The aim of the study and research questions
This research aims to explore the use of animated cartoons as a tool for teaching English at Dong Hoa Primary School, focusing on the attitudes of third-grade students towards learning the language through this engaging medium.
To fulfill the aim of the study, the following questions are raised:
1 Is the employment of animated cartoons to teach English to the third grader students at Dong Hoa Primary School effective?
2 What are the attitudes of Dong Hoa third-grade students towards studying English by using animated cartoons?
The significance of the study
This study aims to support both teachers and students by introducing a cartoon-based approach to teaching English to young learners It offers educators innovative methods and techniques for effectively utilizing animated cartoons in primary school classrooms, enhancing their teaching strategies and engaging students in the learning process.
This study provides students with an engaging learning model that enhances their involvement in the educational process while improving their English proficiency.
Scope of the study
This study focuses on the effectiveness of using animated cartoons as a teaching technique for English language instruction among third graders at Dong Hoa Primary School While the title references music, it specifically pertains to background music that accompanies the animated cartoon activities, rather than the use of songs in the teaching process.
Method of the study
This action research study follows the procedures outlined by McNiff (1992) and consists of four stages The first stage, planning, involves identifying problems and implementing animated cartoons as a solution for teaching English to third-grade students The researcher searches for suitable animated cartoons online, redesigns them to align with the textbook content, creates lesson plans, and develops questionnaires to assess student responses after each lesson In the second stage, acting, the author conducts three lessons using the animated cartoons as planned The third stage, observing, focuses on identifying and analyzing the data collected during the treatment Finally, the fourth stage, reflecting, presents the findings of the research The study employs both qualitative and quantitative methods for data analysis.
Design of the study
The thesis will be organized in three parts as follows:
Part A is the Introduction which presents the rationale, the aim and the research questions, the significance, the scope, the method and the design of the study
Part B is the Development which consists of three chapters Chapter 1 is the Literature Review which offers the theoretical background to the study
Chapter 2 is the focus of the study which reports the context of teaching English at Dong Hoa Primary School, identifies the problems and conducts the action
Chapter 3 is concerned with data analysis and findings It provides an analysis of the data and the interpretation of the results
In conclusion, this article summarizes the key findings of the study, offering valuable recommendations for textbook authors and primary English educators It also highlights the research's limitations and suggests areas for future exploration to enhance the understanding of effective teaching practices.
The References is the last `part of the thesis, followed by the Appendices.
LITERATURE REVIEW 1.1 Introduction
Teaching English to young learners
This section explores the possible views on definition and characteristics of young learners in addition to a literature review relating teaching English to young learners
The definition of young learners varies among authors, but generally, they are categorized as children aged approximately five to twelve years McKay (2006) identifies elementary school students learning a foreign or second language during their first six or seven years of formal education as young language learners Similarly, Phillips (1993) defines young learners as those from the first year of schooling at around 5 or 6 years old up to 11 or 12 years of age Cameron (2001) aligns with this perspective, emphasizing that young children fall within the same age range of 5 to 12 years.
Young learners, typically aged 5 to 12, are primary school students studying English as a foreign language for one to four years In Vietnam, these young learners generally attend primary school and are usually between 6 and 10 years old.
Young learners possess unique characteristics that set them apart from adult learners, influencing their thinking, attitudes, and aptitudes These traits significantly affect their language learning processes, which in turn impacts teaching methods It is crucial for educators to recognize and understand these characteristics to enhance the quality of teaching and the learning experience According to Scott and Ytreberg (1999:1), one fundamental characteristic of young language learners is their occasional difficulty in distinguishing between the real world and the imaginary world.
Individuals thrive in social environments, preferring collaboration over solitary tasks They often utilize language skills instinctively, even before recognizing their use Enjoyment is crucial for effective learning, as they engage best when having fun Additionally, they learn through imitation, incorporating gestures and body movements, highlighting the significance of the physical world in their learning process.
They have a very short attention and concentration span (g) They do not always understand the world of adults (h) Young children are motivated when they are praised
Young learners possess distinct characteristics that influence their learning process They respond to meaning even without fully understanding the words and often learn indirectly rather than directly Their comprehension is enhanced through sensory experiences, including sight, sound, and tactile interaction These learners exhibit a natural enthusiasm for learning and curiosity about their surroundings, while also requiring individual attention and approval from their teachers They are engaged when topics relate to their own lives and experiences However, their limited attention span necessitates highly engaging activities, as they may lose interest and interaction within approximately 10 minutes.
