INTRODUCTION
Rationale of the study
English is undeniably one of the most widely spoken languages globally, showcasing its increasing dominance In many countries, it serves as a mother tongue, while in others, it is taught as a second language in educational institutions.
Vocabulary is a crucial skill for teaching and learning a foreign language, serving as the foundation for reading, listening, speaking, writing, spelling, and pronunciation It enables effective communication and is essential for constructing sentences and discourse However, many primary students struggle with vocabulary acquisition, facing challenges in memorizing new words, understanding grammar, and comprehending audio-visual materials Traditional teaching methods often lead to student disengagement, highlighting the need for innovative techniques to enhance vocabulary learning This article aims to present effective strategies for teaching English vocabulary in primary schools, specifically focusing on the use of flashcards in Thanh Hoa, to foster student interest and improve language skills.
Aims of the study
This research aims to present effective techniques for teaching English vocabulary in primary schools, designed to enhance student engagement and facilitate mastery of the material By implementing these strategies, educators can create a more dynamic learning environment that fosters a deeper understanding of vocabulary concepts among young learners.
1 Find out the effectiveness of learning vocabulary using flashcards
2 Determine the students’ attitude towards the use of flashcards
3 Determine the teachers’ attitude towards the use of flashcards.
Scope of the study
In fact, there are lots of various techniques to teach English vocabulary for primary students It requires much time and effort
This research examines the impact of flashcards on vocabulary acquisition, specifically focusing on students' abilities to remember word meanings, spellings, and pronunciations The study excludes other vocabulary aspects, such as grammar and collocation It utilized the 3rd Grade English Textbook from the Viet Nam Education Publishing House for the experimental course The participants were 8-year-old secondary students in grade 3.
Methods of the study
This thesis employed various methods, including a thorough analysis of references, books, and websites focused on English teaching to establish a solid theoretical framework Additionally, a survey questionnaire and interviews were conducted with primary students in Thanh Hoa to assess their perceptions, attitudes, and evaluations regarding English learning, as well as to identify the challenges they face and their preferred activities during lessons.
Design of the study
The study is divided into five chapters: Introduction, Theoretical Background, Methodology , Results and Findings and Conclusion
The article is structured into five chapters, beginning with Chapter 1, which introduces the study's rationale, aims, methods, scope, and design Chapter 2 provides the theoretical background essential for understanding the research context In Chapter 3, the focus shifts to the study's methodology, outlining the factors that guide the researcher in collecting and processing data Chapter 4 presents the findings and discussion, where the data is thoroughly described and analyzed Finally, Chapter 5 concludes the study by addressing its limitations and offering suggestions for future research.
Research question
Based on the delimitation the problems above, the researcher formulated the problems in this research as follow:
1 How does the use of flashcards affect the students vocabulary acquisition ?
2 How does using flashcards motivate the primary student ?
THEORETICAL BACKGROUND
The Nature of Vocabulary
Humans are distinct from animals primarily due to their ability to use verbal language for communication and thought Unlike animals, humans can convey and receive information through spoken language Observing a child's journey to acquiring speech highlights this developmental milestone, as it involves learning new words Additionally, it is often perceived that adults with the most extensive vocabulary possess superior command of the English language.
Vocabulary encompasses all the words recognized and utilized by an individual, as well as the complete set of words present in a specific language or subject, according to the Cambridge Advanced Learners Dictionary However, Sebastian Wren, Ph.D., emphasizes that a person's vocabulary does not solely consist of the words they actively use; it also includes words they are exposed to but may not use regularly Thus, vocabulary can be understood as comprising both active and passive knowledge of words.
•Heard the word, but cannot define it
•Recognize the word due to context or tone of voice
•Able to use the word but cannot clearly explain it
•Fluent with the word – its use and definition
Vocabulary encompasses the knowledge of words and their meanings, but it is a more intricate concept than this simple definition implies It exists in two forms: oral and print Oral vocabulary consists of words we recognize and use in listening and speaking, while print vocabulary includes words we recognize and utilize in reading and writing Additionally, vocabulary knowledge can be categorized into receptive and productive forms Receptive vocabulary refers to words we understand when we hear or see them, whereas productive vocabulary consists of words we actively use in speech and writing Typically, receptive vocabulary is larger than productive vocabulary and may include words we recognize and assign meaning to, even if we are not familiar with their full definitions or do not use them in our own communication.
Vocabulary, as defined by Webster's Dictionary, is a collection of words and phrases typically organized in alphabetical order It plays a crucial role in language, encompassing the meanings and usage of words Alongside sound systems, grammar, and cultural understanding, vocabulary is essential for learning English As individuals age, their vocabulary expands and develops, serving as a vital tool for effective communication and knowledge acquisition Ultimately, a person's vocabulary consists of the words they know and use in a given language.
According to Nation (2001), vocabulary is categorized into two types: receptive and productive Receptive vocabulary includes words that both native speakers and foreign learners can recognize and understand, but rarely use actively; this vocabulary is primarily employed in listening and reading contexts In contrast, productive vocabulary consists of words that students are familiar with and can effectively use in both writing and speaking, allowing them to construct sentences and essays with greater fluency.
Montgomery (2007) categorizes vocabulary into four types: listening, speaking, reading, and writing Listening vocabulary consists of words that students hear and comprehend, while speaking vocabulary includes the words they use in conversation Reading vocabulary refers to the words students understand when engaging with texts, which can enhance their comprehension through exposure Lastly, writing vocabulary encompasses the words students employ to articulate their thoughts in writing.
Grigg (2012) categorizes vocabulary into two types: active and passive Passive vocabulary refers to words that a person recognizes when listening or reading, while active vocabulary involves the ability to use words in speaking and writing This distinction highlights the connection between vocabulary and an individual's language proficiency.
