Rationale and significance of the study
Globalization has led to an increased emphasis on foreign language learning, but many individuals face challenges, particularly in vocabulary acquisition Wei-Wei Shen (2003) highlights that while learners recognize the importance of vocabulary, they often find it difficult to master Wilkins (1972) emphasized that vocabulary is essential for effective communication, stating, “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” This underscores the critical role vocabulary plays in both written and spoken forms of language, as it is fundamental for expressing thoughts and emotions McCarthy (1990) further reinforces this by stating that effective communication in a second language is impossible without a sufficient vocabulary, regardless of grammar proficiency or pronunciation.
Vocabulary is essential for meaningful communication in any language, yet mastering it poses significant challenges for learners, often leading to impatience and frustration Language instructors must find innovative ways to make vocabulary acquisition more engaging and accessible for students To overcome the daunting task of learning new words, teachers should focus on methods that captivate student interest, as noted by Sesnan (2001), who emphasizes the importance of effective teaching strategies that promote self-directed learning Utilizing audio-visual aids, such as flashcards, pictures, and interactive activities like games and storytelling, can significantly enhance vocabulary instruction and create a motivating learning environment My thesis will explore the effectiveness of visual techniques in teaching vocabulary to English beginners at my center, aiming to assess both the method's impact on vocabulary retention and learners' attitudes toward their educational experience.
The purpose of the study
This research explores the effectiveness of visual aids and physical actions in teaching vocabulary to non-major students, focusing on their attitudes towards these visual techniques and identifying potential drawbacks of this innovative approach Additionally, the study offers suggestions and implications for effectively implementing visual techniques in vocabulary instruction.
Scope of the study
This research focuses on English basic learners and the use of visual techniques in vocabulary instruction to assess their impact on improving learners' lexical competence, highlighting both advantages and disadvantages The study also examines participants' attitudes toward this innovative teaching method Conducted over nine weeks with 30 participants enrolled in GPL courses at Enci English Center, the project utilized various teaching materials, including pictures, word cards, drawings, and physical movements, as effective tools for vocabulary instruction The course book employed in the research was "English Vocabulary in Use - Elementary level," published by Cambridge University Press, featuring 60 units covering a range of real-life topics.
Methods of the study
The MA thesis utilizes classroom action research, a widely recognized method in contemporary education, as noted by Ferrance (2000) This approach involves various data collection techniques such as observation, questionnaires, and written tests, enabling a comprehensive investigation of the subject matter.
Over a nine-week period, the effectiveness of a new teaching method will be evaluated through observations and the attitudes of thirty participants To assess their perspectives on learning lexical items, two sets of questionnaires will be administered: one after the first half of the course and another at the end Additionally, to gather more authentic data on participants' linguistic competence and the success of visual-based techniques, mid-term and final vocabulary tests will be conducted for all students.
The design of the study
The paper is designed with three main parts as follows:
This article begins with an introduction that outlines the background and rationale behind the chosen topic It clearly defines the aim and scope of the study, presents the research questions, and describes the methods that will be utilized Additionally, the study's design is detailed, setting the foundation for the research to follow.
Part B consists of three chapters:
Chapter I is the review of some theoretical backgrounds relevant to the purpose of the study This chapter composes of four main sub-parts
• The first concerns with the importance of vocabulary in second language teaching and learning
• The second focuses on the principles of teaching vocabulary to English beginners
• The third is about different teaching techniques and their effects on vocabulary teaching and learning
• The last discusses visual aids and physical actions as a motivator for foreign language vocabulary learning
Chapter II outlines the methodology, detailing the study's context and subjects, the syllabus and course book utilized, the instruments and procedures for data collection, and the subsequent data analysis process.
Chapter III is findings and discussion
Part C summarizes the main points Moreover, the pedagogical implications, the limitations of the study and some suggestions for further studies are also included in this part.
LITERATURE REVIEW
The importance of vocabulary in second language teaching and learning
Vocabulary encompasses not only individual words but also lexical chunks, which are phrases consisting of two or more words that convey specific meanings, such as “Good morning” and “Nice to meet you.” This broader definition highlights that vocabulary includes both single items and multi-word expressions that are commonly used in spoken and written language Understanding a language's vocabulary goes beyond memorizing words; it involves recognizing the relationships between them and their practical applications in real-life contexts.
Teaching vocabulary is defined by Moras and Carlos (2001) as follows
Traditionally, vocabulary instruction beyond elementary levels was often incidental, occurring primarily when new words appeared in reading or listening materials However, it is now widely recognized that vocabulary teaching should be an integral part of the curriculum, implemented in a systematic and consistent manner.
Vocabulary teaching is now recognized as a crucial component of language education, evolving from its traditional role as a mere support for skills like reading, writing, listening, and speaking This shift reflects a greater appreciation for the importance of teaching lexical items in foreign language learning However, the effectiveness of vocabulary instruction is influenced by the changing demands of vocabulary usage in language acquisition, which will be explored further in the following section.
1.3 The changing trends of vocabulary importance in second language teaching and learning
Historically, vocabulary was often overlooked in language teaching, with a strong emphasis placed on grammar, leading to tests that primarily assessed grammatical knowledge This neglect resulted in limited vocabulary competence among learners However, criticism of this oversight emerged in the early 1980s, highlighting the need for vocabulary research Notably, Wilkins emphasized that vocabulary is as crucial as grammar for effective communication, stating that without vocabulary, nothing can be conveyed Additionally, Allen pointed out that lexical issues often hinder communication By the late 1980s, researchers recognized that many learners struggled due to inadequate vocabulary, prompting a shift in focus towards vocabulary instruction in second language acquisition This change also influenced English as a Foreign Language (EFL) teaching, which began to emphasize meaningful vocabulary contexts Over the past two decades, vocabulary instruction has gained significant attention in classrooms, with teachers acknowledging their role in facilitating vocabulary learning and exploring effective teaching strategies.
Vocabulary instruction is essential for both language teachers and learners, and its effectiveness has been enhanced through diverse pedagogical methods These methods should not be developed arbitrarily but must adhere to specific principles In the following section, I will explore the principles of vocabulary teaching tailored for basic learners, who are the focus of my thesis paper.
Principles of vocabulary teaching to elementary learners
With the choice of English beginners as the study‟s subjects, it is essential to investigate the learners‟ characteristics and the main principles of teaching lexical items to them
Ratnawati (2006) and Purwoningsih (2007) propose five following principles basing on Wallace (1982) ideas
To ensure effective teaching and learning, it is essential for educators to establish clear objectives that outline the goals for students Teachers must also carefully select the number of vocabulary items introduced, as an overwhelming amount can lead to confusion and discouragement among learners Furthermore, vocabulary lessons should be tailored to specific topics and the individual needs of students, fostering a conducive learning environment where effective communication of the vocabulary can take place.
Frequent exposure and repetition are essential in the teaching process, as students need multiple opportunities to practice lexical items through speaking and writing Mastery of vocabulary requires recalling and using these words repeatedly until they are fully integrated into the learners' language skills.
Meaningful presentation is essential for effective language learning To ensure students grasp the meanings of words, teachers must excel as language instructors Additionally, lexical items should be selected and presented clearly within relevant contexts and situations It is crucial for students to identify the appropriate words for different contexts, whether formal or informal, and to understand their use with various interlocutors.
The principles outlined effectively address the key requirements for vocabulary instruction tailored to basic learners, focusing on crucial aspects such as objectives, quantity, learner needs, frequent repetition, and meaningful presentation.
After evaluating these principles, instructors will choose an appropriate teaching method The following section will discuss several commonly used techniques in contemporary vocabulary instruction.
