance of the study
This study aims to enhance English learning outcomes at Smartcom Academy and other English centers across Vietnam Additionally, it seeks to introduce innovative teaching methods for primary graders by utilizing multimedia tools, fostering an interactive learning environment that moves beyond conventional grammar-focused classes.
Structure of the thesis
The thesis is organized as follows:
PART I: INTRODUCTION - introduces the rationale; aims of the study; research questions; methods of the study; significance of the study; and the thesis structure PART II: DEVELOPMENT – the main part of the study, consists of three chapters: Chapter 1: LITERATURE REVIEW AND THEORETICAL FRAMEWORK – reviews and presents relevant theories and studies to the study Chapter 2: METHODOLOGY – describes the setting of the study, the participants, research question, methods and instruments Chapter 3: FINDINGS AND DISCUSSION – presents an analysis of the data and discusses the findings of the study
PART III: CONCLUSIONS – summarizes the study, limitations of the study and suggestions for further research.
DEVELOPMENT
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
English language education has changed dramatically in recent decades all over the world In different countries, especially those in the Expanding Circle (Kachru,
In 1991, a significant number of parents expressed a desire for their children to begin learning English at an early age It is essential for language educators to comprehend the psychological development of children at various ages and to utilize effective language teaching approaches and aids This chapter reviews the current insights into second language instruction for primary graders, emphasizing the role of multimedia in English teaching Additionally, it outlines the theoretical framework that underpins the study.
Research by professors and Neuro-linguistic programming experts indicates that learners absorb information through their five senses, primarily through three key learning styles: visual, auditory, and kinesthetic Visual learners tend to favor the use of pictures, images, and spatial understanding, while auditory learners are inclined towards sound and music as their preferred method of learning.
1.1.3 Kinesthetic: learners prefer using your body, hands and sense of touch
Research indicates that learning styles among school-age children vary significantly, with Dunn and Dunn (1978) noting that 20-30% are auditory learners, 40% are visual learners, and 30-40% are tactile/kinaesthetic or visual/tactile learners Barbe and Milone (1981) found that visual and mixed modalities are the most common among grade school children, while auditory and kinaesthetic modalities follow They also observed that younger children typically learn better through auditory means, but from kindergarten to sixth grade, a shift occurs where visual learning becomes predominant and kinaesthetic learning surpasses auditory learning Additionally, adults tend to exhibit mixed modality strengths more frequently than children Price, Dunn, and Sanders (1980) highlighted that very young children are primarily tactile/kinesthetic learners, with visual strengths developing gradually through elementary school, and most children only beginning to effectively learn through auditory means by fifth or sixth grade Carbo (1983) discovered that proficient readers prefer visual and auditory learning styles, while struggling readers lean towards tactile and kinesthetic methods.
In a classroom environment students with limited English proficiency rely heavily on visual clues for the comprehension and acquisition of learning content (Olmeda,
A study by Renou (2004) on perceptual learning styles in a university foreign language course revealed no significant difference in academic achievement based on predominant learning styles, indicating that visual, auditory, or kinesthetic preferences do not impact grades However, research by Kia, Alipour, and Ghaderi (2009) at Payame Noor University in Iran found that students with a visual learning style achieved the highest academic success Additionally, Peacock (2001) examined the preferences of EFL and ESL students, concluding that while students favor kinesthetic learning styles, teaching methods predominantly cater to auditory learners.
1.2 Teaching English to primary graders
As English becomes the world‟s common language, many countries all over the world have utilized English language instruction as a part of their education system
Many countries choose the primary level to begin teaching English, and students are studying the language at younger and younger ages (Jenkins, 2009)
The primary goal of teaching English in primary schools is to enhance students' abilities to communicate effectively in both speech and writing, while also fostering their listening comprehension According to the National Curriculum Order for English (1995), this education should cultivate enthusiastic, responsive, and knowledgeable readers Effective communication is vital in society, and the media plays a crucial role in this aspect through its daily functions Essentially, the core purpose of the media is communication, utilizing a diverse array of literacies that both reflect and shape societal norms.
