INTRODUCTION
Rationale for the study
English is increasingly recognized as a global language, essential for effective communication worldwide In Vietnam, it has gained popularity over the past few decades, becoming a mandatory subject in schools, colleges, and universities The Vietnamese government, along with the Ministry of Education and Training, is actively pursuing educational reforms aimed at ensuring that all students achieve a B1 level in English, as per the Common European Framework of Reference for Languages (CEFR), by 2020 This initiative emphasizes the importance of early English language education in primary schools.
As a primary English teacher, the researcher emphasizes the importance of supporting students in acquiring essential language skills—listening, speaking, reading, and writing—to succeed in learning English as a foreign language However, many language teachers still adhere to traditional, test-oriented methods, focusing primarily on vocabulary, sentence patterns, and pronunciation, which limits students' speaking practice Consequently, students often lack confidence and feel apprehensive about making mistakes during speaking activities Among the four skills, speaking requires significant support to enhance student participation and confidence in the classroom.
This thesis aims to identify the factors influencing students' participation in classroom speaking activities and to enhance their engagement through the use of pictures in English instruction By incorporating visual aids, the study seeks to motivate students to participate more actively in speaking activities The findings highlight the effectiveness of using pictures in teaching English and reveal positive student attitudes towards this method of learning.
Aims and objectives of the study
This study aims to explore the effectiveness of using various types of pictures in enhancing English-speaking skills among 4th graders during classroom speaking activities The primary focus is to identify the benefits of incorporating visual aids in speaking lessons for students Additionally, the research investigates the students' attitudes towards the integration of pictures in these activities, providing valuable insights into their learning experiences.
Research questions
For the purpose of the research, the current study had the following questions:
1) To what extent does the use of pictures motivate the 4 th grade students to take part in classroom speaking activities in a Bac Ninh primary school?
2) What are these students’ attitudes towards the use of pictures in English speaking activities?
Scope of the study
This study has limitations in its generalizability due to time constraints, the length of the thesis, and the researcher's knowledge, focusing specifically on a small classroom of 10-year-old students at a single primary school in Bac Ninh province Consequently, it does not explore how other age groups may respond to the use of pictures in speaking activities or how this approach can enhance their speaking skills Furthermore, the research is exclusively centered on using pictures to motivate students in their speaking abilities, leaving other skills unexamined.
Significance of the study
This study enhances the understanding of communicative teaching methods, particularly in developing speaking skills among young learners through the use of pictures By examining students' interests and challenges in speaking activities, the research aims to equip teachers with insights that will enable them to create engaging and effective activities, ultimately improving students' speaking abilities in English lessons.
Organization of the thesis
The study is divided into five chapters as follows: the introduction, the literature review, the research methodology, the findings and discussion, and the conclusion
Chapter 1 Introduction reveals the rationale, the aims and objectives of the study, the scope of the study, the significance and the structure of the study It expresses the reasons why the researcher decided to carry out this research Some main points related to the research such as research questions, significance of the research will also be mentioned
Chapter 2 Literature Review provides the overview of speaking skills and their types; the practice of teaching and learning English speaking skills to primary students as well as the general knowledge of pictures such as their definitions, their types and benefits of using pictures in teaching language Furthermore, the previous studies related to the research are included
Chapter 3 Research Methodology discusses the research-governing principles and research methods This section covers the setting and participants of the research, and the methods of collecting data, the data collection techniques, and data analysis techniques
Chapter 4 Finding and Discussion provide a report on the data of the research
Chapter 5 Conclusion summarizes what has been studied with suggestions
4 for further research This part also includes limitations of the study
LITERATURE REVIEW
Overview of speaking skills
Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information, as defined by Burns and Joyce (1997) Its form and meaning are influenced by the context in which it occurs, including the participants, their collective experiences, the physical environment, and the purpose of the communication This definition highlights the complexity and significance of speaking in language learning methodology.
According to Richard (2008, p.19), speaking is defined as the delivery of language through the mouth, involving the use of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips to create sounds Speaking can be categorized into two forms: informal and formal Informal speaking is commonly used among family, friends, or acquaintances, while formal speaking is reserved for business or academic contexts and first-time meetings.
Carter and Nunan (2001) highlight that speaking a second language requires the development of specific communication skills This aspect has gained prominence in language teaching history and has recently emerged as a distinct field of teaching, learning, and assessment, with limited emphasis on the production of spoken discourse.
