INTRODUCTION
Rationale for the study
English is increasingly recognized as a global language that enhances communication worldwide, making fluency essential for effective interaction In Vietnam, English has gained popularity over the past few decades, becoming a mandatory subject in educational institutions from schools to universities The Vietnamese government, along with the Ministry of Education and Training, has initiated significant reforms aimed at ensuring all students achieve at least a B1 level according to the Common European Framework of Reference for Languages (CEFR) by 2020 This ambitious plan emphasizes the importance of early English language education in primary schools.
As a primary English teacher, the researcher emphasizes the importance of supporting students in acquiring essential language skills—listening, speaking, reading, and writing However, many language educators still adhere to traditional, test-oriented methods that focus primarily on vocabulary, sentence structures, and pronunciation, leading to limited speaking practice Consequently, students often feel unconfident and hesitant to participate in speaking activities due to fear of making mistakes Among these skills, speaking requires significant support to enhance student participation and confidence in the classroom.
This thesis aims to explore the factors influencing student participation in classroom speaking activities and to enhance their engagement by incorporating pictures in English language instruction The study highlights the effectiveness of visual aids in teaching English and examines students' attitudes towards using pictures as a motivational tool to foster greater participation in speaking activities.
Aims and objectives of the study
This study aims to explore the application of various types of pictures in enhancing English-speaking skills among 4th graders during classroom speaking activities The primary focus is to identify the benefits of incorporating pictures into speaking lessons for students Additionally, the research investigates students' attitudes towards the use of pictures in these classroom activities.
Research questions
For the purpose of the research, the current study had the following questions:
1) To what extent does the use of pictures motivate the 4 th grade students to take part in classroom speaking activities in a Bac Ninh primary school?
2) What are these students’ attitudes towards the use of pictures in English speaking activities?
Scope of the study
This study has limitations in its generalizability due to time constraints, the length of the thesis, and the researcher's knowledge, focusing specifically on a small classroom of 10-year-old students at a single primary school in Bac Ninh province Consequently, it does not explore how other age groups respond to the use of pictures in speaking activities or how this method may enhance their speaking skills Furthermore, the research is solely centered on the motivational impact of pictures on students' speaking abilities, excluding other language skills from its scope.
Significance of the study
This study enhances the understanding of communicative teaching, particularly in developing speaking skills among young learners through the use of pictures By examining students' interests and challenges in speaking activities, the findings will enable teachers to create engaging and effective lessons, ultimately improving students' speaking abilities in English.
Organization of the thesis
The study is divided into five chapters as follows: the introduction, the literature review, the research methodology, the findings and discussion, and the conclusion
Chapter 1 Introduction reveals the rationale, the aims and objectives of the study, the scope of the study, the significance and the structure of the study It expresses the reasons why the researcher decided to carry out this research Some main points related to the research such as research questions, significance of the research will also be mentioned
Chapter 2 Literature Review provides the overview of speaking skills and their types; the practice of teaching and learning English speaking skills to primary students as well as the general knowledge of pictures such as their definitions, their types and benefits of using pictures in teaching language Furthermore, the previous studies related to the research are included
Chapter 3 Research Methodology discusses the research-governing principles and research methods This section covers the setting and participants of the research, and the methods of collecting data, the data collection techniques, and data analysis techniques
Chapter 4 Finding and Discussion provide a report on the data of the research
Chapter 5 Conclusion summarizes what has been studied with suggestions
4 for further research This part also includes limitations of the study
LITERATURE REVIEW
Overview of speaking skills
Speaking is defined as an interactive process of constructing meaning, involving the production, reception, and processing of information According to Burns and Joyce (1997), the form and meaning of spoken communication are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the purpose of the conversation This definition highlights the complexity of speaking within language learning methodologies.
According to Richard (2008, p.19), speaking is defined as the delivery of language through the mouth, involving the coordination of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips There are two primary forms of speaking: informal and formal Informal speaking is commonly used among family and friends or those with whom we have a close relationship, while formal speaking is reserved for business or academic contexts and when meeting new individuals.
Carter and Nunan (2001) emphasize that speaking a second language requires the development of specific communication skills Historically, speaking has held a unique role in language education, but it has only recently gained recognition as a distinct area of teaching, learning, and assessment, often neglecting the production of spoken discourse.
According to the Oxford Dictionary of Current English (2009), speaking is defined as the act of conveying information or expressing thoughts and feelings through spoken language In the context of language teaching and learning, speaking is recognized as one of the four essential language skills, alongside listening, reading, and writing.
Speaking and writing are essential skills for effective communication, as highlighted by Nunan (2003, p.48), who defines speaking as a productive oral skill that involves creating structured verbal expressions to convey meaning Mastering these skills is crucial for achieving fluency and clarity in both personal and professional interactions.
According to Brown (1994), speaking ability is closely linked to writing and listening, highlighting the importance of emphasizing the interrelationship of these skills in language teaching This study defines speaking as the process of constructing and conveying meaning through verbal and non-verbal symbols in various contexts, allowing individuals to express ideas, opinions, or feelings through words or sounds to inform, persuade, and entertain others.
