Rationale
English has become a vital tool for global communication, significantly impacting diverse areas such as science, technology, education, economics, politics, and culture Its influence is crucial for societal development, with millions of people worldwide actively learning and using English for academic and professional purposes.
English teaching involves four language skills Listening, Speaking, Reading and Writing
In the process of teaching and learning a language, four essential elements—grammar, vocabulary, spelling, and pronunciation—play a crucial role in developing the core language skills These components are integral to effective English instruction and learning.
In four elements above, vocabulary plays an important role in learning language as Wilkin (1972:11) emphasizes: “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed”
In Vietnam, particularly at Haiphong Industrial Vocational College, vocabulary teaching has not received the attention it deserves It is often integrated into reading, writing, speaking, and listening lessons, which presents challenges such as mixed-level students, large class sizes, and passive learners To effectively address these issues, it is essential for language teachers to employ appropriate skills and techniques in vocabulary instruction.
Students at Haiphong Industrial Vocational College, like many in Vietnam, still rely heavily on traditional vocabulary learning methods, primarily through teacher explanations As an English teacher at the college, the author has identified several challenges faced by both educators and students in vocabulary acquisition This observation has led to the research project titled “Using Pictures in Teaching Vocabulary of English to Second Year Students of the Mechanical Department at Haiphong Industrial Vocational College.” According to Gerlach and Emily (1980), “A picture may not only be worth a thousand words but it may also be worth a thousand years or a thousand miles,” highlighting that images can provide learners with insights into people, places, and concepts beyond their immediate experiences, including historical and futuristic representations.
Aims of the study
This study focuses on enhancing the understanding of vocabulary and imagery in English language instruction, specifically within the context of Haiphong Industrial Vocational College It aims to evaluate the effectiveness of incorporating pictures in teaching English vocabulary to second-year students in the Mechanical Department.
Hopefully, based on the results of the study, the research aims to offer English teachers some suggestions for the better use of pictures in their classes.
Scope of the study
This study does not attempt to encompass all facets of language theory and practice; instead, it specifically examines the use of images in vocabulary instruction for second-year Mechanical Department students at Haiphong Industrial Vocational College.
Methods of the study
The study utilized a mixed-methods approach, incorporating both qualitative and quantitative data collection through surveys and observations Quantitative data were gathered via questionnaires and analyzed statistically, while qualitative insights were derived from class observations This dual methodology aimed to enhance the reliability and validity of the research findings by supplementing survey data with observational evidence.
Design of the study
This study is divided into three parts:
Part A presents a general introduction of study including the rationale, the aims, the scope, the method and the design of the thesis
Part B presents the development consisting of four chapters:
Chapter 1 provides the theoretical foundation for the research, focusing on key aspects of vocabulary theory, including definitions, classifications, and the significance of vocabulary in language learning It also outlines the stages involved in teaching vocabulary Additionally, the chapter explores picture theory, discussing the concept of pictures, principles for selecting them, various types of pictures, and their roles in enhancing vocabulary acquisition.
Chapter 2 presents English teaching and learning vocabulary context at Haiphong
Chapter 3 presents the methodology including the research, the information of instruments, participants, and the procedures of data collection
Chapter 4 deals with the data presentation and discussion consisting of the data collected from the survey questionnaires and class observation and discussion of these data
Part C is the conclusion of the study consisting of the implication and review of the study ending with suggestions for further research Finally, the appendix, presents the survey questionnaires
THEORETICAL BACKGROUND
VOCABULARY TEACHING
Vocabulary is a crucial element in acquiring a foreign language, and its definition varies among linguists based on their specific focus, whether it be linguistics, semantics, or lexicology Each expert provides a unique perspective on what constitutes vocabulary, highlighting its significance in language learning.
Penny Ur (1996:60) describes vocabulary as the words taught in a foreign language, emphasizing that it encompasses not only single words but also compounds of two or three words, as well as multi-word idioms.
Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use
Pyles and Alge (1970) emphasize that language is primarily centered around words, which serve as the foundation for communication through their interlocking sounds and meanings This highlights the critical role of vocabulary in language learning, as it enables us to construct sentences and engage in various forms of discourse.
The American Heritage Dictionary defines vocabulary as “the sum of words used by, understood by, or at the command of a particular of group”
The author concludes that vocabulary consists of a collection of words, ranging from single terms to phrases of two or three words, all of which convey specific ideas.