Based on different views on the nature of children stated above, the main characteristics of young learners can be summarized as follows:
1 They understand situations more quickly than they understand the language used
2 They use language skills long before they are aware of them
3 Their own understanding comes through hands, eyes and ears
4 They can generally imitate the sounds they hear quite accurately and copy the way adults speak
5 They have a very short attention and concentration span
6 They are often happy playing and working alone but in company of others
7 Children love to play and learn best when they are enjoying themselves
8 Children are enthusiastic and positive about learning
9 They are comfortable with routines and enjoy repetition
10 They are very active and curious
11 They respond well to praise and rewards
Understanding the characteristics of young learners is crucial for effective English teaching in primary schools By recognizing their instincts and interests, teachers can design engaging lessons that fully involve students in the learning process Acknowledging these traits is key to fostering an effective educational environment.
1.2.3 Teaching English as foreign language to young learners
Teaching English to young learners is a rewarding yet challenging experience for educators They must continually seek innovative methods to engage students while relishing the opportunity to view the world through a child's perspective Young learners often find lessons enjoyable as they actively participate, using the language to express their ideas through games and storytelling Effective language learning encompasses not just speaking but also speaking correctly Teachers should employ suitable media and techniques tailored to their students' abilities According to Cameron (2001), educators of young learners require an understanding of child cognition, proficiency in spoken English for oral instruction, the ability to harness children's interests for language teaching, and the skills to introduce initial literacy in English.
Teaching young learners differs significantly from teaching adults, as children exhibit more enthusiasm and energy in their learning process They seek to please their teachers rather than their peers and may engage in activities without fully understanding them However, they tend to lose interest quickly and struggle with self-regulation To enhance English learning for children, Cameron (2001) recommends several effective techniques: making learning enjoyable, fostering a comfortable environment that encourages participation without fear of mistakes, utilizing gestures and visuals for better understanding, engaging in conversation about familiar topics, incorporating games, songs, and rhymes, narrating simple stories with visuals and varied voices, allowing the use of their mother tongue, and planning lessons with a mix of activities that include both quiet and active participation.
Phillips (1993:3), on the other hand, provides the following suggestions for teachers to keep in mind when teaching young learners:
1 The activities should be simple enough for the children so that they understand what to do and what is expected of them
2 The tasks should be amusing and within children‟s abilities, so that the learners can easily reach their goals
3 The task should be stimulating and motivating for learners to feel satisfied with their work
4 Written activities should be used only in a small amount In the sixth or seventh year of age the children are not yet so good at writing in their native language
5 Mostly the speaking activities should prevail – indeed, with very young children listening activities will take up a large proportion of class time
Engaging activities with communicative value, such as singing, role-playing, acting, storytelling, coloring, and sticking, are highly effective in teaching language to young learners These interactive methods significantly enhance the learning process, making language acquisition enjoyable and efficient.
Instructional media
The term "media," derived from the Latin word "medium," signifies anything that transmits information between a source and a receiver, such as a teacher and a student Instructional media are specifically designed to convey messages with educational intent, facilitating communication and enhancing learning experiences (Heinech et al., 1993) Gerlach and Ely (1980) describe a medium as any person, material, or event that fosters an environment for acquiring knowledge, skills, and attitudes According to Theo Van Els et al (1984), media encompass all aids that teachers and learners utilize to achieve educational objectives Arsyad (2003) further elaborates that media include graphic, photographic, or electronic tools for processing and presenting visual or verbal information, ultimately serving as instruments to convey key concepts within a subject matter.
In summary, media encompass a variety of materials and tools that enhance communication and play a crucial role in the instructional planning process Different types of instructional media engage various senses, making them essential for effective teaching and learning, ultimately fostering meaningful educational experiences.
Instructional media can be categorized into three types: audio, visual, and audio-visual Audio media are those that can be listened to, while visual media are seen Audio-visual media engage both sight and hearing Examples of visual media include blackboards, textbooks, charts, and flashcards, whereas audio aids encompass record players and language laboratories Audio-visual media consist of films and television According to Romiszowski, teaching media includes hardware like projectors and software such as films and diagrams Nuhung Ruis et al highlight that instructional media encompasses all materials and methods used to enhance learning, ranging from traditional tools like chalkboards to modern technologies like computers and the Internet.
From the classification, it is clear that animated cartoons fall under audio- visual aids and belong to traditional software instructional media.
Animated cartoons
An animated cartoon is defined as a film created by capturing a sequence of progressively changing drawings, which create the illusion of movement when displayed in quick succession, according to the Oxford Advanced Learner's Dictionary (2005) This definition highlights the essential characteristics of animated cartoons and their unique method of storytelling through visual art.
“cartoon” and “animation” are synonyms referring to a kind of film or movie made by creating moving effect for a series of pictures or drawings
According to Titi (2007), a cartoon movie consists of a sequence of moving images that create a dynamic visual experience Pande (2008) adds that it serves as an exaggerated and humorous caricature, often critiquing individuals or events Ultimately, a cartoon movie is a unique art form that combines vibrant visuals and exaggerated representations to entertain audiences.
An animated cartoon is defined as a short film featuring a sequence of moving colored images and text, accompanied by sound Unlike traditional movies, animated cartoons typically have a duration of no more than 10 minutes.