In contrast to Montgomery (2007), Wollacott (2013) stated that the four types of vocabulary (listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary) are summarized just in active and passive vocabulary
In general, vocabulary is divided into four types: reading vocabulary, listening vocabulary, writing vocabulary and speaking vocabulary
Reading vocabulary consists of the words we can recognize or deduce while reading, encompassing the largest type of vocabulary as it includes other vocabulary forms A student's reading vocabulary directly impacts their reading comprehension and overall academic performance This connection is intuitive; to grasp the meaning of texts, students must possess a broad vocabulary and the skills to interpret unfamiliar words they come across.
Listening vocabulary encompasses the words necessary for comprehending spoken language It includes all the terms a person can identify while listening to conversations The size of one's listening vocabulary is influenced by contextual clues and the speaker's tone of voice.
Writing vocabulary refers to the collection of words that individuals use in their written communication It encompasses all the words a person can effectively utilize when composing text Unlike other types of vocabulary, writing vocabulary is actively generated and influenced by the writer themselves.
Speaking vocabulary consists of the words we use in everyday speech
A person's speaking vocabulary encompasses all the words they can effectively use in conversation Due to its spontaneous nature, there can be instances of unintentional misuse of words, which may be mitigated through facial expressions, tone of voice, or hand gestures According to Nation (1990:29), vocabulary can be categorized based on specific references, highlighting the importance of understanding word usage in context.
Understanding a word requires the ability to recognize it both in spoken form and written form, as well as anticipating its grammatical patterns This skill involves distinguishing the word from similarly shaped words and assessing whether its form sounds or looks correct.
Understanding a word encompasses its pronunciation, spelling, grammatical usage, and common collocations It is essential to use the word appropriately, avoiding overuse of low-frequency terms, and applying it in suitable contexts Additionally, one should recognize the meaning the word conveys and be prepared to identify appropriate synonyms when necessary.
Vocabulary encompasses listening, writing, reading, and speaking, forming the foundation of literacy In today's information age, literacy is more crucial than ever, as the flow of information can significantly impact our careers and lives Your vocabulary directly influences your cultural literacy, and while many view vocabulary building as tedious, it is essential for success Understanding global events is as important as local knowledge, and enhancing vocabulary from an early age fosters informed individuals who can effectively communicate their ideas and improve their career prospects Therefore, parents should prioritize their children's education to enhance vocabulary development.
In general, vocabulary plays an important role in the development of each language, its importance is concluded in this list:
• An extensive vocabulary aids expressions and communication
• Vocabulary size has been directly linked to reading comprehension.
Psychology features of primary students
• A person may be judged by others based on his or her vocabulary
2.2 Psychological features of primary students
Children aged six to eight experience steady growth, gaining control over their major muscles and developing a good sense of balance They can stand on one foot, walk on a balance beam, and enjoy performing physical tricks that test their muscle strength and skills Activities like skipping, running, tumbling, and dancing to music are common, and they can catch small balls, manage buttons and zippers, and even learn to tie their shoelaces Their ability to print their names and copy designs, shapes, numbers, and letters improves significantly With proper supervision, they use utensils and tools effectively Overall, older school-age children are highly active and energetic, showcasing enhanced fine and gross motor skills.
Children aged seven to eight often prioritize their own needs but enjoy group play, requiring some solitary time as well They commonly have a best friend and an enemy, and they tend to prefer same-sex playmates Tattling occurs as they seek to understand rules and gain adult attention Sensitive to criticism, it's best for them to compete against themselves rather than others They can assist with small chores and have a strong desire for parental love and attention As they develop, they begin to empathize with others and may enjoy caring for younger children Their moral understanding starts to form, and they recognize "good" and "bad" based on adult approval At nine or ten, children have a heightened need for acceptance and often express independence through disobedience They favor individual achievements and appreciate encouragement over competition while still seeking adult validation They start taking responsibility for their actions, join organized groups, and prefer same-sex companionship, looking up to older peers as they navigate friendships and peer acceptance.
Children at this age can distinguish left from right and rapidly develop their speaking and self-expression skills, which are crucial for academic success They engage in conversations about themselves and their families, using language learned in school during playtime As they begin to grasp concepts of time and the days of the week, they also enjoy silly rhymes, riddles, and jokes Their attention span increases, allowing them to follow more complex stories By age six, most children can read words or combinations of words While there are variations in intellectual development, it is essential for children to have opportunities to share their thoughts and reactions.
First-grade students experience significant changes as they adapt to new environments, requiring them to focus for longer periods, typically between 30 to 35 minutes Their interests frequently shift, and they thrive when tasks are broken into smaller, manageable pieces While they are not as curious as preschoolers, they enjoy exploring and understanding the world around them To maximize their potential, they need guidance from adults to maintain focus and discipline in their learning The challenges they face can be effectively addressed through the support and understanding of families, schools, and society, rooted in scientific knowledge.
The nature of Flashcards
Teaching techniques refer to the methods educators use to present information effectively While the latest technology and resources may not always be accessible, teachers must adapt and employ the most effective techniques with the resources at hand to enhance student learning.
Flashcards, defined by the Oxford Advanced Learner’s Dictionary as cards featuring words and often colorful images, are an underutilized yet versatile resource for teaching young learners, as noted by Admit (2009) Their adaptability allows teachers to creatively incorporate various topics and images to teach vocabulary cost-effectively and sustainably Additionally, flashcards serve as an engaging medium that motivates children to learn vocabulary, ultimately enhancing their English skills, as highlighted by Yogyakarta (2014), since colorful images capture learners’ attention more effectively than abstract concepts.
