INTRODUCTION
Rationale
Student engagement in speaking lessons is a significant concern for classroom teachers Research indicates that various cultural, linguistic, and emotional factors influence students' participation in language lessons, particularly in speaking activities To enhance student involvement, a range of pedagogical strategies has been proposed, tailored to address the specific factors that hinder engagement.
I taught English to 40 first-year non-major students in class C5B2 at Hanoi Tourism College using the Lifelines Pre-Intermediate textbook by Tom Hutchinson and Ann Ward This book was selected for its strengths, including a focus on helping students understand the new language rather than just providing examples It offers a balanced integration of skills, allowing equal practice of reading, writing, listening, and speaking in every lesson The materials are sourced from diverse and reliable outlets such as newspapers, magazines, and songs, yet they are simplified to match the students' proficiency levels Additionally, the textbook emphasizes a variety of speaking activities—both controlled and free—and effectively combines long and short exercises, ensuring students can easily engage with the content.
The book emphasizes the importance of pair and group activities throughout all stages of a unit, including warm-up, presentation, controlled practice, and free practice For instance, in the first unit, students engage in partner communication right from the start The Vocabulary and Reading sections encourage opinion exchange, while the Listening and Speaking components feature a variety of engaging speaking activities that progress from easy to challenging Additionally, the unit concludes with a role-playing exercise that requires students to collaborate in pairs for conversation practice Overall, the well-structured activities designed for speaking practice not only enhance student engagement but also boost their motivation to speak English effectively.
At Hanoi Tourism College, despite engaging and well-structured speaking activities, students have shown a declining interest in speaking English This trend can be attributed to several underlying issues that affect their motivation and enthusiasm for the language.
Many students struggle to initiate conversations for practicing English, leading to significant delays in their progress This challenge is compounded by a lack of patience, causing many to abandon their efforts and pursue other activities instead.
Students frequently struggle to complete tasks efficiently within set timeframes, often resulting in wasted time on simple exercises This issue may stem from a lack of clear time limits established by teachers Without these constraints, students are more likely to engage in distractions, such as chatting or other activities, rather than focusing on their assignments.
Since I started teaching at my college, I have taught this textbook for many times By tradition and my own sense, I always try my best to handle my students‟ English language production in speaking lessons However, during the first few
After teaching the course three times, I noticed a consistent lack of motivation among my students, particularly when it came to speaking English Many seemed reluctant to engage in oral activities, which I believe stems from their low proficiency and a lack of ideas or stimuli to encourage participation To improve this situation, I propose that providing students with essential cues and stimuli could significantly enhance their willingness to speak in class.
To address the issue of student reluctance to speak English in the classroom, I conducted action research that began with discussions to uncover their reasons for this behavior Based on insights gained from these conversations, I created a questionnaire to pinpoint the key factors hindering their participation The findings revealed that students were disinterested in speaking primarily due to a lack of stimulation, insufficient ideas to discuss, and limited vocabulary.
The results of this questionnaire encouraged me to undertake this action research in which I wanted to identify if visual aids help to involve students better in speaking lesson.
Aims of the study
The study aimed to enhance student participation in speaking lessons by investigating the impact of visual aids on the motivation of first-year non-English major students at Hanoi Tourism College The hypothesis suggests that incorporating visual aids can significantly boost engagement in speaking activities.
Investigating the reality of students‟ poor participation in speaking activities and the possibility of visual aids to increase their participation in classroom speaking activities if necessary
Exploring the use of visual aids as pedagogical tool to involve students in speaking activities.
The significance of the study
The study aims to highlight the significant impact of visual aids on enhancing students' motivation in speaking English It will provide effective techniques for utilizing these aids to improve the engagement of English speaking lessons Additionally, the research will evaluate the current application of visual aids in the classroom, offering insights for further enhancement.
The outline of the thesis
Chapter 1, INTRODUCTION, outlines the study's rationale, objectives, and research questions, highlighting the significance of the research and providing an overview of the thesis structure.
Chapter 2, LITERATURE REVIEW, reviews the literature in the issue of visual aids in language learning
Chapter 3, METHODOLOGY, outlines the subjects involved in the study, the data collection instruments utilized, and the overall research procedure Key data collection methods include a structured questionnaire and informal discussions Additionally, the chapter details the procedural steps taken throughout the study.
Chapter 4, RESULTS, Data Analysis, and Discussion, is structured into five key sections: initial data, issues identified during pre-treatment, the action plan, data collected throughout the experimental period, and the evaluation of the action research.
Chapter 5, CONCLUSION, Major findings, Recommendations and
Conclusion, will summarize the major findings of the study The writer's recommendations for using visual aids in speaking lessons will follow After that,
5 there will be the conclusion of the thesis Finally, the writer will point out some limitations of the study and there will be some suggestions for further study
LITERATURE REVIEW
Visual aids as a supporting device in language learning
Visual aids play a crucial role in language teaching by providing practical solutions for educators who typically rely on books and the classroom environment According to Wingard (2000), these aids include tools such as blackboards, pictures, and real objects (realia), which enhance the teaching process They are visible resources used by teachers for various purposes throughout different stages of a lesson Rich in variety, cost-effective, easy to source, and convenient to use, visual aids significantly contribute to effective language instruction The specific functions of these aids in facilitating the teaching process will be explored further.