According to the Oxford Dictionary of Current English (2009), speaking is defined as the act of conveying information or expressing thoughts and feelings through spoken language In the context of language teaching and learning, speaking is recognized as one of the four essential language skills, alongside listening, reading, and writing.
Speaking and writing are essential skills to practice and master for effective communication According to Nunan (2003, p.48), speaking is defined as a productive oral skill that involves generating systematic verbal expressions to convey meaning.
Brown (1994) emphasizes the close integration of speaking, writing, and listening abilities in language learning, highlighting the importance of interrelated skills in effective teaching This study defines speaking as the process of constructing and conveying meaning through verbal and non-verbal symbols across various contexts, enabling individuals to express ideas, opinions, and emotions using articulate words or sounds for purposes such as informing, persuading, and entertaining.
Speaking encompasses various definitions and necessitates that learners possess both linguistic competence—knowing grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding the context and purpose of language use This dual competence enables individuals to effectively express their ideas, thoughts, and feelings, facilitating meaningful information exchange in everyday situations.
According to Burns and Joyce (1997), students in speaking class must be exposed to three key items: form-focused speaking, meaning-focused speaking, and fluency-focused speaking
Form-focused instruction emphasizes the importance of pronunciation, grammar, and vocabulary in language learning When learners start speaking a new language, they should rely on foundational, form-focused learning A practical approach is to utilize simple, memorized phrases and sentences, such as greetings, basic personal descriptions, and straightforward questions and answers As learners gain proficiency and experience, they can re-analyze and integrate these phrases into their language use, enhancing their overall communication skills.
7 learner‟s system of knowledge of the language; language use based on memorization can be the starting point for more creative use of the language
Meaning-focused instruction emphasizes the importance of creating opportunities for language learners to engage in meaningful spoken communication with real-life purposes Alongside form-focused speaking practice, learners should be encouraged to participate in meaningful communication that requires both the production and comprehension of significant oral messages.
Fluency in speaking is the aim of many language learners Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and
“ums” or “ers” These signs indicate that the speaker does not have to spend a lot of time on searching for the language terms needed to express the message
To effectively communicate in English, students should prioritize sentence structure, meaning, and fluency It's essential to focus on pronunciation, grammar, and vocabulary while maintaining a reasonable speaking speed to clearly convey their ideas, feelings, and thoughts to listeners.
2.1.3 Difficulties in teaching and learning English speaking skills
Achieving proficiency in speaking a foreign language within classroom settings poses significant challenges, even for advanced learners who often feel unprepared for real-world conversations after completing a course This difficulty primarily stems from the limited speaking opportunities provided in classrooms, which contrast sharply with the diverse and abundant forms of oral communication encountered in everyday life (Nation & Newton, 2009).
Choosing the right types of spoken discourse for classroom practice in a language course is a challenging task that often fails to mirror the natural occurrence and distribution of real-life communicative situations.
Common challenges in language classrooms stem from individual learners' personalities and their attitudes towards the learning process, particularly in speaking Key issues include inhibition, characterized by fear of making mistakes, shyness, or criticism Additionally, learners often struggle with generating ideas, formulating opinions, and contributing relevant comments Uneven participation can arise when some students dominate discussions, while the tendency to revert to the mother tongue is prevalent in less motivated classes, as students find it easier to express themselves in their native language (Ur, 1995, p.121).
Teachers in English as a Foreign Language classrooms often encounter challenges such as lack of motivation, students' reluctance to speak, and reliance on their first language (Nunan, 1993) Factors contributing to this reluctance may include cultural, linguistic, and psychological issues (Burns & Joyce, 1997) Thornbury (2006) highlights that learners frequently struggle with limited skills, which hinder their fluency due to insufficient automation of their knowledge Additionally, affective factors like lack of confidence can further impede speaking abilities To address these issues, teachers should actively work to build students' self-confidence, as suggested by Brown (2001), who emphasizes the importance of fostering existing confidence and developing it where it is lacking Ultimately, educators must remain attuned to the challenges their students face in speaking classes.
English serves as a global means of communication, making it essential to learn However, mastering English as a foreign language presents challenges Consequently, it is important for students to begin their English education from elementary school and continue through university (Remelan, 1992, p.2).