Speaking encompasses various definitions and necessitates that learners possess both linguistic competence—mastery of grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding the appropriate contexts, purposes, and methods for communication This dual competence enables individuals to effectively express their ideas, thoughts, and feelings, facilitating meaningful information exchange in their everyday lives.
According to Burns and Joyce (1997), students in speaking class must be exposed to three key items: form-focused speaking, meaning-focused speaking, and fluency-focused speaking
Form-focused instruction emphasizes the importance of pronunciation, grammar, and vocabulary in language learning When learners start speaking a new language, they should rely on structured, form-focused learning A practical approach is to use simple, memorized phrases and sentences, such as greetings and basic personal descriptions, as a foundation for conversation As learners gain proficiency and experience, they can reevaluate and integrate these phrases into more complex language use.
7 learner‟s system of knowledge of the language; language use based on memorization can be the starting point for more creative use of the language
Meaning-focused instruction emphasizes the importance of creating spoken messages that serve real communicative purposes Language learners should not only engage in form-focused speaking but also have ample opportunities to practice meaningful communication, which involves both producing and listening to significant oral exchanges.
Fluency in speaking is the aim of many language learners Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and
“ums” or “ers” These signs indicate that the speaker does not have to spend a lot of time on searching for the language terms needed to express the message
To effectively communicate in English, students should concentrate on the structure, meaning, and fluency of their speech It is essential to focus on pronunciation, grammar, and vocabulary while maintaining a reasonable speaking pace to clearly convey their ideas, feelings, and thoughts to listeners.
2.1.3 Difficulties in teaching and learning English speaking skills
Achieving proficiency in speaking a foreign language within classroom settings poses significant challenges, even for advanced learners who often feel unprepared to converse outside of class This struggle primarily stems from the limited opportunities for speaking practice in the classroom, which pales in comparison to the diverse and abundant forms of natural oral communication available in real-world contexts (Nation & Newton, 2009).
Choosing the right types of spoken discourse for classroom practice in a language course is a challenging task that often fails to mirror the natural occurrence and distribution of real-life communicative situations.
In language classrooms, several challenges arise related to individual learners' personalities and their attitudes towards speaking Common issues include inhibition, where students fear making mistakes or facing criticism, leading to shyness Additionally, learners often struggle to generate ideas, formulate opinions, or make relevant comments during discussions Participation levels can also be uneven, with some students dominating the conversation, which can hinder group dynamics Furthermore, the use of the mother tongue is prevalent, especially in less motivated classes, as learners may find it easier to express themselves in their native language (Ur, 1995, p.121).
Teachers often encounter significant challenges in English as a Foreign Language classrooms, including a lack of student motivation, reluctance to speak, and reliance on their first language (Nunan, 1993) This reluctance can stem from various factors such as cultural, linguistic, and psychological influences (Burns & Joyce, 1997) Thornbury (2006) highlights that learners frequently struggle with limited speaking skills, which can hinder fluency Additionally, affective factors like a lack of confidence and self-consciousness may further impede students' ability to speak To address these issues, teachers should actively work to build students' self-confidence, as suggested by Brown (2001), who emphasizes the importance of nurturing existing confidence and fostering new confidence where it is lacking Ultimately, teachers must remain vigilant to the challenges students face in speaking classes.
English serves as a global means of communication, making its mastery essential for individuals worldwide Learning English as a foreign language poses challenges; hence, it is crucial for students to begin their English education from elementary school and continue through university.
Overview of pictures and their use in speaking lessons
This research will utilize pictures as a form of visual instructional media According to Hornby (2005), a picture is defined as a painting, drawing, or photograph that depicts a scene, person, or object represented on paper using various artistic tools Additionally, Stevick (1986) describes pictures as non-verbal materials that can effectively aid in teaching English verbal skills.
In addition, Ur (2012) adds picture drawings are commonly used in the textbooks or
11 colored posters or pictures downloaded from the internet
Pictures, often referred to as drawings, photographs, or images, play a crucial role in book design, particularly for imagery-focused content They can sometimes mislead students by presenting varied interpretations of the same external stimulus As a prominent form of visual material, pictures are invaluable in creating language tasks that involve describing, interpreting, dictating, and comparing.
The definitions of pictures may appear straightforward, yet exploring various terminology related to images can provide deeper insights One particularly intriguing and beneficial classification of picture types is proposed by Gerngross and his colleagues.
In 2006, various forms of images were categorized, including photographs, personal photographs, drawings, cartoons, visual aids, and artwork Photographs, specifically, are defined as images sourced from magazines and newspapers that depict a range of subjects such as portraits, landscapes, objects, or animals.
Personal photographs capture moments taken by teachers or students, while drawings represent visual artwork or maps Cartoons, often referred to as picture stories, consist of a series of images that convey a narrative Visual aids encompass various materials created for classroom use, including flashcards and teacher's cards, as well as artwork utilized in business contexts, such as advertisements and book covers.
In summary, various types of pictures serve as valuable tools for language learning, practice, and organization, differing in size, form, and origin to accommodate diverse activities These visual aids enhance vocabulary retention and comprehension for students while enabling teachers to create engaging and effective lessons This section explores the connection between picture usage and language instruction, highlighting the advantages of incorporating visuals, particularly in teaching speaking skills to younger learners.
