INTRODUCTION
Rationale for the thesis
In today's rapidly evolving society, the emphasis on education has intensified, making it essential for a fulfilling life Effective teaching and learning are crucial components of education, prompting teachers to explore diverse methods and materials to engage students Visual aids, in particular, serve as valuable tools that not only enhance the teaching of writing skills but also captivate and motivate learners These aids, which include pictures, slides, maps, flashcards, models, charts, and videos, stimulate student attention and simplify complex concepts As noted by experts like Kinder and Burton, visual aids create realistic experiences that foster concentration and active learning Given the limitations of traditional textbooks, incorporating visual aids is vital for enriching the educational experience and fostering greater interest among students, especially in contexts like Vietnam.
Observation is crucial for learning, as illustrated by the proverbs "One seeing is worth a hundred words" and "If we hear, we forget; if we see, we remember; if we do, we know." Visual aids are essential in the education system, serving as effective tools for enhancing teaching and disseminating knowledge Research by Cuban (2001) highlights that only 1% is learned through taste, 1.5% through touch, and 3.5% through smell, while 11% is acquired through hearing and a significant 83% through sight Furthermore, learning retention rates show that only 10% is retained through reading, 20% through hearing, 30% through speaking, and an impressive 90% through saying and doing Consequently, it is evident that visual aids play a pivotal role in creating a more impactful and engaging instructional environment.
In Vietnam, existing research on using visual aids in English education has primarily concentrated on areas like grammar, speaking, and reading, often overlooking writing skills This gap has motivated me to conduct a study titled "Using Visual Aids in Teaching to Improve Students’ Writing Skills." I believe that incorporating visual aids in writing instruction can significantly boost students' motivation and interest in learning English The first section of this study will elaborate on the motivations and rationale behind this research.
Aims and Objectives of the study
1.2.1 The aims of the study
The study aims at investigating the effectiveness of using visual aids in teaching writing skill among 40 students of the seventh students at a secondary school in Thanh Hoa province
1.2.2 The objectives of the study
The objectives of this study are:
- To find out the effectiveness of using visual in teaching students‟ writing skill;
- To investigate the teachers‟ and students‟ perceptions about the use of visual aids in teaching writing skill.
Research questions
The present study focuses on answering the following questions:
1 What are the differences between applying visual aids and without applying visual aids to improve students‟ writing skill?
2 What are the teachers‟ and students‟ perceptions about the use of visual aids in teaching writing skill?
Scope of the study
To streamline my study and facilitate data analysis, I aim to focus on specific visual aids that enhance material delivery Key visual aids include pictures, models, flash cards, and miniatures I have specifically utilized miniatures in my teaching to enhance students' writing skills The primary goal of employing these aids is to create a realistic environment that inspires students' imagination and creativity through the use of miniatures and other visual tools.
Methods of the study
In this research, I employed action research, a self-reflective inquiry method used by participants in social contexts This approach aims to enhance the rationality and fairness of their practices, deepen their understanding of these practices, and improve the situations in which they operate.
This research involves two stages, a pre-test and a post-test, to analyze the differences in writing skills between students taught with visual aids and those without The study aims to determine the effectiveness of visual aids in enhancing students' writing abilities.
Data for the study were gathered through questionnaires and class observations involving both teacher and student respondents from a secondary school in Thanh Hoa province The use of class observation aimed to enhance the reliability of the survey results, contributing to the overall validity of the research findings.
Significance of the study
This research highlights the importance of visual aids in enhancing students' writing skills, particularly for those who struggle with traditional methods Visual aids serve as effective tools for teachers, facilitating clearer communication and organization of concepts, making learning more engaging and adaptable Despite their benefits, many educators fail to recognize the significance of visual aids and often neglect to incorporate them into their teaching practices This study aims to provide language teachers with insights into the effective use of visual aids, ultimately helping to improve students' writing abilities and reinforcing the value of these resources in the educational process.
In conclusion, I hope that this research will be a useful and effective suggestion in the future for the English language teachers about this topic.
Organization of the thesis
The study is divided into five chapters:
Chapter I: Introduction, the researcher shows the issue of the research, aims of the research, significance of the research, and scope of the research
Chapter II: Literature review, the researcher reviews the literature related to use visual aids in teaching students‟ writing skill including definition of writing, the importance of writing, principles for teaching writing skill and planning writing techniques, some theories about visual aids in term of definition and classification of visual aids, the roles and functions of visual aids, and some preview studies on using visual aids in teaching English
Chapter III: Methodology, the researcher mentions the problems of methodology consisting of research questions, study design, participants, and data collection instruments consisting of questionnaire and observation, data collection procedures, and data analysis
Chapter IV: Data analysis and findings, the researcher gives a detailed presentation of data and detailed description of data analysis This concentrates on presenting, analyzing and discussing the results obtained from the study based on the questionnaire and observation Besides, the chapter also presents some discussions and interpretations of the finding of the study, and then gives suggestions for the teachers and the students in teaching and learning writing skill at the school The implications of the study are also given in this chapter
Chapter V: Conclusion, the researcher summarizes the key points in the study, provides implications of the study, discusses limitation, and gives suggestion for further research
LITERATURE REVIEW
Writing
Writing is a fundamental language skill that typically follows listening, speaking, and reading in the learning process It involves using symbols like letters, punctuation, and spaces to convey thoughts, ideas, and emotions effectively.