Different teaching techniques and their effects on vocabulary teaching and
Throughout the extensive history of foreign language pedagogy, numerous methods have been employed to enhance the teaching process and facilitate the learning of target languages This section will focus on several common techniques for teaching vocabulary effectively.
The translation method, originating in the late nineteenth and early twentieth centuries, remains a widely used technique in foreign language classrooms due to its popularity and ease of application In this approach, English teachers introduce vocabulary by translating words into the students' native language or encouraging them to consult a dictionary Consequently, vocabulary is primarily taught through direct translation and memorization, with much of the instruction conducted in the mother tongue.
The second method applied to teaching words is using synonyms and antonyms
Synonyms are words that share the same part of speech and meaning, while antonyms are words with opposite meanings As noted by Sanusi (2009), both synonyms and antonyms play a crucial role in expanding vocabulary for learners These linguistic elements help in presenting target words, recalling them, and identifying unfamiliar words during reading tasks by utilizing familiar cues In texts, readers can recognize synonyms through signals like "or," commas, dashes, and colons, while conjunctions such as "instead," "although," "but," "yet," and "however" assist in identifying antonyms.
The next method also commonly used in current language education is teaching vocabulary from reading contexts
Contexts play a crucial role in understanding word meanings, as Nattinger (1988) asserts that "guessing vocabulary from contexts is the most frequent way of discovering the meaning of a new word." Similarly, Oxford and Scarcella (1994) emphasize that this technique is one of the most effective for vocabulary learning This perspective is based on the belief that words taught in isolation are less likely to be retained compared to those learned within context To fully grasp the meaning of a word or phrase, learners must also recognize the linguistic environment surrounding these lexical items An effective method for enhancing vocabulary instruction is through morphological analysis.
3.4 Using morphological analysis in vocabulary teaching
Morphology, a word of Greek origin, combines “morphe”, meaning form, and
Morphology, the study of word formation, focuses on how words are constructed and deconstructed into smaller units, known as morphemes This analysis is crucial for vocabulary learning, as it empowers students to apply morphemes across various contexts, enabling them to decipher unfamiliar words by recognizing their affixes and root components (Carreker, 2005) Furthermore, research by Prince (2009) indicates that students who understand the principles of word formation through affix and root combinations tend to have larger vocabularies and superior reading comprehension compared to their peers lacking this knowledge.
In today's educational environment, vocabulary instruction extends beyond individual words to include phrases and word combinations Consequently, many educators opt to teach lexical items through the use of collocations, enhancing students' understanding and usage of language.
3.5 Using collocation in vocabulary instruction
Collocations are categorized into two types: lexical collocations and grammatical collocations Lexical collocations involve combinations of nouns, adjectives, adverbs, and verbs, such as Verb + Noun and Adjective + Noun, while grammatical collocations pair content words with grammatical words like prepositions Teaching words in combination rather than isolation enhances language learning, making collocations crucial for second language acquisition Mastery of collocations is essential for non-native English speakers to achieve fluency and accuracy in both speaking and writing.
Topic-based vocabulary instruction is a widely used method that teaches lexical items centered around familiar topics to learners, making it prevalent in both communicative and traditional classes This technique organizes teaching materials and classroom activities around specific themes, aiming to enhance students' second language competence in targeted areas (Brinton, Snow & Wesche, 1989) Its versatility allows it to be effectively implemented with learners of all ages and across various content areas (Peregoy & Boyle, 2008) Additionally, this method is recognized for promoting practical and effective language learning (Brown, 2001) Another popular instructional method, which I will explore further in my research paper, is visual-based techniques, known for creating an active and engaging classroom atmosphere that appeals to diverse learners.
4 Visual aids and physical actions (mime) as a motivator for second language vocabulary learning
Visual aids, as defined by Andrew and Safia (1991), encompass any materials visible to learners that serve various purposes in language classes Domin (2007) expands on this by describing visual aids as non-verbal resources that engage the sense of sight, enhancing the teaching process by providing visual stimuli to facilitate student learning He further elaborates on this concept by outlining different types of visual aids.
2-dimensional aids encompass a diverse range of visual materials, including pictures, posters, magazines, maps, plans, tables, charts, diagrams, graphs, mind maps, timelines, picture stories, cartoons, comic strips, as well as multimedia formats like film, video, television, cinema, and OHP transparencies and slides.
3-dimensional aids involve all teachers and students‟ body language such as mimes, gestures, facial expression, acting a situation, puppets
Visual aids play a crucial role in enhancing the teaching process by presenting information visually These aids include realia such as calendars, clocks, mirrors, toys, and various forms of art like paintings and sculptures While visual aids come in different types, they fundamentally serve to visualize lexical items in the classroom, creating an engaging and motivating learning environment.
Visual aids in EFL classrooms are essential tools that help learners understand, remember, and recall vocabulary This article will explore various common visual techniques used in effective language instruction.
Chalkboards, commonly found in classrooms with black or green surfaces, serve as versatile teaching aids that are easy to use and adapt They allow teachers to design lessons that incorporate writing, drawing, and even organizing games, making them an effective instructional tool Positioned centrally in the classroom, chalkboards effectively capture students' attention and facilitate better class control for teachers As noted by Cable (1977), chalkboards are the most conveniently available instructional devices for displaying lettering and diagrams in real-time.
Pictures serve as effective visual aids in the classroom, particularly for younger students, due to their ease of preparation and ability to capture attention Various types of pictures, such as those found in handouts or displayed on screens, include flash cards, sequence pictures, wall pictures, and wall charts (Bowen, 1982) These aids are especially useful for representing large or rare objects that cannot be easily brought into the classroom, such as airplanes or washing machines By utilizing pictures, teachers can clarify vocabulary meanings with minimal explanation and help students recall words more effectively As Wright (1976) notes, "A picture can often show an action more easily than even a talented actor can demonstrate."
According to Allen (1983), utilizing real objects in the classroom is far more effective than relying on pictures, as they enhance the learning experience Harmer (1991) reinforces this idea by highlighting that demonstrating a real item, such as a ring, is a more efficient teaching method than using alternative techniques Consequently, the incorporation of tangible objects in education is considered to hold superior value compared to visual representations.
4 2 4 Mime (Gesture and facial expressions)
Research site
Established on August 8, 2009, Enci English Center is located at No 76, Giai Phong Street, in Hanoi's Dong Da district, surrounded by major universities like Hanoi University of Science and Technology, National Economic University, and University of Civil Engineering Over the years, Enci has expanded to three branches in Dong Da, Cau Giay, and Thanh Xuan, attracting nearly ten thousand learners with its well-equipped classrooms, libraries, and dedicated staff Emphasizing its slogan “Study locally, work globally,” Enci offers weekly English clubs and utilizes a diverse range of textbooks from renowned publishers such as Cambridge, Oxford Longman, Macmillan, and Collins Cobuild.
The center is renowned for its experienced teaching staff who specialize in various aspects of English, including vocabulary, pronunciation, grammar, and preparation for TOEIC and IELTS certifications at all levels To immerse students in an English-speaking environment, Enci offers engaging classroom experiences along with weekly English clubs such as Enci Bee, Enci Cinema, and Enci Radio, as well as self-study hours in the library This approach provides learners with valuable opportunities to practice their English skills in real-life contexts, making the language acquisition process more enjoyable and effective.
After a long time of teaching, I want to employ this center as the research site of the study with the choice of two GPL classes at the elementary level.
The participants
This study focuses on thirty English beginners at Enci English Center, comprising both male and female students from various rural and urban areas of Vietnam Most participants are university students pursuing diverse fields of study Despite nearly a decade of English education in school, they retain minimal knowledge of the language, leading to a growing obsession with mastering English during their university years.