2.2.3 Benefits of using pictures in teaching language
Pictures play a crucial role in language learning by enhancing visibility and stimulating interest among learners According to Byrne (1980), they encourage discussions and interpretations, while Moore (1982) highlights their ability to spark students' imagination Visual aids, particularly pictures and colorful posters, contribute to a more engaging classroom atmosphere, as noted by Wright (1989), who emphasizes their motivational impact on speaking activities Furthermore, Gill (2005) underscores the importance of catering to the visual learning styles of English Foreign Language students, as they benefit significantly from visual stimuli such as PowerPoints, whiteboards, and printed materials.
According to Brown (2004), beginning a class with picture description can effectively engage students, allowing them to focus on content while acquiring new vocabulary and grammar through teacher support Furthermore, pictures enhance student participation and foster a positive attitude towards learning English Wright (1989) emphasizes that visual aids not only stimulate and motivate students but also provide nonverbal cues that aid comprehension He suggests that pictures can independently support writing and speaking activities, reducing the need for teacher intervention Overall, pictures play a crucial role in the learning process, equipping teachers to prepare students for effective communication using both verbal and nonverbal elements.
Using pictures is an effective technique for teaching language, especially in enhancing English speaking skills among primary students Visual aids capture students' interest and motivate them to engage in conversation, creating a dynamic and lively learning environment.
Using active pictures in the classroom enhances students' learning by providing concrete experiences and facilitating the integration of their prior knowledge, allowing them to express their ideas, feelings, and thoughts more easily This visual aid minimizes the need for extensive explanations from teachers, as students can grasp the material quickly By leveraging the strengths of visual learning, educators can create engaging and stimulating lessons that encourage active participation in speaking English.
2.2.4 Activities used with pictures to teach speaking skills for children
There are many speaking activities which are designed based on the use of pictures Here are some useful common activities offered by several scholars
According to Ur (2012), two effective activities for language learners are picture description and picture differences In picture description, learners work in pairs or groups to generate as many descriptive sentences about a picture as possible, which fosters a sense of achievement and satisfaction Conversely, picture differences involves pairs of learners, each with a different image, who must identify as many differences as they can without seeing each other's pictures This activity encourages purposeful questioning and answering, enhancing communication skills while completing the task.
There are some more activities provided by Pattison (1987); for example, find the picture, memory tests, spot the difference, split picture stories, and strange pictures
The "Find the Picture" activity encourages learners to describe images for identification Participants can work in pairs or small groups, taking turns to articulate details about the pictures, allowing others to recognize or identify the images being discussed.
Memory tests: learners are presented a picture or photograph, they then have a few minutes to look at the picture or photograph carefully After that, the pictures
14 are taken away; learners in groups or in pairs are asked to answer some questions about what they have seen in the pictures
Engage learners in a collaborative "spot the difference" activity, where they can work in groups or as a whole class to identify the differences between two pictures This exercise encourages teamwork and critical thinking as students compare and contrast the images, enhancing their observational skills and fostering discussion.
Split picture stories engage learners in group or whole-class activities where they rearrange a series of pictures to form a coherent narrative By presenting a picture story in the wrong order, students are encouraged to collaborate, share ideas, and discuss multiple interpretations of the storyline.
Engage students' imagination with strange pictures by encouraging them to create stories based on selected images Working in pairs or groups, learners can choose two or more pictures and collaborate to discuss and exchange ideas, ultimately crafting a unique narrative inspired by their selections.
Previous studies
Pictures play a vital role in language teaching, particularly in English education for children, as demonstrated by numerous studies highlighting their effectiveness Research consistently shows that incorporating visuals into speaking activities enhances learning outcomes and engagement This article explores various studies and articles that examine the use of pictures in language instruction, emphasizing their importance in developing speaking skills among young learners.
One of recent studies by Karsono (2014) investigated the employment of
A classroom action research (CAR) was conducted with thirty-one eighth-grade students at SMP Negeri 1 Anggana to assess the impact of using pictures on their speaking abilities The CAR process involved planning, acting, observing, and reflecting, leading to significant improvements in both speaking skills and student participation The percentage of students classified as good and very good in speaking increased dramatically from 6.4% in the preliminary study to 83.9% in cycle 1, ultimately reaching 100% in cycle 2 Additionally, the average speaking score improved from 66 in the preliminary study to 74 in cycle 1, and 80 in cycle 2 The findings indicate that the use of pictures effectively enhanced students' fluency, content, pronunciation, and grammar, while also fostering greater participation in speaking activities.
A study by Pešková (2008) investigated the advantages of using pictures in English language teaching, focusing on lower secondary pupils in grades seven to nine at Blažkova Brno The findings indicated that teaching English through visuals significantly enhanced interaction among students, allowing them to express themselves more freely Although pupils often preferred to communicate in their mother tongue and tended to be noisy during activities, the researcher addressed these challenges by selecting suitable tasks and pre-teaching essential vocabulary Consequently, this approach facilitated more effective interaction and idea exchange in the target language.