According to Nunan (2003) “Writing are the physical and mental act.”
It is about discovering ideas, thinking about how to communicate – develop them into statements and paragraphs that will be comprehensible to a reader
Writing serves a dual purpose: to express ideas and to impress readers Writers must select the most effective methods tailored to their objectives, as the complexity of writing varies according to its goals It is both a process and a product; writers engage in planning, drafting, revising, editing, and ultimately publishing their work, which becomes a tangible product for the audience to read.
Writing is a natural extension of spoken language, as noted by Meyers (2005:1), who emphasizes that while both forms of communication share similarities, writing requires more deliberate thought regarding the topic and the audience.
Writing is a process that involves arranging symbols according to specific conventions to create words, which are then organized into sentences This process signifies the encoding of messages, allowing us to translate our thoughts into language effectively.
Writing is a human invention that facilitates communication and has evolved into a vital social and cultural practice in contemporary society In a literate world, children must develop writing skills, as there is a strong connection between speech and writing; each supports the other in children's language development.
Writing serves as a powerful tool for expressing language, thoughts, emotions, and attitudes, according to researchers When students engage in writing, it enhances their language development and sharpens their focus on effective language use Typically, as students tackle problems, they internalize their writing process, requiring them to carefully consider their message and the best way to convey it After completing their writing, they often review and refine their work to ensure clarity and coherence.
Writing is essential as it reflects personality, enhances communication, and improves critical thinking skills It enables individuals to construct logical arguments and effectively persuade others Additionally, writing provides an opportunity for self-reflection and reassessment of ideas, facilitates feedback exchange, and prepares individuals for academic and professional success (Chappell, 2011).
Writing is essential in both higher education and the workplace, as emphasized by Walsh (2010) Effective written communication enables students to express themselves clearly and connect with others.
Writing plays a crucial role in language teaching, as it relies on the practice and understanding of the three other language skills: listening, reading, and speaking Additionally, effective writing necessitates the mastery of metacognitive skills, enabling students to engage with the writing process more deeply It is essential for students to grasp these interconnected skills to enhance their overall language proficiency.
Writing plays a crucial role in language development across various levels, including grammar, vocabulary, phonology, and discourse (Maley, 2009) It encourages students to engage with the language in creative and structured ways, allowing them to express their unique perspectives Additionally, writing fosters a playful interaction with language, activating the right side of the brain and emphasizing emotions, physical sensations, intuition, and musicality.
2.1.3 Principles for teaching writing skill
According to Nunan (2003), effective writing instruction is grounded in four key principles First, teachers must understand their students' writing needs and clearly communicate objectives in an accessible manner Second, it is essential for teachers to create opportunities for students to engage in various writing activities and integrate writing into the curriculum Third, providing constructive and meaningful feedback is crucial; teachers should ensure that their comments are understandable and consider students' feelings when delivering feedback, encouraging self-correction rather than simply correcting errors Finally, teachers should clarify how students' writing will be evaluated, fostering self-assessment and helping students recognize the qualities that enhance the appeal of their writing.
2.1.4 Principles for planning writing techniques
When planning writing techniques, students should adopt integrated routines typical of experienced writers, focusing on their writing goals and creating an outline to guide their work Engaging in free-writing can help generate ideas, followed by seeking feedback It’s important for students not to be overly constrained by grammatical rules during the initial stages The writing process involves several stages: pre-writing, drafting, revising, editing, and proofreading, with teachers guiding students through each step Feedback from peers and instructors is crucial to ensure clarity and coherence in the final product Additionally, teachers should consider students' cultural backgrounds and assess their writing competencies through tests and questionnaires Linking reading to writing is essential; teachers should provide appropriate reading materials as models for students Valid writing experiences can include collaborative writing, real-world correspondence, or responding to peers' issues Finally, students should follow a structured writing process that emphasizes idea development and organization during drafting and revising stages, rather than striving for perfection.
10 grammar, punctuation or spelling In revising, teachers talk about the process of reorganization, developing ideas and so forth, as separate from editing for grammar or spelling
These principles help students understand the process of writing by guiding them through the steps, help clarify writing and make it an important part of their learning of English.
Visual aids
Visual aids are defined as tools that enhance understanding and retention, including items like pictures, maps, photographs, and films These resources are commonly utilized in educational settings to facilitate learning.
Visual aids are essential tools that enhance students' understanding by allowing them to form precise meanings from what they observe (Canning, 2001) These aids not only clarify language points for both students and teachers (Rautrao, 2012) but also simplify the learning process and boost students' motivation in acquiring a foreign language (Klasone, 2013) Examples of visual aids include pictures, flashcards, posters, models, and charts, all of which play a crucial role in effective language education.
There are many kinds of visual aids which are used in teaching and learning process According to M Jessa (2008) divided them into four categories:
NON-Projected 2D: wall board, roll-up board, picture, poster, chart, cartoon, cue sheet, flannel, flash card;
NON-Projected 3D: cut-out, model, mock-up, puppet, marionette, diorama, vocabulary wheel, keyboard, teaching machine;
Projected 3D: slide, transparency sheet, film strip, microfilm, videocassette, CD;
Verbal: textbook, supplementary reader, workbook, magazine, document, duplicated materials, reference book, newspapers and clippings (p.93)
In this study, I explored the use of various visual aids, including flashcards, pictures, models, and miniatures, to enhance writing skills in students While there is a wide range of visual aids available, it's essential to use them judiciously, as each type serves different purposes and can be tailored to specific teaching objectives.
