INTRODUCTION
Rationale of the study
English has become increasingly important in non-native speaking countries, particularly in Vietnam, where it is one of the most widely learned foreign languages The teaching and learning of English encompass four essential skills: speaking, listening, reading, and writing, with a significant focus on mastering speaking skills for effective communication According to Chaney, speaking involves building and sharing meaning through verbal and non-verbal symbols, making it crucial for conveying intentions Vocabulary plays a vital role in this process; as Harmer notes, while language structures provide the framework, vocabulary supplies the essential components necessary for meaningful interaction Without a robust vocabulary, effective communication becomes challenging, underscoring its importance as a cornerstone of language Many researchers emphasize that vocabulary acquisition is critical in foreign language learning, necessitating that curricula prioritize this aspect Consequently, English teachers must implement well-structured teaching activities and appropriate materials to enhance learners' vocabulary retention and overall language proficiency.
As a 2nd-grade English teacher at a language center using the Ministry of Education and Training's textbook, I prioritize vocabulary instruction, recognizing that seven-year-olds often struggle to retain words through traditional reading and writing methods To enhance their memory of new vocabulary, I have found that utilizing visual aids, particularly pictures, is highly effective Therefore, it is crucial for me to explore the impact of visual learning on students' vocabulary acquisition.
Aims of the study
The goal of this study is to find out how using pictures in teaching influences young learners‟ learning English vocabulary at an English center
This research aims to provide practical tips for English teachers on effectively teaching vocabulary to young learners To achieve this goal, the researcher seeks to answer key questions related to vocabulary instruction strategies.
How does using pictures in teaching vocabulary support the young learners‟ vocabulary learning?
Method of the study
Given the purpose of the study, an action research design was used The research was conducted with forty 2 th grade students who were studying English in my class.
Significance of the study
The findings of the thesis may serve as useful information for applying suitable ways in teaching vocabulary fruitfully at primary school
This study examines the challenges faced by my second-grade students at an English center in Hanoi in terms of absorbing and retaining new English vocabulary.
Structure of the thesis
Chapter I: Introduction presents the rationale, aims, methodology, significance and scope of the study
Chapter 2: Literature review– The first part provides some theoretical aspects of vocabulary teaching and the second part of this chapter is about teaching vocabulary to young learners through pictures
Chapter 3: Methodology - in this chapter, the introduction of research method including research questions, data collection instruments are presented
Chapter 4: Data analysis and discussion show the procedure of carrying on the research and presents the data analysis result from classroom observation and tests will be analyzed and discussed to reveal the answers to the research question
Chapter 5: Conclusion, which is the last chapter, followed by references is the summary of the whole study The limitations of the study and suggestions for further studies are also recommended.
LITERATURE REVIEW
Vocabulary knowledge
Understanding a word involves grasping its form, meaning, and usage, which includes its spelling, pronunciation, and grammatical features, such as whether it functions as a verb or noun According to Law (2017), vocabulary acquisition progresses through stages: first recognizing and producing the sound of a word, then comprehending its meaning, and finally developing a mental representation of the word for proper generalization This process is particularly relevant for young learners acquiring English vocabulary in an EFL context like Vietnam.
Approaches to vocabulary learning and teaching
According to Nation (2007), vocabulary learning encompasses four essential strands The first strand, meaning-focused input, involves learners acquiring vocabulary incidentally through listening and reading The second strand, meaning-focused output, emphasizes vocabulary development through speaking and writing tasks The third strand is form-focused instruction, which targets the structure of words Lastly, fluency development allows learners to reinforce vocabulary by repeating known words and applying them in diverse contexts Each of these strands plays a crucial role in effective vocabulary acquisition.
Meaning-focused input, primarily through listening and reading, is a highly effective method for vocabulary acquisition, mirroring the natural process of first language learning To enhance learning outcomes, it is beneficial for learners to focus on unfamiliar words during deliberate learning activities, such as form-focused instruction or by utilizing dictionaries and text highlighting This incidental learning process is cumulative, necessitating repeated exposure to new vocabulary for retention.
Meaning-focused output is crucial for transforming receptive knowledge into productive knowledge Various strategies can enhance vocabulary acquisition through productive skills, including activities that encourage the use of new words—such as utilizing pictures or definitions—engaging in group discussions, and incorporating partially known words in speaking and writing exercises.
Form-focused instruction, particularly deliberate vocabulary teaching, is highly effective for EFL learners in studying vocabulary, whereas meaning-focused input is more popular among native speakers This approach encourages learners to actively retrieve words, enhancing the connection between a word's form and meaning Utilizing a set of 15 to 20 cards helps in recalling vocabulary and lexical chunks while minimizing interference from similar words and avoiding serial learning by shuffling the cards When implemented correctly, this method can significantly accelerate both the immediate and long-term growth of vocabulary size.
Fluency in language learning involves effectively utilizing known vocabulary to enhance communication speed and performance This approach emphasizes the importance of familiar materials to focus on delivering messages more efficiently There are two primary methods for developing fluency: the first is through repetition, which helps create optimal conditions for learning new words, while the second involves organizing vocabulary systematically, allowing for easy access to words through various means.
The various strands of vocabulary learning create valuable opportunities for students, yet form-focused instruction remains the predominant method in classrooms Unfortunately, many learners show little interest in actively seeking opportunities to build a strong foundation in the four essential language skills: listening, reading, speaking, and writing This lack of engagement can hinder their fluency development Therefore, it is crucial for teachers to design vocabulary learning programs that incorporate all four strands, enabling students to understand and utilize words comprehensively.