The blackboard, a sturdy wooden teaching aid, has long been an essential tool for educators It facilitates reading and writing for students, allowing teachers to highlight key concepts such as difficult words, phrase structures, grammar rules, and comprehension questions By utilizing the blackboard, lessons become more engaging and effective, enhancing the overall learning experience Additionally, it serves as a vital resource for visual composition in the classroom.
Pictures play a crucial role in language learning, encompassing both text pictures and class pictures Text pictures are often used in beginner-level materials to illustrate single words through various images, such as different representations of heads for the word "head." Class pictures can be further categorized into picture cards and wall pictures, with picture cards being particularly effective for enhancing language instruction.
Wall pictures, which include maps, posters, and photographs, can be captioned or uncaptioned and are valuable educational tools They serve as effective substitutes for elements like clouds, sea, mountains, and sky that cannot be physically brought into the classroom Additionally, these visuals enhance oral composition practice and facilitate question-and-answer drills Pictures hold significant importance as they convey meanings that words alone may struggle to express.
Realias in language learning refer to any real objects we use in classroom to bring the class to life (Admid, 2008)
This study defines visual aids as tangible objects utilized by teachers in the classroom to enhance student learning, including items like pictures, blackboards, and realia Unlike more advanced tools such as videos or multimedia resources, which are not yet widely adopted in the school under investigation, the focus here is on conventional visual aids that effectively support educational outcomes.
2.1.2 Visual aids as a supporting device
Visual aids play in an important role of helping the teaching project, the teachers use them to facilitate their teaching
Visual aids play a crucial role in enhancing language comprehension by improving a student's sensitivity to words and their relationships By incorporating graphic images, learners can gain a deeper, more detailed understanding of the context and objects associated with the text being communicated.
Teaching aids can effectively clarify the meaning of words and structures by creating specific situations for practice In certain cases, these contrived scenarios may offer greater benefits than real-life contexts for learning Additionally, visual aids in language teaching help alleviate the monotony often associated with practice exercises.
Incorporating variety into lessons can significantly enhance the learning experience by introducing playful elements, even in serious subjects For instance, using a ready-made substitution table during a grammar lesson can invigorate the classroom atmosphere Additionally, displaying diverse visual aids such as charts, tables, pictures, and models on classroom walls creates a vibrant environment while aiding students in grasping challenging concepts These visual aids can be strategically organized to highlight specific topics and updated regularly to maintain engagement and focus.
Visual aids are effective tools for examinations as they encourage students to draw on their own knowledge and experiences, facilitating deeper engagement with the material They help organize information into semantic clusters, enhancing comprehension In educational settings, visual aids can be utilized to assess students' understanding of the syntax and structure of the target language By providing immediate visual context, these aids support vocabulary recognition, particularly when items are relatable to the students' first language Consequently, pictures can be transformed into assessments to evaluate learners' grasp of language structure (Canning 1998; 2000).
Visual aids enhance the authenticity of tasks and situations, enabling testers and educators to effectively identify and manipulate structures, vocabulary, functions, and skills When used as testing prompts, pictures can measure semantic and associative clusters, allowing students to concentrate on entire items or specific details Depending on the testing requirements, visuals can provide context or remain neutral, offering test takers the opportunity for interpretive responses and a broader range of answers to exam questions.
Recent research indicates that mental representations stored in multiple sensory modes are more likely to be remembered (Borsook, Higginbotham & Wheat, 1992) Bagget (1989) suggests that images stored in memory carry more information due to the increased number of cognitive "pegs," which facilitate associative and referential connections.
Research indicates that learners utilize dual coding to develop mental models of their learning experiences, suggesting that visual representations can trigger relevant prior knowledge Consequently, it is assumed that most learners will combine available symbol systems, whether visual or textual, to enhance their understanding and create a mental image of events.
Visual aids enhance cognitive mapping and navigation within an environment, significantly impacting sensory perception Their use can either sharpen sensory awareness or contribute to sensory deprivation Consequently, perception evolves into the ability to interpret stimuli in a way that holds meaning for the viewer.
Research indicates that individuals can form mental representations of a story's meaning using either audio or visual information independently However, when both formats are combined, they provide complementary insights, retaining elements from their respective symbol systems For instance, students tend to remember sounds and expressive language from audio tracks while recalling specific details from visual aids Additionally, visual representations, being more intricate, are more effective for constructing mental models of a situation compared to those based solely on audio information.
Using visual aids alongside text significantly enhances the recall of information, as supported by various studies (Issing et al., 1989; Kuntz et al., 1989; Livie et al., 1982; Levin, 1987; Peeck, 1987; Pressley, 1987; Stone, 1981) Research by Ehrlich and Johnson-Laird (1982) indicates that adults create mental models to interpret spatial descriptions Alternatively, individuals may choose to encode descriptions verbatim and represent them sequentially, one sentence at a time.
Visual aids as a motivating device in language learning
Visual aids have long been utilized in education, primarily as motivational tools and cognitive aids in language learning While their effectiveness remains somewhat theoretical, empirical studies highlight their role as contextual cues that enhance reading comprehension Additionally, imagery plays a crucial part in improving retention and recall, according to research by Horst and Helmut (2000).