Overview of pictures and their use in speaking lessons
This research will utilize pictures as a form of visual instructional media According to Hornby (2005), a picture is defined as a painting, drawing, or photograph that depicts a scene, person, or object represented on paper using various artistic tools Additionally, Stevick (1986) describes pictures as non-verbal materials that can effectively aid in teaching English verbal skills.
In addition, Ur (2012) adds picture drawings are commonly used in the textbooks or
11 colored posters or pictures downloaded from the internet
Images, including drawings and photographs, play a crucial role in book design, particularly for imagery-related content However, they can be misleading, as students may interpret the same external stimulus differently As a prominent form of visual material, pictures are invaluable for creating language tasks, facilitating activities such as describing, interpreting, dictating, and comparing.
Understanding the various definitions of pictures is essential, as it provides valuable insights into their different categories Among these, Gerngross and his associates highlight one of the most intriguing and practical classifications of picture types.
In 2006, various types of images were categorized, including photographs, personal photos, drawings, cartoons, visual aids, and artwork Photographs, specifically, refer to images sourced from magazines and newspapers that depict portraits, landscapes, objects, or animals.
Personal photographs capture moments taken by teachers or students, while drawings represent visual interpretations of art or maps Cartoons, often referred to as picture stories, consist of a series of images that convey a narrative Visual aids encompass various materials created for classroom use, including flashcards and teacher cards, as well as artwork utilized in business contexts, such as advertisements and book covers.
In summary, various types of images play a crucial role in language learning, practice, and organization, each differing in size, shape, and origin to suit specific activities These visuals enhance students' vocabulary retention and comprehension, while also making lessons more engaging and effective for teachers The subsequent section will explore the connection between picture use and language education, highlighting the advantages of incorporating images, particularly in developing speaking skills among younger learners.
2.2.3 Benefits of using pictures in teaching language
Pictures play a crucial role in language learning by enhancing visibility and sparking interest among learners According to Byrne (1980), they encourage discussions and interpretations, while Moore (1982) highlights their ability to inspire students' imagination Visual aids, such as colorful posters, contribute to a more engaging classroom environment (Wright, 1989), motivating students to participate in speaking activities Additionally, Gill (2005) emphasizes the importance of catering to the visual learning styles of English as a Foreign Language students, who benefit from visual stimuli like PowerPoints, whiteboards, and printed materials for effective language acquisition.
Describing pictures at the beginning of a class is an effective strategy to engage students, as it allows them to focus on content while learning new vocabulary and grammar through teacher support (Brown, 2004) This approach not only enhances student participation but also fosters a positive attitude towards learning English According to Wright (1989), pictures serve as powerful motivational tools in language acquisition, providing nonverbal stimuli that aid comprehension Furthermore, they facilitate writing and speaking activities independently of teacher guidance, making them invaluable for educators in the learning process Ultimately, the use of pictures equips teachers to prepare students for effective communication by integrating both verbal and nonverbal elements.
Using pictures is an effective technique for teaching language, especially in enhancing English speaking skills among primary students Visual aids can significantly motivate students by capturing their interest, creating a vibrant learning environment that encourages active participation and communication.
Using active pictures in the classroom enhances students' ability to express their ideas, feelings, and thoughts by integrating their prior experiences This visual approach allows teachers to minimize lengthy explanations of teaching materials, as students can easily grasp the concepts By leveraging the strengths of visual aids, educators can create engaging and interesting lessons that encourage active participation in learning to speak English.
2.2.4 Activities used with pictures to teach speaking skills for children
There are many speaking activities which are designed based on the use of pictures Here are some useful common activities offered by several scholars
Ur (2012) suggests two effective activities for language learners: picture description and picture differences In picture description, learners work in pairs or groups to generate as many descriptive sentences about a given image as possible, fostering a sense of achievement and satisfaction Conversely, picture differences involves pairs of learners, each with a distinct image, who must identify and articulate the differences without seeing each other's pictures This activity promotes purposeful questioning and communication, enhancing learners' engagement and language skills.
There are some more activities provided by Pattison (1987); for example, find the picture, memory tests, spot the difference, split picture stories, and strange pictures
The "Find the Picture" activity encourages learners to describe images for identification purposes Participants can engage in pairs or groups, taking turns to articulate details about the pictures, enabling others to recognize or identify the images being discussed.