1.4.2 Advantages of using animated cartoons in ELT
Videos, especially cartoons, have become popular teaching media in English as a Foreign Language (EFL) classes due to their engaging visual appeal that captivates students Cartoons serve as effective educational tools by infusing humor into lessons and presenting concepts in a memorable manner Numerous writers highlight the advantages of using animations in the classroom, emphasizing their ability to enhance learning experiences.
According to Wilberschied and Berman (2004), students who engage with authentic images from videos and cartoons show improved listening comprehension Similarly, Waters and John (2007) highlight that animation films enhance students' listening, speaking, and reading skills This teaching strategy immerses students in an environment rich with native speakers, real texts, and numerous real-life images By utilizing animation films, teachers effectively introduce new vocabulary by connecting words to tangible objects, pictures, and real-world events, enabling students to acquire language skills through meaningful associations.
2 Make learning faster and save time and effort:
According to Hegarty and Sims (1994), animation can significantly enhance student learning by making complex subjects easier to understand, serving as a valuable teaching tool Stephenson (1994) argues that animation systems can reduce learning time by an average of 33% while improving educational quality compared to traditional methods Additionally, Lin, Chen, and Dwyer (2006) confirm that computer-generated animations are more effective than static visuals in helping students retain complex knowledge gained from instruction.
All students, regardless of their dominant learning modality, benefit from video-based instruction, which utilizes both aural and visual sensory channels to convey information effectively This multimedia approach incorporates various presentation modes, such as verbal and pictorial elements, allowing for multiple entry points into the content The combination of moving images and sound enhances language comprehension and realism, making it a superior teaching medium Furthermore, learners achieve a deeper understanding when they connect words with visuals, rather than relying on words or images in isolation.
Incorporating video materials in English Language Teaching significantly enhances student motivation and skill acquisition Harmer (2001) highlights that films allow learners to both hear and see the language in action, which increases their interest, especially when paired with engaging tasks Furthermore, William and Fisher (2001) note that students find animated content more satisfying and engaging compared to traditional methods According to Stempleski and Tomalin (1990), children’s interest is notably heightened when language is presented in a dynamic manner through video.
Animations enhance the learning experience by minimizing unnecessary time and effort, making it more practical and task-oriented They create an interactive environment that supports visual learners in comprehending and retaining information more effectively Research shows that students benefit more from multimedia explanations, particularly when animations are involved, leading to deeper understanding Additionally, animations boost learner motivation and contribute to the development of language skills.
1.4.3 Criteria for selecting animated cartoons for teaching
Animated cartoons play a crucial role in enhancing teaching and learning activities, helping educators achieve lesson objectives effectively However, the success of using animated cartoons hinges on their careful selection, as they should not be chosen randomly Teachers must thoughtfully select animated cartoons for instructional purposes based on specific criteria outlined by Susan Stempleski and Barry Tomalin in their work, "Video in Action."
Students often perceive video not as an educational tool but as mere entertainment, akin to television Consequently, if they find a video segment unengaging, they are unlikely to watch it or learn from it Therefore, any video selected for classroom use must be inherently captivating and should convey a complete unit of meaning, independent of its surrounding context.
For effective classroom activities, video sequences should typically be no longer than five minutes, with many educators recommending even shorter clips of around two minutes for a one-hour lesson This approach ensures that the video content is engaging and maintains students' attention, allowing for optimal learning outcomes (Tomalin, 1986:14).
Flexibility Most sequence should be suitable for several of activity categories described in the book
When creating educational content, it is essential to ensure that it aligns with the textbook and is appropriate for young learners Additionally, the linguistic elements within the content should be connected to the language presented in the course book, enhancing coherence and relevance.
When utilizing video for language instruction, it is crucial to focus on specific linguistic items, such as grammatical structures, language functions, or colloquial expressions, depicted in the scenes If the lesson's goal is to teach language directly from the video, selecting sequences that highlight relevant language features becomes essential Conversely, if the objective is to encourage discussion or develop other skills among students, the emphasis on particular language items may be less significant.
Language level The language level of the video should be appropriate for the level of the class without the teacher having to explain too much
1.4.4 Techniques for utilizing animated cartoons in classroom
To achieve effective language teaching through animated cartoons, both educators and students should implement specific techniques According to experts Susan Stempleski, Barry Tomalin, and Lonergan (1984), these fundamental strategies can help less-experienced teachers quickly integrate animated clips into their lessons, enhancing the learning experience.
Previous studies related to TEFL to young learners
Numerous studies have explored English language teaching methodologies in Vietnam; however, there is a noticeable lack of research focused on teaching techniques specifically for young learners Recent investigations have examined various methods, such as incorporating chants, songs, games, pictures, stories, and VCDs in primary school English instruction Nevertheless, the use of animated cartoons as a teaching tool for English has not yet been addressed in the existing literature This article will summarize some of the relevant studies conducted in this area.