- word idioms and briefly explained and should be understood in the sentences, or in the contexts, etc
There are different ways of vocabulary classification according to different criteria, features or functions
Vocabulary can be categorized into notional words and functional words Notional words carry lexical meaning and comprise a significant portion of a speaker's vocabulary, representing objects, actions, and qualities In contrast, functional words possess grammatical meanings and derive their significance from their relationship with other words in a sentence.
In terms of grammar, vocabulary is classified basing on different parts of speech such as nouns, verbs, adjectives, adverbs, prepositions, etc
Foreign language learners' vocabulary is divided into two categories: active and passive vocabulary Active vocabulary consists of words that learners can understand, pronounce correctly, and use effectively in speaking or writing In contrast, passive vocabulary includes words that learners can recognize and comprehend while reading or listening, but do not actively use in their own speech or writing.
In the Communicative Language Teaching approach, vocabulary is categorized into two types: productive and receptive Productive vocabulary consists of words that learners can effectively use in speaking and writing to convey information In contrast, receptive vocabulary includes words that learners recognize and understand while listening and reading.
Foreign language teachers must understand vocabulary classifications to enhance their students' learning experience By familiarizing themselves with these categories, educators can effectively assist students in expanding their vocabulary, particularly by incorporating more active and productive words into their language skills.
1.1.3 The roles of vocabulary in language teaching and learning
Vocabulary is a crucial element of language, essential for effective communication alongside pronunciation and grammar Wilkins (1972) highlighted that while grammar is important, without vocabulary, nothing can be conveyed This emphasizes the necessity of vocabulary as a foundational component in the language learning process Harmer (1993) further illustrates this by comparing language structures to a skeleton, with vocabulary serving as the vital organs that bring language to life Pyles and Algeo also support the significance of vocabulary in language acquisition.
“when we first think about language, we think first about words It is words that we arrange together to make sentences, conversations and discourse of all kinds”
Vocabulary is a crucial element in effective language communication, significantly enhancing students' classroom experiences Those with a strong vocabulary face fewer challenges compared to their peers with limited vocabulary Conversely, individuals lacking sufficient vocabulary encounter numerous difficulties Mastery of vocabulary is vital for achieving language-teaching objectives, encompassing essential language skills such as listening, speaking, reading, and writing In summary, vocabulary is fundamental to all aspects of language use.
According to Thornbury (2002), teaching vocabulary involves three essential stages: presenting, practicing, and revising This research aims to outline the characteristics of each stage to enhance the effectiveness of using pictures in vocabulary instruction.
The initial stage of language learning plays a crucial role in presenting new vocabulary to learners According to Thornbury, it is essential for learners to grasp both the meaning and the form of new words He emphasizes that these two elements should be taught together to create a strong connection between meaning and form, ensuring effective vocabulary acquisition.
According to Doff (1988), Thornbury (2002), and Nation (2000), various methods can be employed to introduce vocabulary effectively These methods include translation, real objects, pictures, actions or gestures, definitions, and situational contexts Doff emphasizes that the most common approach in the initial stage of vocabulary presentation involves using pictures for concrete words, realia to bring actual objects into the classroom, or demonstrating meanings through actions and facial expressions.
According to Gower, Phillips, and Walters (2005), students require time for new vocabulary to fully integrate, often recognizing words but delaying their active use To facilitate this process, planned activities for recycling and reactivating vocabulary are essential Thornbury (2002) supports this notion, emphasizing that “practice makes perfect” and highlighting the importance of transferring words from short-term to long-term memory He notes that new vocabulary must be integrated into a learner's existing mental lexicon to ensure retention and recall Therefore, effective vocabulary acquisition involves placing words in working memory and engaging them through various operations.
In the teaching process, verifying students' comprehension and revisiting key vocabulary is crucial, as highlighted by Thornbury (2002) This final stage, often seen as similar to the previous one, emphasizes the importance of high-level production tasks These tasks play a vital role in reinforcing students' understanding and application of the material.
PICTURES IN FOREIGN LANGUAGE TEACHING
Pictures serve as an effective medium for teaching and learning languages, actively engaging students in the process According to Gerlach and Emily (1980), a medium encompasses any person, material, or event that facilitates knowledge acquisition, skills development, and attitude formation They further define pictures as two-dimensional visual representations of people, places, and things, highlighting their ability to convey meaning beyond words—potentially spanning centuries and distances Pictures can be drawn, printed, or photographed, and preserved for future use, allowing learners to explore diverse cultures and historical contexts Through visual imagery, students gain insights into environments beyond their own, enriching their educational experience.