Teaching English to young learners in primary schools requires a distinct approach compared to teaching adults Consequently, primary school English teachers must have a strong grasp of language teaching theories tailored to young students.
Teachers must grasp the distinction between language acquisition and language learning to effectively teach English to primary graders Language acquisition occurs naturally and subconsciously, as described by Krashen and Terrell (1983), who refer to it as "picking it up" through regular exposure in everyday situations In contrast, language learning involves a conscious understanding of grammatical rules, or "knowing the rules." Therefore, creating a context that promotes language acquisition is essential for young learners, as it allows them to develop their language skills more organically rather than through formal learning methods.
Teaching foreign language effectively to children needs specific skills that differ from teaching adults It is important to consider four categories proposed by Brown
In 2001, it was identified that effective teaching strategies for young learners should focus on their intellectual development, emphasizing concrete understanding over abstract grammar rules Given that children have short attention spans, educators must design engaging and lively activities to maintain their interest Additionally, incorporating multimedia as a sensory input can significantly enhance the learning experience, making classroom interactions more dynamic and engaging for young English learners.
The following terms are defined specifically because they occur frequently and repeatedly in the study
The term "media" originates from Latin, leading to the concept of "multimedia," which refers to multiple forms of media According to the Cambridge Dictionary, multimedia is defined as a combination of moving and still images, sounds, music, and text, particularly in the context of computers or entertainment The Oxford Dictionary describes multimedia as the use of more than one medium for expression or communication Marshall (1999) elaborates that multimedia encompasses the computer-controlled integration of various elements such as text, graphics, images, animation, and audio, allowing for the digital representation, storage, transmission, and processing of diverse information Mayer (2001) simplifies this definition by stating that multimedia presents both words and pictures.
In short, basic elements creating multimedia are shown as below:
2 Retrieved August 7 2017, from https://en.oxforddictionaries.com/definition/media
In this study, multimedia refers to multimedia materials used for improving English lessons for the children The materials include the content from Power Point Presentations and Storytelling website
PowerPoint, developed by Microsoft as part of the Microsoft Office suite, is a widely used presentation program that enables users to create electronic presentations composed of a series of slides It is recognized as an effective pedagogical tool in educational settings, particularly when it incorporates images, graphics, text, sound, animations, and hyperlinks to other documents The integration of these elements allows for the creation of animated and interactive presentations, which are essential for enhancing instructional support, as noted by Bozarth (2008).
Storytelling is an “activity of telling or writing stories” (Oxford dictionary 4 ) According to Pesola (1991, p.340), storytelling is “one of the most powerful tools
3 Retrieved August 7 2017, from https://en.oxforddictionaries.com/definition/powerpoint
4 Retrieved August 7 2017, from https://en.oxforddictionaries.com/definition/storytelling
Animation graphics can immerse young learners in language, enhancing their four language skills, as noted by Wilson (1997) Storytelling emerges as a practical and effective teaching tool, particularly beneficial for language acquisition.
Similar to PowerPoint, storytelling website also integrates texts, graphics, sounds, animation, and so on to create an interesting and lively foreign language learning environment
1.2.2 Why should teachers use multimedia?
Teachers, particularly those in primary education, must acknowledge the crucial role of multimedia in children's lives In today's world, children are constantly exposed to a technological revolution that inundates them with information and ideas, and this exposure is both inevitable and beneficial (Diana et al., 1999).
The teaching of English focuses on effective communication through both written and spoken forms Excluding multimedia from the primary English curriculum limits children's access to a vital language resource that reflects a substantial portion of societal communication (Diana et al., 1999).