Nguyễn Trần Vân Trang (2008) conducted a study highlighting the benefits of using VCDs as a stimulating factor to enhance young learners' engagement and time on task in the classroom The findings indicated that VCDs improve lesson comprehension, boost student participation in activities, and make lessons more engaging However, the study lacked specific techniques for implementing VCDs and associated activities In contrast, Phạm Thị Thu Trang (2012) explored the use of storytelling to teach vocabulary to fifth graders, focusing on effective techniques for integrating stories into vocabulary instruction and assessing their impact on student motivation at Dinh Tien Hoang Primary School.
In 2013, Vũ Thị Thanh Tâm conducted a study at Quan Tru Primary School, focusing on the effectiveness of using stories and dramas to teach English to third-grade students The research provided primary teachers with valuable techniques aimed at improving students' speaking and listening skills in English While the study demonstrated that stories and dramas can effectively motivate students and enhance their language abilities, it noted a significant limitation: the stories used were not aligned with the content of the English textbook.
Conclusion
This chapter reviews the literature on definitions, characteristics, and methods for teaching English to young learners, supporting the current study's focus on the effectiveness of animations in teaching English to third graders It outlines the key variables of the study, highlighting the numerous advantages of using animated cartoons as a high-quality technique for language instruction Additionally, the chapter discusses previous research on English Language Teaching (ELT) methodologies in primary schools.
THE STUDY 2.1 Introduction
The context of teaching English at Dong Hoa Primary School
Dong Hoa Primary School, located in the densely populated Dong Hoa Ward of Kien An District, Hai Phong, is a public institution that continues to evolve The school boasts 17 classrooms, a computer room, and a well-equipped language laboratory featuring a projector, computers, and a loudspeaker With well-maintained facilities, both students and teachers treat the school's resources with care, reflecting a strong sense of ownership and pride in their learning environment.
The book "Let's Learn English" is designed for teaching English and is divided into twelve units across four main themes The first theme, "You and Me," includes units titled Hello, Thank You, and Our Names The second theme, "My School," features units such as My Friends, My School, and My Classroom The third theme, "My Family," consists of units covering Family Members, Ages, and My House Finally, the fourth theme, "The World Around Us," encompasses units on The Weather, Our Pets, and Our Toys.
The unit comprises two main sections: Section A and Section B Section A includes various activities such as "Look, listen and repeat," "Look and say," "Let’s talk," "Listen and number/check," "Say it right," and "Let’s write," designed to enhance language skills through interactive learning.
(7) Let‟s play /read aloud The elements of Section B is mainly designed as (1) Listen and repeat, (2) Let‟s talk, (3) Listen and number, (4) Read and match, (5)
The article outlines a structured approach to teaching various sections, including writing, playing, and singing, over two periods In the first period, the initial three components of each section are introduced, while the second period focuses on the remaining elements This method ensures a comprehensive understanding of each topic.
The initial phrases "Look, listen and repeat" in Section A and "listen and repeat" in Section B are designed to prepare students with essential vocabulary and modal sentences for upcoming activities, establishing the context for the target language Typically, this section features a dialogue involving two or three students Each unit presents four language skills in diverse formats, culminating in a Summary section at the end, which reinforces the content covered throughout the unit.
The book "Let’s Learn English 1," authored by Nguyen Quoc Tuan and Wong Lei Lin, is published by the Vietnam Education Publishing House and is widely utilized in public primary schools It includes a comprehensive package featuring a teacher's book, an audio CD, and a teaching and learning pack, specifically designed for third-grade students The authors emphasize that the book's design considers the students' age, interests, and knowledge, employing a communicative and learner-centered approach The textbook's activities promote communication, encouraging student engagement and creativity.
Identifying the problem
At the beginning of the school year, third-grade students display great enthusiasm for learning English, eagerly participating in lessons and activities However, this interest tends to wane after just a few units, leading to decreased engagement and motivation Students often prefer chatting with friends or focusing on other subjects rather than participating in English lessons, appearing bored and inattentive Instead of utilizing the textbook, they gravitate towards comic books or magazines, making it challenging for teachers to maintain their involvement This shift prompts teachers to question the decline in students' interest and seek effective strategies to rekindle their motivation for learning English.
To address the identified issues, it is essential to examine their underlying causes My observations during the teaching process indicate that the primary source of these problems stems from the textbook "Let's Learn English 1."
Learn English 1” is not quite suitable to primary students because it has the following limitations:
The design and appearance of a textbook play a crucial role in engaging young learners, as a colorful and motivating layout is essential for effective language learning Illustrations are particularly important in EFL textbooks, as they significantly attract students' attention and enhance their curiosity (Sheldon, 1988) Unfortunately, "Let’s Learn English 1" lacks appealing and high-quality visuals; the illustrations are simplistic, poorly colored, and unclear The book predominantly features a single type of illustration—colorful pictures—without a diverse mix of forms such as drawings, black and white photos, or cartoons, which limits its visual appeal and effectiveness in capturing students' interest.