“pictures” can be defined as “a visual representation or image painted, drawn, photographed, or otherwise rendered on a flat surface”
Pictures serve as effective visual instructional materials that enhance motivation and foster positive attitudes towards learning English while also reinforcing language skills According to Wright (1989), pictures are not merely methodological tools; they represent places, objects, and people, making them integral to the overall learning experience Mckenchnie (1980) defines a picture as an image or likeness of an object, person, or scene created on a flat surface through painting, drawing, or photography, underscoring their importance in education.
A picture is a two-dimensional visual tool that helps clarify and represent things, people, and places beyond the learners' experiences It serves as a simple device to convey real objects and encapsulate a variety of locations, items, individuals, and experiences.
When selecting pictures for vocabulary teaching, teachers must consider several key principles to enhance learning First, the appeal of the image should engage the entire class and spark their imagination Second, the relevance of the picture must align with the lesson's objectives Third, the features depicted should be familiar and culturally appropriate for the students Additionally, the size of the picture should ensure visibility for all students, except in cases of smaller cue or word cards Finally, clarity is crucial; self-made images should have clear outlines and details with suitable colors, while images sourced from other materials must be edited to remove unnecessary elements that could confuse students.
Various types of images significantly influence learners' perceptions and understanding The impact of these images on their minds is largely determined by the specific categories of pictures presented.
According to Wright, he stated the following types of pictures in “Pictures for Language Learning” book: a Pictures of single objects:
Wright (1989:193) states that “Many of the activities described in this book make use of pictures showing a single object General things to talk about:
Food: appearance; naming; preferences; comparing foods of the same type; countable and uncountable; cost; origin; containers; weight; how to cook; good or bad for health
Clothes: appearance; naming; preferences; suitability; cost; fashion
Cars: naming the manufacturer; country of manufacture; performance; suitable to different kinds of people; appearance; cost; comparisons
Animals: appearance; naming; habitat; characteristics; rarity; relationship with people; comparison
Everyday objects: naming; possession; cost; usefulness; purpose and appropriateness; unusual uses; comparisons
Gifts: naming; preference for self and for others; appropriateness; cost
Wright emphasizes the significance of using images of single objects to convey ideas about teaching meaning This includes the use of pictures featuring individual people, such as famous figures, groups of individuals, and dynamic scenes capturing people in action.
Wright (1989) emphasizes that images of people prompt us to consider their identities, ages, occupations, and emotions Similarly, pictures of places encompass various settings, from local landscapes to architectural views Historical images provide a unique opportunity to engage with the past through the use of past tense forms Additionally, information-rich pictures, whether bustling cityscapes or detailed scenes, are particularly effective for certain activities due to their complexity News images, often accompanied by captions, encourage viewers to identify the context of events and are best paired with relevant texts for a comprehensive understanding Fantasy images depict everyday scenarios, while maps and symbols are commonly found in materials like road traffic guides and holiday brochures.
According to Bowen, there are some types of pictures as their shapes: a Wall pictures and wall charts
According to Bowen (1982:13), a wall chart is a large visual display combining images and text designed to convey information on a specific topic, while a wall picture is merely a large illustration depicting a scene or series of events For instance, a wall picture can effectively be utilized to teach vocabulary related to leisure activities.
Wall pictures are designed for visibility by the entire class, making them suitable for group instruction In contrast, wall charts often contain intricate details and smaller text, making them less effective for individual viewing but ideal for pair or group work in intermediate and advanced classes, as noted by Bowen (1982:15) To enhance learning, word cards can be created to accompany these charts, enabling students to collaborate on presentations or wall displays Additionally, sequence pictures consist of a series of images that narrate a story or depict a sequence of events, while flash cards serve as versatile educational tools.
Word flash cards are a valuable teaching tool, as defined by Bowen (1982), who describes them as cards featuring printed words that can be quickly displayed by the teacher The ideal width for these cards is approximately 10 cm (4 inches), with the length varying based on the number of letters in the word They are cost-effective, easy to create, and convenient to store and transport, making them versatile for classroom use Word flash cards can be held, propped up, or attached to various objects, enhancing the learning experience.
Picture flash cards are particularly effective for presenting single concepts, such as objects or actions, as noted by Bowen (1982:28) They are best utilized for revising and practicing language that has already been taught, rather than introducing new vocabulary For teaching sports vocabulary, using picture flash cards can be especially beneficial.