Visual aids play a crucial role in education by enabling students to predict, infer, and analyze information relevant to today's world They facilitate the integration of new ideas into the classroom and enhance social interactions that promote learning When incorporated into teaching or testing, visual aids improve clarity and enrich the understanding of the material, establishing a strong connection between theoretical knowledge and its practical application (Canning, 1998).
The nature of a graphic images and real objects serves as a catalyst and stimulus Moreover, the visual aids can offer input, output and or feedback on
Incorporating pictures and real objects in education enhances student responses beyond traditional methods, fostering interactive learning experiences These visual aids serve as dynamic partners in language tasks, allowing for diverse interpretations and engagement As teachers regularly adapt texts in their lessons, they can similarly utilize images to create a range of language learning activities, enriching the overall educational experience.
Incorporating visual aids enhances students' abstract thinking and improves their ability to differentiate ideas, leading to more precise organizational skills through logical structures Overall, this approach fosters a deeper sensitivity and understanding in learners (Canning, 1998).
Visual testing and teaching prompts enhance proficiency in syntax, phonology, lexicon, and culture by combining visual and written cues to direct students' focus on specific lexical units Utilizing pictures and real objects encourages complete or partial student responses, empowering test takers to decode information through both top-down and bottom-up processes Top-down encoding involves learners testing their ideas against factual information, often using concept maps to connect their thoughts to relevant content in a second language Conversely, bottom-up encoding leverages visual images and realia to help students efficiently scan, sort, and organize information during assessments.
The use of visual aids significantly enhances language learning by allowing students to engage with images and real objects, which provide detailed interpretations that text alone cannot offer Consequently, visual aids play a crucial role in improving the learning strategies and writing skills of nonnative English speakers.
Visual aids used teaching speaking
Oral skills are crucial in second language (L2) teaching and learning, as highlighted by Hubbard et al (1983) and Nunan (1991) Mastering the art of speaking is often viewed as a key aspect of learning a foreign language Consequently, motivating students in speaking has become a significant focus for foreign language educators This article will explore effective techniques to enhance student motivation during speaking lessons.
Speaking involves students utilizing their language skills to accomplish specific oral tasks The key factor is the presence of a task that students are eager to complete, as motivation plays a crucial role in enhancing their participation in learning activities Thus, higher motivation leads to improved engagement in speaking tasks.
The reasons why it is a good idea to give students speaking tasks which provoke them to use all and any language at their command are mainly three:
1) Rehearsal: when students have free discussions or conversations inside the classroom they have a chance to rehearse having discussions or conversations outside the classroom.Simply enough, when they meet a new friend from abroad the first conversation will be about introducing oneself, one's own family etc Having them take part in a role-play at the lost property office allows them to rehearse such a real-life event in the safety of the classroom It is a way for students to "get the feel" of what communicating in the foreign language really feels like
2) Feedback: engagement in a speaking task which demands for the use of all and any language at the students' command provides feedback for both teacher and students
3) Engagement: completing a speaking task can be really motivating and give real satisfaction Many speaking tasks (role-play, discussions, debate, problem-
13 solving etc.) are intrinsically enjoyable in themselves and if planned carefully (by the teacher) and completed successfully (by the students) contribute to increasing their self-esteem
However, in my real teaching context, I have found that my students did not take part in the speaking activities as much as they were expected According to Ur
In 1996, Davies identified four key reasons why students often refrain from speaking in class Firstly, many students lack opportunities to engage in conversation Secondly, the topics presented may not be engaging enough to stimulate discussion Additionally, students frequently struggle with confidence, fearing mistakes, criticism, or embarrassment Lastly, a lack of ideas regarding the oral topics further hinders their participation.
Students often struggle with assignments due to unclear instructions from teachers, a lack of essential vocabulary and structures to articulate their thoughts, and insufficient motivation or engagement from the teacher.
Ur (1996) and Davies (2000) identify a significant challenge in education: students often struggle with classroom speaking participation due to a lack of ideas Consequently, it is essential for teachers to focus on strategies that encourage students to generate and express a wide range of ideas.
2.3.2 Using visual aids in teaching speaking
Several factors influence students' participation in speaking activities in the classroom, including their aptitude, attitudes toward learning tasks, learning conditions, materials, curriculum, and teaching methods (Brown, 1994; Harmer, 1998) In my teaching experience, I identified learning conditions, materials, curriculum, student attitudes, and the teaching context as particularly challenging factors Notably, some of these elements can be effectively managed by the teacher to enhance student engagement and participation.
In the initial stage of speaking lessons, I focused on incorporating visual aids to help students generate ideas related to the oral topics, enhancing their participation in speaking activities.
Firstly, using visual aids in teaching speaking to introduce to the students the oral topic by drawing their attention to the topic According to Hudbard et al (1983:
111) visual aids help to introduce a topic to students in an interesting and attractive way because they are visible, stimulating, colorful as well as imaginative
In teaching speaking skills, teachers should utilize visual aids to effectively introduce topics and engage students By organizing visual-based activities around guiding questions, educators can create an interactive environment that encourages idea exchange This approach not only makes the topic more interesting but also enhances students' participation in oral interactions during the speaking phase, ultimately enriching their contributions.
Incorporating visual aids in teaching speaking enhances students' discussions by offering essential ideas for Unit 3 These aids encourage students to express their existing knowledge and curiosity about a topic Kang (2000) highlights that pictures serve as effective visual organizers, as they simplify complex concepts into clear, meaningful representations, facilitating better communication and understanding.