A brief description of the course book
The study utilizes the course book "English Vocabulary in Use: Elementary," authored by Michael McCarthy, Felicity O'Dell, and Geraldine Mark, and published by Cambridge University Press This resource features sixty vocabulary units tailored for both self-study and classroom instruction, specifically designed for English beginners The topics covered, such as clothes, animals, and food, are relevant to everyday life Each unit includes practice exercises that align well with the lessons However, due to time constraints, GPL classes focus on teaching over 40 units that emphasize more familiar topics.
The syllabus
The GPL class spans ten weeks and includes 30 lessons, each lasting two hours, focusing on grammar, vocabulary, and pronunciation Every week features three lessons that cover these three language aspects, with vocabulary being introduced first on Mondays or Tuesdays Each lesson aims to teach two to five units of vocabulary from the book "English Vocabulary in Use - Elementary."
Vocabulary lessons are scheduled as follows:
- Unit 4 & 7: The verbs: Go & come
2 - Unit 3 & 10: The verbs: Have and get
- Unit 5 & 6: The verbs: Do & make
- Unit 8 & 9: The verbs: Take & bring
3 - Unit 15: Conjunctions and connecting words
4 - Unit 22: Common adjectives: good and bad things
- Unit 45: In the bedroom and bathroom
- Unit 46: In the living room
- Unit 48: At school and university
Research method- Classroom action research
The method used in this study is classroom action research
5.1 General description of individual action research
As defined by Kemmis (1983) in Hopkins (1993: p.44),
Action research is a self-reflective inquiry conducted by participants in social and educational contexts to enhance the effectiveness and fairness of their practices This process aims to deepen their understanding of these practices and the environments in which they occur While action research is most empowering when done collaboratively, it can also be carried out individually or in partnership with external parties.
The action research model consists of four steps in a spiraling process (Glantz, 1998):
This stage consists of three key sub-steps: first, identify the specific area of investigation; second, formulate relevant questions or hypotheses related to the chosen topic; and finally, create a research design or plan to effectively address these inquiries.
Once the research area is defined and specific questions are formulated, the researcher begins collecting data using various methods This data can be gathered at the start, during, or at the conclusion of the research process to effectively address the research hypotheses.
Step 3: Analyzing and interpreting data
Data analysis and interpretation are crucial steps in action research, as collected data alone cannot answer research questions During this phase, the researcher systematically codes the gathered data to address the research hypotheses effectively.
Besides, the process helps reveal the strength and the weakness of the studied teaching method
After evaluating the effectiveness and challenges within the research area, a decision can be made regarding the teaching program There are three potential courses of action: continue the program, disband it, or modify it to enhance its effectiveness.
The process does not necessarily have to stop in any particular point; therefore, action research is ongoing
These steps are appropriately adapted in my action research as follows:
Research procedures
After having graduated from university, Enci English was the first place where
As a part-time teacher over four years, I encountered many students eager to improve their English for professional and academic purposes, focusing on grammar, vocabulary, and pronunciation Despite the critical role vocabulary plays in language acquisition, it was the least attended and least enthusiastically received aspect of my classes This raises the question of why learners often lack a positive attitude toward vocabulary, despite its undeniable importance in language learning.
Teaching vocabulary is crucial for enhancing students' lexical competence; however, traditional methods often fall short in meeting their needs for effective vocabulary instruction This gap in teaching practices prompted me to focus on lexical instruction methods in the classroom, leading to the decision to conduct this study.
In my thesis, I explore the effectiveness of using visual aids and physical movements in teaching vocabulary to older English beginners at Enci English center, drawing on my experience teaching kids at another center where such methods are encouraged to enhance student participation.
Visual aids and physical actions can be used to improve English beginners’ lexical competence
Basing on the research hypothesis above, the study aims to solve three research questions
1 What are the learners’ attitudes toward learning vocabulary through visual aids and physical movements?
2 To what extend do visual techniques affect the students’ vocabulary learning? How have students improved after the experience of visual techniques?
3 What difficulties do students have in learning vocabulary with visual-based instruction?
During a nine-week course, the teacher employs visual aids and physical actions to instruct participants on lexical lessons while observing their progress through an observation sheet Midway through the course, questionnaires are administered to assess participants' attitudes towards the new teaching method Additionally, lexical mid-term tests are conducted to evaluate the students' linguistic competence and the effectiveness of visual-based instruction The results from these assessments will inform the decision on whether to continue using these visual aids for vocabulary instruction in the second half of the course.
The next step is to gather data to respond the research questions
Three instruments were used to collect the data for the study
6 2 1 1 The reason of choosing observation in data collection
Classroom observation, conducted over nine weeks, aims to gather valuable insights into both the teaching method under study and the participants involved As noted by Richards et al (1992), observational methods involve systematic techniques for observing events, making them ideal for examining language use and classroom dynamics Consequently, this method was utilized for data collection in the research.
Over a nine-week period, classroom observations were conducted on all participants to evaluate the impact of a new teaching method based on specific criteria.
The amount of class attendance of the participants in each lesson
The types of visual aids used in each lesson
How the visual aids were used
The students‟ difficulties in learning vocabulary with these aids
All the data were recorded in Observation sheet (Appendix I)
6 2 2 1 The reason of choosing questionnaire in data collection
The second data collection instrument is questionnaire because Richard (1994) states that questionnaire is helpful in:
„…gathering information about affective dimensions of teaching and learning such as beliefs, attitudes, motivation, preferences, etc, and enables a teacher to collect a large amount of information relatively quickly‟
This study focused on assessing students' attitudes towards visual-based lexical instruction, evaluating the method's effectiveness from their perspective, and identifying any challenges faced during the implementation of this innovative teaching technique.
The questionnaire is structured with twelve questions, comprising six open-ended, four close-ended, and two multiple-choice table questions, as detailed in Appendix II It is organized into four key sections: Part I gathers personal information through the first four questions; Part II, consisting of questions five and six, explores learners' perceptions of using visual techniques in vocabulary teaching; Part III evaluates the effectiveness of visual-based instruction in vocabulary acquisition through four subsequent questions; and Part IV addresses learners' challenges in mastering lexical items with this method through the final two questions.
To assess the effectiveness of the visual-based instruction method on students' learning, lexical mid-term tests and a final post-test were administered to all thirty participants The final assessment utilized the "English Vocabulary in Use Elementary Level Test" published by Cambridge University Press in 2008, which is detailed in Appendix III This test comprises 50 multiple-choice questions aligned with the course book's content, making it an effective tool for evaluating students' lexical competence after the instructional period.
6 3 1 Data analysis of classroom observation
During the period of research, an observation is conducted on thirty students in GPL classes as follows:
The small classroom accommodates around 20 students and features a single entrance door and a window In the top right corner, there is a teacher's desk, while a whiteboard is positioned centrally on the wall adjacent to it Student desks are arranged variably based on lesson requirements The room is equipped with two fans, two air conditioners, a computer, and a speaker to support effective teaching.
6 3 2 Data analysis of the questionnaire
A total of thirty students participated in the questionnaire, comprising 16 males and 14 females, aged between 18 and 24 years Most participants are university students, with only two preparing for university entrance exams Despite having studied English for nearly a decade, with experience ranging from 6 to 15 years, their language proficiency is generally classified as beginner level.