The role of images in vocabulary learning
Vocabulary is essential as it serves as the foundation of language, enabling effective communication and expression A lack of vocabulary creates barriers for learners, making it crucial to enhance, retain, and expand their word knowledge Various methods exist for vocabulary acquisition, including music, word root analysis, and context clues However, one of the most effective techniques is utilizing pictures in vocabulary learning As noted by Andrew Wright (1989), pictures are not merely a methodological tool; they represent places, objects, and people, enriching the overall learning experience By engaging with images, learners can visualize concepts from different times and contexts, which significantly aids in recalling and remembering vocabulary.
According to Andrew Wright mentioned by John Spead (1988: 12), there are eight types of pictures for vocabulary learning:
- Pictures of person (picture of famous person or people in action)
- Pictures of maps and symbols
By understanding the various types of pictures, both teachers and learners can effectively utilize them to enhance vocabulary acquisition and retention The meanings and classifications of these images highlight their significant role in facilitating vocabulary learning.
Incorporating pictures into lessons can significantly enhance learner motivation and engagement They serve as effective tools for introducing new grammar and vocabulary, facilitating meaningful practice of the presented language items Additionally, visuals aid in reinforcing vocabulary over time, ensuring retention and comprehension across lessons.
Teachers have long utilized images—whether drawn, sourced from books, or photographs—to enhance the learning process Both educators and students recognize that incorporating visuals makes vocabulary acquisition more enjoyable and memorable Pictures aid in understanding not only concrete terms but also abstract concepts by linking them to tangible items, facilitating easier recall According to Harmer (2001), one effective application of images is in presenting and clarifying meanings, such as using a picture to illustrate the word "airplane." Furthermore, visuals connect learners to the topics discussed, enabling them to relate events, experiences, and facts to their everyday lives.
Pictures play a crucial role in language learning by providing contextual clues that enhance speaking, reading, and writing skills They offer insights into the culture and society of the target language, enabling learners to select appropriate vocabulary for specific situations (Allford, 2000) According to Nelson and Castano (1984), images can function similarly to words in context, allowing for a deeper understanding of language use Although words and images may differ in their specific meanings, they often share a common conceptual representation Consequently, integrating words with visual information and connecting them to various contexts helps learners bridge their first language with the foreign language, facilitating effective discourse construction and expression (Allford, 2000; Mayer and Slims, 1994).
Pictures can be described objectively, such as stating "This is a car," or interpreted with more detail, like saying "This is an Italian car." Additionally, descriptions can be subjective, reflecting personal feelings, for example, "I love going around by car."
The integration of images in vocabulary learning aligns with the multimodal perspective, emphasizing the interaction between sensory organs and the environment Multimodality encompasses various resources, including verbal and written language, visuals, and graphics, to construct meaning This approach paves the way for research on language functions, particularly in vocabulary acquisition through images Language operates as a closed system, where concepts can be elucidated through other languages or visual aids, as noted by Smith (2006) The advent of technologies like photography and video in the mid-20th century has transformed information delivery and comprehension Research indicates that employing diverse modalities enhances learner engagement and attention to language Sankey, Birch, and Gardiner (2010) highlight that effective use of visual and verbal multimodal learning can significantly boost learning outcomes, allowing students to thrive in environments tailored to their preferred learning styles Consequently, vocabulary learning through imagery proves to be an effective strategy, as supported by Mayer (2003).
Research indicates that students retain vocabulary more effectively when taught using a combination of words and visuals, a phenomenon known as the multimedia effect In English vocabulary instruction based on Multimodal Theory, educators should incorporate language, images, and sounds to enhance learning This comprehensive approach reduces the challenges learners face when acquiring new vocabulary, as words are presented alongside visual aids A study by Zarei and Khazaie (2011) examined how Iranian EFL learners benefited from laptop-based multimodal resources Participants were categorized into groups based on their visual and verbal short-term memory capabilities The findings revealed that those exposed to vocabulary through images or written annotations demonstrated superior recognition and recall compared to other groups.
In a 1997 experiment, three groups were tested: one group received text with illustrations, another group received text alone, and the last group created their own illustrations The results showed no significant difference in performance between the groups that had illustrations or created their own visuals, both of which outperformed the group that only received text.
Learning vocabulary through images significantly enhances learners' outcomes and aligns with the Multimodal Theory, which emphasizes the effectiveness and efficiency of vocabulary acquisition in contemporary language education.
Teaching vocabulary to young learners
Children are often viewed as natural language learners, particularly when it comes to acquiring a foreign language like English without the anxiety that adults may experience Understanding the unique characteristics of young learners is essential for developing effective teaching methods These characteristics can be categorized into three key aspects: physical, social, and psychological.
Young learners primarily display their physical characteristics, often exhibiting limited motor skills and language capabilities, which can hinder their ability to analyze language According to Piaget (1970), children are active learners who construct knowledge through exploration and interaction with their physical surroundings They tend to grasp concrete concepts more readily than abstract ones (Williams and Burden, 1991) Consequently, they understand tangible words like "cat," "flower," and "chair" more easily Teachers can facilitate this understanding by using actions, visual aids, body language, and physical activities such as drawing and coloring In contrast, young learners struggle with abstract terms and grammar, as noted by Philips (1993), who emphasizes that concrete words have immediate meanings, while structures may seem less useful Bloor (1991) further suggests that young learners progress more effectively when focusing on meaning in context rather than the language itself.