Bowen (1982:31) emphasizes that word cards can incorporate both visual elements and text, highlighting the significance of magazine pictures, drawings, maps, and diagrams as essential components of work cards across various levels and for diverse purposes.
Meanwhile, Wright & Haleem (1991) points out the following pictures in their book a Wall pictures and wall posters
Wall pictures and wall posters illustrate scene, people or objects and are large enough to be seen by all the students
The picture can be displayed quickly and its complexity can provide a rich source of vocabulary practice b Picture flash cards
Wright & Haleem (1991:50) state that “picture flash cards are pictures mounted or drawn on cards approximately 15 cm by 20 cm”
According to Wright & Haleem (1991), picture flash cards share several key characteristics with word flash cards, making them a valuable teaching tool They are affordable and user-friendly for educators during lessons To ensure visibility for all students, the cards should be small enough for easy handling yet large enough to be seen clearly Teachers and students can display one or multiple cards simultaneously, utilizing either one or both sides of the picture cards for enhanced learning.
In summary, different types of images can enhance language teaching and learning by aiding students in understanding and retaining new vocabulary These visuals not only make lessons more engaging but also improve their effectiveness and overall benefits for both students and teachers.
Pictures are crucial in vocabulary teaching, as they inspire and motivate learners in language acquisition According to Coppen (1969:88), the primary function of a picture is to serve as a stimulus that prompts a specific response from the learner By depicting an action, pictures help learners focus on the relevant vocabulary needed to describe that action effectively.
Students and their background
The Vocational College in Haiphong city is a prestigious institution focused on providing essential vocational training to students The core subjects in the curriculum include wheeling, metal work, and industrial electrical skills, while English is offered as a subsidiary subject under the Department of Basic Technology, which also encompasses mathematics, computer practice, literature, physical education, and politics The English curriculum is structured into two parts, ensuring a foundational understanding for all students.
Part 1: General English with 70 periods
Part 2: English for Specific Purposes with 30 periods
Given the limited time frame, students struggle to acquire substantial knowledge, particularly in English for specific purposes, as they are unable to grasp numerous technical terms and concepts in English.
Students at Haiphong Industrial Vocational College, primarily aged sixteen to twenty and predominantly male, come from various northern provinces like Thaibinh, Quangninh, and Haiduong, with many hailing from rural areas The disparities in teaching and learning conditions across schools result in varied English proficiency levels among students While most have studied English for three to six years, their vocabulary remains limited, and many lack interest in the language due to perceived difficulty and low self-efficacy Many do not prepare lessons or engage actively in class, often remaining passive while teachers lead discussions Their motivation ranges from merely passing exams to aspiring for awards or scholarships, yet their vocabulary deficits hinder effective communication in speaking and writing Additionally, the absence of a supportive language environment, coupled with large class sizes of 50 to 60 students with mixed abilities, makes it challenging for teachers to implement effective teaching methods tailored to individual needs.
Material and facilities
The current facilities for teaching and learning foreign languages at my college are inadequate, lacking investment and resources There is no dedicated language lab for English learners, and students only have access to two radios for listening practice, making it challenging for them to improve their skills Although each department is equipped with an overhead projector, it is not suitable for large classes and is rarely utilized for English instruction, except on special occasions Additionally, the library fails to provide supplementary books or magazines, limiting students' access to essential reference materials for self-study.
Over the years, English course books have evolved significantly Initially, "Streamline" by Bernad Harley and Peter Viney was the primary textbook for part 1, but we now utilize "New Headway-Elementary" by John and Liz Soars This contemporary textbook equips students with essential communication skills for everyday situations, enhancing their vocabulary and providing a solid foundation in basic grammar by the end of the course.
In part 2, the ESP material used at Haiphong Industrial Vocational College is "English for Technical Students" by David Bonamy The author critiques these ESP materials for their limited focus on students' specific specializations and highlights that their content fails to adequately address the needs of contemporary science and technology.
In conclusion, both educators and learners face significant challenges in the teaching and learning of English The author emphasizes the need for increased attention from the leadership at Haiphong Industrial Vocational College to improve the English language education experience.
THE METHODOLOGY
Research questions
For the main purpose of the study, as mentioned in Part A, the major research questions are:
1 What are the teachers ’ attitudes toward using pictures in teaching vocabulary?
2 What are the students ’ attitudes toward using pictures in teaching vocabulary?
3 How is the effectiveness of using pictures in teaching and learning vocabulary?
Participants
The participants of the survey questionnaires are divided into two groups
A group of twenty English teachers, aged between twenty-five and forty-two, has been teaching at Haiphong Industrial Vocational College for a minimum of two years Each teacher holds a Diploma Degree in English, showcasing their qualifications and expertise in the language.