6 3 2 2 Data analysis of students’ questionnaire
6 3 2 2 1 The students' views toward the use of visual aids and physical actions in vocabulary teaching and the effectiveness of visual-based lexical instruction
Chart 1: The students' attitude toward the use of visual aids and physical actions in vocabulary teaching
Uninterested Neutral Interested Very interested
Chart 2: The learners' evaluation of the effectiveness of the visual-based lexical instruction 0%
LittleNot muchMuchVery much
The first chart reveals that a significant majority of learners, 87%, preferred visual-based vocabulary instruction for learning lexical items, while only 13% of students maintained a neutral stance Notably, none of the participants expressed a negative attitude towards the use of visual techniques, indicating a strong overall positive reception.
A survey on the effectiveness of visual methods in vocabulary learning revealed that 93% of participants believed in the success of this approach for lexical instruction Specifically, 73% of the students felt that visual-based methods were highly effective in teaching vocabulary, while six students rated the technique as very effective for the lexical aspect of language Conversely, only two students disagreed with the effectiveness of this method in lexical classes.
6 3 2 2 2 The amount of vocabulary remembered by the learners after the course with visually-supported lexical instruction
Chart 3: The amount of vocabulary remembered by the learners after visually-supported lexical lessons
The chart indicates that all students taught with visual aids were able to recall at least 50% of the vocabulary from each lesson Notably, two students managed to remember 50% of the words, while nearly 75% of participants reported retaining at least 70% of the lexical items after visually instructed lessons.
6 3 2 2 3 The learners‟ views on the purpose of visual techniques employed in vocabulary instruction
Types of visual aids Purposes
To present new words To help practice new words
Table 1: The learners’ views on the purpose of visual techniques in lexical instruction
Statistics indicate that the majority of visual techniques are primarily utilized to assist learners during practice sessions Notably, certain aids, including chalkboard drawings and images in handouts, are frequently employed for lexical presentation, with usage rates of 80% and 60%, respectively.
6 3 2 2 4 The students‟ views toward the effects of visual techniques on their vocabulary learning
The effects of visual techniques on vocabulary learning
Strongly agree Agree Neutral Disagree Strongly disagree a Visual techniques help you remember new words faster and longer
73% 20% 7% 0% 0% b Visual techniques help the class more interesting
80% 20% 0% 0% 0% c Visual techniques make you more comfortable to learn new words
93% 7% 0% 0% 0% d Visual techniques help you use
33% 54% 13% 0% 0% e Visual techniques help lessons nearer our life
Table 2: The students’ views toward the effects of visual techniques on their vocabulary learning
Summary of the study
This study investigates the effectiveness of using visual aids and physical actions in lexical teaching, confirming previous research on the positive impact of visual approaches in EFL classrooms Participants expressed a favorable attitude towards visual techniques, demonstrating increased motivation and interest in learning vocabulary The findings indicate that students retained more words through visual-based instruction, enhancing their overall vocabulary acquisition Additionally, this method fostered excitement and comfort in learning, allowing students to connect with real-life contexts Visual techniques also facilitated quicker and longer retention of vocabulary due to increased language use in class Test results showed that participants experienced with this approach achieved higher marks in vocabulary learning However, some limitations were noted, including challenges in describing certain items and ambiguities in teaching aids These issues prompted the researcher to propose recommendations for improving foreign language pedagogy.
Suggestions and recommendations
Despite the positive impact of visual techniques on learners' lexical abilities, challenges in their application were identified This chapter aims to address these limitations by proposing recommendations that can enhance foreign language teaching, particularly in the area of lexical instruction.
One common issue reported by participants was their struggle to express certain vocabulary through physical movements, often due to shyness about presenting in front of the class To address this, language teachers must first act as motivators, creating a supportive and enjoyable environment that fosters strong relationships among students and between the instructor and learners This supportive atmosphere encourages students to engage without fear or hesitation For instance, the initial class should focus on building connections through activities that promote friendship and interaction Subsequent lessons should begin with warm-up activities to create a relaxed atmosphere, making students more receptive to new content.
The use of visual techniques in lexical practice within the EFL classroom presents challenges due to the ambiguity of visually-supported descriptions Teachers must exercise caution when selecting visual aids for vocabulary instruction, as simply using random pictures can lead to confusion among learners It is essential for educators to prepare teaching materials thoroughly before class to effectively implement a visual approach to vocabulary learning While this preparation may demand significant effort from instructors, it is crucial for ensuring successful outcomes in vocabulary instruction.
While visual techniques can be beneficial for vocabulary presentation, they are not effective for all lexical items, particularly abstract concepts like pollution, terrorism, and peace These terms cannot be adequately conveyed through images or gestures, as they cannot be seen or heard Therefore, it is crucial for teachers in EFL classrooms to employ a variety of teaching methods tailored to the lesson content and students' needs Relying solely on one technique can lead to student disengagement, making it essential to adapt approaches to maintain interest and effectiveness in vocabulary instruction.
To combat student laziness and improve attendance in visual-based instruction, teachers must closely monitor student behavior during class Regular opportunities for participation should be provided to engage students and prevent distractions like chatting or gaming While some language teachers resort to punishment for disruptive behavior, this approach is counterproductive in an English center, as it may drive students to switch classes or withdraw from the course Instead, instructors should adopt a more flexible and gentle approach, encouraging students to move seats, participate at the board, or answer questions in a relaxed manner Maintaining a positive and supportive classroom environment is crucial, as negative behavior from instructors can lead to significant failures in teaching effectiveness.
All in all, there were helpful results and suggestions proposed; nevertheless, the study could not avoid some limitations, which then suggested further studies.
Limitations and suggestions for further studies
Despite the researcher‟s effort, some limitations couldn‟t be avoided in the study
The research was limited to a small teaching context at an English center in Hanoi, resulting in a restricted number of participants for data collection Future studies should expand to a larger scale with a greater number of students to enhance the findings.
The study primarily focused on learners, neglecting to gather insights from foreign language teachers, which could enhance the understanding of the research hypothesis Incorporating diverse teacher perspectives on visual-based vocabulary instruction in EFL classes would yield more comprehensive results As a part-time teacher, my limited interactions with colleagues and the small number of teachers in my current context hinder data collection Future research should prioritize exploring language instructors' views on the visual-based lexical approach.
In an English center, attendance is not mandatory, leading to inconsistent participation among learners This lack of commitment may hinder their lexical development under the new teaching method To better understand this issue, further research is needed to explore teaching contexts where students view English study as an obligation Additionally, while this study focuses on English beginners, future investigations should encompass a diverse range of students across various educational settings.
Despite the limitations above, the author greatly hopes to make a contribution to develop the training quality of the current pedagogy
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34 Lewis M (1993) The lexical approach: The state of ELT and the way forward Hove, England: Language Teaching Publications
35 Liu and Nation I.S.P (1985): Factors affecting guessing vocabulary in context RELC Journal 16(1), 33-42
36 Mayer, R E and Sims, V K (1994): "For whom is a Picture Worth a Thousand Words? Extensions of a Dual- Coding Theory of Multimedia Learning" Journal of Educational Psychology Vol.86, No.3, pp.389-401
37 Meara, P (1980) Vocabulary acquisition: A neglected aspect of language learning Language Teaching and Linguistics Abstracts, 13, 221-246
38 Meara, P (1984) The study of lexis in interlanguage In A Davies & C Criper
& A P R Howatt (Eds.), Interlanguage (pp 225-235) Edinburgh: Edinburgh University Press
39 Moras S & Carlos S (2001): Teaching vocabulary to advanced students: A lexical approach Retrieved July, 2001, from http://www3.telus.net/linguisticsissues/teachingvocabulary.html
40 McCarten J (2007): Teaching Vocabulary, Lessons from the Corpus, Lessons for the Classroom, Cambridge University Press