In short, the teacher should take advantage of multimedia to help the children have better language development
1.2.3 The use of multimedia in English teaching
The common use of multimedia can bring a big change for people in sending, receiving and expressing information Pea (1991) states:
Multimedia enhances student learning in several key ways Firstly, it offers a superior alternative to traditional written text, facilitating better comprehension of the material Secondly, multimedia provides contextual understanding for abstract concepts, such as conveying various human emotions through visual representation Lastly, it addresses individual learning needs and preferences, allowing students to engage with the material in a way that suits them best.
Lin & Chen (2007) thought that multimedia is beneficial for foreign language learners Joshi (2012) showed in his study that using multimedia in classroom supported learners in enhancing their language acquisition
The advancement of multimedia technology has prompted programmers to create innovative software for enhancing teaching and learning Over the past decade, there has been significant growth in interactive programs, including stories, animations, and games This evolution includes the development of interactive video discs, CD-ROMs, and CDs, which have transformed educational experiences.
METHODOLOGY
2.1 The setting of the study
Smartcom, an English center founded in 2006 and headquartered in Hanoi, has expanded its reach by opening multiple branches The branch where I currently teach is one of its newest locations.
Each classroom at the center features a whiteboard and a large screen TV connected to a wireless network, serving as both a computer and a projector Spanning approximately 30 square meters, these classrooms facilitated a two-month course for the participating children.
The branch I teach at is newly established, with both teachers and students starting fresh During my first week, I observed several classes and noted that while many children were quick learners, some students struggled with passivity and lacked focus, particularly during lessons with Vietnamese teachers This issue had the potential to disrupt the overall learning environment, prompting me to realize the need for change, though I was initially uncertain about how to address it.
After becoming an official teacher at the center, I was inspired to incorporate multimedia into my lessons, leading me to implement this innovative approach in my very first class.
I was assigned to teach two 5th-grade classes, each consisting of approximately 13 young learners, though the number fluctuated with new members occasionally joining Each week, we held three-hour lessons, with the first two hours led by a foreign teacher focused on a specific chapter of a story During this time, the foreign teacher introduced vocabulary related to the story, utilizing engaging games such as flashcards and PowerPoint presentations to reinforce learning My role during these sessions was to assist in teaching and observe the process, while the PowerPoint activities had been meticulously prepared by the Vietnamese teachers at the center.
Figure 2.1 The lesson in the first two hours
In the last one hour, a Vietnamese teacher had to design the grammar lesson herself
During my initial week of observing classes, I discovered that traditional grammar teaching methods using a whiteboard were ineffective Student participation was notably low, with learners only able to focus for a few minutes before becoming easily distracted, particularly during worksheet exercises.
After consideration, I chose two main multimedia tools to design the lesson in my one hour They are PowerPoint and storytelling website
The study involved two fifth-grade classes, comprising 26 students aged 8 to 11, including 14 boys and 12 girls, taught by a foreign teacher and a Vietnamese researcher Both classes followed the same syllabus, with the only notable difference being the students' enthusiasm for learning To ensure the reliability of the data, the researcher retained the students' real names and obtained their consent for use.
The study was carried out to answer the question: How effective is the use of multimedia in teaching and learning English to 5 th graders in the center?
Defining "effective" in the context of teaching can be complex and controversial, as it often evokes strong emotions related to professional competency and accountability The term "effectiveness" challenges individual teachers' beliefs about their professional autonomy and raises questions about what constitutes high-quality teaching While some view teaching as an art or craft rather than a science, perceptions of good practice can vary significantly across different age groups, contexts, and time periods.
Effective teaching is grounded in clear criteria that align with the overarching objectives of education The quality and effectiveness of educational practices are intrinsically linked to these objectives, making it essential to define effective teaching in the context of educational goals A primary aim of education and teaching is to foster students' cognitive development, highlighting its significance in the learning process.
This study utilized a qualitative approach to gather and analyze data related to multimedia usage To ensure the reliability and validity of the findings, three key instruments were employed: observations, interviews with learners from two classes, and recordings obtained from the website.