The textbook "English 1" lacks animated visuals and fails to contextualize dialogue, resulting in a monotonous design across its twelve units, where tasks and activities are repetitive The absence of original songs, chants, and rhymes contributes to a sense of redundancy, making lessons feel dull, particularly for new teachers who may depend heavily on the textbook for instructional ideas Additionally, the quality of supplemental materials, such as the audio CD and teaching packs, is subpar, with unappealing flashcards that do not engage children, and the absence of VCDs and other supporting resources further limits its effectiveness.
“Let‟s Learn English Book 1” is not quite suitable to primary students at beginner level, corresponding to Level A1 of the Common European Framework as the National Foreign Language 2020 Project.
Planning
To enhance student motivation and interest in learning, I am exploring innovative techniques, particularly the use of animated cartoons as a teaching medium for English language instruction Recognizing that primary school children are captivated by cartoons, I have observed that my own children, aged five to nine, often prefer watching their favorite shows over other activities This widespread enthusiasm for animated content, even when the language is not understood, highlights its potential as an engaging educational tool Consequently, I am conducting action research to assess the effectiveness of animated cartoons in teaching English to third graders at Dong Hoa Primary School During the planning phase, I will source appropriate animated content online, ensuring it aligns with the textbook curriculum, and develop lesson plans that incorporate these selected animations based on specific criteria outlined in my research.
Acting
After developing a structured lesson plan, I implemented cartoon clips to teach three lessons from "Let's Learn English Book 1," adhering to Tomalin's (1986:29) three-stage approach: Comprehension, Language Study, and Extension and Transfer Following each lesson, I administered a questionnaire to assess students' attitudes towards this teaching technique The detailed presentations of these lessons can be found in Appendix (1).
This chapter outlines the context of English teaching at Dong Hoa Primary School and identifies various challenges encountered during the process It details three lesson plans that utilized animated cartoons as a teaching medium for English instruction While the number of lessons is limited, they provide initial insights into the effectiveness of using cartoons in education Ultimately, the effectiveness of this method hinges on both the teacher's and students' perspectives The question of whether cartoons serve as an effective technique for teaching English to primary students will be addressed in Chapter III.
Conclusion
This chapter outlines the identification and analysis of data gathered from student questionnaires, reflecting on the findings derived from this analysis The questionnaires, designed in an open-question format, were written in Vietnamese to ensure comprehension among students and subsequently translated into English with the assistance of my supervisor A total of three questionnaires were created, each containing three questions, with the complete list available in Appendix (2).
To gather data on student responses following the use of animation clips in lessons, questionnaires were distributed to 39 students, with all responses returned Students were instructed to simply tick their answers, and the data collected was analyzed by calculating the frequency of each response This frequency was then divided by the total number of students and multiplied by 100% to determine the percentage The results of the students' responses are presented in both tabular and non-tabular formats The chapter concludes with findings derived from the analysis of the questionnaire results.
Following the presentation of each lesson with a cartoon clip, the author distributed a questionnaire to students to gauge their interest and opinions regarding this teaching method, the classroom atmosphere, and the regular use of animated cartoons The responses to the questionnaire are detailed below.
The first question asks whether students like the cartoon clip given in the lesson or not The result is shown in the following chart:
Chart 1 Students’ attitude to the animated cartoon clip used in the lesson
DATA ANALYSIS AND FINDINGS 3.1 Introduction
Analysis of questionnaire 1
The first question asks whether students like the cartoon clip given in the lesson or not The result is shown in the following chart:
Chart 1 Students’ attitude to the animated cartoon clip used in the lesson
The chart indicates that 32 (82.05%) students felt that the clip very interesting,
A survey revealed that 15.38% of students found the clip interesting, while 2.56% disliked it, citing access to the VCD at home as their reason This response highlights children's natural curiosity and desire for novelty Primary school-aged children, in particular, are drawn to cartoon movies due to their humor and fantastical elements, which captivate their interest and imagination.
Question 2 asks about the student‟s opinion on the lesson using the cartoon clip Their response is presented in the chart below:
Chart 2 Student’s reaction to the classrom atmosphere in English lesson using the animated cartoon
Chart 2 shows all students (100%) gave positive answers; they all agreed that English lesson was enjoyable None of them found the English lesson tedious This proves that using the animated cartoon clip could make the lesson more interesting and could create exciting atmosphere in the classroom
Question number 3 asks about students‟ attitude toward learning English by cartoons On this question, students gave varied responses as could be seen on the following chart:
Chart 3 Students’ response to studying English by the animated cartoon
The chart reveals that 95% of students, totaling 37 individuals, expressed interest in learning English through a cartoon clip, highlighting the motivational impact of animated content on language acquisition Young learners tend to engage more effectively when the learning process feels enjoyable and effortless, supporting Tomalin's (1990) assertion about the benefits of playful learning environments.