The second group consists of one hundred second-year students at Haiphong Industrial Vocational College, primarily male, aged between sixteen and twenty years old All students share a similar background, with most expected to possess an elementary level of English proficiency.
Instruments
For this research, two questionnaires were utilized: one tailored for teachers and the other for students This approach was selected due to its ease of construction, versatility, and ability to collect a significant amount of information quickly (Dornyei, 2003).
A questionnaire consisting of nine questions was distributed to twenty English teachers to explore their perspectives on using pictures for vocabulary instruction The first two questions assessed their attitudes towards incorporating images in teaching, while questions three through eight evaluated the effectiveness of this approach The final question provided an open-ended opportunity for teachers to offer suggestions on enhancing the use of pictures in vocabulary instruction for students.
A student questionnaire comprising six questions was distributed to one hundred students, divided into two sections The first section focuses on students' attitudes toward using images for vocabulary learning, while the second section (questions 3, 4, 5, and 6) explores the types of images preferred by students and assesses the effectiveness of visual aids in vocabulary acquisition.
To validate the information gathered from surveys of teachers and students regarding the use of pictures in English vocabulary instruction, structured class observations were conducted This method focused specifically on activities related to vocabulary teaching and learning The observations took place in multiple English classes within the Mechanical Department at Haiphong Industrial Vocational College and were documented in a diary format.
With an attempt to check the questionnaire results in real life, the class observation was carried out basing on the following criteria:
- the types of pictures used in the lesson
- the students ’ attitudes, reaction and knowledge toward learning vocabulary through pictures
DATA PRESENTATION AND DISCUSSION
Data presentation
The data presentation is divided into two sections: the first section summarizes the findings from questionnaires completed by teachers and students, while the second section is based on the researcher’s observations.
4.1.1 Data from the survey questionnaires
4.1.1.1 Data from the teachers ’ survey questionnaire
1 The teachers ’ attitudes toward using pictures in teaching vocabulary
60% very interested interested neutral uninterested
Teachers ’ interest in using pictures to teach vocabulary
Teachers’ evaluation of using pictures to teach vocabulary in general
10% very useful useful not useful at all
Table 1: The teachers ’ evaluation of specific type of pictures
The figure 1 and table 1 above illustrate the teachers ’ attitudes toward using pictures in teaching vocabulary to second year students of Mechanical Department at Haiphong Industrial Vocational College
The bar chart reveals that a significant majority of teachers, 75%, expressed a strong interest in incorporating pictures into vocabulary instruction, while 50% indicated a moderate interest Conversely, only 15% maintained a neutral stance on this approach However, it is noteworthy that 10% of teachers remained uninterested in using pictures for teaching vocabulary, highlighting a lack of unanimous support for this method among educators.
Specific pictures very useful useful not useful at all
A recent evaluation by teachers on the effectiveness of using pictures in vocabulary instruction revealed that 50% found this method to be beneficial, while 40% rated it as very useful However, 10% of the teachers did not see any value in using pictures for teaching vocabulary.
Table 1 reveals that most teachers rated specific types of pictures as very useful or useful, with textbook images, picture flashcards, and word card expressions receiving the highest favor among educators compared to other picture types.
In conclusion, teachers at Haiphong Industrial Vocational College recognize the significant role of pictures in vocabulary instruction They value the use of images for teaching vocabulary and have varying assessments of different types of pictures, highlighting the importance of visual aids in their educational approach.
2 How is the effectiveness of using pictures in teaching vocabulary?
The effectiveness of using pictures in teaching vocabulary to the students was revealed clearly in questions 3-7 The data collection from these questions is presented in the following tables
Pictures always often sometimes rarely never
Table 2: The frequency of teachers using pictures to help students learn vocabulary
Table 2 shows the frequency of teachers using pictures to help students learn vocabulary
Most teachers prefer using pictures from textbooks to aid vocabulary learning, with 30% consistently incorporating them due to their availability and low preparation time Additionally, teachers frequently utilize word flash cards, picture flash cards, and work cards for vocabulary instruction, particularly those aged 25 to 30 In contrast, wall pictures and sequence pictures are seldom used, likely because they require more preparation Notably, some teachers aged 40 to 42 have never employed pictures in their vocabulary teaching and show a lack of interest in doing so.