Observation serves as a valuable method for collecting real-time data in a second language classroom, allowing researchers to gather insights on language use, activities, interactions, and instructional methods (Mackey & Gass, 2005) In this study, the researcher examined learners' reactions and performance while utilizing multimedia to introduce grammar lessons, assign practice tasks, and review stories To ensure authentic responses, the children were unaware of being observed, enabling them to act naturally The analysis focused on the children's reactions to the program, including their physical, facial, and verbal expressions.
The children's exercise performance was documented on the storytelling website, where the teacher also provided voice commentary on their speaking cards The recorded data was analyzed based on two criteria: the percentage of engagement the children had with different sections of the website and the progress they made while using the speaking cards.
Semi-structured interviews were carried out with 19 young learners from two classes to explore the impact of using a storytelling website at home on their performance in the classroom The primary objective of these interviews was to understand how children's engagement with the website influences their learning outcomes during in-class activities.
In order to collect information related to the study as much as possible, the researcher carried out the study in the following stages:
As shown in Figure 2.2, data of the study was collected during the process of multimedia application Thus, data collection procedure will be presented in the following part
2.4.2.1 Application of multimedia in teaching 5 th graders in the center and data collection
The observation involved two fifth-grade classes taught by both a Vietnamese teacher and a foreign teacher over a one-hour period across eight weeks Both classes followed the same syllabus, allowing for a consistent comparison Key observations were documented during each lesson, which were later compiled for the teacher to create class reports at the end of each session.
2.4.2.1.1 Application of PowerPoint in the class and observation
I once thought that PowerPoint was an ideal blend of visuals and audio, offering excellent tools for presenting information in an engaging way As a result, I utilized it to create dynamic grammar lessons within a one-hour timeframe The illustrations I presented in my inaugural grammar lesson were particularly noteworthy.
Figure 2.3 The name of the grammar lesson
Figure 2.4 The first slide of the language input
Figure 2.5 The second slide of the language input
Figure 2.6 The third slide of the language input
Figure 2.7 The fouth slide of the language input
Figure 2.8 The fifth slide of the language input
Figure 2.9 The sixth slide of the language input
The images above are examples of the input presentation in one grammar lesson The next images are illustrated for the exercises:
Figure 2.10 The first activity of the practice
Figure 2.11 The first question in the first activity
Figure 2.12 The answer to the first question
Figure 2.13 The second activity of the practice
Figure 2.14 The first question in the second activity
Figure 2.15 The answer to the second question
Figure 2.16 The third activity of the practice
Figure 2.17 The first question in the third activity
Figure 2.18 The answer to the third question
Figure 2.19 The fourth activity of the practice
Figure 2.20 The first question in the fourth activity
Figure 2.21 The answer to the fourth question
FINDINGS AND DISCUSSION
The study aimed to evaluate the effectiveness of multimedia in enhancing English lessons for 5th graders through qualitative analysis This analysis was performed in a real classroom setting where students were actively engaged with multimedia resources during their learning process.
The findings were derived from observations, recordings, and interviews Following data collection, a comprehensive analysis of the gathered information was conducted Utilizing these data analysis techniques aims to effectively and accurately address the research question.
Observation data revealed that young learners displayed significant excitement during lessons that incorporated multimedia In a grammar lesson, the introduction of the first slide elicited expressions of joyful surprise among the children Their attention levels were notably high, as they promptly responded to key words and teacher instructions Even those who recognized some concepts expressed genuine interest, and their enthusiasm peaked during practice activities Overall, the grammar lesson flowed seamlessly, characterized by enthusiastic participation from the students.
3.1.2 Data from recording on the website
3.1.2.1 Data from reports on learners’ performance on the website
The performance of each learner was reported in detail according to each part of each chapter he/she did on the website It was expressed as a percentage below:
Figure 3.1 Performance report 1, retrieved July 7, 2017 from http://elearning.smartcom.vn:8080/openreports/ Copyright © 2015 Smartcom All rights reserved Powered by Smartcom Việt Nam
This research analyzes the qualitative data to explore the connection between students' use of multimedia at home and their classroom performance A notable example is a student marked in yellow, who actively participated in class activities and achieved excellent results In contrast, a student marked in red displayed a lack of enthusiasm and participation, which reflected in her academic performance Another student highlighted in yellow also demonstrated strong engagement and success in class.