The social development of young learners plays a crucial role in their language acquisition, as they have an inherent desire to engage with their community Vygotsky (1962) emphasizes that children enhance their learning through interactions with others, particularly adults Participating in social contexts or group activities fosters a happier learning environment, according to Wendy and Yteberg (1990), allowing children to develop relationships and move beyond self-centered behaviors Engaging in interesting activities promotes a positive classroom atmosphere, encouraging self-expression and collaboration Williams (1998) highlights the importance of valuing each learner as an individual, providing meaningful and relevant activities, and maintaining fair discipline, which not only enriches the classroom experience but also cultivates tolerance among learners both inside and outside the classroom.
The psychological aspects of young learners encompass five key components, notably their short attention spans and tendency to become easily bored, as highlighted by Wendy and Yteberg (1990) To capture their interest, lesson activities must be engaging and plentiful Additionally, Stephen Krashen's affective filter hypothesis suggests that a learner's emotional state significantly impacts their learning outcomes A highly anxious learner may struggle, while a relaxed learner is more likely to succeed Therefore, creating a supportive classroom environment is essential for enhancing concentration and interest Furthermore, young learners possess an inherent lack of prejudice and a logical mindset, which facilitates their learning process.
To effectively teach young learners, it's essential to structure instructions clearly, such as "turn off the light before going out," which emphasizes the sequence of actions Due to their short attention spans, incorporating diverse activities is crucial for helping them recall previously learned vocabulary and language concepts Young children thrive on imitation and repetition, which provides them with a sense of security in their learning process; thus, teachers should model behaviors and actions for them to emulate For example, when introducing the word "dance," teachers can demonstrate the action while encouraging learners to mimic it, facilitating easier retention Moreover, young learners approach their activities with seriousness, viewing them as "real." In a supportive language learning environment, they are more likely to express themselves freely and creatively, enhancing their understanding of new words and language aspects.
Or more clearly about the characteristics based on the age of young learners, Slatterly, M., & Willis, J (2001) classify them as Table 2.1:
Very Young Learners (under 7) Young Learners (from 7 to 12)
- Gain knowledge through hearing and experience of English in the same way they learn their mother tongue
- Learn things through mostly physical activities and some little mental ones in an incidental way
- Enjoy playing with language in the ways of making sounds, noises, repetition or imitation
- Unable to read or write in their mother tongue as well as in the foreign language so it is essential to recycle language through talk and play
- Develop grammar in a gradual way due to their exposal to the contexts in
- Are learning to read and write in their mother tongue
- Are developing their critical thinking
- Able to distinguish the difference between reality and imagination
- Able to set up a plan and organize how to manage an activity
- Able to work with and learn from others
- Are responsible for classroom activities
Table 2.1 Characteristics of young learners
These above characteristics play an important role in helping teachers find appropriate methods for teaching their young learners and improving a welcoming environment of learning
2.4.2 Techniques of teaching vocabulary to young learners
Teachers should implement effective principles for vocabulary teaching, focusing on high-frequency words that enhance motivation and learning outcomes According to Nunan (2003), these words are essential for various communication contexts—listening, speaking, reading, and writing By providing learners with ample exposure to high-frequency vocabulary, educators can help them distinguish between high and low-frequency words, ultimately empowering students to take charge of their learning.
Schmitt (2006) outlines essential principles for effective vocabulary teaching, which include expanding the vocabulary size, linking new words to familiar ones, providing multiple opportunities for word exposure, enhancing learners' understanding of deeper meanings, applying new vocabulary in real-life contexts, and encouraging the development of independent learning strategies.
To effectively teach vocabulary to young learners, educators must implement well-designed strategies Manandhar (2009) identifies several effective methods tailored specifically for this age group, emphasizing the importance of engaging and age-appropriate techniques in vocabulary instruction.
The Direct Method emphasizes the use of real objects, images, or mime, making it particularly effective for teaching beginners or in multilingual classrooms where translation is less effective This approach relies on providing learners with comprehensible input, encouraging them to engage in physical actions in response to commands such as “Touch the green apple” or “Put the orange under the table.” Utilizing plastic fruit as teaching aids can enhance this interactive learning experience.
Incorporating relevant pictures into lessons is essential for young learners, as visual aids help them create mental images of objects, people, and places By using images that relate to the lesson content, educators can enhance comprehension and retention, making learning more engaging and effective.
- Using matchstick: because of children‟ curiosity and interest in lovely things, matchstick figure will draw their attention to what teachers want to demonstrate to them
- Using synonyms and antonyms: the former means the words having the same meaning with them and vice versa, the ones that possess the opposite meanings are called the antonyms
Using a dictionary is essential for understanding word meanings, as each word can have both literal and figurative interpretations This complexity makes it challenging for teachers and learners to find accurate definitions However, learner-specific dictionaries provide reliable models for understanding vocabulary For young learners, these dictionaries often simplify advanced words, making them more accessible.
- Using demonstration: actions are done by teachers to help learners connect them to words
- Using presenting Lexical Set/ Enumeration: words that have relation with others in the field of meanings or grammar can be taught at the same time
Incorporating games into the classroom enhances the learning environment by fostering a playful atmosphere that excites children and encourages their active participation in educational activities.
- Using audio/ visual: a lot of words are easily presented to children through tape recording or video instead of using the above ways
Furthermore, Herrel in Henriksen (1999) also sets out some effective techniques for young learners‟ vocabulary teaching such as
- Guessing meaning from contexts includes using definition, restatement, punctuation marks, examples, contrast and back ground knowledge
- Teaching collocations helps them know more about words occurring with high frequency like “strong coffee”, not “powerful coffee”
Teaching word families helps young learners easily remember and access related words, enhancing their understanding of lexical semantics and the mental lexicon For instance, the topic "Family" can evoke kinship terms such as "mother," "father," "sister," "brother," "son," and "daughter."