41 McCarthy, M (1990): Vocabulary Oxford, Oxford University Press
42 Meara, P (1982) Vocabulary Acquisition: A neglected aspect of language learning In Kinsella,V.(ed.)
43 Nattinger 1988: Some Current Trends in Teaching Vocabulary Longman; London
44 National Institute of Child Health and Human Development (2000): Report of the national reading panel, teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No 00-4769) Washington, DC: U.S Government Printing Office
45 Nation, Paul (1997): Bring today's vocabulary research into tomorrow's classrooms in Jacobs, G M (Ed.) Language Classrooms of Tomorrow: Issues and Responses, Singapore: SEAMEO Regional Language Centre, 170-182
46 Nation I S P & Coady J (1998): Vocabulary and reading in R Carter & M McCarthy (Eds), Vocabulary and language teaching London: Longman
47 Nation P & Wang M (1999): Graded readers and vocabulary, Reading in a
48 Nation I.S.P (2001): Learning vocabulary in another language Cambridge:
49 Oxford, R & Scarcella, R.C (1994): Second language vocabulary learning among adults: State of the art in vocabulary instruction System, 22(2), 231-243
50 Pacific Resources for Education and Learning (2008): Pacific CHILD teachers’ manual.Honolulu
51 Peregoy, S F & Boyle, O F (2008): Reading, writing and learning in ESL – A resource book for teaching K-12 English learners (5th ed.) Boston: Pearson
52 Prince, R.E.C (2009): Usable knowledge from Harvard Graduate School of Education - Morphological analysis: New light on a vital reading skill, HGSE Nonie Lesaux Retrieved from http://www.uknow.gse.harvard.edu/ teaching/ TC102-407.html
53 Purwoningsih D (2007): Using visual dictionary in teaching vocabulary to elementary school students Retrieved August 30th, 2009, from http://digilib unnes.ac.id/gsdl/ collect/skripsi/index/assoc/HASH0111/d971aec5.di r/doc.pdf
54 Ratnawati, D (2006): The correlation between vocabulary mastery and reading comprehension Retrieved August, 20th, 2009, from http://digilib unnes.ac.id/gsdl/c ollect/skripsi/index/assoc/HASH017c/b898674f.dir /doc.pdf
55 Richards J & Schmidt R (2002): Longman dictionary of language teaching and applied linguistics, Malaysia: Pearson Education
56 Safia H & Andrew W (1991): Visuals for the Language Classroom Longman, London
57 Scrivener, J (1994): Learning Teaching- A guidebook for English language teachers Oxford: The Bath Press
58 Sesnan, B (2001): How to teach English Oxford, UK: Oxford University Press
59 Stahl S (1999): Vocabulary development, Newton Upper Falls, MA: Brookline Books
60 Wei-Wei Shen (2003): Current trends of vocabulary teaching and learning strategies for EFL Settings Feng Chia Journal of Humanities and Social
61 Widdowson H (1979): Explorations in applied linguistics, Oxford, England:
62 Wilkins, David Arthur (1972): Linguistics in language teaching, London:
63 Wilkins, David Arthur (1974): Second-language learning and teaching,
64 Woodinsky M & Nation P (1988): Learning from graded readers, Reading in a Foreign Language, 5(1), 155-161
APPENDIX Appendix I CLASSROOM OBSERVATION SHEET
Teaching aids used in vocabulary instruction
Appendix II PHIẾU ĐIỀU TRA
Phiếu điều tra này nhằm mục đích thu thập thông tin về bạn với vai trò là người học tiếng Anh, bao gồm việc học từ vựng, thái độ của bạn đối với từ vựng đã học và phương pháp dạy từ vựng trong nghiên cứu của tôi Tôi rất trân trọng sự hỗ trợ của bạn trong việc hoàn thành các câu hỏi này Bạn có thể yên tâm điền phiếu, vì mọi thông tin cá nhân sẽ được bảo mật và không được tiết lộ trong phần thảo luận nghiên cứu.
Chân thành cảm ơn sự đóng góp rất lớn của các bạn!
1 Ngày trả lời phiếu điều tra?
4 Bạn đã học tiếng Anh được bao lâu? năm
5 Giáo viên của bạn có thường xuyên dùng giáo cụ trực quan và động tác hình thể để dạy từ vựng không?
A Thường xuyên B Thường C Đôi khi D Hiếm khi E Không bao giờ
6 Bạn có thích học từ vựng thông qua giáo cụ trực quan và động tác hình thể không?
A Rất không thích B Không thích C Bình thường D Thích E Rất thích
7 Phương pháp này hữu ích với việc học từ mới của bạn như thế nào?
A Rất ít B Ít C Không nhiều D Nhiều D Rất nhiều
8 Bao nhiêu từ vựng bạn có thể ghi nhớ sau mỗi buổi học từ vựng với phương pháp này?
9 Giáo viên thường dùng mỗi giáo cụ trực quan này đề làm gì?
Các công cụ dạy trực quan
Giới thiệu từ mới Hỗ trợ người học luyện từ
9.1 Hình vẽ thể hiện trên bảng
9.2 Tranh ảnh có sẵn trong sách giáo khoa
9.3 Tranh ảnh trong phiếu được phát
9.4 Tranh trên màn hình máy tính
9.5 Những thẻ giấy/bìa có ghi từ vựng được đính trên bảng hoặc cầm tay
9.7 Những tranh ảnh nhỏ được giáo viên sưu tầm hoặc tự vẽ có thể đính trên bảng cho học sinh quan sát
9.8 Biểu hiện nét mặt và điệu bộ hình thể
10 Bạn có tán thành với những nhận định sau không?
Các nhận định Rất đồng ý Đồng ý Bình thường Không đồng ý
Các công cụ trực quan không chỉ giúp bạn ghi nhớ từ vựng nhanh chóng và lâu dài, mà còn làm cho lớp học trở nên thú vị hơn Chúng tạo điều kiện cho bạn học từ vựng một cách thoải mái và cung cấp nhiều cơ hội thực hành tiếng Anh hơn Hơn nữa, những công cụ này giúp các bài học gần gũi hơn với cuộc sống hàng ngày của bạn.
11 Bạn có gặp bất cứ khó khăn nào khi học từ vựng thông qua giáo cụ trực quan và động tác hình thể không?
12 Nếu có, thì đó là gì?
Chân thành cảm ơn sự h ợp tác củ a c ác bạ n!
Appendix III: MID-TERM VOCABULARY TEST
Fill in the following blanks with a suitable verb: make/take/go/come/ do/ bring/have/get/ turn/ say/ ask/put and tell:
1 1 She often ……….out for a walk every evening
2 I always ……….my best to finish my work before the deadline
3 My father will call me when he ………… to Hanoi
5 They have……….this film for two months
6 I have bought a new bike Do you want to ……… a go?
7 Don‟t call her now because she is ………an appointment with her boss on the phone
8 I am going to……… my computer repaired by him tomorrow
9 Don‟t ………any noise! Please ……… me a favor
10 I always …………on well with my sister
11 Please ……….off the light before going to bed
12 I often ………….the bus to work
14 She always ………… me for perfectness while she always ………… a mistake
15 My sister always ……… ” Thank you” when I give her something
16 You can … my book, but remember to………….it back next week
17 ………off your shoes when you come into the room and ………….on them when going out
18 I always ……….my best to………over all my difficulties
19 How can we …………”library” in French?
20 Thank you for …………me the way to the train station!
II Find the suitable conjunction in the following blanks
1 Harry doesn't usually like blue cheese he loves Roquefort on toast
2 it was after midnight, we did not feel tired
3 We had to wait fifteen minutes for the shop to open we had arrived early
4 Did you go out stay at home last night?
5 it was snowing, we played cards
6 I wanted to study; I was too tired
7 Joan and Elliot chatted about everything the fact that they had just met that afternoon
8 They sold their house in Miami for $375,000 travelled all over the word for a year
9 The ski slopes were busy, the cold, freezing weather
10 Lynda likes Tom he is in love with Annette
III Find the right word for each of the things in the following pictures:
Appendix IV: END-TERM VOCABULARY TEST
On the first day of the course, the students were offered to the first lesson including four units- Unit
1, 2, 4 and 7 in the course book The first and second units were simply taught with translation method to present students the theories of vocabulary
The teaching of verbs and phrasal verbs from Unit 3 to Unit 11 primarily relied on two lexical classes, utilizing pictures in handouts and physical actions (mime) as key instructional aids Pictures served as effective tools for lexical instruction, while mime facilitated the recall of words and phrases during practice sessions and subsequent vocabulary classes These lessons aimed to differentiate between pairs of verbs with similar meanings, allowing for the combination of units for a more cohesive teaching approach, such as merging Unit 3 (Have) with Unit 10.