Figure 3.2 Performance report 2, retrieved July 7, 2017 from http://elearning.smartcom.vn:8080/openreports/ Copyright © 2015 Smartcom All rights reserved Powered by Smartcom Việt Nam
To be more precise, the researcher summarized marked learners below:
Table 3.1 Relationship between learners’ using website at home and their interaction in class
Learners Using websites at home Interaction in class
Hà Minh Trang Yes Yes
Ngô Hoàng Trang Yes Rarely Đinh Hoàng Hải A little Yes
The above information does not yield anything about this relationship Hence, the researcher must continue to implement interviews to collect more data
3.1.2.2 Data from recording of speaking card
The aim of the data is to find out the progress the children had when recording on the speaking card and received feedback from voice recorded of the teacher
In order to know whether the children obtained the progress after receiving feedback, the content of the feedback will be summarized below:
Table 3.2 Content of the feedback on the website
About the text About the recording
Grammar Spelling Pronunciation Intonation Details
To enhance the effectiveness of feedback, the teacher utilized Vietnamese for clear communication Students were encouraged to independently correct their grammar and spelling errors, while the teacher provided clear examples to address pronunciation and intonation mistakes Consequently, the majority of resubmissions indicated that students successfully overcame their challenges.
The data shown below is examples of some learners having prominent advances:
Table 3.3 Speaking card of one story on the website
Learners Speaking card 1 Speaking card 2 Speaking card 3 Speaking card 4 Ngọc
The toad son:Yes,I want.So you must to be my wife
And Thumbelina begin to crys
The toad:He wants to a wife
Bổ sung ngoặc kép; ngữ pháp
“wants to a wife” + file ghi âm
The mouse:here she is
The mole:you can be my wife
Thumbelina:I don't want to be your wife
Bổ sung ngoặc kép; viết hoa đầu câu + file ghi âm
“I think you need a new clothes.”
“You be my wife tomorrow.”
Đã nhớ có ngoặc kép; đã nhớ viết hoa đầu câu
File ghi âm bị lỗi
-"Here is your blanket"-said Thumbelina Suddenly, she heard a quiet
"thump!;thump!'' The bird was alive!And it opened its eyes
-"Thank you,Im warmer now"-said the bird
And then,one day,the mole came to the mouse's house when Thumbelina was working for the mouse.Thumbelina sang to him
The toad's dad says:"You can be his wife."
And the toad take the flower to Thumbelina:"I want to marry with you!"
Thumbelina says."I don't want to marry with you !"
"You can be his wife." the mouse says
The mole says:"I'am very rich.I have a lot of money."
Thumbelina says:"How do you feel now?"
"I am warmer now."says the bird
One day, the mole visits them.He says:
"He is very ngoặc kép + lỗi NP
“takes” dòng 2 + file ghi âm rich."says the mouse."Think about it ,Thumbelina."
But Thumbelina says:"I don't want to marry with the mole!"
File ghi âm bị lỗi, không nghe đƣợc Phúc
You can be his wife Says the toad
Dài hơn, Đọc diễn cảm hơn + bổ sung file text
Đọc rất tốt nhƣng hơi ngắn + bổ sung file text
The toad:"My son wants a wife.You can be his wife."
The toad's son:"I want you to be my wife."
File đã tự chỉnh sửa lại
The mole:"Thi s is my house."
The mouse:"H e is very rich."
File đã sửa; đọc diễn cảm
Picture 1: Thumbelina:"T his blanket is for you." The bird:"Thank you.I am warmer now"
"How can I help you ,mole?" The mole:"I want her to sing for me."