- Recycling content: teachers create meaningful contexts requiring young learners to reuse the already known words
Maintaining a vocabulary journal is essential for language learners, as it allows them to record and track new words they encounter By systematically noting these terms, learners can build a substantial vocabulary base, making it easier to remember and effectively use the words in context.
- Eliciting: learners can recall the words in the form of definition, synonyms or antonyms, which enables them to know the target vocabulary deeply and use them in a suitable way
- Contextualization: words will be absorbed through learners‟ join in activities of gap – filling, story - building or role – playing
- Labelling: they will write the names of things on papers and stick them to the mentioned objects
- Personalization: Learners imagine they are doing an activity related to new words like they are doing as if they were going to act out the word “row”
Learning vocabulary through prefixes and suffixes is an effective technique that enables learners to understand words systematically By recognizing word parts, such as "bi," meaning "two," or "anti," meaning "against," students can connect and decipher a wide range of related words, enhancing their overall language comprehension.
- Association: learners are able to integrate new words with already known words to create something meaningful
Studies on teaching vocabulary to young learners through pictures
Vocabulary is crucial in language learning as it underpins all language skills, enabling expression of emotions and thoughts While adults can articulate themselves easily due to their critical thinking and life experiences, young learners often struggle to express their desires due to their developmental characteristics This challenge has led to numerous studies exploring the effectiveness of using images in teaching vocabulary to young learners.
A case study titled “Teaching Vocabulary Through Pictures to Kindergarten Students” was conducted by Leny from the English Department at Syarif Hidayatullah State Islamic University, Jakarta, in 2006 The research aimed to determine whether pictures could enhance young learners' engagement and motivation in vocabulary learning The study involved two exercises related to a house: first, children created a house drawing through a "dot to dot" activity and colored it, and second, they discussed different parts of the house To reinforce memory, children listened to a tape describing a house, marked their pictures, and sang a song about a house part The findings revealed that images significantly aided young learners in understanding challenging words, making vocabulary acquisition enjoyable and exciting Additionally, visual aids facilitated memorization through singing, enhancing pronunciation practice and curiosity The study concluded with recommendations for creating an engaging classroom environment, emphasizing the importance of selecting appropriate techniques and materials, delivering clear instructions, and using visual aids like pictures and flashcards to capture students' attention.
In the pre-experimental research titled "Teaching Vocabulary by Using Pictures to Third Grade Students" conducted by Yohana Elsy (2013), the aim was to evaluate the impact of picture-based vocabulary instruction on students' learning outcomes The study involved 34 third-grade students and utilized a measurement technique to assess vocabulary acquisition through visual aids Two tests were administered: a pre-test to gather baseline data and a post-test to evaluate progress after the intervention, each consisting of 30 items with a 60-minute time limit Students identified words by examining pictures and using clues provided Classroom observations were also conducted to capture student engagement The findings indicated that using images significantly increased student interest in vocabulary learning, enhancing their ability to acquire and retain new words Additionally, students demonstrated enthusiasm when interacting with the pictures, highlighting their preference for enjoyable and interactive learning experiences.
In 2011, Linh Ha Khuong conducted a thesis titled “The Exploitation of Pictures in Teaching Vocabulary According to the Communicative Approach for First Year Students at Vietnam National University, Hanoi University of Economics and Business.” The study aimed to evaluate the effectiveness of using pictures in vocabulary instruction and to identify the advantages and disadvantages of this method within the framework of the communicative approach.
Numerous studies have explored the impact of using images in vocabulary acquisition, yet there is a noticeable gap in research specifically focused on second-grade students This thesis aims to address this limitation by investigating how visual aids influence vocabulary learning among second graders, providing clearer insights into this important educational topic.
Chapter 2 establishes a theoretical framework for the study, beginning with an exploration of vocabulary acquisition theories and the significance of images in vocabulary learning, which provides essential background knowledge for readers The chapter then shifts to methods of teaching vocabulary to young learners using pictures, offering an overview of effective vocabulary instruction techniques tailored for young students.
METHODOLOGY
Action research in language teaching
Action research in language teaching serves as a valuable tool for educators to investigate their own teaching contexts, aiming to identify solutions and implement improvements in practice Its individual focus fosters engagement in educational reform, making it increasingly relevant in school settings As noted by Borg (1965), action research prioritizes teachers' involvement in addressing classroom challenges, emphasizing their professional development over the mere acquisition of general educational knowledge.
Action research can be conducted by individual teachers, groups of colleagues sharing similar concerns, or entire school faculties Regardless of the format, it is essential to structure the research to achieve three primary objectives.
Empowering teachers to become researchers is essential for enhancing language teaching and learning When educators actively identify and address challenges in their classrooms, they initiate a journey of professional growth and development By focusing on areas for improvement, raising pertinent questions, and exploring innovative solutions, teachers can significantly elevate their practice and contribute to a more effective learning environment.
So in action research, teachers have a role as researchers, investigators or explorers due to their own teaching contexts
Collaborative efforts among teachers focusing on shared school priorities can lead to significant advancements in educational excellence By working together on common concerns, educators can foster a strong sense of teamwork and drive program development This collective commitment not only enhances the likelihood of achieving their goals but also contributes to ongoing improvements within the school, ultimately benefiting the entire educational community.