(Get) were taught at the same time, Unit 4 and Unit
7, Unit 5 and Unit 6, Unit 8 and Unit 9 were combined to present to the students
At first, the teacher instructed students to the content of lessons and wrote the title on the board
After that, for each lesson, the learners were
In a dynamic lesson utilizing two distinct visual aids during the introduction and practice stages, students were engaged beyond the traditional classroom setting This approach prevented monotony and encouraged varied participation However, initial reluctance was noted among students, as many were unfamiliar with each other and the teacher, leading to shyness in physical activities To facilitate learning, a handout was provided with various phrases and tasks, each paired with illustrative pictures of phrasal verbs Students were tasked with guessing the meanings of the images and writing the corresponding phrasal verbs, followed by the teacher reviewing the correct answers for note-taking.
Following a thorough explanation of the vocabulary, a vocabulary check was conducted using mime The teacher invited each student to the board to act out two or three words they had learned, while their classmates attempted to guess the words being portrayed.
On the third class, the teacher taught two lessons:
Unit 15 and 21 In this lesson, the teaching aids studied such as visuals and physical movements were not preferably used because they were not helpful to teach these items
On the fourth class, the units 22 and 23 on common adjectives were firstly instructed through the transition method by using the board and chalks
After that, in the practice session, the teacher asked same time causing vagueness which made them difficult to be guessed
In the third class, the absence of visual teaching aids created a quieter classroom environment While diligent students engaged with a diverse range of vocabulary traditionally presented by the instructor, less motivated students often appeared bored and easily distracted from the lesson.
At the start of the lesson, students exhibited higher energy and focus compared to the end of the class To enhance engagement, the teacher implemented a transition method where learners selected adjective word cards from the board and provided clear descriptions, enabling their classmates to guess the correct words.
The fifth class stood out as the most engaging due to the incorporation of diverse real objects within the classroom, which significantly motivated students to actively participate in all activities.
At the start of the lesson, the teacher introduced the units to be covered, beginning with Unit 30, which focused on teaching the parts of the body.
The amount of vocabulary remembered by the learners after visually-
The chart indicated that students taught with visual aids retained at least 50% of the vocabulary from each class Notably, two students recalled 50% of the words, while nearly 75% of participants reported retaining at least 70% of the lexical items after visually instructed lessons.
6 3 2 2 3 The learners‟ views on the purpose of visual techniques employed in vocabulary instruction
Types of visual aids Purposes
To present new words To help practice new words
Table 1: The learners’ views on the purpose of visual techniques in lexical instruction
Statistics indicate that the majority of visual techniques are primarily utilized to assist learners during practice sessions Notably, some aids, like chalkboard drawings and pictures in handouts, are frequently employed for lexical presentation, with usage rates of 80% and 60%, respectively.
6 3 2 2 4 The students‟ views toward the effects of visual techniques on their vocabulary learning
The effects of visual techniques on vocabulary learning
Strongly agree Agree Neutral Disagree Strongly disagree a Visual techniques help you remember new words faster and longer
73% 20% 7% 0% 0% b Visual techniques help the class more interesting
80% 20% 0% 0% 0% c Visual techniques make you more comfortable to learn new words
93% 7% 0% 0% 0% d Visual techniques help you use
33% 54% 13% 0% 0% e Visual techniques help lessons nearer our life
Table 2: The students’ views toward the effects of visual techniques on their vocabulary learning
A significant majority of participants, over 80%, expressed positive attitudes towards the implementation of a new method in EFL classrooms, with only about 10% remaining neutral and none showing disapproval The most widely agreed statement was that visual techniques helped learners master vocabulary with interest and comfort However, beliefs regarding these aids promoting more frequent use of English and connecting lessons to real-life experiences received less enthusiastic approval.
Two last questions to investigate troubles with the visual-based vocabulary teaching method were responded as in chart 4 and table 3:
6 3 2 2 5 The students‟ views toward the difficulties in learning vocabulary through visual techniques
Chart 4: The percentage of students with and without difficulties in learning vocabulary with visual techniques
20% The percentage of students with difficulties in learning vocabulary with visual techniques
The percentage of students without difficulties in learning vocabulary with visual techniques
Troubles in vocabulary learning through visual-based techniques
The number of students with this trouble Percentage
Some lexical items are hard to describe 14 47%
Some visual aids are vague in their meaning 10 33%
Table 3: The students’ views toward the difficulties in learning vocabulary through visual techniques
In a recent study, 80% of the 30 students reported experiencing difficulties with the visual approach to vocabulary learning, while 20% encountered no issues The primary challenges included 47% of participants finding certain words difficult to convey through physical actions, and 33% feeling that some visuals led to a vague understanding Despite these concerns, the overall impact on the effectiveness of the method for presenting vocabulary was minimal.
In addition to the classroom observation, all the participants were offered to the final test at the end of the course of ten weeks to check their lexical abilities
6 3 3 Data analysis of mid-term tests
The evaluation of test results focused on participants' vocabulary competence following a new teaching method Students' lexical ability was assessed using specific mark levels: below 6, between 6 and 7, between 7 and 8, and above 8 The findings revealed distinct performance outcomes across these categories.
Chart 5: The students' lexical competence in the middle of the course taught visually
Less than 6 From 6 to 7 From 7 to 8 More than 8
The data indicates that nearly all students (87%) who were taught using visual aids and physical actions achieved good marks, with over half scoring above 8 and none scoring below average This suggests that the use of visual aids and physical movements significantly enhanced the lexical abilities of the majority of learners, resulting in positive test outcomes.
Based on the analysis of the data, the trial lexical teaching method demonstrated effectiveness, while also revealing certain limitations Consequently, I decided to enhance my lexical lessons by incorporating visual techniques in the second half of the course to address the shortcomings identified in the initial cycle.
6 4 1 The description of lessons to illustrate the changes that were made:
The classroom was a compact space designed for about 20 students, featuring a single entrance and a window At the top right corner, a teacher's desk was positioned near a whiteboard located on the adjacent wall Student desks were arranged variably for different lessons, while the room included two fans, two air-conditioners, a computer, and a speaker to aid the teacher's instruction.
6 4 2 Data analysis of the questionnaire and post-tests:
At the conclusion of the visually-aided course, all participants completed an identical questionnaire Instead of evaluating the results individually, the collected data were analyzed in relation to the mid-term statistics for a comprehensive comparison.
6 4 2 1 The difference in the students' attitude toward the use of visual aids and physical actions in vocabulary teaching before and after the lessons being modified
The students' attitude toward the new method after the first half of the course
The students' attitude toward the new method after the second half of the course
Chart 6: The difference in the students' attitude toward the use of visual aids and physical actions in vocabulary teaching before and after the lessons being modified
The chart indicates that the number of students holding a neutral attitude toward the trial method decreased slightly by the end of the course compared to the middle Conversely, there was a marginally higher number of students expressing positive views during the first half of the course than in the latter half This suggests that after modifications were made, the visually supported lessons were more effective in capturing students' interest.