Stages always often sometimes rarely never present the new words 15% 55% 30% 0% 0% help students practice the new words
10% 10% 45% 25% 10% help students in production stage 5% 10% 15% 45% 25%
Table 3: The teachers ’ way of using pictures in teaching vocabulary and the frequency of teacher using these ways to teach vocabulary
Table 3 highlights the frequency and methods employed by teachers in using pictures to teach vocabulary It reveals that teachers predominantly utilized images to introduce new words, occasionally incorporating them for practice Observations from Haiphong Industrial Vocational College indicate that while pictures effectively convey word meanings, their potential for vocabulary reinforcement remains underutilized For instance, teachers engaged students by having them match new words with corresponding images, demonstrating a need for more innovative approaches in leveraging visual aids for vocabulary acquisition.
Very interested interested neutral uninterested very uninterested
Table 4: The types of pictures and their impressions on the students
Table 4 highlights the types of images that resonated with students, revealing that work flash cards, picture flash cards, and work cards garnered the most positive impressions These visuals are likely favored due to their ease of preparation for both teachers and students In contrast, wall pictures and sequence pictures failed to engage students, possibly due to their unsuitability for larger classes where attention may wane Therefore, it is essential for teachers to select appropriate images that align with their class dynamics to enhance student engagement.
Options Number of informants Percentage
Suitable for students ’ English level 12 60%
Table 5: Criteria of choosing pictures
When selecting pictures for teaching vocabulary, teachers primarily focus on images that align with their students' English proficiency and the lesson topic According to Table 5, 35% of educators prioritize picture size, while 10% and 15% opt for well-designed and visually appealing images, respectively Notably, none of the teachers chose varied images This highlights the need for educators to adhere to careful selection principles, as improper choices can negatively impact their teaching effectiveness.
Using pictures motivates my students 10 50%
Using pictures helps students remember vocabulary 20 100% Using pictures helps students understand vocabulary 20 100% Using pictures aids the teachers save time and effort 5 25%
Table 6: The effectiveness of using pictures in teaching vocabulary
All teachers at Haiphong Industrial Vocational College utilize pictures in vocabulary instruction, recognizing their significant benefits They unanimously agree that pictures enhance students' understanding and retention of new words, while also serving as a motivational tool for vocabulary learning According to Table 6, 100% of the teachers acknowledge the advantages of using pictures, with 25% noting that this approach saves time and effort in teaching Overall, the findings indicate that incorporating pictures is an effective strategy for vocabulary instruction.
4 The suggestions made by the teachers for using pictures in teaching vocabulary more effectively
In conclusion, teachers recognize the benefits of incorporating pictures in vocabulary instruction and have proposed several effective strategies for their use These suggestions highlight the importance of visual aids in enhancing students' learning experiences and improving vocabulary retention.
Teachers have to specify the aim of using pictures
Teachers have to choose pictures carefully The teachers should choose suitable pictures for students of different levels
Teachers should use different types of pictures like picture flash cards, word flash cards etc, so that the students will not get bored during the teaching-learning process
The teachers should vary pictures in teaching vocabulary, use different types of pictures for types of vocabulary in different classes
Teachers should invest more time to prepare pictures They should do it for their aim
The school should provide the teachers with pictures In other words, the teachers should get access to them and be given enough time to prepare their lessons
Teachers should distribute questionnaires on using pictures in teaching vocabulary to find out what types of pictures they use the most effectively with their students
4.1.1.2 Data from the students ’ survey questionnaires
1 The students ’ attitudes toward using pictures in learning vocabulary
50% very interested interested neutral uninterested very uninterested
Students ’ interest in learning vocabulary through pictures very much 29% much 44% not much 22% little 5%
The above figures reflect the students ’ attitudes toward using pictures in their learning vocabulary
According to Figure 3, a significant 75% of students expressed strong interest in learning vocabulary through pictures, while only 25% showed neutral or negative attitudes This indicates that visual aids are highly engaging for students.
Most students believe that images significantly aid in vocabulary acquisition, with only 22% indicating that pictures were of little help and 5% stating they were not helpful at all.
In general, it can be seen from the figures that the students have quite positive attitudes toward using pictures in learning vocabulary
Students ’ evaluation on how much using pictures help them in learning vocabulary
2 How is effectiveness of using pictures in learning vocabulary?
Pictures always often sometimes rarely never
Table 7: The frequency of the students ’ teachers using pictures to help them learn vocabulary
Table 7 reveals a strong alignment with the questionnaire responses from teachers, indicating that students primarily encountered images from their textbooks Additionally, word flash cards, picture flash cards, and work cards were frequently utilized by teachers, while wall pictures and sequence pictures appeared to be less favored.