“center of excellence” Consequently, all teachers will stand chances to enthusiastically take part in action research to make progress on the schoolwide priorities
Fostering professional cultures within a school is essential, as it allows teachers to individually explore their unique teaching challenges and seek effective solutions By sharing their findings and strategies with colleagues, and encouraging reciprocal sharing, teachers contribute to a collaborative environment This exchange of ideas not only enhances individual teaching practices but also creates a more supportive atmosphere for effective teaching and learning throughout the school.
According to Burns (2010:10), there are some main features of an action research:
The process engages teachers in self-evaluation and reflection to foster ongoing improvements in their teaching practices It is characterized by a small-scale, contextualized approach, allowing participants to identify and explore teaching and learning challenges relevant to their specific social environment, such as their school or classroom This method is participatory and inclusive, empowering communities of participants to collaboratively address issues that are of immediate concern within their context.
Intuitive thinking is an essential aspect of teaching, as it facilitates changes in practice through systematic data collection and analysis Action research (AR) is grounded in democratic principles, empowering both teachers and learners by giving them ownership of the curriculum changes they implement through their research efforts.
According to Kemmis and McTaggart (1988), action research involves a cyclical process with four stages, allowing researchers to continue cycles until they are satisfied with their results However, alternative models exist; McNiff (1988) critiques this model as "prescriptive," advocating for a more flexible approach that fosters creativity and spontaneity in action research Similarly, Ebbutt (1985) describes Kemmis and McTaggart's model as a "one-way street," suggesting that action research cycles should be successive and open to feedback and interaction to enhance the research process.
The Kemmis and McTaggart model is one of the most popular frameworks for action research, valued for its concise and clear summaries of the essential phases in the process This classic model outlines four key steps that guide researchers through effective action research.
- Planning: in this phase it is necessary to identify the issue and design a plan of action to make improvements in a particular area of the research context
- Action: this stage involves some deliberate interventions into one‟s teaching situation that one put into action in a scheduled period of time
- Observation: it is a data – collection phase in which on has to observe systematically the effects of the action and recording the context, actions and opinions of the involved
Reflection involves evaluating and articulating the effects of one's actions, allowing for a clearer understanding of the events and issues investigated This process helps to make sense of experiences and enhances personal growth through critical analysis.
Why is action research chosen?
Many teachers struggle to integrate research and language theories learned in teacher training into their specific teaching contexts, often leading to delays in implementation As a result, action research can appear to be a time-consuming endeavor for educators.
However, the writer decided to choose action research to investigate the situation for the following reasons:
The study was conducted as action research, emphasizing problem-solving over a singular data collection method This approach allows for reflection on teachers' experiences in the classroom, serving as a foundation for future professional development Action research empowers educators who aspire to enhance their professionalism, encouraging them to adopt the role of an "explorer" in their teaching practice.
“investigator” because it is so immediate to teaching contexts, which leads to positive alternatives and changes as well as shows them personal approaches to teaching
Secondly, action research is a practical research to obtain both action (changes) and research (understanding), so there will be a bridge to cover the gap between research and practice
In this study, the researcher applied Kemmis and McTaggart‟s model to investigate her own teaching situation.
The context of the study
3.3.1 The current situation of teaching and learning English at the center
The English center discussed in this study is situated in the heart of Hanoi and offers a total of twenty-six classes, catering to students from 1st to 9th grade Each grade typically has three classes, with the exception of 2nd grade, which has two classes, and each class accommodates approximately twenty students.
One-third of students have been learning English since age four in kindergartens, while others have not had the same exposure, leading to disparities in language acquisition Many students benefit from prolonged exposure to English and opportunities to interact with native speakers At a young age, grammar is introduced in a simplified manner, focusing on expanding vocabulary to help students form meaningful sentences However, some children experience shyness when speaking or boredom with vocabulary lessons, which negatively impacts their learning motivation and efficiency This is often attributed to traditional vocabulary teaching methods, such as translation Consequently, teachers are exploring various techniques to enhance vocabulary learning, with a particular emphasis on using visual aids like pictures to support students' acquisition of new words.
3.3.2 The teaching program and materials
The center focuses exclusively on enhancing learners' English skills, utilizing a standardized set of textbooks for classes 2 to 12, authored by Hoàng Văn Vân, Nguyễn Quốc Tuấn, Nguyễn Thị Lan Anh, Đỗ Thị Ngọc Hiền, and Nguyễn Bích Thủy These textbooks are approved by the Ministry of Education and Training and published by the Vietnam Education Publishing House Limited Company Notably, the English textbook "Tiếng Anh 2," part of this standard set, was published in 2017.
The book features twenty units organized into two terms, employing a theme-based approach that covers a variety of topics Each unit includes seven engaging activities, and a delayed test is scheduled after every three units to assess understanding.
This book is designed to help students remember and utilize simple words and structures, incorporating vibrant colors, delightful chants, and engaging songs to capture their attention, particularly when it comes to vocabulary.
Along with these activities, flashcards, tapes and games are provided to boost the efficiency of the activities to bring the best results as possible.
Research procedures
This study was conducted to find out how images have influences in terms of young learners‟ vocabulary learning The research question is:
How does using pictures in teaching vocabulary support the young learners’ vocabulary learning?