Importantly in an article titled “Teaching vocabulary with visual aids”, Lai
(2000) revealed that students responded and expressed differently due to their different educational and cultural background Using visual aids (mainly pictures)
Visual aids play a crucial role in enhancing students' understanding of various topics by highlighting similarities and differences This study reaffirms that visual aids not only reinforce learned material but also stimulate student interest and connect academic concepts to daily life experiences Additionally, they contribute to the development of literacy and oral skills, allowing students to brainstorm, present ideas, and engage in discussions By fostering creativity, visual aids enable learners to create new narratives that relate to their personal backgrounds and experiences.
Nguyễn Thị Thanh Xuân (2014) conducted a study on the impact of visual aids, particularly pictures, in teaching English vocabulary at a Secondary School in Binh Duong, Vietnam Involving fifty eighth-grade students divided into control and experimental groups, along with eighteen teachers, the research found no statistically significant difference in vocabulary acquisition between the groups However, both students and teachers reported positive attitudes towards the use of visual aids, highlighting that pictures notably enhanced students' interest in learning English vocabulary.
Research highlights the significance of visual aids, particularly images, in language instruction, enhancing vocabulary, speaking, listening, and writing skills Based on her teaching experience, the researcher observed that students often struggle with speaking English fluently and engaging in conversations and presentations She believes that incorporating pictures plays a crucial role in improving speaking skills.
As a result, these reasons urged the researcher to conduct this study
This chapter explores various theories related to speaking and language teaching, with a specific focus on developing speaking skills in children It highlights effective and engaging activities designed to enhance children's speaking abilities and summarizes relevant studies that provide insight and support for the current research.
RESEARCH METHODOLOGY
An overview of action research
This study employs an action research approach, which focuses on enhancing teaching practices Action research is defined by Burn (1994) as the application of fact-finding to solve practical problems within social contexts, aiming to improve the quality of actions through collaboration among researchers, practitioners, and community members Additionally, Wallace (1998) describes action research as a process that involves collecting and analyzing data on everyday practices to inform future decisions regarding teaching methods.
In this study, the researcher followed the model proposed by Kemmis and
McTaggart's model (1988) simplifies the research process, providing a clear framework for conducting studies According to Kemmis and McTaggart (1998), action research consists of four essential steps: planning, action, observation, and reflection This cyclical process continues until satisfactory results are achieved, allowing researchers to determine when to conclude their efforts.
The initial step in the cycle is planning, where an action plan is crafted to achieve specific goals This plan addresses three key areas: the use of language in various contexts, the activities and practices implemented, and the organization of social relationships and structures.
- Step 2: The action stage involves implementing the plan while recognizing
19 the need for flexibility and judgment Even so, it may sometimes be necessary to revert to the planning stage if the proposed actions cannot be implemented
Step 3: Observation involves monitoring and evaluating the results of actions taken Various data collection methods, such as documents, interviews, diaries, observations, questionnaires, and secondary data, can be utilized This observational data is crucial as it informs the next stage of the cycle by serving as a foundation for reflection.
Step 4: Reflection is the concluding phase of the research process, where the researcher and the group work together to analyze, synthesize, interpret, and explain their findings while drawing conclusions about their achievements This stage may lead to identifying new directions for future actions, potentially initiating another cycle of planning, acting, observing, and reflecting Figure 3.1 illustrates the stages of each action research cycle.
Figure 3.1: Steps in the action research cycle (Kemmis & Mc Taggart, 1998)
Research setting
This research was conducted at a primary school in Bac Ninh Province, where the researcher serves as an English teacher The school, established in 2004, has grown from 10 to 29 classes, catering to 1,005 students from various nearby communes English is a mandatory subject, with students attending four periods each week, using textbooks provided by the Ministry of Education and Training The 4th-grade students, aged ten, have been learning English for one year, but their overall proficiency, particularly in speaking skills, remains inadequate.
The research involved 32 fourth-grade students from a primary school, comprising an equal number of boys and girls These students are beginners in English, displaying intelligence, enthusiasm, and a growing familiarity with speaking skills While many can comprehend English accents from recordings and construct sentences using learned patterns, some students experience shyness when speaking due to fear of making mistakes, as English is a new skill for them Additionally, the large class sizes limit opportunities for individual speaking practice and interaction, making it challenging for students to keep pace with understanding native speakers.
The textbooks which are required to teach English in primary schools are
The English 3, 4, and 5 textbooks, created by the Ministry of Education and Training in 2016, are aligned with the new national curriculum These books emphasize a learner-centered approach and incorporate communicative methods, with task-based teaching as the core strategy Each textbook features 20 teaching units along with four review sections to reinforce learning.
The curriculum consists of 21 units, with five teaching units dedicated to a specific topic, each divided into three lessons Each lesson features five or six engaging activities, including Look, Listen and Repeat, Point and Say, Listen and Tick, Look and Write, and Let’s Sing Each teaching period is designed to be completed in 40 minutes.
To gather sufficient data for the study, various methods were employed, including discussions with colleagues, personal classroom observations, survey questionnaires, and interviews To maintain participant confidentiality, all names of students and teachers have been replaced with pseudonyms, with students coded as S01 to S32 for the questionnaires and I01 to I08 for the interviews.
The researcher engaged in discussions with three experienced female colleagues, aged between 30 and 42, all of whom hold a Bachelor's Degree in English and have a passion for teaching With a minimum of eight years of experience in teaching English to primary students, they participated in these talks to identify challenges in developing speaking skills and to propose effective solutions to enhance these issues.