Flashcards are effective tools for enhancing language comprehension, as noted by Serviner (2003) They can be utilized by teachers to cater to various student needs, making language concepts more accessible According to Chien (2015), flashcards are defined as "sets of cards that bear information," typically featuring words on one side and corresponding images or definitions on the other (p.111) These small cards, usually measuring 25*30 cm, are briefly displayed in class to convey messages or ideas By incorporating diverse activities, teachers use flashcards to help students connect written language with visual representations.
As a result, flashcards can be applied in the diversity of activities which may support students to make progress their writing skill
Incorporating flashcards alongside other visual aids enhances lesson effectiveness by providing a concise introduction to the topic Holding the flashcards high ensures all students can see them, facilitating clear instructions and encouraging active participation This approach not only engages students but also enriches their responses with additional information.
In summary, flashcards serve as effective tools for introducing, presenting, and reviewing topics, while also enhancing students' cognitive abilities in recognition and recall.
Pictures are one of the most effective visual aids for teaching writing skills, particularly for beginning and low-intermediate learners who may struggle with complex verbal instructions (Celce-Murcia and Hilles, 1998, p.73) They can capture students' interest, create specific contexts, and foster a conducive learning environment To maximize their impact, pictures should be relevant to the topic, colorful, accurate, and of a size that is easily visible to all students.
Modeling is an instructional strategy where teachers demonstrate a new skill before students practice it independently Essentially, a model serves as a presentation that illustrates the desired outcome or acts as a reference By providing a clear example, teachers communicate their expectations, enabling students to imitate the model and effectively engage in the writing process.
Models are three-dimensional representations that accurately depict the size and limitations of objects They serve as valuable visual aids in education, particularly in subjects like anatomy, where models of the eye, ear, and other human organs enhance students' understanding and learning experiences.
The term "media" originates from the Latin plural of "medium." According to Gerlach and Ely (1980:24), a medium is defined as any person, material, or event that creates conditions conducive to students' acquisition of knowledge, skills, and attitudes.
Utilizing media in education can enhance teaching effectiveness by providing clear and straightforward comprehension for students Miniatures serve as valuable tools to facilitate understanding of the material When teachers implement media thoughtfully and creatively, it transforms lessons into engaging and high-quality learning experiences.
2.2.3 The roles and functions of visual aids in teaching writing skill
Incorporating visual aids into teaching writing skills offers numerous advantages, significantly enhancing the learning process Visual aids stimulate student motivation and engagement, making lessons more appealing For example, using a TV as instructional media can effectively capture students' attention Additionally, visual aids facilitate better comprehension by presenting information in a clear and accessible manner, allowing students to grasp meanings easily They also introduce diverse teaching methods, keeping students interested and preventing teacher fatigue Furthermore, visual aids encourage students to collaborate and communicate with peers in the target language, fostering a more interactive learning environment.
14 may be motivated through discussing the knowledge or demonstrating it instead of listening
About the functions of visual aids, according to Wahyuni (1997: 27 –
Visual aids play a significant role in language learning by making instruction more engaging and interesting, particularly for younger students When students are captivated by visual materials, they are more likely to focus on the lessons being taught Furthermore, visual aids promote interactive learning, allowing teachers to convey knowledge efficiently through various activities without consuming too much time This method enhances the quality of learning, especially in writing skills, leading to improved and enriched student outcomes Additionally, the use of visual aids positively influences students' attitudes toward their learning and the overall educational process.
A brief summary of some existing relevant studies
This chapter presents an overview of relevant studies that explore the assessment of visual aids and writing skills in English language teaching It highlights the methodologies, findings, and populations examined by various researchers, showcasing both connections and differences among their approaches Additionally, the chapter provides data on the benefits of using visual aids in enhancing students' writing skills, emphasizing their effective application A brief review of related studies from Vietnam and international contexts is also included.
This section highlights research conducted in various countries where English is taught as a foreign language, drawing on the findings of Ghulam Shabiralyani (2015), Dolati (2010), and Baser, Abdul Jabar (2013).
The first study expressed by Ghulam Shabiralyani (2015), which name is “Impact of visual aid in enhancing the learning process case research:
The study conducted in Dera Ghazi Khan District examines teachers' perspectives on the use of visual aids as a motivational tool to enhance student attention while reading literary texts It highlights the significance of visual aids—such as pictures, models, charts, maps, videos, slides, and real objects—in making lessons clearer and more engaging The research indicates that visual aids stimulate student interest and improve learning outcomes by providing realistic experiences Additionally, it explores students' perceptions of visual aids and shares teachers' insights, experiences, and challenges in implementing these tools in their teaching Supported by Kishore (2003), the study emphasizes that visual aids enhance cognitive engagement However, a limitation of the research is its restricted focus on Dera Ghazi Khan District, leading to some areas being underexplored and less persuasive.