This study involved forty second-grade students from an English center in Hanoi, divided into a control group and an experimental group The students, who began learning English at five years old, were assessed at the start of the course to ensure they had a common knowledge base, and subsequently placed into classes 2A and 2B, both using the same textbook, "Tiếng Anh 2," published by Vietnam Education Publishing House Limited Company Each class consisted of 20 students, and they attended one lesson per week while completing workbook tasks at home Teachers supported the study by conducting immediate and delayed tests to evaluate the students' progress throughout the course.
The study, conducted over twelve weeks from August 21 to November 20 at an English center in Hanoi, was carried out in four distinct phases, as detailed in Table 3.1.
Time Phases of Action Research Instruments
- Images are used to teach vocabulary
- Teacher observed students‟ improvements weekly
Reflecting - Six immediate tests and two delayed test were taken
- Teacher analyzed data to evaluate the action plan
Table 3.1 Design of the study 3.4.3.1 Planning
In this study, students were divided into two groups: class 2A served as the control group, while class 2B was the experimental group, with each group consisting of twenty students Both classes were taught using the same textbook and content, but the control group learned vocabulary through traditional translation methods, whereas the experimental group utilized images for vocabulary acquisition Over eight weeks, eight lesson plans were implemented, aligned with six units from the textbook, incorporating various teaching aids such as images, audio tapes, and jigsaw activities to enhance student engagement To assess vocabulary retention, six immediate tests were administered after each lesson, along with two delayed tests following three units, all designed to match the students' proficiency levels and prior knowledge of the vocabulary taught Details of the test types will be provided subsequently.
The immediate tests conducted after each lesson were designed to assess students' retention of vocabulary within a five-minute timeframe Each test consisted of a single exercise presented in two formats: a listen-and-tick exercise with two questions, where students matched words to images while listening to a recording, and a look-and-match or look-and-circle exercise featuring four questions, in which learners connected words to corresponding images Both formats aimed to evaluate the students' understanding of word meanings effectively.
The second test, conducted after every three lessons, lasted 30 minutes and included four exercises: listen-and-tick, listen-and-tick-or-cross, read-and-tick, and answer-the-question tasks The first exercise required students to listen and match words to corresponding images, while the second involved determining if the images were mentioned in the audio The read-and-tick task asked students to mark images based on the meaning of provided sentences Finally, the teacher presented a picture and posed two questions related to vocabulary and grammar taught in previous lessons This test aimed to assess students' long-term vocabulary retention.
This study compared two vocabulary teaching methods: a traditional translation approach for the control group and a picture-based learning method for the experimental group The investigator implemented a structured action plan to teach and assess both groups of students.
Week Control group Experimental group Week 1 – Unit 3: On the street (Mike, bike, five, slide)
- Using translation method to show the words
- Using pictures to show the words
- Group work: talk about the things in the pictures
Week 2 – Unit 4: At the ice cream van (ice cream, beach, tea, read, eat)
- Using translation method to show the words
- Using images to show the words
- Using “Whisper” game to recall the words
Week 3 – Unit 5: In the woodland (sweets, tree, sheep, bee)
- Using translation method to show the words
- Using images to show the words
- Using “Bingo” game to recall the words
Week 4 – Revision of units 3-5 - Using translation method to revision the words
- Using image – related games to recall the words
Week 5 – Unit 6: At the breakfast table (head, sweater, bread, breakfast) - Using translation method to revision the words
- Using images to show the words
- Using “flashcard at dawn” game to recall the words
Week 6 – Unit 7: On the coast (coast, boat, coach, coat, shine) - Using translation method to revision the words
- Using images to show the words
- Using “flashcard at dawn” game to recall the words
Week 7 – Unit 8: At the school festival ( balloon, food, scooter, school)
- Using translation method to revision the words
- Using images to show the words
- Using “Bingo” game to recall the words
- Using translation method to revision the words
- Using image – related games to recall the words
(For details of each unit lesson plan for each group, see Appendix 1 and Appendix 2
For details of three samples of immediate tests and one sample of a delayed test, see Appendices 3 – 6)
The study investigated the impact of using images on vocabulary acquisition among young learners by comparing an experimental group that learned vocabulary through pictures with a control group that utilized the traditional translation method The author taught both groups, facilitating direct observation of the teaching and learning processes Observations were conducted based on two criteria: classroom engagement and the effectiveness of the learning plan, which included six immediate tests and two delayed tests Additionally, another teacher documented the students' activities through photographs, while the author recorded notes on an observation sheet during each session.
In the final phase of the study, the outcomes of the teaching and learning process were analyzed through weekly observation notes and immediate test results, alongside delayed test results collected every three weeks These data were systematically classified and evaluated to assess the impact of using pictures on young learners' vocabulary acquisition, identifying both the strengths and weaknesses of this approach If the findings were not favorable, alternative plans would be developed.
Data collection instruments
In this research, I made use of two data collect instruments:
- Classroom observation: the data were collected by calculating the numbers of students joining activities
The quantitative data were analyzed through descriptive observation by calculating the mean scores of six immediate tests and two delayed tests This involved summing all the scores and dividing by the total number of participants The analysis method follows the formula adapted from Djiwandono (2008).
Note: M: Mean score of the students’ achievement
∑X: the sum of the total score
N: The total number of the students
Chapter 3 presents essential information about the study, offering a clear background that motivates the investigator The research adopts an action-oriented approach tailored to the study's nature, while also detailing key elements such as participant selection, data collection instruments, and data analysis methods.