Apart from the survey talks with colleagues, classroom observation was also carefully conducted in order to get further data for the research
Observations provide researchers with the unique advantage of capturing actual behavior instead of relying on participant reports This research method enables investigators to collect "live" data from real social situations, allowing them to directly witness events as they unfold rather than depending on second-hand accounts.
In this study, the researcher utilized Take-note to gather data from classroom discussions, while classroom observations offered authentic insights into the work arrangements implemented during speaking lessons, ensuring equitable opportunities for all participants.
In a study involving 22 students, classroom observations were conducted to analyze speaking lesson activities The researcher meticulously noted and synthesized data from these observations, allowing for a comparison with questionnaire responses to assess the real classroom environment Prior to the observations, the researcher obtained permission from the teachers and engaged in friendly discussions to review their lesson plans.
3.2.3.3 Pre and post questionnaires for students
Survey questionnaires can be applied to gather data efficiently on a basis of language scale, and it can help researchers to obtain the respondents‟ views (Brown,
In their research, Connaway and Powell (2010) highlighted the effectiveness of questionnaires in exploring students' perspectives and challenges related to classroom activities Consequently, the researcher utilized this tool to examine the difficulties students face while learning English, along with their hopes and expectations for improvement.
The current study utilized a group-administered questionnaire to enhance efficiency and clarity in data collection This approach allows the researcher to address any ambiguities or confusions regarding questionnaire items immediately, thereby increasing the reliability of the collected data (Brown, 2001).
Questionnaires were initially created in English and subsequently translated into Vietnamese to accommodate students' language proficiency levels Due to their limited English skills, students faced challenges in reading and responding to the questions effectively, which hindered their ability to express their thoughts clearly Therefore, allowing students to articulate their responses in their native language, Vietnamese, is more beneficial Prior to the distribution of the official questionnaires, they underwent editing by a professional English translator.
The self-reported questionnaire utilized Likert-scale questions, allowing students to provide their opinions and ensuring their responses are as objective as possible To enhance understanding, the entire questionnaire was translated, facilitating easier comprehension of the questions for all students.
A pre-questionnaire consisting of six targeted questions was administered to students to identify the challenges they face in learning English, focusing on their attitudes and anxiety levels The first question aimed to assess students' perceptions of the difficulty of speaking activities, while the second question gauged their nervousness when speaking English in front of peers The third question sought to uncover factors contributing to low participation in speaking activities, and the fourth question explored elements that spark students' interest in learning English Additionally, the fifth question measured the frequency of student participation in classroom activities, and the sixth question investigated students' enjoyment of various classroom activities during English speaking lessons The researcher also incorporated visual aids to help students navigate their learning challenges more effectively.
After implementing three lessons that utilized pictures to enhance student engagement in speaking activities, the researcher sought to evaluate the effectiveness of this approach through a post-questionnaire consisting of three targeted questions The first question aimed to gather students' feedback on their experiences with using pictures during speaking activities The second question focused on students' perceptions of the advantages associated with incorporating pictures in these activities Finally, the third question explored the personal changes students experienced after participating in speaking exercises that employed visual aids.
FINDINGS AND DISCUSSION
Analysis of the talks with colleagues
Discussions with three colleagues revealed that they believed students faced significant challenges in participating in speaking activities They identified multiple factors influencing this participation, notably the lack of frequent speaking practice both in class and at home Students typically only spoke when prompted by the teacher and concentrated primarily on sentence patterns for exams, limiting their opportunities to engage in conversation with peers Additionally, infrequent practice led to fear of making mistakes, causing embarrassment and a reluctance to speak in front of classmates, ultimately leading them to choose silence over potential ridicule.
“too many factors! Students’ low level and participation in speaking because of not practice very often, they only focus on sentence structures for their tests” (Appendix 1)
One colleague noted that while the textbook topics are engaging and relatable to students' lives, some subjects pose challenges for practicing speaking skills They emphasized the importance of making lessons more interesting and suggested that students should prepare thoroughly at home to enhance their speaking abilities, stating, "Teachers should make it more interesting or let students prepare carefully at home before speaking because students cannot speak without preparation."
Colleagues acknowledged the constraints of fixed lesson times, textbooks, and syllabi but emphasized the importance of adapting activities and techniques to enhance student participation in speaking exercises One teacher specifically highlighted the potential for modifying these approaches to facilitate better understanding and practice among students.
In our educational framework, each period is strictly 40 minutes long, and we cannot alter the duration or the textbook used Instead, we focus on enhancing the learning experience by varying activities and employing engaging techniques.
The researcher identified several barriers hindering student participation in speaking activities after consulting with three colleagues A primary issue is that students concentrate heavily on learning sentence patterns for exams, leaving little time for speaking practice Additionally, the lack of sufficient English speaking opportunities both in class and at home contributes to their embarrassment when attempting to express themselves in front of peers Furthermore, unfamiliarity with certain topics limits their ability to engage in meaningful practice.