6 4 2 2 The difference in the amount of vocabulary remembered by the learners before and after the lessons being modified
The amount of vocabulary remembered by learners after a half of the course
The amount of vocabuary remembered by learners at the end of the course
Chart 7: The difference in the amount of vocabulary remembered by the learners after the first half and the second half of the course
The chart indicates that the vocabulary retention among participants in both halves of the course was quite similar; however, a notable increase in the number of learners recalling over 70% of lexical items was observed at the end of the course, with 87% compared to 73% at mid-term Additionally, while two students recalled only half of the words during mid-term tests, no participants exhibited such a low retention rate in the post-tests In summary, the modification of visual-based instruction led to improved lexical abilities among the participants.
6 4 2 3 The difference in the test results of the participants before and after the lessons being modified
From 6 to 7 From 7 to 8 More than 8
Mid-term test results Post-test results
Chart 8: The difference in mid-term test results of the participants and their post-term test results
The modified teaching method led to improved student evaluations, with over 53% of learners achieving very high marks (above 8) after the last four lessons, compared to nearly 50% after the first five lexical lessons Additionally, the percentage of students receiving average marks decreased from 13% to 7% following the adjustments made to the visual techniques used in instruction.
6 4 2 4 The difference in the students‟ views toward their problems in vocabulary learning with visual-based techniques before and after lessons being modified
The percentage of agreement that some lexical items are hard to describe
The percentage of agreement that some visual aids are vague in their meaning.
In the middle of the course
At the end of the course
Chart 9: The difference in the students’ views toward their problems in vocabulary learning with visual-based techniques before and after lessons being modified
The chart indicates that during the first half of the course, approximately 80% of participants reported challenges in learning vocabulary through visual aids, with 47% struggling to describe specific lexical items and 33% finding some visual aids ambiguous However, after implementing changes in the second half of the course, there was a notable reduction in complaints, with only 47% of participants still expressing difficulties with the method.
This chapter outlines six key components of the study, including the context, participants, course book and syllabus description, research method, and four procedural steps The primary focus of this chapter is to highlight the numerous positive outcomes associated with the visual-based teaching method The next chapter will present the main research findings and discussions.
CHAPTER THREE: FINDINGS AND DICUSSION
This section presents the answers to three research questions proposed at the beginning of the thesis paper
Research question 1: What are the learners’ attitudes towards learning vocabulary through visual aids and physical movements?
The data analysis revealed that nearly all learners exhibited a strong positive attitude towards the visually-supported lexical teaching method Questionnaire results, consistent with classroom observations, indicated that students were highly motivated and engaged during lessons This enthusiasm stemmed from the visual approach, which enhanced information retention through additional sensory perception (Allen, Kate & Annie Marquez, 2000) Furthermore, statistics showed increased student involvement when visual aids were used to teach lexical items Participants had opportunities to move and interact within the classroom, transitioning seamlessly between activities, which engaged multiple senses simultaneously Consequently, this method fostered a sense of fascination and excitement in their learning experience.
The difference in the students' attitude toward the use of visual aids and
The students' attitude toward the new method after the first half of the course
The students' attitude toward the new method after the second half of the course
Chart 6: The difference in the students' attitude toward the use of visual aids and physical actions in vocabulary teaching before and after the lessons being modified
The chart illustrates that the number of students with a neutral attitude toward the trial method decreased slightly from the middle to the end of the course Conversely, there were more students expressing positive views about the new method in the first half compared to the second half This suggests that after modifications were made, the visually supported lessons became more engaging for the students.
6 4 2 2 The difference in the amount of vocabulary remembered by the learners before and after the lessons being modified
The amount of vocabulary remembered by learners after a half of the course
The amount of vocabuary remembered by learners at the end of the course
The difference in the amount of vocabulary remembered by the learners
learners after the first half and the second half of the course
The analysis of the chart indicates that the vocabulary retention among participants in both halves of the course was quite similar However, by the end of the course, a greater number of learners demonstrated improved word recall, with retention rates rising from 73% at mid-term to 87% at the end Notably, while two students remembered only half of the words during mid-term assessments, no participants exhibited such low retention in the post-tests In conclusion, the modifications made to the visual-based instruction led to enhanced lexical abilities among the participants.
6 4 2 3 The difference in the test results of the participants before and after the lessons being modified
From 6 to 7 From 7 to 8 More than 8
Mid-term test results Post-test results
Chart 8: The difference in mid-term test results of the participants and their post-term test results
The chart indicates that modifications to the teaching method led to improved student evaluations, with over 53% of learners achieving very high marks (above 8) after the last four lessons, compared to nearly half after the first five lexical lessons Additionally, the percentage of students receiving average marks decreased from 13% to 7% following the adjustments made to the visual techniques used in the lessons.
6 4 2 4 The difference in the students‟ views toward their problems in vocabulary learning with visual-based techniques before and after lessons being modified
The percentage of agreement that some lexical items are hard to describe
The percentage of agreement that some visual aids are vague in their meaning.
In the middle of the course
At the end of the course
Chart 9: The difference in the students’ views toward their problems in vocabulary learning with visual-based techniques before and after lessons being modified
The chart indicates that during the first half of the course, 80% of participants reported challenges with vocabulary learning using visual aids, with 47% struggling to describe certain lexical items and 33% finding the meanings of some visual aids vague However, in the second half of the course, changes implemented led to a significant reduction in complaints, with only 47% of participants expressing difficulties with the method.
This chapter outlines six key components of the study: the context, participants, course book and syllabus description, research method, and research procedures, which consist of four steps The chapter highlights the significant positive outcomes associated with the visual-based teaching method The next chapter will present the primary research findings and discussions.
CHAPTER THREE: FINDINGS AND DICUSSION
This section presents the answers to three research questions proposed at the beginning of the thesis paper
Research question 1: What are the learners’ attitudes towards learning vocabulary through visual aids and physical movements?
Data analysis revealed that nearly all learners exhibited a strong positive attitude toward the visually-supported lexical teaching method Questionnaire results (charts 1 and 6) aligned with classroom observations, indicating that students were highly motivated and engaged during lessons This enthusiasm stemmed from the visual approach, which facilitated information absorption through additional sensory perception (Allen, Kate & Annie Marquez, 2000) The statistics demonstrated increased student involvement when visually instructed on lexical items, particularly as participants had opportunities to move around the classroom The use of visual techniques allowed learners to transition between activities, engaging multiple senses simultaneously Consequently, this method fostered fascination and excitement in their learning experience.
A small group of students exhibited a neutral attitude towards visual-based instruction, showing little interest in the new learning experience These learners often had low attendance rates, particularly in vocabulary lessons, and initially displayed poor learning behaviors Over time, they began to view the new teaching method as just another standard approach to learning.
While implementing an innovative teaching method may present challenges, it's encouraging to note that all participants had positive attitudes towards the use of visual aids and physical actions in vocabulary instruction.
Charts 2 and 3 indicate that most students strongly believe in the effectiveness of visual techniques for vocabulary instruction This method has proven successful in enhancing vocabulary retention, as learners were able to remember more words after the course These results serve as clear evidence of the positive response from learners towards the use of visual techniques in lexical training.
In short, the visual approach to vocabulary instruction was treated positively by almost all the learners
Research question 2: To what extend do visual techniques affect the students’ vocabulary learning? How have students improved after the experience of visual techniques?