Flashcards are effective tools for teaching new vocabulary, as they engage learners and make the learning process more enjoyable By capturing students' attention, flashcards enhance interest and motivation in the subject matter Utilizing images in a meaningful context, rather than simply displaying them, improves vocabulary retention and enhances communication skills Teachers can use contrasting images to illustrate antonyms or similar concepts, such as "hill" and "mountain." Additionally, vocabulary can be contextualized within broader ideas, like depicting the verb "to work" alongside various professions or representing the word "leaf" as part of a "tree."
Flashcards, as defined in the Longman Dictionary (1985:107), are educational tools featuring words, sentences, or images, used to enhance language learning They serve as effective aids for memorizing vocabulary and can be categorized into two main types: picture flashcards and word flashcards These versatile cards facilitate the learning process by providing visual and textual cues, making them essential resources in language teaching.
Picture flashcards, as defined by Wright & Haleem (1991), are 15×20 cm cards featuring printed or drawn images, designed to be easily handled by users while remaining visible to the entire class Teachers can conveniently prepare these flashcards at home during their free time Their vibrant colors and detailed illustrations make them more engaging than traditional blackboard pictures Additionally, picture flashcards are effective tools for presenting, practicing, and revising vocabulary in lessons.
According to Bowen (1982), word flashcards are printed cards that teachers can quickly display to students, typically measuring 8cm in height and 10cm in width, with length varying based on class size These flashcards effectively represent words and structures, making them valuable educational tools in the classroom.
According to Wright (1976: 80), students gain a clear understanding of vocabulary when teachers incorporate pronunciation, usage, and visual illustrations The use of colorful flashcards enhances engagement, making the learning process enjoyable and effective.
Flashcards are a convenient teaching tool, as they allow educators to avoid carrying heavy books (Inayah, S, 2010) According to Haycraft (1978) and Cross (1991), flashcards offer several advantages in language teaching: they facilitate vocabulary consolidation and can be used anytime and anywhere; they are visually engaging and effective for students of all levels; and they create a connection between the learner's first language (L1) and the target language.
Flashcards, while useful, have several disadvantages as highlighted by Wright (1976) and Inayah (2010) One major issue is the difficulty teachers face in finding appropriate flashcards that align with the syllabus Additionally, the size of flashcards can hinder visibility for students seated at the back of the classroom Inayah further notes that flashcards can be costly and time-consuming to create, and they may lead to misunderstandings among students regarding the teacher's explanations, ultimately preventing the intended learning outcomes from being achieved.
In summary, flashcards serve as an effective tool for teaching vocabulary, enhanced by engaging visuals that captivate students However, challenges such as high costs, limited sizes, and off-topic content can hinder their effectiveness Therefore, teachers should carefully consider the lesson topic and class size to optimize the use of flashcards in their teaching strategies.
2.3.5 Overview of using flashcard in teaching vocabulary
In their critical analysis of vocabulary learning techniques, Oxford and Crokall highlight the popularity of flashcards as a self-testing method among L2 learners This versatile tool benefits students learning both widely taught languages like French and Spanish, as well as less common ones such as Russian With creativity, learners can enhance their vocabulary acquisition by categorizing flashcards based on parts of speech, proficiency levels, or verb tenses Additionally, incorporating visual elements by attaching images to flashcards can provide contextual understanding Learners can also develop semantic maps by arranging flashcards spatially based on word relationships Finally, writing new words in complete sentences on the flashcards allows students to add context and deepen their understanding.
In the article "Improving Students’ Vocabulary Mastery Using Flashcards" by Yosephus Setyo Nugroho, Joko Nurkamto, and Hefy Sulistyowati, it is highlighted that flashcards enhance students' familiarity with vocabulary, making memorization easier through visual and tactile engagement, which in turn boosts motivation and interest in the learning process The authors recommend that teachers first assess student behavior before delivering lessons, utilize engaging techniques and resources like flashcards, and foster a positive classroom environment Additionally, they encourage students to take initiative in their learning by asking questions and seeking knowledge actively.
The study "The Effect of Using Vocabulary Flash Cards on Iranian Pre-University Students’ Vocabulary Knowledge" by Mohammadreza Khodareza concludes that utilizing flashcards significantly enhances vocabulary knowledge among students Flashcards promote active participation in class, as students engage in sharing answers, volunteering, and providing examples The research indicates a notable improvement in vocabulary acquisition compared to traditional teaching methods, supported by four key reasons: first, flashcards allow students to frequently review challenging words by categorizing them by difficulty; second, they facilitate easy practice and recall by presenting words and definitions on opposite sides; third, traditional methods often lead to rote memorization; and finally, flashcards eliminate the issue of uneven attention to words, offering a more flexible learning approach Overall, the findings suggest that vocabulary flashcards are an effective tool for enhancing vocabulary learning among Iranian pre-university students.
A quasi-experimental study conducted by Elsa Yusrika Sitompul at a public elementary school in Binjai, Universitas Pendidikan Indonesia, in 2013 revealed that using flashcards and wordlists significantly improved fifth graders' vocabulary mastery Students in the experimental group reported that these methods made it easier for them to memorize words, increased their motivation to learn English, and enhanced their understanding of vocabulary Consequently, the study recommends the use of flashcards as an effective strategy for teaching vocabulary to primary students.
How to teach vocabulary to primary students
Teaching English to primary school students poses challenges for educators as they introduce a new language Mastery of vocabulary is crucial for effective communication in simple English To enhance the learning experience, several principles can be applied, such as engaging learners' interest, focusing on spelling, pronunciation, and meaning, and providing opportunities for repetition Research indicates that prolonged exposure to English in elementary education leads to greater fluency and improved pronunciation Helena Anderson emphasizes that early language learning allows for more practice, ultimately resulting in better language proficiency Additionally, Krashen's findings suggest that while older learners may excel in various aspects of language acquisition, younger learners often achieve a more native-like pronunciation in classroom settings.