In relation to use visual aids in teaching, a study was conducted by Dolati (2010), which name is “Harnessing the use of visual learning aids in
The use of visual aids in English language classrooms has been shown to significantly enhance the learning experience for students aged 8 to 12, as demonstrated by Dolati's research Various types of visual aids, such as pictures, maps, films, charts, and diagrams, help students grasp new concepts more effectively Dolati's interviews with language teachers revealed that after incorporating visual aids, educators became more inclined to use these tools, recognizing their potential to improve vocabulary acquisition, pronunciation, speaking, and listening skills For instance, flashcards facilitate vocabulary development, while movies and animations enhance auditory comprehension Additionally, role plays introduce real-life scenarios, and multimedia resources provide access to information The study highlights that students learn better when verbal components are paired with visual elements, as supported by Koren (1990), who noted that visual associations aid in vocabulary retention However, Dolati's research did not address the impact of visual aids on improving students' writing skills.
The third study was presented by Basr, Adbul Jabr (2013) which was carried out in teacher training colleges of Asfghanistan Its name is “The role
The study by Baser, Abdul Jabar investigates the use of visual aids in the teaching and learning process, revealing that while some teachers utilize them extensively, others do so minimally The research highlights the positive impact of visual aids on student understanding and learning outcomes, supporting Ur's (1991) assertion that visual representations enhance concentration and comprehension Baser emphasizes the variety of visual aids available, which can make lessons more engaging and realistic for students learning a second language This research serves as a valuable reference for those seeking to explore the usage, effects, and significance of visual aids in education However, it is limited in scope, focusing solely on visual aids without addressing other teaching aids, such as auditory tools, and suggests the need for observational studies to gain more objective insights into the effectiveness of these aids in various classroom settings.
In conclusion, the research highlights the effectiveness of visual aids in enhancing students' understanding and learning competence in English Despite some limitations identified in previous studies, this research aims to bridge the gap by providing a more comprehensive understanding of how visual aids can specifically improve writing skills among students.
2.3.2 Previous studies in Viet Nam
Bui Yen Nhi's 2011 research, titled “A Study on Using Visual Aids to Teach Grammar to 10th Form Students at Nghi Loc III High School,” aims to evaluate the effectiveness of visual aids in grammar instruction and identify ways to enhance their benefits while minimizing limitations Utilizing methods such as surveys, observations, and direct interviews, the study found that visual aids significantly support learners in grasping basic grammatical concepts and foster meaningful associations, facilitating easier language comprehension However, the reliance on a single data collection method, specifically questionnaires, may limit the accuracy of the findings Incorporating interviews could provide deeper insights into the subject matter and strengthen the research outcomes.
In the 2013 study by Le Hoang Mai, titled "A Study on the Use of Visual Aids in Teaching English to First-Year Students at the Military Technical Academy," the research aimed to identify the types of visual aids currently employed in English instruction The study specifically focused on evaluating the effectiveness and limitations of PowerPoint presentations as a teaching tool The participants included ten teachers from the academy, providing insights into their experiences and perspectives on visual aid usage in the classroom.
A study conducted at the Military Technical Academy, involving 20 students across 17 classes, utilized observation and interviews to gather data The findings revealed that English teachers employed a diverse range of visual aids, incorporating both traditional tools like boards and pictures, as well as modern technologies such as projectors and PowerPoint presentations, along with realias, mime, and gestures to enhance the learning experience.
The study highlights the advantages and disadvantages of using modern teaching aids, specifically PowerPoint presentations, for both teachers and students Based on the findings, the researcher offers several recommendations aimed at addressing these challenges effectively.
The study conducted by Bui Thi Phuong Thao (2012) titled "A Study on Using Visual Aids to Teach ESP Vocabulary for Students of the Shipbuilding Faculty at the Central Vocational College of Transport No II" aimed to assess the effectiveness of visual aids in teaching English for Specific Purposes (ESP) vocabulary It investigated the challenges faced by both teachers and students in utilizing these aids effectively, using data gathered from questionnaires and classroom observations The findings highlighted several issues in the teaching and learning of ESP vocabulary through visual aids and proposed strategies for teachers to enhance their instructional techniques and professional development However, the research was limited in scope, focusing solely on the use of visual aids for ESP vocabulary instruction while neglecting other potential aspects of visual aid utilization.
Research by Bui Yen Nhi (2011), Le Hoang Mai (2013), and Bui Thi Phuong Thao (2012) highlights significant challenges related to visual aids faced by both teachers and learners Consequently, it is crucial to explore the impact of visual aids on enhancing students' writing skills and to propose solutions that can facilitate their learning process This study aims to address these issues comprehensively.
Summary
This chapter presents a comprehensive review of literature relevant to the current study, beginning with an exploration of writing that includes definitions, its significance, and teaching principles identified by previous researchers The subsequent section delves into visual aids, offering definitions, classifications, and an examination of their roles and functions Finally, the chapter highlights various studies that investigate the use of visual aids in the teaching and learning processes of English.
METHODOLOGY
Restatement of research questions
This main purpose of the study as mentioned in chapter one can be realized through finding out the answers of the following questions:
1 What are the differences between the level of students that use visual aids and do not use visual aids in improving their writing skill?