File ghi âm diễn cảm
Where am I ? Toad:This is the river My son wants a wife You can marry him
Toad's son: Wow, you are so beautiful
Bổ sung ngoặc kép + file ghi âm
Mouse: This is my friend, a mole
Mole: I need a wife You can be my wife
The Mole: “I want to marry you tomorrow.”
Bài rất ok từ file ghi âm cho tới file text Ngô
Toad: You can be his wife
Toad son ' s: she is beautiful a little girl : oh no
Bổ sung ngoặc kép; viết hoa đầu câu
Mole says :This is my house
Mouse says :He 's very rich
Thumbelina says : He 's needs a wife
Bổ sung ngoặc kép; lỗi ngữ pháp
File ghi âm ok + bổ sung
The bird says:”Thank you!”
“All winter, I'm working for the mouse.”
File text đã có tiến bộ
File ghi âm diễn thêm ngữ điệu cảm hơn
Khôi the frog mum say : you can be his wife the frog son say :you can be my wife thumblina say : i don't want you now
Bổ sung ngoặc kép; viết hoa đầu câu; lỗi ngữ pháp
“say” the mole say :this is my house the mouse say :he very rich thumblina say : i does ' t like it
Viết hoa đầu câu; lỗi ngữ pháp
“he very rich”; “I does’ t like”
File ghi âm bị lỗi
The mouse says: “She is very good”
Thumbelina says: “What this do you speak?”
Đã có tiến bộ từ bài viết đến bài nói
The questions in the interviews are shown as below (the interview was conducted in Vietnamese so as to elicit the most information from the children):
Do you often do the online exercises or read stories on the website before coming to the class?
A (If yes) Which parts do you often do? Do you think they can help you anything in the class?
B (If not) Why? Do you think that it can influence your study in the class?
The participants showed that they were really interested in the interview, so they answered comfortably and naturally
The survey aimed to assess whether learners completed exercises and read the story prior to class Most respondents indicated they consistently read the story beforehand, which helped them understand and retain the lesson better, leading to active and enthusiastic participation in class activities Conversely, those who did not always read the story noted that it negatively affected their studying, resulting in fewer contributions during discussions One participant expressed that knowing the story's ending in advance made class less engaging, although this opinion pertained to the foreign teacher's hour, while the study focused solely on the Vietnamese teacher's session Regarding online exercises, some students reported completing them before class, while others did so afterward or rarely utilized the website, stating it did not significantly impact their language learning in class.
This study aims to evaluate the effectiveness of multimedia in teaching English to 5th graders at Smartcom Academy by examining both the advantages and disadvantages of its use in the classroom.
The advantages of using multimedia in teaching and learning English to 5 th graders in the center
Analysis of data from three instruments indicates that learners' attention is significantly enhanced by the multimedia used by teachers in the classroom The unique features of PowerPoint allow teachers to present information dynamically, capturing the interest of young learners, particularly those with a curious mindset This engagement fosters a competitive spirit among students, prompting them to actively participate in discussions Furthermore, the study highlights that students' preparation before class, such as reading stories, greatly influences their interaction with the teacher and overall lesson engagement, resulting in a lively classroom atmosphere Additionally, learners benefit from receiving voice feedback from the teacher, which proves to be a valuable tool for their learning In conclusion, the effective use of multimedia not only benefits students but also supports teachers in delivering English lessons more effectively.
The disadvantages of using multimedia in teaching and learning English to 5 th graders in the center
Data analysis reveals that one learner experienced boredom after reading the story prior to class, leading to minimal participation in activities due to already knowing the ending Similarly, another student, despite completing online exercises, showed poor interaction during lessons Additionally, the teacher faced challenges in lesson preparation, spending significant time creating engaging PowerPoint presentations with suitable materials However, these drawbacks are minor compared to the substantial benefits of multimedia, which can enhance English teaching methods for young learners.
The study's findings reveal both the benefits and drawbacks of utilizing multimedia in English instruction for two 5th-grade classes at Smartcom Academy This analysis aids in addressing the research question regarding the effectiveness of multimedia in enhancing the teaching and learning experience for 5th graders.