DATA ANALYSIS AND DISCUSSION
Analysis on classroom observations
Motivation plays a crucial role in second language acquisition, particularly in vocabulary learning, acting as an inner drive that empowers learners to make significant progress Higher levels of motivation correlate with better learning outcomes, while a lack of motivation hinders goal achievement, much like a machine without an engine This motivation can stem from internal factors, either consciously or unconsciously, and is often aligned with the learners' specific objectives.
In this research, the author emphasized the significance of students' emotional engagement, highlighting interest as a key factor in evaluating the effectiveness of images in vocabulary instruction The findings revealed that students thrived in a playful and relaxed environment, enjoying competitive and stimulating activities Notably, the use of images allowed them to tap into their imagination and creativity, enhancing their ability to learn new words.
Over an eight-week period, the researcher implemented two distinct teaching methods for vocabulary instruction, comparing a control group with an experimental group The findings revealed a significant contrast in outcomes between the two groups, as illustrated in Chart 4.1 below.
Chart 4.1: Students’ interest in learning activities
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
The chart clearly indicates a gradual increase in student engagement with learning activities in both groups on a weekly basis, suggesting that the lesson activities were engaging However, the level of participation varied significantly between the two groups As illustrated in Chart 4.1, the experimental group consistently demonstrated higher participation in learning activities compared to the control group each week.
In the first week of instruction on "Unit 3: On the Street," the control group experienced a traditional translation method, which led to a monotonous learning environment where only 9 out of 20 students actively participated In contrast, the experimental group thrived in a dynamic atmosphere, engaging enthusiastically in a competitive picture-pointing game that fostered focus and excitement This interactive approach, utilizing colorful visuals, not only captured their attention but also transformed the learning experience into a lively and energetic one The collaborative group activities allowed students to practice pronunciation, use vocabulary in simple structures, and enhance their communication skills Overall, more than half of the experimental group actively participated, demonstrating the effectiveness of visual aids in teaching language skills.
In the weeks following the intervention, the experimental group demonstrated increased participation in lesson activities, aided by the use of engaging images that helped students recall vocabulary The teacher incorporated simple, appealing drawings related to the lesson content, prompting laughter and enthusiasm among students as they eagerly raised their hands to answer questions This creative approach allowed students to express their understanding through their own drawings, enhancing their vocabulary retention Various interactive strategies, such as flashcards and games like "Whisper," "Flashcard at Dawn," and "Bingo," fostered an exciting learning environment In contrast, the control group experienced a more monotonous learning process characterized by teacher-led explanations, repetition, and note-taking, which limited their engagement and retention of vocabulary Data indicated that in weeks 3 and 5, the experimental group found the lessons significantly more attractive than the control group, highlighting a clear disparity in attention and engagement levels between the two groups.
In weeks 2 and 6, the interest levels of students in both groups decreased slightly, attributed to the introduction of three action-related words—“read,” “eat,” and “shine.” These words may have been easier to grasp through body language rather than visual aids alone Despite this, the interest rates did not drop significantly, with the experimental group scoring 13/20 and 15/20, while the control group recorded scores of 9/20 and 12/20.
In the revision lessons during week 4 and week 8, the control group scored 11/20 and 13/20, respectively, struggling to recall words through traditional explanations In contrast, the experimental group achieved higher scores of 15/20 and 17/20, demonstrating their ability to effectively connect the vocabulary to their imagination.
Finally, in week 7 (Unit 8), the number of the students in both groups focusing on the lessons were 18/20 in the experimental group and 13/20 in the control group
Visual aids significantly enhance vocabulary teaching and learning by fostering creativity and aiding memory retention While lengthy explanations can be challenging for learners to recall, images serve as effective tools that connect words to their meanings This connection between words and visuals not only facilitates understanding but also promotes long-term vocabulary retention for students.
Classroom interaction is crucial for effective teaching and learning, as it fosters cooperation between teachers and learners This interaction can be divided into two types: teacher-learner interaction, which occurs during drill activities and whole class discussions, and learner-learner interaction, which takes place during pair or group work The writer collaborated with three teachers to gather data over eight weeks, recording discussions between students and teachers, as well as among students The findings, illustrated in Chart 4.2, highlight the differences in interaction between the control group and the experimental group.
In the control group, teacher-learner interaction was notably low, with only 35% engagement observed during drill activities and class discussions Students passively listened to the teacher's explanations, repeating and writing down words without actively participating This lack of connection led to distractions, as some students conversed privately or engaged in unrelated activities Similarly, learner-learner interaction was poor at just 28%, as students preferred chatting over practicing the lesson material Their disinterest in the subject matter resulted in a lack of focus during class discussions, further diminishing their engagement and contribution to the learning process.
In a study examining learner-learner interaction, the control group exhibited passive behavior, only participating when explicitly prompted by the teacher Conversely, the experimental group demonstrated a more engaged approach, indicating that they viewed learning as a shared responsibility rather than solely the teacher's directive This highlights the importance of fostering an interactive learning environment to enhance student participation and motivation.
The experimental group demonstrated a positive outcome, characterized by a more energetic learning atmosphere during vocabulary instruction Engaging practice tasks and whole-class discussions fostered enhanced teacher-learner interaction, which reached 72%, while learner-learner interaction soared to 79%, surpassing the control group The incorporation of games using pictures ignited excitement among students, motivating them to recall vocabulary and actively participate in activities for team rewards This structured interaction encouraged learners to enthusiastically share ideas about provided scenarios, leading to improved communication in English and fostering cognitive development and social competencies essential for building and maintaining positive social relationships.
Analysis on test results
The study's data were collected from immediate and delayed test scores, specifically designed to assess students' retention of vocabulary in alignment with the thesis topic.