2 What are the teachers‟ and students‟ perceptions about the use of visual aids in teaching writing skill?
The setting of the study
A study conducted at a secondary school in Thanh Hoa province highlights its long-standing history, having been established in 1964, which gives it over 50 years of educational experience The school employs 38 teachers, all of whom possess extensive teaching experience, including four English teachers who are graduates from various universities across the country.
The school comprises 16 classes across four grades, with each class accommodating 35 to 40 students Despite having facilities such as a library, laboratory, and computer rooms, many teachers do not fully utilize these resources.
English is one of the compulsory subjects taught at school with parts: listening, speaking, reading, writing and language focus with 37 weeks
The participants
I conducted my research in class 7A, which comprised 40 students, including 15 males and 25 females The overall atmosphere in the class was positive, as most students were enthusiastic and kind, greatly aiding my research process.
Over a six-week intervention, participants in each group experienced both writing teaching methods that incorporated visual aids Their performance and motivation were systematically observed and evaluated in alignment with the study's objectives.
This study focuses on four experienced female teachers, aged 30 to 40, who have been teaching writing for over five years Their expertise allows them to understand students' writing challenges and provide valuable recommendations for improvement With their extensive teaching background, they offer insights that enhance the study's methodology At the school, these four English teachers participated in questionnaires to share their views on the use of visual aids in teaching writing skills Additionally, one teacher directly instructed students in class 7A during the experimental phase To maintain objectivity in the study's results, an external English teacher from another school was enlisted to score and create questions for two tests.
Data collection instruments
The purpose of the questionnaire is to gather insights from teachers and students regarding their perceptions of using visual aids in teaching writing skills A total of 44 questionnaires were distributed to collect participants' opinions, challenges, motivations, and expectations related to the use of visual aids in writing instruction All completed questionnaires will be retained for future analysis.
The study involved four English teachers from a secondary school in Thanh Hoa province, as they were the only available participants The questionnaire comprised two main sections: background information and opinions In the first section, participants provided their name, age, and gender, while the second section included eight questions requiring them to select the most appropriate responses.
The survey aimed to assess teachers' use of visual aids in teaching writing skills, beginning with a question on frequency of use, where respondents could select from options like “Often,” “Sometimes,” “Rarely,” or “Never.” The second question focused on the types of visual aids employed, offering choices such as “NON-Projected 2D,” “NON-Projected 3D,” “Projected 3D,” “Verbal,” or “All the options.” The third question inquired about the contexts in which visual aids are utilized, with options including “The concept is unclear,” “The topics and subject matters are difficult to explain,” “The teacher wants to save time,” “The teacher wants students to be interested in the lesson,” or “All the options.” Finally, the fourth question sought to identify the specific visual aids or combinations thereof that teachers prefer for enhancing writing instruction.
In a recent survey, teachers were asked to identify the visual aids they predominantly use to enhance writing skills The options provided included "Pictures/Flashcards" (A), "Models" (B), "Miniatures as media" (C), "Graphs/Charts" (D), and "Other types of visual aids" (E) The objective was to determine which category of visual aids was favored by educators in their teaching practices.
The article addresses a survey directed at teachers regarding their use of visual aids in education In question four, teachers who selected options A, B, C, or D are prompted to explain why they do not utilize other types of visual aids not listed, with reasons including availability, budget constraints, perceived effectiveness, difficulty in transport, and preparation time Question six inquires about the primary sources from which teachers obtain visual aids, offering options such as the environment, personal resources, students, school provisions, and other teachers Finally, question seven aims to assess the significance of visual aids in enhancing the teaching and learning process, particularly in developing writing skills, utilizing a scaled response format.
“Strongly disagree” (A), “Disagree” (B), “Neutral” (C), “Agree” (D),
The final question addresses the insufficient training for effectively utilizing aids in the teaching and learning process, highlighting the need for specialized training for teachers in the use of visual aids Respondents are asked to select from the following options: "Strongly disagree" (A).
“Disagree” (B), “Neutral” (C), “Agree” (D), “Strongly agree” (E)
40 copies of the questionnaires are delivered to the participants to collect their feedback about opinions, problem and motivations towards the use of visual aids in teaching writing skill
This questionnaire is divided into two main sections: background information and opinions The first section gathers basic details such as the respondent's name, class, and gender The second section consists of five questions, where students are required to select their preferred options by circling their choices.
The primary focus of this study is to explore the frequency with which students are instructed in writing skills using visual aids To gather insights, students were asked to express their views by selecting one of the following options: "Often" (A).
The survey consists of several questions aimed at understanding students' attitudes toward using visual aids in teaching writing skills Initially, students indicate their frequency of using visual aids with options ranging from "Sometimes" to "Never." Next, they express their interest in visual aids, with choices including "Very interested," "Normal," and "Uninterested." Those who select "Very interested" proceed to a question about their reasons for this interest, while others who choose "Normal" or "Uninterested" answer a question regarding their lack of interest In both cases, students can respond with "Strongly agree," "Agree," "Disagree," or "Strongly disagree." Finally, students provide their opinions on preferred teaching methods for writing skills.
In this section, the researcher acted as an observer to maintain objectivity by remaining discreet about the observations Utilizing a class observation sheet, I assessed students' engagement, interest, and interaction during lessons This method allowed me to evaluate their attitudes and perceptions towards the activities, as well as to observe the effective use of visual aids by teachers in teaching writing skills Additionally, this approach enabled me to provide an objective analysis of the classroom dynamics.