Students' preference of the sources of the pictures
Figure 5 demonstrates the students ’ preference to the sources of the pictures used to help students learn vocabulary Pictures in the textbooks are always at the hand of the teachers
The survey indicates that students tend to favor images from various sources such as reference books, magazines, and newspapers over other options Nevertheless, incorporating pictures into vocabulary instruction significantly enhances students' learning effectiveness.
Table 8: The teachers ’ ways of using pictures in teaching vocabulary
Students ’ opinions strongly agree agree neutral disagree strongly disagree
The pictures your teacher uses to teach vocabulary help you understand new words better
The pictures your teacher uses to teach vocabulary help you remember new words better
The pictures your teacher uses to teach vocabulary are:
- suitable for students ’ English level 27% 51% 20% 2% 0%
In general, it is very effective to learn vocabulary through using pictures
Pictures to present new words to help students practise the new words to help in production stage
Table 9: The students ’ opinions toward the effectiveness of using pictures in learning vocabulary
Discussion of findings
The data collected from the survey questionnaires and the class observation will be discussed in this part of the chapter basing on the following research questions:
1 What are the teachers ’ attitudes toward using pictures in teaching vocabulary?
2 What are the students ’ attitudes toward using pictures in teaching vocabulary?
3 How is the effectiveness of using pictures in teaching and learning vocabulary?
At Haiphong Industrial Vocational College, both teachers and students exhibit positive attitudes towards the use of pictures in vocabulary instruction Teachers incorporate visuals into their lessons, eliciting enthusiastic responses from students, who find that pictures enhance the enjoyment and retention of the material Educators believe that visuals not only attract student attention but also facilitate a deeper understanding of vocabulary, as associating new words with images aids in memory retention Overall, the community at Haiphong Industrial Vocational College recognizes the significant role that pictures play in effective vocabulary teaching and learning.
Despite the effectiveness of using pictures in vocabulary teaching, several issues persist Many teachers limit themselves to a narrow selection of images, primarily relying on textbook illustrations that have proven successful in vocabulary instruction To enhance learning, educators should diversify their visual aids by incorporating various types of pictures, such as picture flashcards and word flashcards Additionally, pictures are often utilized solely during the presentation stage, overlooking their potential benefits during practice and production stages Expanding the use of images throughout the teaching process can significantly aid students' understanding and retention of vocabulary.
In conclusion, incorporating images into vocabulary instruction significantly enhances student learning Nevertheless, educators at Haiphong Industrial Vocational College have not fully utilized this approach, often missing opportunities to leverage visual aids in their vocabulary teaching practices.
Implication
To enhance vocabulary teaching through visual aids, this section of the thesis presents solutions to challenges encountered in using pictures for vocabulary instruction The following implications outline effective strategies for incorporating images into vocabulary teaching at Haiphong Industrial Vocational College.
Pictures play a crucial role in the teaching and learning process, particularly in vocabulary lessons While they are utilized in vocabulary instruction for second-year students at Haiphong Industrial Vocational College, their potential is not fully realized It is recommended that teachers increase the frequency of picture use and focus on selecting images effectively Teachers can efficiently gather pictures from textbooks, magazines, newspapers, and the internet, and should consider creating their own or encouraging students to contribute By acting as facilitators, teachers can enhance student engagement through clear guidance and support Additionally, the college management should provide practical support, such as reducing teachers' workloads to allow for better preparation and allocating budgets for creating effective teaching materials To improve the effectiveness of picture use in vocabulary teaching, teachers should consider key strategies suggested by Bowen (1982).
1 The purpose of the lesson in relation to the scheme of work, the syllabus
2 The specific learning objectives of the lesson
3 The characteristics of the class members (age, sex, educational background and reasons for wanting to learn the language)
4 Communication problems which might effect the lesson
5 The design of the lesson (i.e the lesson plan)
6 Available sources (visual and audio)
In conclusion, incorporating images into vocabulary instruction significantly enhances students' learning effectiveness, provided that teachers implement the suggested strategies.