“students don‟t think of video as teaching material They think of it as television” However, there are 2 (5%) students who did not find learning English by the cartoon interesting.
Analysis of questionnaire 2
In response to the second questionnaire, question number 1, a majority of students indicated that they find learning English to be challenging They highlighted difficulties in remembering the pronunciation and spelling of new words, as well as in recalling model sentences and their corresponding responses The detailed results of their answers are summarized in the accompanying table.
Vietnamese and Maths, how do you think about studying English?
Please choose the aspects that are difficult for you to learn
A significant majority of students, 90%, reported that learning English was challenging, with 92.3% finding it difficult to learn new vocabulary Additionally, 90% struggled with memorizing sentence patterns, and many faced difficulties in reading dialogues fluently and performing them, even when the dialogues were brief Despite these challenges, nearly all students agreed that animated cartoons could facilitate and accelerate the learning process, as indicated by their responses in Table 2.
The teaching and learning activities using the animated cartoon more help you in understanging the dialogue?
Do you find it quicker to remember a sentence pattern and meaning of a new word when I showed you the animated cartoon?
A study involving 39 students revealed that all participants (100%) felt that watching animated cartoons enhanced their understanding of dialogue While many students found English vocabulary and sentence structures challenging to remember, this method significantly motivated them to learn and alleviated some difficulties associated with learning English Notably, 90% of the students reported that they could quickly memorize model sentences through the cartoons, although 10% expressed that this approach did not help them overcome the challenges of learning English sentence patterns.
Question number 3 is concerned with whether students liked the cartoon characters or not The results can be presented in the following table:
Do you like acting out the dialogue as it was in the animated cartoon clip?
Which one do you like, the characters in the animated cartoon clip or in your textbook?
Table 3 indicates that 90% of students, totaling 35 participants, expressed a preference for engaging in role-play based on a cartoon clip, while only 10% (4 students) preferred not to participate The majority, 36 students, reported that they found the cartoon characters more enjoyable than those in their textbooks, citing the humor and dynamic nature of the cartoon characters, who can move and speak like humans, in contrast to the static illustrations in their books.
Analysis of questionnaire 3
Question number 1 in the third questionnaire explores the students‟ opinion toward cartoon-based lessons and traditional lessons The chart below will present the result:
Chart 4 Students’ opinion on the cartoon-based lessons and the traditional lessons
All students (100%) reported that they found the cartoon-based lesson more enjoyable than traditional methods, indicating a positive attitude towards the use of cartoons in the classroom While most students appreciated incorporating cartoons into their lessons, their responses to question number 2 revealed some differing opinions.
3 make the author confused The results of students‟ responses are presented in the following table:
Question 2: Do you want your teacher to use the animated cartoons in the English lesson?
Question 3: How do you feel if the teacher uses the animated cartoon in every English lesson?
Table 4 reveals that a significant majority of students, approximately 97%, expressed a preference for the inclusion of animated cartoons in English lessons, with only 2.56% opposing this method Additionally, 95% of students indicated that they would not become bored with regular use of cartoons in class However, it is crucial for teachers to carefully consider the frequency and content of these animated materials to avoid overuse and ensure that students remain engaged and interested in the lessons.
Findings
From the questionnaires, the following findings are found:
Most students exhibit a favorable attitude towards incorporating animated cartoons in English language instruction, expressing keen interest in their use during lessons These animated resources significantly enhance students' motivation to learn English.
Animated cartoons can significantly enhance English lessons by making the learning process more engaging and efficient They simplify the acquisition of vocabulary and sentence structures, facilitating better comprehension of dialogues and new words These insights support the research question regarding the effectiveness of using animated cartoons in teaching English to third-grade students at Dong Hoa Primary School.
(3) The animated cartoons cannot give students activities that are necessary to practice in the English lesson so the cartoons cannot be separated from the textbook
While students appreciate the use of animated cartoons in English teaching, over-reliance on them can lead to boredom To maintain engagement, it's essential to integrate cartoons with various other media Teachers should remain adaptable, frequently updating their teaching methods and resources to keep lessons fresh and stimulating Ultimately, cartoons serve as just one of many effective tools for teaching young learners.
Research shows that when students build a close relationship with their English teachers, it significantly enhances their learning experience This positive rapport fosters a more effective approach to learning the language Consequently, primary English teachers should strive to be approachable, patient, and fair to all students Additionally, introducing innovative learning media that students haven't previously encountered can make English more enjoyable and engaging for them.
This thesis presents research focused on addressing the challenges of teaching English at Dong Hoa Primary School As highlighted in earlier chapters, the primary issues stem from the limitations of the current textbook used in the curriculum.