CONCLUSIONS
Conclusions
The action research aimed to enhance English lessons for 5th graders through the use of multimedia at Smartcom Academy's new branch from March to May 2017 The findings confirmed that multimedia serves as an effective tool for improving the teaching and learning process of English at the center.
Research indicates that the use of multimedia in the classroom significantly enhances children's engagement and activity levels during lessons Compared to traditional grammar instruction, multimedia tools, such as PowerPoint, capture young learners' attention more effectively As a result, students experience less stress and show increased participation, with even those who previously hesitated to engage now eagerly raising their hands and responding to questions This shift demonstrates that multimedia resources foster active learning, transforming students from passive recipients of information into enthusiastic participants in their education.
Learners who accessed lessons from home exhibited greater enthusiasm, resulting in a more vibrant classroom atmosphere Multimedia significantly enhances the teaching experience, making lessons smoother and more engaging for young learners Additionally, students show clear progress when receiving voice feedback from their teacher via the website In summary, multimedia offers numerous advantages that benefit both the teaching and learning processes.
The integration of multimedia in the classroom has significantly enhanced children's participation, with even the previously reserved students engaging more actively Grammar lessons, once perceived as dull and challenging, have transformed into captivating experiences through the use of vibrant visuals, sounds, and dynamic movement.
While multimedia can enhance learning, it may also lead to decreased interaction among some students prior to class This suggests that its impact on in-class engagement isn't always beneficial Additionally, teachers face significant time commitments in lesson preparation when incorporating multimedia, highlighting the need for strategies to mitigate these challenges.
Limitations of the study
Despite the advantages of using multimedia for teaching English to young learners, this study faced several limitations due to time constraints Notably, pre-test and post-test assessments were not conducted to measure the children's progress before and after the multimedia instruction Additionally, the researcher could only interview 19 out of the intended 26 learners, which limited the data collected One participant performed well on the website exercises at home but was less engaged during class, complicating data analysis Furthermore, the researcher has yet to identify solutions to address these limitations Future studies are anticipated to provide insights that can help overcome these challenges.
Suggestions for further research
There is no one-size-fits-all approach to teaching English to young learners, as each student has unique learning styles and needs Teachers must act as both practitioners and researchers, experimenting with various methods to discover what works best for their students Building a close relationship with learners is essential for understanding their feelings, which helps in designing engaging lessons Additionally, teachers should remain flexible and avoid sticking to a single teaching method or multimedia approach, as what works today may not be effective in the future To prevent boredom and maintain engagement, educators should continuously adapt their strategies and stay informed about new developments in teaching.
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APPENDIX 1 FIELD NOTES FORM (TEACHING RECORD)
Students Pronunciation Interaction Acquisition Notes
Time Class Number of students Students Others
STT Do you often do the online exercises or read stories on the website before coming to the class?
(If yes) Do you think they can help you anything in the class?
(If not) Why? Do you think that it can influence your studying in the class?
1 (Y) No benefits in the class
2 (Y) (did after class) Longer memory
Longer memory, better understand in the class
5 (Y) (did after class) Remember vocabulary
7 (Y) (read and did before class)
11 (Y) (read all chapters before class)
12 (Y) (read and did but sometimes)
It affected the class time
Know in advance => remember the story but bored in the class
15 (Y) (read all and did after the first lesson)
Better understand the lesson & know in advance the ending
16 (Y) (read before class but sometimes)
Can answer the questions of the teacher at the beginning of the lesson
Know in advance the lesson => learn faster, remember the lesson better
THE CENTER’S CONSENT TO USE ITS REAL NAME
Ethical guidelines require researchers to obtain prior consent from participants before conducting studies I acknowledge my oversight in not securing this consent earlier Nevertheless, I have successfully obtained the necessary permissions to use the real names of the centers and the fifth graders, as confirmed in the email correspondence provided.