When teaching vocabulary to children, teachers must carefully select words that are both common and relevant to the students' needs It's essential to prepare a list of commonly used words before the lesson to ensure they align with the students' interests and motivations Understanding that students often require foreign words for familiar objects is crucial, but teachers should recognize that students may not see the value in learning these words if they are not used outside the classroom To foster a genuine sense of need for these vocabulary words, teachers must go beyond simply presenting the words and their meanings; they should create a context in which students feel a personal connection and necessity for learning them.
To foster a personal connection to foreign vocabulary, educators must create situations that compel students to actively use English words This approach enhances the learning experience by making the language relevant and necessary for communication.
Related studies
2.5.1 Improving students’ vocabulary mastery using flashcards
Improving vocabulary mastery through the use of flashcards is essential for teaching foreign languages, as highlighted by a study conducted in Nigeria with fourth-grade students at SD Negeri II Watuagung in 2011 This project aimed to address the academic challenges faced by these students in mastering vocabulary A preliminary investigation was carried out to establish a comparative database, revealing two key issues: the students had low vocabulary scores and lacked motivation during the teaching and learning process.
This research aimed to enhance students' vocabulary mastery and motivation through the use of flashcards as a media tool Utilizing classroom action research, the study was conducted in two cycles, each involving planning, acting, observing, and reflecting Data collection employed both qualitative methods—such as interviews, observations, document analysis, and tests—and quantitative analysis, which compared pre-test and post-test scores using descriptive statistics.
The method used in this study was classroom action research Kemmis
Action research, as defined by Hopkins (1993), is a self-reflective inquiry conducted by participants in social and educational contexts aimed at enhancing the rationality and justice of their practices, as well as their understanding of these practices and the environments in which they occur The classroom action research model utilized in this study follows the framework established by Kemmis and McTaggart, which includes four key steps: planning, acting, observing, and reflecting (Burns, 1999).
In the planning phase, the researcher meticulously organizes all necessary components for the action, including the development of a detailed lesson plan, the selection of appropriate materials, and the preparation of evaluation tools to assess improvements in speaking skills post-implementation.
After developing the lesson plan, materials, and evaluation methods, the researcher executed the plan by incorporating flashcard games for vocabulary teaching in a group setting A pretest was conducted prior to the intervention, and following the study, a posttest was administered to assess the effectiveness of the materials used.
The researcher closely examines the impact of critically informed actions within their specific context, while also documenting the teaching and learning processes through an observation sheet.
Reflecting: After doing the observation, the researcher continued to the next step namely reflection In this step the researcher reflects how the teaching learning process runs
This research utilized a combination of qualitative and quantitative data collection techniques Qualitative data were gathered through interviews, observations, and document analysis, including photographs and student worksheets In contrast, quantitative data were obtained from various assessments, specifically pre-tests and post-tests.
This study investigates the impact of flashcards on vocabulary mastery among fourth-grade students at Ly Tu Trong Primary School, exploring whether their use enhances students' learning motivation The research findings provide valuable insights into these questions, highlighting the effectiveness of flashcards in improving vocabulary skills and engaging students in the learning process.
The research findings indicate a significant improvement in students' vocabulary mastery and participation The pre-test and post-test results from both cycles demonstrated an increase in vocabulary scores, highlighting enhanced mastery Additionally, student enthusiasm and motivation surged during learning activities, as engaging teaching methods and interesting media minimized distractions In the second cycle, students actively participated as group members while completing tasks with flashcards Observational data and interviews further confirmed that the use of flashcards positively influenced students' motivation and engagement in the learning process.
In conclusion, the analysis of quantitative data from pre-tests and post-tests demonstrates that flashcards significantly enhance students' vocabulary mastery, as evidenced by improved scores Additionally, observational field notes indicate that flashcards also boost student motivation during the teaching and learning process.
The use of flashcards significantly enhances students' familiarity with vocabulary, allowing them to see, read, and physically interact with words, which aids in memorization after lessons This method increases attention and motivation, leading to improved vocabulary mastery Research suggests three key strategies for teachers: first, assess students' behaviors prior to the lesson to select the most effective teaching techniques; second, incorporate engaging methods and media like flashcards to capture students' interest; and third, create a positive classroom atmosphere that fosters comfortable learning.
2.5.2 The effect of using vocabulary flash cards on primary students’ vocabulary knowledge
This study aims to enhance students' vocabulary knowledge through the implementation of a seven-step vocabulary flash card (VFC) model, addressing both theoretical and practical aspects of vocabulary teaching It contributes valuable insights for language educators and serves as a resource for future researchers in the field Additionally, the study highlights how vocabulary flash cards can motivate students to learn and reinforce English vocabulary The participants included 30 female primary EFL learners from a public school in Thanh Hoa, selected from 100 students based on a proficiency test, ensuring homogeneity through a t-test Divided into experimental and control groups, the study utilized various instruments, including a general language proficiency test, post-class mini tests, and a questionnaire Results showed that while both methods improved vocabulary development, the experimental group outperformed the control group, achieving higher vocabulary scores by the study's conclusion.
In a three-week study, two groups of students utilized the same course book to learn new vocabulary The control group employed traditional methods for vocabulary acquisition, while the experimental group utilized vocabulary flash cards as an innovative approach.
The study revealed that students in the experimental group found the vocabulary flashcard strategy to be more effective for vocabulary learning compared to other methods With guidance and feedback from the teacher, they utilized this strategy when struggling to memorize new words, leading to significant vocabulary improvement The use of visual aids not only enhanced student participation in class but also encouraged sharing, attention, and engagement through warm-up activities and examples The results indicated that participants who employed the vocabulary flashcard strategy performed better on vocabulary tests, demonstrating its effectiveness as a valuable tool in teaching vocabulary to primary students.