Let‟s Learn English Most of primary students feel the use of animated cartoons in
English lessons can be engaging and effective; however, they are often not included in supplementary teaching aids for textbooks Many primary teachers continue to rely on traditional teaching methods, which fail to capture students' interest This study aims to address three key questions regarding this issue.
1 Is the employment of animated cartoons to teach English to the third grader students at Dong Hoa Primary School effective?
2 What are the attitudes of Dong Hoa third-grade students towards studying English by using animated cartoons?
To address the research questions, the author employed multiple data collection methods, including document analysis, lesson plans, and questionnaires distributed to 39 students The findings indicate that utilizing animated cartoons is an effective strategy for teaching English to young learners.
Recommendations
To enhance the quality of textbook writing and improve teaching effectiveness for primary English teachers, it is essential for textbook writers to consider the findings presented Implementing these recommendations will lead to more effective educational materials that better support both educators and students in the learning process.
Textbook writers should enhance teacher resources by providing a VCD with educational cartoon movies and recommending websites where primary teachers can access supplemental teaching materials, in addition to traditional audio and visual aids like CDs, pictures, flashcards, and puppets.
Textbook authors should include strategies for teaching English to young learners through animated cartoons in the Teacher's Book Additionally, organizing seminars on effective application of these resources will empower primary teachers to enhance their English teaching methods.
Using cartoons as a teaching tool is highly effective for English language instruction Primary teachers need to become adept at utilizing this medium, and incorporating animated cartoons into their teaching strategies can enhance the learning experience.
Primary English teachers must be adaptable and proactive in choosing and modifying teaching methods and techniques that align with the language being taught This flexibility is essential to foster an engaging and dynamic learning environment that motivates students and makes the class enjoyable.
(3) The primary teachers should be more friendly, patient and tolerant to the students so that they are not demotivated by their teachers.
Limitations and suggestion for further study
This study acknowledges certain limitations due to time constraints and the researcher's limited expertise Firstly, the sample size of students surveyed is relatively small, which may affect the representativeness of the findings Additionally, the research focuses solely on the use of animated cartoons to teach English to third graders at Dong Hoa Primary School, specifically examining its impact on student motivation Future research is recommended to include a larger student population from the school and to explore the effects of animated cartoons on enhancing students' English proficiency.
This research investigates the effectiveness of using animated cartoons for teaching English to third graders at Dong Hoa Primary School Findings indicate that animated cartoons enhance student engagement and enjoyment in learning, surpassing traditional media The analysis of questionnaires supports the conclusion that incorporating animated cartoons is essential for effective English instruction for young learners.
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15 McKay, P (2006) Assessing Young Language Learners Cambridge:
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29 Titi Pujiasih (2007) Teaching Names of Object Using a Cartoon Movie Entitled “Dora the Explorer” For Six grade Students of Elementary School
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34 William, A & Fisher (2002) Towards an Internet – Driven, Theoretically Based Innovative Approach to Sex Education The Journal of Sex Education
APPENDICES Apeendix (1): Sample lesson plans
I Lesson plan: Unit Seven: Family Members – Section B: 1, 2, 3
By the end of this lesson, students will be able to ask and answer questions regarding the name of the third person singular This skill is essential for effective communication and understanding in English language usage.
- Language skill: speaking and listening
- Key language: What‟s his name? His name‟s Tony
What‟s her name? _ Her name‟s May
* Teaching aids: projector, computer, loudspeaker
* Materials: Students‟ book, characters‟ pictures, worksheets, cartoon clip
- T has students listen and sing along a song “What‟s your name?”
- T asks some students question “what‟s your name?”
- T sets up the situation: T explains that students will see a cartoon clip about a dinosaur and his friends
The teacher initiates an engaging viewing activity by providing students with a list of words, which is also displayed on the board for clarity After ensuring that all students comprehend the vocabulary, the teacher plays a cartoon clip twice Following the viewing, students are tasked with circling the words they recognize from the clip, reinforcing their listening and comprehension skills.
Which one did you see or hear?
- T plays the clip with sound on vision off right through once: students hear and
- T plays the clip with sound on vision on right through once: while students watch, or just after they have watched, they circle the words they saw from the clip
- After watching the clip, students check their answers with T
- T plays the clip again and pauses at the target language which are taught in the lesson
- T has students repeat the target language from chorally to individually
- After the video is played, T elicits from students the language taught by asking them to retell the sentences
- T writes up complete sentences on the board and has students repeat chorally T instructs students to say the sentences naturally and say with right stress and intonation
1 What‟s her name? Her name‟s Jenny
2 What‟s his name? His name‟s Tony
- Consolidate the language taught through the clip: T plays the clip again and encourages students to respond either aloud or mouthing the response quietly
To practice language exercises and drills from the textbook, the teacher provides each group with pictures of six students from page 71 and additional images, then has them work in pairs to inquire about the names of the students in the pictures.