Visual aids play a crucial role in enhancing students' motivation to engage in speaking tasks, as they provide a clear context for language use By incorporating meaningful visual elements, educators can give students a compelling reason to interact with the foreign language, making the learning experience more dynamic and engaging This approach not only captures students' attention but also encourages them to explore various ways of using the language effectively.
15 can be done, are more suitable for using them in the classroom than other in which there is only one possible task for students.
Summary
This chapter explores the role of visual aids in language learning, emphasizing their significance as supportive and motivating tools It discusses how visual aids enhance the learning experience and facilitate the teaching of speaking skills Specifically, the focus is on leveraging visual aids to inspire students to engage more actively in speaking English.
In summary, the teacher's approach to eliciting ideas during speaking lessons significantly enhanced student motivation The following chapter presents a study examining the impact of utilizing visual aids to further engage and motivate students.
THE METHODOLOGY
Rationales for the use of action research
Action research is a self-reflective and systematic approach where participants, who are also part of the research context, critically engage in inquiry Its primary goal is to identify and investigate problematic situations that participants deem significant, leading to practical interventions aimed at implementing informed changes in practice (Cohen and Manion, 1994).
The action research process has a number of steps or phases which progress as a spiralling and evolving process Kemmis and Mc Taggart‟s (1988) „classic‟ model of this process includes four steps:
1 Planning - a problem or issue is identified and a plan of action is developed in order to bring about improvements in specific areas of the research context
2 Action - the plan is put into action over an agree period of time
3 Observation - the effects of the action are observed and data are collected
4 Reflection - the effects of the action are evaluated and become the basis for further cycles of research
To this model, Burns (2000) added a fifth step, dissemination, where the result of the research are made known through presentations and publications to a wider audience
Burns (1994) also identified some essential features that help to distinguish action research from other forms of educational research:
1 It is small-scale, contextualised and local in character, identifying and investigating teaching-learning issues within specific situations
2 It involves evaluation and reflection aimed at bringing about continuing changes in practice
3 It is participatory, providing oportunities for communities of participants to investigate collaboratively issues of concern within their social situation
4 It is based on data collection and analysis which become the basis for changes in practice
3.1.2 Rationales for the use of action research
My students exhibited reluctance to participate in speaking lessons, prompting me to investigate the underlying causes of this issue To address this challenge and enhance my English speaking instruction, I recognized that conducting action research would be an effective approach.
First of all, according to Nunan (1993) an action research is first and foremost concerned with the identification of problems in a specific context
According to Wallace (1998), action research involves collecting and analyzing data from daily practices to inform future decision-making in professional development.
Thirdly, it was suggested by Richard el al (1993) that action research can increase the teacher‟s understanding of classroom teaching and learning, and therefore, bring out improvement in classroom practices.
The research questions
18 This action research aims at answering the following questions:
1 What is the main cause of the poor oral practice in speaking lessons among the students in class C5B2 at Hanoi Tourism College?
2 To what extent do visual aids help to increase students‟ motivation to speak English in the classroom?
Description of the data collection instruments
The two data collection instruments used in the study are informal talks with the students and questionnaire:
3.3.1 Informal talks with the students
In second language research, interviews are essential for gathering data on covert variables like attitudes and motivation towards language learning There are three main types of interviews: the open interview, which allows interviewees broad freedom to express and elaborate their thoughts, resembling informal conversations; the semi-open interview, which starts with predetermined core questions but allows the interviewer to explore deeper based on the conversation's flow; and the structured interview, where questions are fixed and no elaboration is permitted, making it ideal for collecting uniform data from a large number of subjects (Seliger & Shohamy, 1997).
Informal discussions were held with students during short breaks after speaking lessons to gauge their views on participation in speaking tasks and their interest in these lessons This timing was chosen to allow students to express their opinions freely and honestly, as they were out of the teacher's control The aim was to uncover the underlying causes of their experiences in speaking activities.
Recognizing that students may hesitate to voice concerns about their studies or teaching methods, I implemented several strategies to encourage open communication I refrained from asking direct questions and engaged not only with all students but also with the monitor and vice monitor, whom I considered close acquaintances This approach aimed to foster a comfortable environment for them to share valuable insights The results from these discussions will be detailed in the following chapter.
This study utilizes questionnaires as the primary data collection instrument due to their numerous advantages They are self-administered, allowing for distribution to large groups simultaneously, which facilitates rapid information gathering and simplifies the administration process (Gillham, 2000; Hayllar & Veal, 1996; Seliger).
Questionnaire surveys offer several advantages in research, including the ability for informants to complete them anonymously, which encourages the sharing of sensitive information (Seliger & Shohamy, 1997; Gillham, 2000) This uniformity in data collection arises from administering the same questionnaire to all subjects simultaneously, leading to more accurate results (Seliger & Shohamy, 1997) Furthermore, questionnaire surveys can be effectively combined with other research methods, such as observation, to enrich the overall perspective of a study, and they are versatile enough to support descriptive, explanatory, and evaluative research (Hayllar and Veal).
In second language research, questionnaires play a crucial role in gathering data on less observable phenomena like attitudes, motivation, and self-concepts They are essential for understanding the processes involved in language use and for collecting background information about research participants, including their age, prior language learning experience, and the number of languages they speak.