Memory tests: learners are presented a picture or photograph, they then have a few minutes to look at the picture or photograph carefully After that, the pictures
14 are taken away; learners in groups or in pairs are asked to answer some questions about what they have seen in the pictures
The "Spot the Difference" activity encourages learners to collaborate in groups or as a whole class to identify the differences between two images Participants may also engage in comparing and contrasting the pictures within smaller groups, fostering teamwork and critical thinking skills.
Split picture stories engage learners in group or class activities where they rearrange a series of pictures to create a coherent narrative By presenting a picture story in the wrong order, participants are encouraged to collaborate, share ideas, and explore different interpretations of the storyline.
Strange pictures serve as a creative tool to spark students' imaginations and encourage storytelling By working in pairs or groups, learners select two or more images and collaboratively brainstorm ideas, crafting a unique narrative inspired by their chosen pictures This engaging activity promotes teamwork and enhances creativity in storytelling.
Previous studies
Pictures play a significant role in language teaching, with numerous studies demonstrating their effectiveness, particularly in teaching English to children A wealth of research highlights the benefits of incorporating visuals in speaking activities, showcasing how pictures enhance engagement and learning outcomes.
One of recent studies by Karsono (2014) investigated the employment of
A classroom action research (CAR) study conducted with thirty-one eighth-grade students at SMP Negeri 1 Anggana demonstrated that using pictures significantly improved students' speaking abilities and participation Following the CAR procedures of planning, acting, observing, and reflecting, the results revealed a remarkable increase in students classified as good and very good speakers, rising from 6.4% in the preliminary study to 83.9% in cycle 1 and reaching 100% in cycle 2 This method enhanced students' fluency, content, pronunciation, and grammar, with average scores increasing from 66 in the preliminary study to 74 in cycle 1 and 80 in cycle 2 Additionally, student participation became increasingly consistent across cycles, indicating that the integration of pictures in English speaking activities effectively fostered both speaking skills and engagement.
A study by Pešková (2008) demonstrated the advantages of using pictures in English language teaching, focusing on lower secondary pupils in grades seven to nine at Blažkova Brno The findings indicated that secondary school students benefit significantly from picture-based learning, as it fosters peer interaction and self-expression Although students tended to communicate in their mother tongue and were often noisy during activities, these challenges were addressed by the researcher through the selection of suitable tasks and pre-teaching essential vocabulary Consequently, this approach enabled students to engage and exchange ideas more effectively in English.
Importantly in an article titled “Teaching vocabulary with visual aids”, Lai
(2000) revealed that students responded and expressed differently due to their different educational and cultural background Using visual aids (mainly pictures)
Visual aids play a crucial role in enhancing students' understanding of topics by highlighting similarities and differences The study reaffirmed that these tools not only reinforce learning but also stimulate student interest by connecting lessons to their everyday experiences Additionally, visual aids contribute to the development of literacy and oral skills, allowing students to brainstorm and present their ideas They also foster discussions about similarities and differences while encouraging creativity in storytelling that relates to students' personal backgrounds.
Nguyễn Thị Thanh Xuân (2014) conducted a study on the impact of visual aids, particularly pictures, in teaching English vocabulary to grade-eight students at a Secondary School in Binh Duong province, Vietnam Involving fifty students divided into control and experimental groups, along with eighteen teachers, the research found no statistically significant difference in vocabulary acquisition between the groups However, both students and teachers reported positive attitudes towards the use of visual aids, noting that pictures significantly enhanced students' interest in learning English vocabulary.
Research highlights the significant role of visual aids, particularly images, in language instruction, enhancing vocabulary, speaking, listening, and writing skills Based on the researcher’s teaching experience, students often struggle with fluency in spoken English, including conversation and presentations The researcher believes that incorporating pictures can greatly benefit the development of speaking skills.
As a result, these reasons urged the researcher to conduct this study
This chapter explores various theories related to speaking and language teaching, with a specific focus on developing speaking skills in children It highlights engaging activities designed to enhance children's speaking abilities and summarizes relevant studies that support the current research.
RESEARCH METHODOLOGY
An overview of action research
This study employs an action research approach, which focuses on enhancing teaching practices According to Burn (1994), action research involves applying fact-finding to solve practical problems in social contexts, aiming to improve the quality of action through collaboration among researchers, practitioners, and community members Wallace (1998) further elaborates that action research is a systematic process of gathering and analyzing data on daily practices to inform future decision-making in teaching.