METHODOLOGY
Reality
The interdependent relationship among teachers, educational materials, and students plays a crucial role in the success of lectures Additionally, the conditions under which teaching and learning occur significantly impact educational outcomes Due to time constraints, the survey questionnaires were exclusively conducted at Ly Tu Trong Primary Schools.
In Thanh Hoa province, a survey was conducted to assess the realities faced by teachers and students, focusing on their specific characteristics and the teaching and learning conditions in local schools This evaluation was guided by the design of the adopted textbook, English 3, to ensure relevance and effectiveness in the educational context.
The English teaching staff at primary schools in Ly Tu Trong – Thanh Hoa is composed of enthusiastic and relatively young educators who are dedicated to their students' learning All teachers hold degrees from colleges and universities and possess teaching experience in English They meticulously prepare their lessons before class; however, they occasionally rely on traditional teaching methods, primarily utilizing textbooks and materials aligned with the teacher's guide To enhance the learning experience, it is essential to incorporate engaging teaching aids in every lesson, particularly in primary education.
Ly Tu Trong Primary School has nearly 700 students, with around 300 in the 3rd, 4th, and 5th grades Following the Ministry of Education and Training's guidelines, primary schools in Thanh Hoa, including Ly Tu Trong, have begun teaching English from the 1st grade, resulting in approximately 4,000 primary students learning the language Despite their enthusiasm in English lessons, many students lack an understanding of its importance in daily life Traditional teaching methods, where teachers lecture and students take notes, hinder their ability to express themselves and engage actively Recognizing that primary students thrive in a playful environment, it is crucial for educators to incorporate interactive and enjoyable techniques into English lessons My observations at Ly Tu Trong highlight the need for innovative teaching strategies to enhance English learning for young students.
Ly Tu Trong Primary School boasts a favorable teaching and learning environment, featuring modern blackboards, adequate furniture, and well-maintained infrastructure, including spacious and well-lit classrooms The presence of numerous English illustrations enhances the pleasant atmosphere during English lessons However, access to library resources is limited to teachers, and there is a scarcity of English reference materials and teaching aids Consequently, while visual aids are utilized in class, their lack of variety can render lessons unengaging for students In conclusion, although the school provides a solid foundation for English instruction, there is a need for teachers to adopt innovative techniques to enhance the effectiveness of their teaching methods.
Participants
The classroom at Ly Tu Trong Primary School consisted of 30 students, including 12 girls and 18 boys, with an average age of 7 to 8 years The students had a basic level of English proficiency, and the project was overseen by three practitioners responsible for data collection and implementation.
Prior to participating in the experiment, all participants successfully completed a general English test, which revealed no statistically significant differences between the two groups Detailed scores from the general English test for both groups are presented in the results section.
The study involved two groups of participants: a control group that did not use flashcards and an experimental group that utilized flashcards during their learning process The treatment for the experimental group was conducted over thirteen weeks, with one session held each week.
Materials
To answer the research questions, the following resources were used:
3.3.1 Criteria of flashcards in teaching
In Using flash card to improve students’ understanding on present continuous tense, Inayah S stated three criteria of making flashcards
Flashcards presented to the class must be large and clear enough for all students to see the details easily The size of the flashcards can be adjusted based on the number of students in the class (Wahyuni and Yulaida, 2014).
Picture flashcards need to convey messages which are related closely to the purposes of the lesson to avoid make students confuse something
The way of using flashcards must be correctly Moreover, it is important for the teacher to check the copyright of materials before they give to students
The present study utilized a 3rd Grade English Textbook as the primary resource for participants, which encompasses twenty topics designed to teach and practice vocabulary and grammar This course book aims to enhance the four essential language skills: listening, speaking, reading, and writing.
Vocabularies in the 3 rd Grade English Textbook are learnt by topics These are ten topics corresponding with the 20 units in the two terms
- Unit 1: Hello - Unit 10: What do you do at break time?
-Unit 4: Are they your friend
- Unit 8: This is my pen
- Unit 9 : What color is it ?
- Unit 11: This is my family
- Unit 12: This is my house
- Unit 14: Are there any posters in the room ?
- Unit 15: Do you have any toys ?
- Unit 16: Do you have any pets ?
- Unit 17: What toys do you like ?
- Unit 18: What are you doing ? -Unit 19: They’re in the park
- Unit 20: Where’s Sa Pa ? However, only units were chosen for the experiment, from unit 6, unit
During the experiment involving Units 8 and 9, participants underwent three lessons followed by vocabulary tests assessing word meaning, spelling, and pronunciation Each test contained five questions focused on newly learned words, with a maximum score of ten points, awarded two points for each correct answer In the word meaning test, participants provided the Vietnamese translations of the words The spelling test involved a jumble letter exercise, requiring participants to rearrange letters to form correct words For the pronunciation test, participants read the words aloud, which were then recorded by the researcher.
Write the meanings of the words:
Read aloud the following words:
Before the experimental study, participants took a general A1 level test sourced from http://www.englishtag.com This comprehensive test comprises five sections: Parts A and B assess grammar knowledge, including the verb "to be," present simple tense, imperatives, and negatives Parts C and D evaluate vocabulary related to common verbs and nouns, encompassing countries, nationalities, days, numbers, months, weather, and colors Part E focuses on the use of prepositions such as "in," "near," "on," and "under." Additionally, the researcher introduced forty specific words relevant to the experimental course to confirm the participants' familiarity with them Overall, the tests are deemed suitable and reliable for measuring the English proficiency of third-grade students.
3.3.3.1 The reasons of choosing classroom observation
One significant benefit of conducting observations is that researchers can directly see the actions of teachers and students, rather than relying on their verbal accounts By observing real-life situations, researchers gain access to valuable context and meaning, resulting in the collection of authentic, real-world data.