There are various types of questionnaires, with unstructured questionnaires featuring open-ended questions that allow respondents to provide descriptive answers.
Structured questionnaires, known for their high explicitness, require respondents to indicate their answers by marking responses, expressing agreement or disagreement, or choosing from various alternatives These questionnaires are deemed more efficient than open-ended ones and can incorporate different types of questions within a single survey (Seliger & Shohamy, 1997).
This study employed a questionnaire to gather insights on students' interest in speaking lessons, the barriers to their participation, and the motivational strategies used by teachers The researcher crafted a comprehensive questionnaire featuring a mix of closed-ended, half-closed, and open-ended questions to effectively capture diverse responses According to Nunan (1992, p 147), this approach facilitates a deeper understanding of the factors influencing student engagement in speaking activities.
“One of the great advantages of close- ended questions is that they yield responses which can readily be quantified and analyzed, particularly if one has access to computer packages”
Questionnaire 1 consists of 4 questions, the two first were close- ended questions, the third question was half closed and half- opened and the fourth question was an opened - item Questionnaire 1 was delivered each of students after each speaking lesson in the first phase of the action class which was carried out before the experiment, to gather on 3 aspects These are the level of students‟ interest in speaking English in the class, the rate of students‟ participation in speaking activities in the classroom and the factors that inhibit students from speaking in the classroom
Questionnaire 2 consists of 4 questions Questionnaire 2 was applied in the second phase of the action research to gather data on students‟ participation when carrying the experiment The results from Questionnaire 2 was used to evaluate the
21 solution to the problem set up in step 2 of the action research The findings from Questionnaire 2 are presented in 4.4
In order to obtain valid information, the 8 questions related to each aspect were designed:
Question 1 helped to point out the level of students‟ interest in the speaking English lessons Basing on the fact the researcher could know whether students like speaking English and know the importance of this skill for their future job or not
Question 2 gathered information about the rate of students‟ participation in the speaking English lessons Like question1, this question could help to know about student motivation with the belief that the more students talk, the more they are motivated
Question 3 was used to find out the factors that inhibited students from speaking English in the classroom In this question, 7 options were listed as the causes for little speaking The answer might help the researcher find out the most common reasons for poor speaking English participation in the classroom among students
Questions 4 to 8 gathered data on students' assessments of using visual aids in English speaking lessons, revealing their level of interest in these activities This information assists the researcher in evaluating the effectiveness of visual aid-based activities and understanding the reasons behind students' preferences for the lessons organized by their teacher The findings will ultimately aid the researcher in determining effective solutions to enhance the learning experience.
Participants
As an English instructor at Hanoi Tourism College for three years, I am currently pursuing a master's degree at Hanoi Foreign Languages College Throughout my two semesters teaching class C5B2, I have fostered a positive relationship with my students, engaging in friendly discussions that have revealed their interests and challenges in learning English I firmly believe that the teaching methods employed by educators significantly impact student learning outcomes.
There were 40 students in the research class and they were at the ages of 19-
21 They came from the different provinces in Vietnam and all of them have just finished the first semester of English and now were in the second semester, working with Lifelines pre- intermediate The students appeared willing to take part in the study.
The procedure of the action research
The researcher investigated the factors contributing to students' low participation in speaking activities in the Lifelines Pre-Intermediate class by observing four lessons To gather insights on the reasons behind this issue, questionnaires and informal discussions were conducted, focusing on students' motivation levels and the impact of visual aid-based activities on their engagement in speaking English.
Based on the analysis of the collected data, a plan of action with applying using visual aids in teaching speaking was developed
The plan action was applied for four lessons in the same class
The analysis of data gathered from four lessons utilizing visual aids in speaking instruction was conducted and compared to pre-treatment results to assess the effectiveness of the proposed solutions in the action plan.
The basis, the procedures and the results of the action research were reorganized and presented in form of a thesis which will be made known
In conclusion, Action Research was selected as the research method for this study due to its effectiveness in identifying and solving problems while evaluating solutions This approach encompasses five phases, emphasizing that Dissemination is equally important and should not be overlooked Alongside informal discussions, questionnaires were utilized to gather students' opinions on the organization of visual aid-based activities, as it is believed that a multifaceted perspective can yield more valid information.
THE RESULTS
Initial data
The initial findings, as outlined in section 3.3, validated the existence of the problem and facilitated the identification of its underlying causes, enabling the development of an effective action plan This preliminary data was derived from informal discussions and the responses gathered from questionnaire 1.
4.1.1 Results from talks with the students
Informal talks serve as a valuable method for gathering insights by engaging directly with subjects (Seliger & Shohamy, 1997) This approach is particularly effective in research involving small groups, allowing for an exploration of their attitudes toward specific issues In this study, informal discussions complement observational data, revealing students' perspectives on their participation in speaking lessons Additionally, these conversations help collect data on underlying variables, such as students' attitudes and motivations for engaging in oral activities within the classroom.
To establish foundational data for the main study, I conducted informal discussions with students to gather their perceptions and personal insights regarding the speaking lessons they experienced.