Analysis of personal class observation
Over a month of observation, it was noted that while some students actively engaged in lessons, others displayed a lack of attention and confidence in speaking English Many students were shy and avoided eye contact, often struggling to articulate full sentences and making frequent mistakes A preference for speaking Vietnamese was evident, largely due to the absence of modern learning resources and visual aids in the classroom, which contributed to a less stimulating learning environment This lack of engaging materials hindered students' participation in communicative activities, further impacting their confidence in English speaking.
The study revealed a lack of diverse audio and video resources in schools and libraries for students to enhance their English speaking skills Additionally, teachers did not incorporate supplementary materials that could facilitate a more engaging and effective learning experience for students.
To make the situation better, the researcher decided to apply different types
33 of speaking activities for her class such as picture describing and picture differences in most classroom activities to encourage her students to take part in speaking activities more.
Analysis of students‟ pre-questionnaire
In this study, questionnaires were chosen as the primary data collection tool to gather insights into students' challenges in learning English speaking and to identify effective solutions to address these speaking-related issues The following section outlines six detailed questions that were utilized in this research.
Question 1: How do you feel of the English speaking activities in the classroom?
Very difficult Difficult Normal Easy Very easy
Figure 4.1: Students’ evaluation of the English speaking activities in the classroom
According to the data, only 12.5% of students found English speaking activities to be neither difficult nor easy, while just 6.3% felt confident speaking English in class None of the students considered English speaking to be very easy, and they expressed happiness when given the opportunity to speak Conversely, a significant majority, 59.4%, found these activities very difficult, with an additional 21.8% also indicating that they were challenging.
Question 2: Do you feel nervous when you speak English in the class?
Language anxiety significantly impacts foreign language learning, influencing both learner performance and satisfaction Understanding the causes of language anxiety and exploring methods to reduce it are essential for improving outcomes To enhance speaking skills, students must engage actively in speaking activities, fostering a more effective learning environment.
Below is the data collected from the question studying learners‟ anxiety:
Very nervous Quite nervous Nervous
A little nervous Not at all
Figure 4.2: Students’ evaluation on their anxiety in English speaking lessons
A significant number of students experience anxiety when speaking English, with 62.5% reporting extreme nervousness in front of the class Many of these students tend to sit in the back corner of the classroom to avoid being called on by the teacher Additionally, 18.7% expressed feelings of nervousness when they struggle to understand the teacher, which hinders their participation in speaking activities This information is crucial for English teachers, particularly those focused on speaking skills, as it highlights the need to identify anxious and silent students and to create a classroom environment that alleviates anxiety related to speaking English.
Question 3: What are the causes of your low level of participation in the
Table 4.1: Factors causing students’ low participation
G Afraid of being corrected directly 24 74.4%
Table 4.1 highlights several factors contributing to students' low participation in English speaking activities during class A significant 93% of students reported fear of making mistakes as a major barrier to speaking, leading them to remain silent Additionally, 89.9% of students lacked sufficient vocabulary to express their thoughts, while 83.7% often mispronounced words, further discouraging their participation The fear of direct correction also played a role, with 74.4% of students apprehensive about being corrected during speaking tasks, which can disrupt dialogue and demotivate learners Furthermore, 86.8% of students rarely spoke English in class, and 71.3% felt shy and intimidated when required to speak To address these issues, it is recommended that teachers provide positive corrections and greater support to encourage student engagement in speaking activities.
In a survey of 36 students, 80.6% reported that their lessons were boring due to a lack of visual aids, while 77.5% felt they had limited opportunities to speak during class discussions, as only one student could participate at a time in speaking activities This dynamic resulted in large groups where some students dominated the conversation, leaving others with little to no chance to contribute Consequently, this situation emerged as a significant barrier to effective participation in classroom speaking activities.
In conclusion, the research revealed several factors adversely affecting students' overall learning experience and their engagement in speaking activities To address these challenges, teachers should explore strategies to foster a low-anxiety language learning environment, enabling students to better navigate the difficulties associated with learning English.
Question 4: What makes you interested in learning English speaking skills?
According to Figure 4.3, 46.8% of students found excitement in engaging activities, which kept them active and motivated to learn after lunch Additionally, 31.3% expressed interest in topics that relate to their personal experiences, fostering conversations with classmates Furthermore, 15.6% believed that effective teaching methods significantly enhance their interest in learning English speaking skills These factors contribute to a positive classroom atmosphere, making students feel eager and confident to participate Other elements that encourage active involvement in English speaking activities include support from classmates, effective feedback from teachers, and sufficient time allocated for these activities.
Interesting topics Exciting activities Good teaching methods Other
Figure 4.3: Students’ interest in learning English speaking skills
Question 5: Do you often attend the following classroom activities in English speaking lessons?
Table 4.2: Students’ frequency of attending speaking activities
Pair work and group work 93% 1
According to Table 4.2, the most popular activities for practicing English in speaking lessons among students were pair work and group work, with 93% participation Dialogue completion followed closely, preferred by 83.7% of students, while questions and answers ranked third at 80.6% Picture-based discussions, chosen by 58.9% of students, ranked seventh, likely due to their less common nature in English speaking activities.
Question 6: Do you like the following classroom activities in English speaking lessons?