The researcher conducted observations of six lessons across two classes, with three lessons in 3A taught by an experienced teacher focusing on vocabulary teaching methods Subsequently, she taught three lessons in 3B without the use of flashcards for vocabulary instruction Throughout her teaching, the researcher closely monitored the effectiveness of flashcards in enhancing vocabulary learning.
3.3.4.1 The reasons of choosing survey questionnaire
A questionnaire is an effective method for gathering information about respondents' attitudes, knowledge, beliefs, and feelings (Polit & Hungler, 1997) According to Brink and Wood (1998), questionnaires offer several advantages for researchers, including faster and more cost-effective data collection compared to personal interviews, ultimately saving both time and money They also ensure respondent anonymity, allowing individuals to express their thoughts freely without fear of identification, thus protecting participant privacy Additionally, questionnaires can efficiently collect data on a wide range of topics within a short timeframe, and their standardized format remains unaffected by the interviewer's mood.
At the beginning of the study, a questionnaire consisting of 11 questions was administered to teachers to gather their insights on the significance of vocabulary, challenges in vocabulary acquisition, and their teaching methodologies To ensure clarity and comprehension, all questions were translated into Vietnamese for the students The first seven questions focused on teachers' attitudes toward the importance of vocabulary instruction and the methods used in English lessons The eighth question inquired about the effectiveness of flashcards, while the ninth and tenth questions assessed the advantages and disadvantages of using them Finally, the eleventh question explored teachers' willingness to continue utilizing flashcards in their teaching.
3.3.5.1 The reasons of choosing interview
According to Gray (2004) in "Doing Research in the Real World," interviews serve as a vital tool for researchers to gather information by posing questions to individuals.
Interviews are valuable for gaining in-depth insights and context on specific topics, as they allow for focused discussions and follow-up questions Interviewees often share information they might withhold in group settings, making interviews a rich source of stories and context Additionally, the interviewer can observe non-verbal cues, enhancing understanding This format also helps interviewees familiarize themselves with the needs assessment and its objectives, while individuals in influential positions may prefer the personal attention that interviews provide compared to surveys or focus groups.
There were two sets of questionnaire for interview They used Vietnamese to minimize misunderstanding and make it easier for participants to ask and answer questions
Ten students were selected randomly to take part in the interview in which focused on the five questions in order to answer research questions
Ten teachers were asked for agreement to participate in the interview which focused on four questions to answer research questions
After each lesson attended by the researcher, students complete a mini-test, resulting in a total of six tests Each mini-test lasts 10 minutes and consists of three questions designed to assess students' memorization of meanings, as well as their writing and pronunciation of new vocabulary.
The study began with class observations to assess the use and effectiveness of flashcards in vocabulary teaching Following this, the researcher conducted three practical lessons utilizing flashcards and related activities, collecting immediate feedback through classroom observation checklists A survey questionnaire was then distributed to both teachers and students, accompanied by interviews with ten teachers and ten students conducted in Vietnamese to reduce misunderstandings Finally, post-class mini-tests were administered to evaluate the usefulness of the flashcards in enhancing vocabulary learning.
FINDINGS AND DISCUSSION
The General English test
This study aimed to investigate the effectiveness of the flashcards technique for teaching vocabulary by comparing an experimental group that utilized flashcards with a control group that did not To ensure the comparability of both groups, the students' scores on a general English test were analyzed prior to the experiment The results, presented in the following table, highlight the performance of both the experimental and control groups.
Table 4.1 The experimental and control group’s Score in general English test
The table illustrates the writing test scores of students at the Key English Test level, categorized into an experimental group and a control group for participant selection The control group achieved a highest score of 8 and a lowest of 6, while the experimental group had a highest score of 9 and a lowest of 7 Overall, the control group's top scores were higher than those of the experimental group, indicating a notable difference in performance.
In addition, the table 3.2 presents mean scores on general English test for the experimental group and the control group:
Table 4.2 The average total scores and standard deviations of general English test in the experimental group and the control group
The results indicate that the control group achieved a mean total score of 7.8, which is slightly higher than the experimental group's mean total score of 7.4.
Data analysis
4.2.1 Current situation of teaching and learning English vocabulary of the 3 rd graders students
The initial eight questions in the survey aimed to gather data on the current state of vocabulary teaching and learning among teachers and students Additionally, insights obtained from interviews provided valuable support for a more detailed understanding of the subject.
4.2.2 Attitude towards the importance of vocabulary in teaching and learning English
Figure 3 Students concern about the importance of vocabulary
The chart reveals that a significant majority of students recognize the importance of vocabulary, with 68% considering it very important, 25% deeming it important, 6% viewing it as normal, and only 1% labeling it as unimportant.
Figure 4 Teachers concern about the importance of vocabulary
Very important Important Normal Unimportant
Very important Important Normal Unmportant
According to the chart, 56% of teachers emphasized that vocabulary is crucial for learning English, while 44% considered it important, with no respondents deeming it normal or unimportant This data from two charts highlights that both teachers and students recognize the vital role of vocabulary in English instruction at the primary school level.
4.2.3 Frequency of using flashcards to teach vocabulary
Figure 5 Frequency of using flashcards to teach vocabulary
The bar chart illustrates the frequency of flashcard usage by teachers for vocabulary instruction, based on responses from both students and teachers Notably, nearly 50% of students reported that teachers sometimes employ flashcards to introduce new words Additionally, 10% of teachers indicated they always use flashcards, while none claimed to never use them Furthermore, 22% of students stated that teachers usually utilize flashcards, and only 3% reported that teachers never use them.
Frequency of using flashcards to teach vocabulary
Always Usually Sometimes Never applied flashcards In summary, the chart reveals that the majority of teachers do not frequently use flashcards in teaching vocabulary
4.2.4 The use of flashcards at different stages of a vocabulary lesson
According to the chart, 70% of teachers incorporate flashcards during the presentation stage, while only 20% and 10% utilize them in the practice and production stages, respectively Additionally, 10% of teachers employ flashcards for vocabulary instruction across all stages.