25 Such information was used to develop the questionnaire, which was the sole instrument used in this study Major findings from these talks can be summarized as follows:
1) Classroom time for speaking activities were not used effectively The reason the students gave was that the teacher did not expect them to participate actively, and because of this they spent the classroom time doing things unrelated to the lesson such as doing homework for their other subjects reading for pleasure, chatting or joking in Vietnamese
2) There was not much interaction in the speaking lessons The reason was that the students were not clear about their roles in group speaking activities In other words, although the teacher put the students in groups, she did assign their roles explicitly, i.e, using group work for the sake of group work rather for increasing classroom interaction This problem is related to classroom management
To enhance classroom speaking activities, I utilized a pre-treatment questionnaire informed by informal discussions with students This questionnaire aimed to gather in-depth insights into student participation, helping to identify factors influencing their engagement in speaking Additionally, the information collected was instrumental in exploring the potential use of visual aids to foster greater involvement in speaking lessons.
The pre-treatment questionnaire consisted of four questions designed to assess students' interest and attitudes towards speaking activities The first two questions were closed-ended, while the third question offered seven options along with an open-ended choice for "other factors." The fourth question was entirely open, inviting students to provide suggestions and recommendations for increasing their engagement in speaking lessons.
In section 3.2.3, Questionnaire 1 was utilized to gather data on students' interest in speaking English during class, their participation rates in speaking activities, and the factors that hinder their speaking engagement in the classroom.
Chart 1 The level of the students’ interest in speaking English
Chart 1 reveals that students' attitudes towards speaking English are generally lukewarm, with 50% expressing a mild liking for it and just over 20% indicating a strong preference Additionally, over 40% of the students were uncertain about their feelings towards speaking English.
Like but not much don't know don't like hate it
27 speaking or not Finally, there were 3% of them said that they didn‟t like speaking at all and 2% students hated speaking English in the classroom
Chart 2 The rate of students’ participation in speaking English
Chart 2 reveals that students rated their participation in speaking lessons as generally low, with over 50% indicating they struggled with oral practice in the classroom Approximately 20% of students reported rarely engaging in speaking activities, while 18% exhibited very poor participation Notably, there were no students who actively participated in English speaking activities.
100 very poor poor netheir poor or good good very good
Only 2% of students excelled in participating in speaking activities, leading to a quiet and dull classroom atmosphere This highlights the need for more engaging speaking exercises to enhance student involvement and interaction.
Chart 3 Factors inhibiting students speaking English
Chart 3 highlights the factors that inhibit students from speaking English in the classroom, revealing a variety of reasons The primary reason identified is the lack of stimuli, as indicated by students' responses Additionally, a significant number of students expressed reluctance to participate in speaking activities due to other underlying factors.
No stumili No ideas Being shy Being bored
Lacking of vocabulary poor English
Many students struggle with participation in speaking lessons due to a lack of vocabulary and fear of making mistakes Additionally, some students feel their English skills are insufficient and experience shyness Overall, the primary reasons for their low engagement include a lack of motivation to speak and insufficient ideas to contribute in English during class.
Issues emerging from pre-treatment data
After analyzing the initial data collected over two weeks, the researcher found that student participation and motivation were notably low Key factors contributing to this issue included a lack of stimulating content, insufficient ideas for discussion, and limited vocabulary Furthermore, students exhibited poor English skills and often felt shy about speaking, coupled with a fear of making mistakes.
The researcher identified a hypothesis suggesting that visual aids, which stimulate students' imagination and interest, could enhance their participation in classroom speaking activities.
Description of the action plan
The action plan serves as a detailed lesson plan where the researcher has adapted and reorganized activities to enhance and maintain student motivation during speaking lessons It outlines specific actions for the teacher to follow in each lesson, ensuring a structured approach to promoting effective learning.
4.3.1 Aims of the action plan
The researcher aimed to test specific hypotheses outlined in section 4.2 of the action plan to determine whether teachers can enhance students' abstract thinking and imagination during speaking lessons.
30 by using visual aids? (2) Can the visual aids that the teacher use increase students‟ motivation to speak English in the classroom?
4.4.2 Modifications in the plan action to obtain the above objectives
The researcher utilized visual aid-based activities across different class groupings to enhance students' understanding of speaking lesson topics and to provide them with more ideas for oral practice.
The implementation of an action plan utilizing visual aids across different class groupings significantly enhanced student engagement and idea generation during speaking lessons Over the course of four days, students actively participated in lessons covering Units 5, 6, 7, and 8, demonstrating improved comprehension and involvement.
The researcher effectively engaged students by utilizing visual aids such as pictures and real objects, or by drawing on the board, to introduce oral topics during lessons Each lesson began with a 15-minute lead-in stage, where various activities were structured around the principle of diverse class groupings to enhance learning.
In Unit 5, the teacher utilized the blackboard to draw pictures, prompting students to individually answer initial questions before discussing their ideas with partners This collaborative exchange allowed them to compare differing answers using additional visuals provided by the teacher In Unit 6, students worked in groups with a map, discussing various locations while the teacher incorporated real objects to enhance their learning experience They then addressed two guiding questions related to the lesson In Unit 7, the teacher introduced a relevant picture, encouraging pairs to generate as much information as possible about the topic This activity fostered idea exchange and comparison among pairs Throughout these units, the teacher actively circulated the classroom to offer support and ensure student engagement.