Over an eight-week research period, six immediate tests were conducted to assess students' vocabulary acquisition following each lesson These tests were designed in two distinct formats to evaluate the learners' retention levels The results of these immediate tests for both the control and experimental groups are presented in Table 4.1, while Chart 4.3 visually represents the average scores of the two groups, facilitating a clearer comparison of their performance.
S The control group S The experimental group
Table 4.1: The two groups’ results of six immediate tests
In the first week, the control group achieved an average score of 6, while the experimental group scored 7.5, indicating better performance by the latter This trend continued in weeks 3, 5, and 7, where the experimental group maintained higher average scores of 7.65, 7.5, and 7.9 compared to the control group's 6.75, 6.75, and 7.25, demonstrating a consistent gap between the two groups The engaging lessons featuring easily absorbed vocabulary and interactive picture games effectively captured the attention of the experimental learners, leading to their superior scores However, in weeks 2 and 6, the introduction of new verb forms posed challenges for both groups, resulting in lower average scores of 5.5 and 6.25 for the control group and 6.65 and 7 for the experimental group Despite the increased difficulty, the use of image-based activities for vocabulary teaching proved to be more advantageous than traditional methods.
Below is Chart 4.3, which illustrates the two groups‟ mean score of average mark that helps the researcher to find out the difference between them more easily
Chart 4.3: The students’ mean score of immediate tests’ average mark
According to chart 4.3, the mean score of the immediate tests of the control group (M= 6.4) was lower than that of the experimental group (M= 7.3) The
Control Group Experimental Group participants in the experimental group showed their more effective vocabulary learning in comparison to those in the control group
Using images significantly enhances vocabulary acquisition for learners and boosts their motivation in English learning, as illustrated in Table 4.1 and Chart 4.3.
During the research period, two delayed tests were administered, each occurring three weeks apart, corresponding to every three lessons or units These tests, which assessed vocabulary from three units, were designed to be more challenging than the immediate tests The learners' scores from both groups are detailed in Table 4.2.
Subject The control group Subject The experimental group
Delayed test 1 Delayed test 2 Delayed test 1 Delayed test 2
Table 4.2: The two groups’ results of two delayed tests
The experimental group consistently outperformed the control group in vocabulary acquisition, as indicated by their mean scores In the first delayed test, the control group's average score was 6.75, while the experimental group achieved 7.65, demonstrating superior vocabulary learning Although the control group improved to an average of 7.3 in the second test, the experimental group further increased their score to 8.15, highlighting their ongoing advantage These results suggest that the use of images significantly enhances vocabulary retention among learners.
Discussion of the findings
The research aimed to explore how the use of pictures enhances vocabulary acquisition among young learners To gather data on the vocabulary teaching and learning process, the researcher utilized classroom observations and tests, which proved to be reliable sources for analyzing students' vocabulary learning This approach allowed the researcher to identify effective changes to improve the learning process Classroom observations documented students' levels of interest and interaction, while six immediate tests and two delayed tests quantified their achievements Both methods provided trustworthy insights into the research question.
The learners in the experimental group achieved significantly better results in both types of tests compared to those in the control group, indicating a notable improvement in vocabulary acquisition This research demonstrates that even when learners of the same age are taught using the same program, their vocabulary learning outcomes can differ, with the experimental group outperforming the control group.
Secondly, from the classroom observations, it could be drawn out that there was a rising trend in the learners‟ interest in vocabulary learning as well as their interaction in class
In an eight-week study, two groups of students learned vocabulary from the same book, with the experimental group using a visual approach while the control group relied on traditional translation methods The experimental group found the image-based strategy effective, leading to increased focus and excitement during lessons, which fostered a comfortable learning atmosphere and boosted their motivation for English and vocabulary acquisition This approach allowed students to easily recall words by visualizing images, in contrast to the control group, who struggled with rote memorization Consequently, the experimental students were able to apply various strategies for different learning situations, enhancing their overall vocabulary learning experience.
The experimental group of students demonstrated increased motivation and interaction, finding the teacher's learning activities engaging and beneficial Despite initial shyness in public discussions, the positive outcomes from vocabulary teaching methods boosted their confidence to participate in pair, group, and whole-class discussions Their dynamic interaction fostered a positive attitude towards learning In contrast, the control group exhibited a lack of engagement, resulting in a dull classroom atmosphere and passive interactions with the teacher and peers This led to poor concentration, unsatisfactory learning outcomes, and low motivation levels among the control group students.
Last but not least, there were some problems the researcher encountered when the researcher carried out the research
To effectively teach vocabulary to young learners using images, educators should align words and pictures around the same topic to enhance recall While some vocabulary may be challenging to depict visually, alternative methods such as body language can be employed to convey meanings effectively.
Some students displayed a lack of engagement during lesson activities, resulting in limited interaction and participation in tasks and discussions Consequently, the use of pictures as a teaching tool may not have been effective To enhance collaboration and involvement, it became essential to strategically pair students for group work.
Many students struggle with pronouncing vocabulary correctly, often repeating words in a confusing manner Despite their attempts to say the words repeatedly, they still mispronounce them This challenge is common among children, highlighting the need for teachers to implement effective strategies to help them improve their pronunciation skills.
In conclusion, incorporating images significantly enhances vocabulary acquisition for young learners by creating an engaging and enjoyable learning environment This research suggests that teachers should select appropriate images that align with lesson topics to facilitate easier learning Additionally, it is recommended that educators employ diverse teaching methods to accommodate varying levels of student comprehension.