In order to achieve an appropriate response to this question, the results were collected from both the learners‟ views and the tests‟ marks
The visual approach significantly impacts beginners' vocabulary competence, as demonstrated in Tables 1 and 2 Table 1 illustrates that lexical instruction through visual aids and physical actions effectively supports learners during practice, enhancing their lexical abilities through increased engagement Table 2 further clarifies the effectiveness of visual techniques, revealing that all participants (100%) found that new teaching aids fostered a more interesting and comfortable learning environment, ultimately making it easier for them to learn new vocabulary.
The majority of students positively responded to the questionnaire, believing that a visual approach to vocabulary enhances both the speed and retention of word memory They felt that visual aids foster a strong connection between classroom lessons and real-life experiences by incorporating vivid images and tangible objects This method not only allows students to see and interact during lessons, creating a comfortable and engaging environment, but also makes the content more relatable to their daily lives Ultimately, the use of pictures, movements, and communicative structures encourages students to use English more frequently in the classroom.
In conclusion, visually supported lexical instruction significantly enhances learners' vocabulary competence by fostering comfort and interest in the learning process, improving word retention speed and duration, connecting English vocabulary to real-life contexts, and increasing the use of the language in the classroom Therefore, the effectiveness of visual techniques in vocabulary teaching is evident through their various positive impacts on the learning experience.
The findings from charts 2, 3, 5, and 7 indicate that students experienced significant improvement in vocabulary learning due to the implementation of visual techniques in their lessons Over 90% of participants believed that the visual approach was effective, with many noting that it greatly enhanced their ability to retain words after the lessons.
The analysis of test results, as illustrated in Chart 5 and Chart 8, provides compelling evidence of students' enhanced lexical competence Approximately 90% of participants achieved scores of 7 or higher, with more than 50% earning high marks exceeding 8 Notably, none of the students scored below the average, indicating a significant overall improvement in their performance.
The course significantly enhanced the participants' lexical abilities, attributed to their positive attitude towards the learning experience, highlighting the method's effectiveness in vocabulary acquisition within EFL classrooms.
While innovative teaching methods, such as visual-based lexical instruction, aim to enhance foreign language learning, they often encounter challenges during classroom implementation.
Research question 3: What difficulties do students have in learning vocabulary with visual-based instruction?
The difference in the students‟ views toward their problems in vocabulary
The percentage of agreement that some lexical items are hard to describe
The percentage of agreement that some visual aids are vague in their meaning.
In the middle of the course
At the end of the course
Chart 9: The difference in the students’ views toward their problems in vocabulary learning with visual-based techniques before and after lessons being modified
The chart indicates that during the first half of the course, approximately 80% of participants reported challenges in learning vocabulary using visual aids Specifically, 47% struggled with describing certain lexical items, while 33% found some visual aids to be vague in meaning However, by the second half of the course, changes implemented led to a significant reduction in complaints, with only 47% of students expressing issues with the method.
This chapter outlines six key components of the study, including the context, participants, course book description, syllabus, research method, and procedures, which consist of four steps The chapter highlights the significant positive outcomes associated with the visual-based teaching method The next chapter will present the main research findings and discussions.
CHAPTER THREE: FINDINGS AND DICUSSION
This section presents the answers to three research questions proposed at the beginning of the thesis paper
Research question 1: What are the learners’ attitudes towards learning vocabulary through visual aids and physical movements?
Data analysis indicates that nearly all learners exhibited a strongly positive attitude towards the visually-supported lexical teaching method Questionnaire results (charts 1 and 6) aligned with classroom observations, revealing that students were highly motivated and engaged during lessons This enthusiasm stemmed from the visual approach, which facilitated information absorption through multiple sensory perceptions (Allen, Kate & Annie Marquez, 2000) Furthermore, statistics showed increased student involvement when lexical items were taught visually, particularly as participants had opportunities to move around the classroom The use of visual techniques allowed learners to transition between activities, engaging multiple senses simultaneously, which ultimately enhanced their fascination and excitement for learning.
A small group of students showed little interest in visual-based instruction and maintained a neutral attitude toward the new learning experience These learners often had low attendance rates, particularly in vocabulary lessons, and displayed poor learning behaviors at the course's outset Ultimately, they perceived the new teaching method as just another standard approach.
While implementing an innovative teaching method may present challenges, it is encouraging that all participants viewed the use of visual aids and physical actions in vocabulary instruction positively.
Charts 2 and 3 indicate that most students strongly believe in the effectiveness of visual techniques for lexis instruction This method is viewed as highly successful in enhancing vocabulary acquisition and word retention As a result, learners demonstrated improved retention of words after the course, providing clear evidence of their positive response to visual techniques in lexical training.
In short, the visual approach to vocabulary instruction was treated positively by almost all the learners
Research question 2: To what extend do visual techniques affect the students’ vocabulary learning? How have students improved after the experience of visual techniques?
In order to achieve an appropriate response to this question, the results were collected from both the learners‟ views and the tests‟ marks
The impact of a visual approach on beginners' vocabulary competence is illustrated in Tables 1 and 2 Table 1 highlights that lexical instruction using visual aids and physical actions significantly supports learners during the practice stage, ultimately enhancing their vocabulary skills through increased practice Table 2 further clarifies the effectiveness of various visual techniques, revealing that all participants (100%) found that these new teaching aids fostered an engaging and comfortable learning environment, making it easier and more interesting for them to acquire new lexical items.
The majority of students positively responded to the questionnaire, believing that a visual approach to vocabulary enhances both the speed and retention of word recall They felt that visual aids establish a strong link between textbook lessons and real-life experiences by incorporating vivid images, real objects, and daily activities into the classroom This method allowed students to see, touch, and engage actively, fostering comfort and excitement while making lessons more relatable to real life Ultimately, by integrating pictures, movements, and communicative structures, students were convinced that these techniques would encourage more frequent use of English in their learning environment.
In conclusion, the use of visually supported lexical instruction significantly enhances learners' vocabulary competence by fostering comfort and interest in the learning process, improving the speed and retention of word recall, connecting English vocabulary to real-life contexts, and encouraging more frequent use of the language in the classroom The effectiveness of visual techniques in vocabulary teaching is clearly influenced by various factors that positively impact the learning experience.
The results from charts 2, 3, 5, and 7 demonstrate that students have significantly improved their vocabulary learning through the implementation of visual techniques in lessons Over 90% of participants expressed a strong belief that this visual approach was either effective or very effective, leading to a greater retention of words following the lessons.
The analysis of test results, as shown in Chart 5 and Chart 8, provides strong evidence of students' improvement in lexical competence Approximately 90% of participants scored 7 or higher, with over 50% achieving high marks above 8 Notably, none of the students scored below the average, indicating a successful outcome in their performance.
The course led to a significant enhancement in lexical abilities, attributed to the participants' positive attitudes toward their learning experiences and the effective methods employed for vocabulary acquisition in EFL classrooms.
While innovative teaching methods can enhance classroom experiences, challenges often arise during their implementation Visual-based lexical instruction has been explored for its potential to improve foreign language learning, yet it presents certain difficulties in practice.
Research question 3: What difficulties do students have in learning vocabulary with visual-based instruction?
The analysis of the questionnaire data revealed that a significant portion of participants experienced difficulties with the new teaching technique, with 80% of students in the initial trial reporting issues However, after modifications were made for the second trial, the number of complaints decreased to 47%.
Participants faced challenges in learning vocabulary through visual techniques, as they found certain lexical items difficult to describe using gestures and aids Classroom observations revealed that many English beginners felt shy about being called to the board and performing physical actions in front of their peers Additionally, some vocabulary items pertained to sensitive life issues, making them particularly challenging to illustrate publicly.