In Unit 8, the teacher engaged 31 students by displaying a relevant picture and posing open-ended questions, prompting individual responses on the blackboard Following this, students collaborated in pairs to match menu items with corresponding food images The use of real objects facilitated meaningful exchanges of ideas among pairs Ultimately, these tangible items were incorporated into a whole-class activity, enabling the teacher to gather comprehensive feedback from all students For further details, refer to the lesson plan sample for Unit 8 in Appendix 3.
Data collected during two experimental weeks
The action plan was implemented within 4 lessons During each lesson, data on students‟ participation and motivation were collected through Questionnaire 2 The following is the results from the Questionnaire 2
In phase 2, Questionnaire 2 was utilized to gather insights on students' participation in speaking lessons, specifically during the stage where the teacher employed visual aids in stage 1 of the lesson.
Chart 4 The students’ ideas about benefits of using visual aids to their speaking
Chart 4 illustrates that the use of visual aids in speaking lessons significantly reduces stress for students, with a majority expressing agreement Specifically, 36 students reported improved participation in English speaking lessons when visual aids were utilized This suggests that visual aids facilitate easier oral practice of English, as evidenced by the minimal number of students who disagreed with this assertion.
As also shown in Chart 4 the ideas of the students about visual aids could help them have more ideas to speak English The results indicated that there were
A total of 32 students expressed agreement with the statement that visual aids enhance their understanding of the oral topic These aids not only generate more ideas but also improve student participation in learning tasks, ultimately motivating them to engage more effectively in their studies.
Make speaking less stressful help to generate ideas
Make it easier to remember words support pre- speaking preparation
A study revealed that the majority of students expressed satisfaction with the use of visual aids, as these tools enhanced their ability to generate ideas for speaking The visual aids proved effective in clarifying complex topics, making them easier to understand.
Chart 4 highlighted students' perceptions of visual aids used during pre-speaking preparation, with 29 students agreeing that these aids made the teacher's instructions more meaningful Visual aids effectively engaged students by appealing to multiple senses—sight and touch—enhancing their understanding and retention Clear images, real objects, and models significantly improved comprehension, reinforced the topic, clarified key points, and sparked interest among students.
The responses to question 4 revealed that the majority of students found real objects to be effective in enhancing their learning experience and memory retention of new vocabulary Specifically, 32 students acknowledged that visual aids significantly aid in their recall, and that engaging in practical driving skills facilitates their understanding of new terms presented in lessons.
The recent findings highlighted the positive impact of visual aids on students' engagement in speaking English Specifically, 24 students acknowledged that these aids motivated them to participate in oral discussions Furthermore, 25 students noted that visual aids effectively clarified the meaning of words and structures, allowing them to practice in meaningful contexts, which enhanced retention Additionally, 29 students reported that their participation in classroom speaking activities improved significantly when visual aids were incorporated into the lessons.
34 The results of the students‟ opinion seemed to support the fact that the more intense the accompanying the stimulus the better classroom speaking participation
RECOMMENDATION AND CONCLUSION
Major findings
An action research study conducted in class C5B2 at Hanoi Tourism College revealed that the use of visual aids significantly enhances student participation and boosts motivation levels The findings underscore the effectiveness of visual tools in engaging learners and fostering a more dynamic educational environment.
The incorporation of visual aids in the classroom significantly enhances student motivation and participation in speaking activities By providing essential non-linguistic cues and stimuli, teachers can capture students' attention and stimulate their interest and cultural curiosity Despite varying lesson topics and physical conditions, visual aids consistently serve as a motivating factor that encourages active engagement in classroom discussions.
While the Lifelines course book is generally regarded as effective, it presents challenges for the students in this study Many tasks are either too difficult or too easy, leading to a lack of motivation for oral communication in English Additionally, the use of duplicated versions of the book results in unclear and dull images, which fail to engage students and hinder their ability to generate ideas on the topics presented.
Although the present study was conducted with a small class of the students, this class bears much resemblance to the other classes in the College in terms of age,
The study suggests that the findings may apply to other first-year non-English majors at the College, based on factors such as proficiency levels and educational backgrounds Consequently, it is recommended to incorporate visual aids in teaching speaking skills to enhance the learning experience for these students.
Recommendations on the basis of the findings
Teachers at Hanoi Tourism College, as well as language instructors in general, can enhance student engagement in English speaking lessons by utilizing visual aids These tools not only motivate students but also facilitate interaction, making them a crucial component of effective classroom communication.
Effective visual aids in speaking lessons should be clear, colorful, and engaging to motivate student participation These aids must be relevant to the lesson topic, helping students recognize their importance in the learning process and encouraging them to engage more actively in speaking tasks.
My teaching experience highlights that even the most effective teaching techniques can become ineffective if misapplied Consequently, teachers must be discerning when selecting visual aids for speaking lessons Visual aids alone cannot yield positive learning outcomes; they must be complemented by suitable activities that align with students' proficiency levels, interests, learning styles, and lesson objectives.
Effectively utilizing visual aids is crucial for enhancing student participation and motivation in the classroom Teachers must carefully consider how they implement these aids, ensuring alignment with learning objectives, activities, and conditions, as well as a deep understanding of their students' needs.
To foster a joyful learning environment, it is essential to implement diverse visual aid techniques that encourage student interaction and collaborative practice Organizing activities in pairs or groups should involve varying combinations of students to prevent monotony and enhance engagement Additionally, innovative seating arrangements can invigorate the classroom atmosphere, as students may be reluctant to change partners without a structured approach.