Table 4.3: Students’ opinions about speaking activities in the class
Activities Like Neither like nor dislike Dislike
A Pair work and group work 56.2% 6.3% 37.5%
E Questions and answers by picture-based activities
A significant 62.5% of students reported enjoying games, yet the same percentage expressed dissatisfaction with speaking lessons, particularly topic-based discussions, which they found challenging due to limited vocabulary Many students resorted to using Vietnamese when unable to articulate their thoughts Additionally, 37.5% of students disliked role-play activities, feeling shy and concerned about peer judgment While 59.3% actively participated in picture-based question-and-answer sessions, a majority expressed discontent with dialogue completion (53.1%), conversational questioning (50%), and forming complete sentences orally (56.2%) These factors contributed to the overall low participation in speaking activities within the classroom.
The analysis indicates that students' enjoyment of learning and the teaching techniques employed significantly influence their participation in classroom speaking activities Consequently, it is essential for teachers to gain a deeper understanding of their students' interests and personalities while exploring innovative teaching methods tailored to their needs In essence, educators should assess students' requirements and develop engaging lessons that incorporate visual aids, particularly images, to enhance the learning experience.
Analysis of students‟ post-questionnaire evaluation
Question 1: How do you feel about speaking activities using pictures?
Table 4.4: Students’ opinions about English speaking activities using pictures
Level Like Neither like or dislike Dislike Percentage 86% 9% 5%
A significant majority of students, 86%, expressed a preference for using pictures in English speaking activities, as these visuals enhanced their idea development, sparked their imagination, and fostered effective collaboration in group settings Additionally, pictures facilitated vocabulary connection to topics and clarified understanding Students noted that visuals often made them feel more comfortable discussing subjects and provided helpful ideas for conversation (S04, S22) Meanwhile, 9% of students were uncertain about their feelings toward picture-based activities, with one student stating, “I like it.”
In a recent speaking activity involving pictures, students expressed mixed feelings about the experience While a majority found it easy and enjoyable, particularly when they were familiar with the topic, a small percentage—only 5%—revealed their dislike for using pictures These students struggled to generate ideas or construct narratives based on the images presented.
Question 2: Do you think the use of pictures in English speaking activities has made it easier for you to learn English?
Table 4.5: Students’ opinions of the benefits of using pictures in English speaking activities
A significant majority of students (93.7%) reported that the use of pictures in speaking activities has facilitated their English learning, enhancing their interest and participation (S17, S31) They noted that pictures not only sparked their imagination and developed their ideas but also improved collaboration during pair and group work Additionally, pictures helped them connect vocabulary to topics, leading to a clearer understanding (S01, S29) While 3.1% of students were undecided, another 3.1% expressed negative sentiments regarding the use of pictures Overall, the data indicates strong student agreement on the effectiveness of pictures in English speaking activities, contributing to increased motivation, confidence, and a willingness to engage in speaking English (S06, S09, S11, S22, S32), marking a notable success in the action research.
Question 3: How do you feel about your English speaking skills after taking part in the English speaking activities using pictures?
Table 4.6: Students’ own changes after using pictures in speaking activities
Changes Disagree Neither agree nor disagree Agree
A I am more motivated to speak English 3,.1% 9.4% 87.5%
B I have made progresses in English speaking 3.1% 12.5% 84.4%
C I am confident enough to speak English in groups or in front of the class 9.4% 9.4% 81.2%
D My pronunciation is much better 6.3% 15.5% 78.2%
E My vocabulary has been enlarged 0% 6.3% 93.7%
F I can make longer English sentences 9.4% 21.8% 68.8%
G Pictures help me speak English more accurately 15.5% 12.5% 72.9%
Recent data indicates a significant increase in students' interest in English lessons, particularly through the use of visual aids like pictures during speaking activities An impressive 87.5% of students reported feeling more motivated to listen and speak English, attributing their excitement to the engaging visuals Furthermore, 84.4% of students acknowledged improvements in their speaking skills, with many volunteering to practice when prompted by the teacher While only 12.5% expressed uncertainty about their progress, a mere 3.1% felt they had not improved at all Additionally, 81.2% of students reported feeling confident enough to participate in group activities and deliver oral presentations, a notable shift from their previous apprehension about speaking in front of peers.
A significant 93.7% of students reported that using pictures enhances their English learning experience, particularly in vocabulary acquisition Furthermore, 59.4% of students indicated that they perform better when engaging in English speaking activities that incorporate visual aids.
In conclusion, these findings reinforce the belief that teachers can positively impact student engagement in learning by effectively implementing various teaching techniques, particularly the use of pictures to enhance speaking skills in English.
Analysis of the interviews
Eight student participants out of thirty-two students volunteered to take part in the individually interviews with the researcher The results are illustrated in the following figures
Question 1: Do you like using pictures in English speaking activities?
Students expressed a strong interest in learning English speaking through pictures, primarily because it made the process enjoyable and engaging The vibrant visuals presented by teachers sparked curiosity and enthusiasm, allowing students to actively participate in their learning Additionally, 50% of the students noted that pictures enhanced their vocabulary comprehension, enabling them to grasp word meanings without relying solely on teacher explanations Furthermore, 37.5% of the participants felt that pictures simplified the speaking process, aiding them in task completion during lessons and allowing for independent practice at home Some students also reported increased confidence and fluency in their speaking abilities due to the use of pictures, which illustrated various objects and actions for exploration Overall, the fun and interactive nature of picture-based activities kept students engaged and motivated in the classroom.