26 insight and feedback in the observation sheet by activities or teacher and student interaction
One pre-test and one post-test are designed to correspond with the aims of the study
The pre-test served as the initial activity in an action research project aimed at assessing the writing skills of 40 students from class 7A In this test, students were tasked with composing a descriptive paragraph on a uniform topic within a 30-minute timeframe The results of this assessment will be analyzed later, providing a baseline for evaluating the effectiveness of visual aids in teaching.
The post-test was the second activity conducted after the pre-test, aimed at assessing students' competencies following the treatment In this assessment, students were required to write a descriptive text on the same topic, utilizing visual aids The results from this post-test will be preserved for future analysis and comparison with the pre-test outcomes.
The procedures
The study was conducted in 6 weeks and throughout three stages: pre- application, while-application and post-application
3.5.1 Pre-application (the first week)
Firstly, I have observed students‟ competence in their writing skill I see that the process of teaching and learning in writing skill are not interesting
To combat student boredom and disengagement, teachers can effectively enhance language skills by incorporating visual aids into their writing instruction Utilizing visual aids not only stimulates interest but also motivates students, fostering a more engaging learning environment that ultimately improves their writing abilities.
I developed various data collection instruments, including pre-tests, post-tests, observation sheets, questionnaires, lesson plans, and visual aids To assess students' writing knowledge, I conducted a pre-test, ensuring that both groups had a similar understanding of the topic The test papers were not returned to the students and were not discussed in class.
In a recent assessment, 40 students from class 7A were tasked with writing a descriptive text The tests were manually graded, and the results will serve as a basis for comparison with future post-test outcomes.
3.5.2 While-application (from the second week to the fifth week)
During the first semester, I implemented visual aids to enhance students' writing skills over a four-month period Each weekly lesson lasted 45 minutes, consisting of 20 minutes of instruction, 15 minutes of writing practice, and 10 minutes dedicated to teacher feedback and assigning homework This structured approach aimed to improve the overall writing abilities of the students.
Firstly, after students got the topics They were required to imagine, discuss together and show the outline or the main idea about the topic of lesson
The teacher utilized pictures and flashcards relevant to the lesson topic, allowing students to observe and engage with the material During this observation process, key concepts from the visuals were noted on the board, enhancing the learning experience.
The integration of explanations enhanced students' comprehension, enabling them to engage more effectively with the lesson content and grasp key concepts Additionally, the teacher provided models that facilitated easier and more effective writing for the students.
The teacher instructed students to write for 15 minutes, after which they exchanged essays with a partner to discuss any mistakes During these discussions, the teacher intervened when disagreements arose and highlighted common writing errors, encouraging students to revise and correct their work This process not only facilitated peer learning but also helped students avoid repeating mistakes in future essays.
Lastly, after four learning sessions, students were given post- assessments about their ability in writing skill The results of this test were used for comparison to the pre-test
Pre- and post-assessments on reproduction in the lower secondary writing syllabus were designed to align with examination formats and the students' textbook curriculum To ensure objectivity, an English teacher from a different school marks the tests and formulates the questions The assessment criteria for both the pre-test and post-test are clearly defined to maintain consistency and fairness in evaluation.
Grammar: Grammar is the foundation of language Grammar plays an integral part in how most people communicate Without it, our sentence would make no sense
Vocabulary: words are generally categorized into two classes: Content words (or lexical items) describe objects and concepts This class of words
29 consists of nouns, verbs, adverbs, adjectives, noun groups, phrasal verbs and verb groups; Grammatical word classes (or structural words) consist of prepositions, articles, conjunctions, pronouns and interjections
Content: the writer‟s capacity to orient, engage and affect the reader The content of writing essay is right to the topic which asked
In first draft writing, occasional lapses in narrative tense are acceptable, and about a page of writing is necessary for sustained use Paragraphs can be indicated by various conventions, such as indentation, spacing between text blocks, student annotations, or leaving space on the previous line before starting a new paragraph Many students struggle with accurately identifying sentence boundaries due to punctuation errors, leading to run-on sentences that should not be considered successful Errors in verb control and prepositions also count as sentence errors It is important to note that using splice commas to join two sentences is incorrect and should not be marked as correct punctuation While allowances can be made for rare omissions of punctuation in first drafts, the expectation is that approximately 80% of punctuation should be used correctly without requiring rigorous calculation.
Throughout these criterions I can assess the changes of students‟ ability before and after using visual aids to teach writing skill
Observation was made during the experimental sessions on the response of students to the teaching in both the control and the experimental group
In the sixth week, I gathered and analyzed data by distributing 44 questionnaires to teachers and students to assess their perceptions of using visual aids in teaching writing skills The survey aimed to determine whether students found visual aids interesting and effective in enhancing their understanding of the topic of reproduction The findings are summarized in the table below, which outlines the schedule of the implementation process.
- Pre-test implementation While-implication 2-5 - Students were taught with visual aids: flashcards, pictures, models and miniatures
- Class observation in each lesson
- Post-test implementation Post-implication 6 - Questionnaire and collection
Methods of data analysis
This study involved collecting data from students through pre-tests and post-tests, as well as class observations and questionnaires for both teachers and students The data were analyzed using modified methods, beginning with a pre-test to establish a baseline for comparison with the subsequent post-test results.