4.2.5 Opinion of students and teachers on the effect of using flashcards to teach vocabulary
Figure 6 Opinion of students and teachers on the effect of using flashcards to teach vocabulary
According to the chart, a notable 46% of students and 50% of teachers found that flashcards significantly enhance vocabulary lessons Additionally, 42% of students and 38% of teachers regarded the use of flashcards as standard practice Meanwhile, only 7% of students and 10% of teachers believed that flashcards were very effective Lastly, a small percentage of both students and teachers acknowledged the ineffectiveness of flashcards in vocabulary learning.
Effective Normal Very effective Ineffective
The opinion of the effect of using flashcards
Teacher Student students have positive opinion on effectiveness of exploitation of flashcards in vocabulary lesson
4.2.6 Benefits of using flashcards in teaching vocabulary perceived by students and teachers
Table 4.3 Benefits of using flashcards in teaching vocabulary perceived by students
1 Flashcards make you feel learning vocabulary more exciting
2 Flashcards help you guess the meanings of new words easily
3 Flashcards help you understand the meanings of new words easily
4 Flashcards help you remember new words quickly
5 Flashcards help you be able to use new words taught in real situations
A significant portion of students, between 40% and 50%, found flashcards to make vocabulary learning more engaging Additionally, 42% to 50% agreed that flashcards facilitate easy guessing of new word meanings While 25% to 38% of students acknowledged that flashcards help in understanding new words, 8% disagreed with this benefit Furthermore, 35% stated that flashcards aid in quickly remembering new vocabulary However, 40% expressed uncertainty about their ability to use new words in real-life contexts Overall, students highly valued the advantages of flashcards, noting their effectiveness in making vocabulary learning exciting, enhancing comprehension, and improving retention of new words for practical use.
Table 4.4 Benefits of using flashcards in teaching vocabulary perceived by teachers
1 Flashcards make Ss feel learning vocabulary more exciting
2 Flashcards help Ss guess the meanings of new words easily
3 Flashcards help Ss understand the meanings of new words easily
4 Flashcards help Ss remember new words quickly
5 Flashcards help Ss be able to use new words taught in real situations
A significant majority of teachers, 45% and 48%, strongly agreed and agreed that flashcards make vocabulary lessons more engaging for students Additionally, 50% recognized that flashcards assist students in easily guessing word meanings Furthermore, 32% and 37% of teachers strongly agreed and agreed that flashcards facilitate a better understanding of new words Moreover, 35% of educators noted that flashcards aid in the quick retention of new vocabulary Notably, 43% of teachers agreed that flashcards enable students to use new words in real-life situations, with only 1% expressing disagreement.
4.2.7 Difficulties of using flashcards to teach vocabulary perceived by students and teachers
Table 4.5 Difficulties of using flashcards in teaching vocabulary perceived by students
1.Time-consuming to prepare flashcards
2.Difficulties in choosing suitable flashcards
3.Pictures for picture flashcards in textbook are limited
4.Lack of time to teach vocabulary
A significant portion of students, 22% and 44%, strongly agreed and agreed, respectively, that preparing flashcards is time-consuming Additionally, 33% reported challenges in selecting appropriate flashcards, while only 5% and 10% disagreed with this view, possibly due to the abundance of online resources available for creating them When asked about the limitations of picture flashcards in textbooks, 40% of students expressed neutrality, and 15% disagreed Furthermore, 35% and 33% identified the limited teaching time in vocabulary lessons as a barrier, noting that 15 minutes is insufficient for effective flashcard use Class size and management issues were recognized as obstacles by approximately 40% and 35% of students, highlighting the challenges of managing large classes, which typically range from 45 to 50 students, leading to noise and difficulties in implementing flashcard activities.
Table 4.6 Difficulties of using flashcards in teaching vocabulary perceived by teachers
1.Time-consuming to prepare flashcards
2.Difficulties in choosing suitable flashcards
3.Pictures for picture flashcards in textbook are limited
4.Lack of time to teach vocabulary
Approximately 67% of teachers strongly agreed or agreed that the first two difficulties of using flashcards are significant challenges Additionally, 45% of teachers acknowledged limitations in the use of pictures in textbooks, while only 4% disagreed Furthermore, 45% and 42% of teachers expressed strong agreement and agreement, respectively, that a lack of teaching time hinders the effective use of flashcards Lastly, 58% of teachers noted difficulties in class management, and 49% identified large class sizes as obstacles to implementing flashcards effectively.
4.2.8 The desire for using flashcards in teaching vocabulary
The pie charts reveal the preferences of students and teachers regarding the use of flashcards in vocabulary instruction Notably, 88% of students expressed a strong desire for their teachers to incorporate flashcards into their teaching methods, while only 12% preferred not to use them On the teachers' side, 68% recognized the effectiveness of flashcards and were eager to continue utilizing them, whereas 32% showed a lack of interest in their use.
Results of post-class mini-tests of Control Group(A) and Experimental Group(B)
Table 4.7 Results of post-class mini-tests of Experimental Group in which flashcards were applied
Figure 7 The experimental group results
8 from 5 to 7 from 8 to 9 Mark 10
1st tes 2nd test 3rd test
Table 4.8 Results of post-class mini-tests of Control Group in which flashcards were not applied
Figure 8 The control group results
The chart illustrates that the Experimental Group outperformed the Control Group in test scores, with a higher number of students achieving scores of 8-9 and 10 in test 1 In test 2, 64% of students in the Experimental Group received scores between 8-9, compared to 54% in the Control Group, while both groups had an equal number of students scoring 10 Furthermore, in test 3, the Experimental Group again showed superior results, with more students achieving scores of 8-9 and 10 than those in the Control Group.