Conclusion
Vocabulary learning poses challenges for students at Haiphong Industrial College, prompting educators to seek effective teaching methods Utilizing pictures in vocabulary instruction has emerged as a promising approach, yet research in this area remains scarce To address this gap, a study was conducted focusing on the use of pictures to enhance vocabulary acquisition among second-year students in the Mechanical Department The research employed survey questionnaires and classroom observations to gather reliable data on the attitudes of teachers and students towards this method Findings indicate a general appreciation for using pictures in vocabulary teaching, although their potential remains underutilized due to limitations in the variety and application of visual aids Overall, incorporating pictures in vocabulary instruction proves to be an effective strategy at Haiphong Industrial Vocational College.
While the study offers valuable insights, it has notable limitations The researcher only observed three classes at Haiphong Industrial College, which may hinder the generalization of findings regarding the effectiveness of using pictures in vocabulary teaching for all second-year students Additionally, the data collection occurred near the end of the academic year when students were preoccupied with preparing for final exams, potentially affecting the depth of their responses to the questionnaire.
Future studies should address the limitations of this research by increasing the number of participants, and conducting additional class observations will enhance the reliability of the findings.
Additionally, pictures are used in not only teaching vocabulary but also grammar and language skills such as speaking, reading, listening and writing should be focused on in further studies
In conclusion, despite certain limitations, the researcher has effectively addressed the initial questions This study aims to be a valuable resource for teachers and educational institutions, particularly Haiphong Industrial College, by demonstrating the effective use of pictures in teaching and learning vocabulary.
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This survey is part of my research titled “Using Pictures to Teach English Vocabulary to Second-Year Mechanical Department Students at Haiphong Industrial Vocational College.” Your input is invaluable, and we kindly ask you to complete the following items Thank you for your valuable contribution to this study.
Please tick ( V ) or fill in the information where appropriate
- How long have you been teaching English? years
- What is your qualification? a Bachelor in teaching English as a foreign language b Master of art in teaching as a foreign language c Ph.D in teaching English as a foreign language d Others:………
1 How interested are you in using pictures to teach vocabulary? a very interested b interested c neutral d uninterested e very uninterested
2 How much do you think using pictures to teach vocabulary? a very useful b useful c not useful at all
3 How do you evaluate the following pictures in teaching vocabulary? very useful useful not useful at all 3.1 Pictures in the textbook
4 How often do you use the following types of pictures to help the students learn vocabulary? always often sometimes rarely never 4.1 Pictures in the textbook
5 How often do you use pictures to ………? always often sometimes rarely never 5.1 present the new words
5.2 help students practice the new words
5.3 help students in production stage
6 How do your students feel when you use the following types of pictures? very interested interested neutral uninterested very uninterested 6.1 Pictures in the textbook
7 What criteria do you base on to choose pictures when teaching vocabulary?
(You can choose more than one option) a Well – designed b Eye-catching c Various d Appropriate e Relevant to the topic f Suitable for your English level
8 Why do you use pictures to teach vocabulary? ( You can choose more than one option ) a Using pictures motivates my students b Using pictures aids my students understand new vocabulary better c I am forced to use pictures to teach vocabulary by the authority at my department d Using pictures helps my students remember new words better e Others (please specify)………
9 What suggestions can you make to use pictures more effectively in teaching vocabulary to the students
This survey questionnaire aims to support the study titled “Using Pictures in Teaching English Vocabulary to Second-Year Students of the Mechanical Department at Haiphong Industrial Vocational College.” Your insights are crucial for this research, and we sincerely appreciate your participation Thank you for your valuable contribution.
Please tick ( V ) or fill in the information
- How long have you been learning English? years
1 How interested are you in learning vocabulary through pictures? a very interested b interested c neutral d uninterested e very uninterested
2 How much do using pictures to learn vocabulary help you? a very much b much c not much d a little e very little
3 How often does your teacher use the following types of pictures in teaching vocabulary? always often sometimes rarely never 3.1 Pictures in the textbook
4 Which following source of pictures are you interested in? ( You can choose more than one option ) a Pictures in the textbook b Pictures from other sources (e.g.: newspapers, magazines, hand-drawn pictures, reference books, download in internet, etc.) c Others (please specific)………
5 What does your teacher use the types of pictures for?
6 Do you agree with the following statement? strongly agree agree neutral disagree strongly disagree 6.1 The pictures your teacher uses to teach vocabulary help you understand new words better
6.2 The pictures your teacher uses to teach vocabulary help you remember new words better
6.3 The pictures your teacher uses to teach vocabulary are:
* well-designed to present new words to help students practise the new words to help in production stage