The data gathered from observation sheets were analyzed and presented as percentages in a table, confirming the validity of the questionnaire results Based on the pre-test outcomes, students were categorized into three groups: good, average, and weak This classification facilitates easier and more convenient observation of student performance.
The data gathered from questionnaires were converted into percentages to analyze the preferences of teachers and students regarding the use of visual aids in teaching writing skills These results were instrumental in addressing the second research question, highlighting their perceptions and choices related to visual aids in the educational process.
The analysis of pre-test and post-test scores was conducted to assess student achievement and evaluate the impact of visual aids on writing skills By comparing the results of these two assessments, significant changes in student performance before and after the implementation of visual aids were identified The findings were illustrated through graphical representations of the pre- and post-assessment results.
FINDINGS AND DISCUSSION
Data analysis
4.1.1 The results of pre-test and post-test
The students' writing skills were evaluated based on criteria such as grammar, vocabulary, content, and text organization The purpose of the assessment was to identify their weaknesses in writing before introducing visual aids, as well as to measure their improvement after the intervention The following table presents the results of these tests.
Table 4.1 The results of the pre-test and post-test
The graph demonstrates significant improvements in students' writing skills, highlighting their progress before and after the implementation of visual aids Overall, the data indicates that visual aids have played a crucial role in enhancing students' writing competence.
In the pre-test, students achieved an average score of only 50.4%, indicating a low level of writing skills However, following the implementation of visual aids in teaching, the post-test results showed a significant improvement, with the average score rising to 71% This demonstrates a considerable enhancement in the students' writing abilities.
In order to address the initial question, I utilized data collected from questionnaire surveys conducted during the final week of the experiment A total of 44 questionnaires were distributed to participants from two groups—teachers and students—and all responses were gathered for analysis.
The questionnaires provided valuable insights for my study on the use of visual aids in teaching writing skills Notably, all participating teachers indicated that they only sometimes utilize visual aids, despite acknowledging their effectiveness in clarifying concepts and enhancing engagement When asked about their preferred visual aids, every teacher selected pictures, flashcards, models, and miniatures, while none opted for graphs or charts This raises questions about their choices and the reasons behind the limited use of certain visual media in their teaching practices.
In a survey of 35 educators, it was found that the preferred visual aids—graphs, charts, and other tools—were chosen for their budget-friendliness, ease of use, portability, market availability, and effectiveness Conversely, options that were not selected were often deemed unavailable, expensive, cumbersome, ineffective, or simply too time-consuming to implement The findings highlight the necessity for specialized training in utilizing a variety of visual aids, as teachers expressed a lack of preparation in effectively integrating these tools into their teaching methods Ultimately, all educators agreed on the significance of visual aids in enhancing the teaching and learning process, particularly in writing skills, as they facilitate easier and more effective comprehension for students.
To gather insights on students' use of visual aids, I distributed questionnaire surveys during the first week of the experiment A total of forty questionnaires were handed out to participating students, resulting in a 100% response rate.
A recent survey revealed that 83.5% of students reported their teachers sometimes use visual aids to enhance writing skills, while only 12.3% indicated that visual aids are frequently employed in writing instruction Additionally, 5.2% of students noted that visual aids are rarely used, and none selected the option for "never."
Many teachers tend to avoid using visual aids in teaching writing skills due to the time-consuming process of lesson planning and a lack of computer skills This reluctance can lead to unclear and confusing lessons, ultimately resulting in students feeling bored and disinterested in writing.
It is unsurprising that up to 92% students respond they feel interested in the lessons which are taught with visual aids Only 7% chose the option
The use of visual aids in teaching writing skills significantly enhances student motivation and interest in learning A survey revealed that 100% of students strongly agree that visual aids lead to more effective understanding, making lessons lively and engaging Students feel more active and comfortable during these lessons, as visual aids connect learning to real-life scenarios and clarify concepts However, 7% of students reported feeling neutral about visual aids, citing challenges such as increased classroom noise, difficulty in teacher management, and struggles for weaker students to keep up with the pace of the lesson.
In a recent survey, students expressed their preferences for teaching methods in writing skills, with 82.3% favoring the use of visual aids, while only 5.5% preferred not to use them Additionally, 12.2% of students indicated a desire for a combination of both approaches.
After four weeks of experimentation, class observations revealed significant findings regarding the impact of visual aids on enhancing students' writing skills The results, summarized in the table below, illustrate the positive effects of incorporating visual aids into the learning process.
Table 4.2 The results of observation class
Students take interest when teacher use visual aids 62,5% 20% 10% 2,5% 5%
Using of visual aids provide easy way to teach difficult concepts
Visual aids provide depth and variety of teaching methods 37,5% 45% 17,5% 0% 0%
Visual aids provide more information 37,5% 50% 7,5% 0% 5%
Visual aids make teaching process more meaningful 52,5% 40% 7,5% 0% 0%
Using of visual aids bring change in classroom environment
Teacher guides their students to use properly by using visual aids
Visual aids provide help to students in different assignment
Teachers need to be trained to use visual aids 62,5% 30% 7,5% 0% 0%
Visual aids help students to avoid the dullness 52,5% 40% 7,5% 0% 0%
Utilizing visual aids in teaching writing skills offers numerous advantages, enhancing student engagement and interest in lessons These aids facilitate the explanation of complex concepts, streamline lesson preparation for both teachers and students, and introduce diverse teaching methods Additionally, they contribute to a more meaningful learning experience, positively transforming the classroom environment for both educators and learners.