10 from 5 to 7 from 8 to 9 Mark 10
1st test 2nd test 3rd test
In conclusion, Experimental Group in which flashcards were used to teach vocabulary had higher results than Control Group without application of flashcards
In a recent interview with ten teachers, it was revealed that flashcards are occasionally used in vocabulary lessons, particularly with picture flashcards from the Let’s Go textbook The educators noted several benefits, including the ability of colorful flashcards to capture students' attention and the convenience of teaching various aspects of a new word using a single set of cards One teacher highlighted the advantage of reusing flashcards multiple times, while others mentioned that flashcards facilitate interactive games that engage all students However, the teachers acknowledged some disadvantages, such as the time-consuming process of preparing flashcards, particularly in finding appropriate images for abstract words and managing the limited time available for vocabulary instruction Additionally, large class sizes were cited as a challenge, as the noise generated during flashcard games can disrupt neighboring classrooms Despite these challenges, most teachers supported the use of flashcards for teaching vocabulary, expressing a desire to integrate them with other teaching methods for more effective lessons To enhance vocabulary instruction, teachers suggested reducing class sizes and increasing the time allocated for vocabulary teaching, advocating for a more reasonable textbook content load and alleviating testing pressures.
Most students learn vocabulary primarily to achieve high test scores, as their academic performance is largely assessed through these marks Additionally, some students focus on vocabulary to enhance their communication skills with foreign individuals, recognizing that a broader vocabulary enables more fluent interactions A smaller group of students engages in vocabulary learning for entertainment purposes, stating that it allows them to better understand their favorite American films and videos When asked about teaching methods, many students noted that their teachers seldom utilize flashcards in vocabulary instruction.
In lessons observed by peers, the teacher primarily utilized flashcards for vocabulary instruction, particularly in reading lessons Students noted that flashcards significantly aid their understanding of new words by providing pronunciation, visual illustrations, and contextual usage Additionally, the portability of flashcards allows for convenient revision, enhancing their ability to memorize vocabulary quickly The vibrant images on the flashcards also contribute to a more engaging learning experience However, some students raised concerns about the size of the flashcards, stating that those seated at the back of the classroom often struggle to see them clearly, leading to wasted teaching time as the instructor moves closer Furthermore, the large class sizes, typically ranging from 48 to 50 students, pose challenges for effective flashcard usage and classroom management.
Students overwhelmingly support the continued use of flashcards for vocabulary instruction, recognizing their benefits despite some drawbacks One student suggested enhancing the learning experience by combining flashcards with games to boost engagement Additionally, it was recommended that the images on the flashcards align with the lesson topics To facilitate classroom management, dividing students into small groups for competitive games could be an effective strategy.
Discussion
This study aimed to evaluate the effectiveness of flashcards in teaching vocabulary to EFL primary school learners To demonstrate improvement, the researcher conducted three post-class mini-tests, each consisting of three assessments, highlighting the benefits of using flashcards in vocabulary instruction.
The initial assessment administered to learners was a word meaning test designed to examine the impact of flashcards versus wordlists on vocabulary retention This study involved two groups: a treatment group utilizing flashcards and a control group using wordlists, focusing on their effectiveness in enhancing learners' memorization of word meanings.
The second one was spelling test which the researcher used to test the learners’ ability of word spelling memorization
The third one was pronunciation test is to test the learners’ ability of word pronunciation memorization
The findings in the experiment enhanced our understanding of the benefits of flashcards in teaching vocabulary
4.3.1 The effect of the flashcards on memorizing the word meaning
Researchers employed two methods to assess the outcomes of a word meaning test: the last score minus the first score method and the average scoring method Findings from the vocabulary course indicated that learners demonstrated significant improvement in retaining word meanings when utilizing flashcards.
The experiment demonstrates that flashcards significantly enhance students' ability to memorize word meanings Research, including a study by Komachali & Khodareza (2012), supports the effectiveness of vocabulary flashcards in improving students' vocabulary knowledge The findings indicate that students using flashcards experience greater vocabulary enhancement compared to those who do not Both the treatment and control groups showed improvements in word meaning tests, with the flashcard group exhibiting stronger memorization results.
4.3.2 The effect of the flashcards on memorizing the word spelling
The researcher employed similar methods to investigate the impact of flashcards and wordlists on spelling memorization, in addition to word meaning memorization The findings consistently indicated that the treatment group outperformed the control group in post mini tests Using the average scoring method, the treatment group continued to show superior results compared to the control group Clearly, the effectiveness of flashcards in enhancing word meaning retention is undeniable.
Flashcards significantly enhanced EFL primary school learners' ability to memorize word meanings and spellings, leading to a mean score increase of 1.0 points in the treatment group, compared to only 0.4 points in the control group This indicates that traditional wordlists were less effective for improving word retention among EFL secondary school learners The effectiveness of flashcards can be attributed to the learners' heightened focus on the images presented, which aided in their understanding and memorization of new vocabulary.
4.3.3 The effect of the flashcards on memorizing the word pronunciation
The researcher employed two methods to analyze the results: the last test minus the first test method and the average scoring method Both approaches indicated that learners who utilized flashcards demonstrated significant improvement throughout the vocabulary course, as evidenced by the data presented in the tables.
Using flashcards is an effective method for enhancing students' memorization of word pronunciation Research indicates that EFL primary school learners who utilize flashcards demonstrate improved recall of word pronunciations Many proficient students reported focusing on the ending sounds of words like "present" and "saint," successfully remembering their pronunciations, particularly the /t/ sound Meanwhile, weaker students were able to infer these ending sounds through the letter "t," facilitating easier pronunciation of the words they learned Based on the findings from the experimental course, further recommendations will be provided in the next session.