To enhance lesson effectiveness, teachers should not only utilize visual aids but also clearly communicate their organizational strategies to students, fostering confidence in speaking tasks Providing concise instructions when using visual aids is crucial for saving time and guiding students toward correct outcomes Before starting activities, teachers must ensure that all students understand the instructions by using simple language and maintaining consistency across similar tasks Additionally, checking for understanding through targeted questions, such as “What are you going to do with this?” or “How many people are in your groups?” is vital for ensuring student success.
Action research can be more effective in classrooms with smaller student sizes and an equal number of female and male students Additionally, incorporating a diverse range of visual aids, including large and colorful pictures, can enhance visibility and engagement for all students.
Conclusion
After three years of teaching English at Hanoi Tourism College, the author observed a lack of motivation among students during speaking lessons, despite using a well-regarded textbook with engaging tourism-related activities To address this issue, the author aimed to identify the factors contributing to students' low participation and explore the use of non-linguistic cues, such as visual aids, to enhance student motivation in speaking lessons.
A researcher conducted an experiment to explore the impact of visual aids on motivating students to speak English in the classroom After confirming the issue and its underlying causes, she observed the class and gathered data that clearly indicated a significant problem with students' low speaking participation.
The teacher identified the causes of student participation issues in speaking lessons by conducting a literature review on the use of visual aids in language learning She gathered data on student engagement and teaching methods through informal discussions and a four-question questionnaire in the initial phase of her action research This data revealed that the primary reason for students' poor participation was a lack of stimuli to generate ideas related to the oral topics, hindering their involvement in classroom speaking activities.
The researcher utilized data analysis to identify the primary issues in speaking lessons and subsequently conducted an experiment incorporating visual aid-based activities This experiment spanned four lessons, during which feedback on the teacher's visual aid techniques was gathered from students through a questionnaire.
The data analysis revealed that students showed a strong interest in the visual aids utilized by the teacher during speaking lessons, indicating that these aids significantly enhanced student engagement and learning outcomes.
39 take part in well in the speaking activities Thus, the students‟ poor participation in the speaking lessons was improved
This study highlights the significant impact of visual aids in motivating non-major English first-year students at Hanoi Tourism College, though it acknowledges certain limitations The research involved a small participant group and was constrained by time, which affected the ability to control variables like lesson topics and student attendance A larger sample size would enhance the reliability and generalizability of the findings Additionally, the study raises questions about the consistency of using visual aids in every speaking lesson and the potential for student disengagement due to repetitive activities Consequently, further research in this area is recommended to explore these aspects more comprehensively.
In the next cycle of my action research, I plan to broaden the participant group by incorporating visual aids in additional classes to evaluate if comparable results can be achieved Additionally, I aim to investigate the effects of visual aids on students with diverse intelligences, leading to the design of a new action research study focused on measuring this impact.
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1 How do you like speaking English in the classroom? a I hate it b I don’t like it c I don’t know d I like it but very much e I like it very much
2 How do you rate your participation in speaking activities in the classroom? a Very poor b Poor c Neither poor or good d Good e Very good
3 Which of the following factors inhibit you from speaking English in the classroom Choose as many as you agree
- I am afraid of making mistakes
- I have no ideas to speak
- There is nothing that stimulates me to speak
1 How do you agree with the following statements:
1 The pictures the teacher drew on the board helped to make speaking less stressful
2 The pictures the teacher showed me helped me to generate ideas to speak more easily
3 The pictures the teacher showed me made the speaking topic clearer to me
4 The real objects the teacher showed helped me memorize words better
2 Write a paragraph about your opinion of how useful the visual aids the teacher used in the classroom helped to increase your interests in speaking English in the classroom
SAMPE LESSON PLAN OF UNIT 8 ( SPEAKING)
CLASS C5B2 NUMBER OF STUDENTS : 40 TIMING: 45 MINUTES
- Students are able to use taking speech acts appropriate to customers‟ meal orders in the restaurant
- Students are able to conduct interactional conversations with customers in the restaurant
After the lesson, Students are able to
- Order meals in a restaurant in English
- Take customers‟ meal orders in English
- To use appropriately some expressions for performing speech acts in the restaurant
Exercises given by the teacher
- Teaching aids:*A picture depicting a restaurant waiter and a customer
* A picture showing various kinds of food
3ms Students look at a picture depicting a restaurant waiter and a customer and answer the questions “Who are they? Where are they? What are they doing?”
Orientate students to the oral topic
Students answer some open questions: “Do you often go to the restaurant? What kinds of
Provide students some vocabulary related to food through a picture and a
45 food do you often have? What kind of food do you like having? ”
Students engage in a collaborative activity where they examine a picture showcasing different types of food alongside a restaurant menu Working in pairs, they match the appropriate food names to the corresponding items listed on the menu.
Students look at the picture and the restaurant menu again give their answers after discussing T corrects if necessary
Students predict the topic which they are going to deal with and the aims of this
Help students have more interactions
Checking students‟ jobs through visual aids
Students look at a picture depicting a restaurant waiter and a customer and answer the questions about what language items are used for a restaurant waiter/ waitress and a customer T corrects if necessary
Provide students the useful expressions using for a waiter/waitress and a customer
Students deal with language items using for a waiter/ waitress and a customer in the restaurant
In pairs, students study the situations and the language provided in the course book