When teachers prompt students to write on a spontaneous topic, many experience difficulty and anxiety due to the unfamiliarity of the subject However, providing visual aids related to the topic can significantly ease this challenge, allowing students to tap into their imagination and creativity By incorporating visuals into writing exercises, teachers enhance students' ability to produce more vivid and engaging written work.
However, in order to apply visual aids in teaching more effectively and creatively, it is said that teachers need to be trained to use visual aids basically.
Findings and Discussions
This section summarizes the findings from questionnaires, classroom observations, and tests to address the research question The analysis identifies key factors influencing students' writing skills and scores, including grammar, vocabulary, content, and organization, which were used as criteria for evaluating writing tests Additionally, the study examines the impact of visual aids in teaching by comparing students' performance before and after their implementation, highlighting the benefits of these instructional tools.
4.2.1 What are the differences between applying visual aids and without applying visual aids to improve students’ writing skill?
Students’ writing skill before applying visual aids in teaching
During the first week of the experiment, I administered a pre-test to assess the students' writing skills, revealing that their performance was significantly below expectations This outcome indicated that the students faced numerous challenges in their writing abilities.
I describe these causes which make students have weak writing
Many students struggle with grammar, which, while not hindering their ability to communicate, complicates readers' and teachers' understanding of their writing A common issue is the incorrect use of tense, as students often fail to identify whether they are writing in the past, present, or future This confusion extends to the misuse of prepositions, as well as the mix-up between infinitive and gerund forms of verbs, particularly after modal verbs Additionally, students frequently omit articles, misuse adjectives and adverbs, and make errors in subject-verb agreement and word order The root of these grammar issues lies in the lack of practice in writing accurately in English; students tend to write based on their thoughts without adhering to grammatical rules Many also struggle with the twelve basic tenses in English grammar, leading to uncertainty about which tense to use in their writing.
To sum up, this is a serious issue for the process of teaching and learning English if teacher and students do not find out the solution together
A rich vocabulary is essential for effective writing, enabling writers to express their thoughts clearly and creatively Having an extensive vocabulary enhances one's ability to communicate ideas more effectively Conversely, a limited vocabulary can hinder a writer's ability to convey their message, leading to confusion in word choice and sentence structure.
Content of a text plays an important role for readers Readers are always interested and attracted by content what writers wrote about It means
While the content primarily focuses on writing, some students lack relevant references or information, causing them to stray from the topic.
The matter of organization and mechanic
Effective writing skills hinge on organization and mechanics, aspects often overlooked by readers and students alike Many students mistakenly equate writing with speaking, resulting in a lack of coherence and knowledge consolidation While their ideas may be clear, they struggle to connect different parts of their text, leading to confusion for readers To improve organization, writers should practice regularly and seek guidance from teachers Additionally, common mechanical errors arise when writers focus solely on their thoughts, neglecting punctuation, spelling, capitalization, and proper paragraphing This oversight can obscure the meaning of their text, making it challenging for readers to understand.
Students’ writing skill after applying visual aids in teaching
The use of visual aids in the experiment significantly improved students' writing skills, as evidenced by the positive results observed in their post-test assessments Various components of their writing showed marked enhancement following the application of these visual tools.
Following the treatment, students have significantly reduced their mistakes in complex constructions, tense usage, articles, pronouns, and prepositions They have learned to use articles and prepositions appropriately, and their understanding of English grammar tenses has improved, leading to more accurate and precise usage.
41 some students were still confused about the tenses In short, students wrote the sentences better and this made readers easy to understand their writing
Students effectively utilized a variety of word forms and idioms, demonstrating a strong ability to select and apply vocabulary Their writing showcased an extensive range of vocabulary, making it both engaging and clear By fully leveraging the vocabulary they had previously learned, they enhanced the clarity of their ideas and enriched their writing overall.
Students enhance their writing skills by clearly articulating their ideas and relating them to the writing topic The incorporation of visual aids deepens their understanding of the subject matter, enabling them to know what to write and how to express it effectively As a result, their writing becomes clearer and more refined, making it more accessible and engaging for readers.
Students often struggle with mechanical errors like spelling, punctuation, capitalization, and paragraphing, which can obscure the meaning of their compositions However, when punctuation is used correctly and text organization is logical, the main ideas become clear A strong connection between sentences and paragraphs allows readers to easily follow and comprehend the content.
4.2.2 What are the teachers’ and students’ perceptions about the use of visual aids in teaching writing skill?
Using visual aids on teaching have an important function in educating students and using them in every single class several benefits to teachers as
Visual aids are essential tools for both teachers and students, significantly enhancing the teaching and learning process They engage students in writing lessons, streamline lesson preparation, and enrich the information presented By fostering a motivating and communicative environment, visual aids help students grasp language concepts more effectively Additionally, they enable teachers to cover all necessary topics efficiently and simplify complex ideas, ultimately making writing instruction more meaningful However, effective and creative use of visual aids requires proper training for teachers to maximize their impact in the classroom.