- T calls students to present at front of the class
- T lets students ask and answer names of friends in their groups
- T observes and helps students if they face any problems
* Stage 3: Extension and transfer: Acting out the dialogue
The teacher provides each group with a video transcript that contains missing words After playing the clip, students fill in the blanks Once completed, the teacher allocates time for students to practice the dialogue Finally, the teacher collects the transcripts and has students practice in pairs.
- T goes round each group, helps them prepare the role and helps with language if they forget
- When the groups are ready, T asks them to act out the dialogue During the acting out, T listens and take notes
- T praises their work and gives some immediate feedback on their work
- After students‟ presentation, T has students listen to the song on the clip then sing along sentence by sentence
GoGo: Hello, Tony Hello, Jenny
Tony: How are you, GoGo?
Tony: Oh, Gogo His name‟s Peter
Gogo: Peter, his name‟s Peter
Gogo: May, her name‟s May His name‟s Peter Her name‟s May
Tony and Jenny clap the hands
Tony and Jenny clap the hands
II Lesson plan: Unit Eight: Ages – Section A: 1, 2, 3
By the end of this lesson, students will be able to confidently count from one to ten in English and engage in conversations by asking and responding to questions about people's ages.
- Language skill: speaking and listening
* Key language : numbers from one to ten;
How old are you? _ I‟m ten
* Teaching aids: projector, computer, and speaker
* Materials: students‟ book, number cards, worksheets, cartoon clip
- T gets students to listen, repeat and do as T does these actions: jump, step forward, step back, spin around from twice to three times
- T lets students watch a video and encourage them to sing along either aloud or mouthing and imitate the actions as they are done in the video
- T asks students the content of the song
- T asks students the application of numbers and introduces the topic
To enhance vocabulary retention, the teacher introduces numbers by displaying a card with the number one and prompting students to say it in English If students struggle, the teacher articulates the number for them to repeat, first as a group and then individually This process continues for the subsequent numbers Once all numbers have been introduced, the teacher reinforces the vocabulary by playing a clip, encouraging students to read the numbers aloud as they appear on the screen.
The teacher initiates an engaging viewing activity by displaying a list of words and phrases on the board, ensuring that students fully comprehend their meanings Following this, students watch a cartoon clip and are tasked with circling the words they hear or see, reinforcing their understanding and enhancing their listening skills.
Which one did you see or hear?
- First the video is played: T plays the cartoon clip with sound on vision on: students watch and do active viewing task individually
After watching the video, the teacher prompts students to read aloud the words or phrases they recognize The teacher then circles the words they mention and replays the clip to verify their responses.
- T plays the clip with sound on vision on and pause at the target language which is taught in the lesson
- T has students repeat the target language from chorally to individually
- After the video is played, T elicits from the class the language taught by asking them to retell the sentences
- T writes up complete sentences on the board and has students repeat chorally T instructs students to say the sentences naturally and say with right stress and intonation
How old are you? I‟m ten
- Consolidate the language taught through the clip: T plays the clip again and encourage students to respond either aloud or mouthing the response quietly
In a language exercise from the textbook, the teacher distributes number cards to each group, with group leaders placing the cards face down on the table to keep their values hidden Members of each group then select cards without revealing their numbers, which represent their ages To discover their partners' ages, students must engage in conversation using the newly learned language skills.
- T observes and helps students if they face any problems
- T calls each group to present at front of the class
- T praises and comments their work
* Stage 3: Extension and transfer: Role-play
T creates various scenarios in Vietnamese, each paired with a sample dialogue that incorporates the newly taught language from the clip Group members take on the roles of characters in these situations to practice their speaking skills effectively.
- T goes round each group, helps students to prepare the role and helps with language
- When the groups are ready, T asks students to do the role-play at front of class During the role-play, T listens and takes notes
- T praises their work and gives some immediate feedback on the role-play
When visiting Lan's house to borrow a book, you encounter her mother, who warmly greets you She inquires about your name and age, providing an opportunity for a friendly exchange Engaging in this conversation not only helps establish rapport with Lan's family but also sets a welcoming tone for your visit.
Lan‟s mother: Hi Nice to meet you
Student 1: Nice to meet you too
Student 2: Nice to meet you too
Lan‟s mother: What‟s your name?
Lan‟s mother: How old are you?
While walking to school, a friendly student approaches you, eager to make a new friend They greet you warmly, asking for your name and age Engaging in this simple yet meaningful conversation can foster new connections and enhance your social skills By responding positively and sharing a bit about yourself, you not only make a new acquaintance but also enrich your school experience.
A: Hi, nice to meet you
B: Hi, nice to meet you
A: My name‟s ………… … How old are you?
- Situation 3: You are in a game show Introduce yourself
* Suggested language: Hi, my name‟s …… I‟m … Nice to meet you
III Lesson plan: Unit Eight: Ages – Section B: 1, 2, 3