Question 2: What benefits do you have from English speaking activities using pictures?
In an interview with eight students regarding the use of pictures in speaking activities, seven students (87.5%) found that presenting topics through pictures and storytelling was both engaging and fostered a sense of sociability, as it encouraged collaborative problem-solving Additionally, six students (75%) expressed interest in identifying differences between images and describing pictures to peers, noting that visual aids facilitated fluent speech Furthermore, five students (62.5%) enjoyed rearranging story pictures, as they provided a general understanding of the narrative and promoted group discussions among friends.
Two students reported a lack of interest in activities involving picture-based communication One student (12.5%) found it challenging to tell a story using a series of pictures due to insufficient vocabulary to convey her ideas Additionally, two students (25%) struggled with identifying differences in images, as they often felt confused by the various elements present Lastly, another student (12.5%) expressed disinterest in using pictures to present a topic.
In summary, students found activities like rearranging pictures and identifying differences uninteresting due to their difficulty However, they engaged more with tasks that involved presenting topics and storytelling through a series of images These picture-based activities allowed students to grasp general story concepts while fostering collaboration and discussion in group settings, making the learning experience enjoyable.
Question 3: May you give your suggestions about the use of pictures in speaking activities?
Three out of eight students (37.5%) recommended that teachers incorporate pictures into games to enhance the teaching and learning of speaking skills They expressed a preference for this interactive approach, highlighting its effectiveness in making learning enjoyable.
In an engaging classroom activity, students race to describe a picture to their friends, with the first group to identify the correct image declared the winner Half of the participants (50%) suggested that teachers should increase the frequency of an alternative activity where students listen to their peers’ descriptions to find the correct picture While similar in concept, this task emphasizes listening skills and comprehension, contrasting with the descriptive speaking required in the first activity Additionally, students recommended enhancing the quality and appeal of the images used in speaking exercises, advocating for the use of colorful visuals and story-derived pictures to boost engagement and participation in learning English.
Students showed a preference for using pictures in speaking activities, particularly enjoying tasks such as describing images to friends and identifying the correct picture based on verbal descriptions To enhance engagement and stimulate interest, it is recommended to incorporate colorful images and those inspired by stories into these activities.
Discussion
The study's findings revealed that incorporating pictures in speaking classes greatly enhanced students' speaking skills and boosted their self-confidence.
The study concluded that the implementation of pictures in English speaking activities significantly improved students' speaking skills, as evidenced by enhanced pronunciation, vocabulary, grammar, and overall language use Additionally, students expressed enjoyment while performing in front of the class, contributing to a more vibrant classroom atmosphere where most students actively participated in speaking activities.
In a study observing 45 pairs of students, it was noted that they exhibited dramatic gestures and maintained eye contact while performing in front of the class, appearing relaxed and enjoying their speaking tasks Additionally, the findings indicated a significant improvement in the students' self-confidence, likely attributed to the effective use of pictures as teaching aids in their speaking lessons.
In conclusion, incorporating pictures into speaking activities for primary school students proved successful, as it met key success criteria The use of visuals increased students' excitement and confidence in their English speaking skills, enabling them to express their ideas more effectively with an expanded vocabulary Therefore, it is recommended that pictures be utilized in teaching speaking skills at schools in Bac Ninh.
This research emphasizes the use of pictures to enhance the speaking skills of 4th graders and to boost their participation in English speaking activities The findings indicate that incorporating visual aids significantly improves students' speaking abilities, demonstrating the effectiveness of this approach in the classroom.
Incorporating pictures into lessons significantly enhanced the vocabulary of students, as cadets found it easier to remember new words and expressions through visual and auditory cues This approach led to a gradual improvement in their English production While some mispronunciations and the use of Vietnamese persisted, students increasingly communicated in English compared to before the implementation of these strategies.
Students exhibited increased confidence and reduced nervousness while speaking English, largely due to the integration of colorful pictures in speaking activities This approach made the tasks more communicative and enjoyable, fostering excitement among the students With prompts from teachers, students felt less shy and actively participated, creating a lively classroom atmosphere that enhanced the teaching and learning experience Furthermore, the fear of making mistakes diminished, as students felt secure expressing their ideas and opinions using a broader vocabulary inspired by the visuals.
Students showed increased involvement in classroom speaking activities, becoming more active and engaged when practicing their speaking skills with visual aids Many felt a heightened exposure to English, which encouraged them to speak in front of the entire class As a result, their English production improved significantly due to enhanced vocabulary and pronunciation practice.
In conclusion, the employment of pictures successfully improved speaking skills of the 4 grader students and boost their willingness to participate in English speaking activities
This chapter presents findings that demonstrate how incorporating pictures into speaking lessons can enhance student engagement Pictures serve multiple purposes, such as inspiring ideas, stimulating imagination, boosting motivation, and facilitating collaboration through pair and group work Colorful images from animated movies and those related to students' daily lives are particularly effective in capturing their attention While some students faced challenges, the majority expressed a preference for picture-based learning activities Consequently, this technique has the potential to significantly improve the English learning experience for students.