In this study, the researcher followed the model proposed by Kemmis and
McTaggart's model (1988) facilitates research by clearly outlining the necessary steps, ensuring a structured approach to the study According to Kemmis and McTaggart (1998), the action research process consists of four key stages: planning, action, observation, and reflection This cyclical process repeats until satisfactory results are obtained, continuing until the researcher deems sufficient time has passed.
The first step in the cycle is planning, where an action plan is created to achieve specific goals This plan addresses three key areas: the use of language in the context, the activities and practices implemented, and the structure of social relationships and organizations.
- Step 2: The action stage involves implementing the plan while recognizing
19 the need for flexibility and judgment Even so, it may sometimes be necessary to revert to the planning stage if the proposed actions cannot be implemented
Step 3: Observation involves monitoring and assessing the outcomes of actions taken To gather data effectively, various methods can be employed, such as document analysis, interviews, diaries, direct observations, questionnaires, and secondary data sources The insights gained from observation are crucial, as they inform the subsequent stage of the cycle by laying the groundwork for reflection.
Step 4: Reflection marks the final stage of the action research cycle, where researchers and their teams collaboratively analyze, synthesize, interpret, and explain their findings, drawing conclusions about their achievements Based on these outcomes, they may initiate another cycle of planning, acting, observing, and reflecting Figure 3.1 illustrates the stages of each cycle in action research.
Figure 3.1: Steps in the action research cycle (Kemmis & Mc Taggart, 1998)
Research setting
This research was conducted at a primary school in Bac Ninh Province, where the researcher serves as an English teacher The school, established in 2004, has grown from 10 to 29 classes, accommodating 1,005 students and 50 teachers from various nearby communes English is a compulsory subject, with students receiving four periods of instruction each week using textbooks provided by the Ministry of Education and Training The 4th-grade students, who are ten years old and have been learning English for one year, generally exhibit weak English skills, particularly in speaking.
This research involved 32 fourth-grade primary school students, comprising an equal number of boys and girls, who are beginners in English The students are generally intelligent, dynamic, and eager to learn, gradually becoming familiar with speaking skills Many can comprehend English accents from audio materials and construct sentences based on learned patterns While some students actively participate in lessons, others experience shyness when speaking due to fear of making mistakes, as English is a new skill for them Additionally, the large class size limits opportunities for individual speaking practice and interaction.
The textbooks which are required to teach English in primary schools are
The English 3, 4, and 5 textbooks, developed by the Ministry of Education and Training in 2016, align with the new national curriculum These books utilize a learner-centered and communicative approach, with task-based teaching as the primary method Each textbook consists of 20 teaching units along with four review sections.
The curriculum consists of 21 units, with each unit focusing on a specific topic Each teaching unit is divided into three lessons, featuring five or six engaging activities such as Look, Listen and Repeat, Point and Say, Listen and Tick, Look and Write, and Let's Sing Each lesson is designed to be taught within a 40-minute timeframe, ensuring an efficient and structured learning experience.
To gather comprehensive data for the study, various methods were employed, including discussions with colleagues, personal classroom observations, survey questionnaires, and interviews To maintain participant confidentiality, all names of students and teachers have been replaced with pseudonyms, with students identified as S01 to S32 for questionnaires and I01 to I08 for interviews.
The researcher engaged in discussions with three experienced female English teachers, aged between 30 and 42, who hold Bachelor Degrees in English With a shared passion for their profession and students, each has taught primary English for a minimum of eight years These conversations, initiated at the start of the research, aimed to uncover challenges in developing speaking skills among students and to explore potential solutions to enhance their learning experience.
Apart from the survey talks with colleagues, classroom observation was also carefully conducted in order to get further data for the research
Observations provide researchers with the advantage of capturing real behavior instead of relying on participant reports This research method enables investigators to collect "live" data from naturally occurring social situations, allowing them to directly witness events as they unfold rather than depending on second-hand accounts.
In this study, the researcher utilized Take-note to gather data from classroom discussions, while classroom observations offered valuable insights into the work arrangements implemented during speaking lessons, ensuring equitable opportunities for all participants.
In a study involving 22 students, classroom observations were conducted to analyze speaking lesson activities The researcher meticulously documented and synthesized the data collected from these observations, which were essential for comparing with questionnaire responses Prior to the observations, the researcher obtained permission from the teachers and engaged in friendly discussions to request their lesson plans This approach ensured a comprehensive understanding of the classroom dynamics and the effectiveness of the speaking activities.
3.2.3.3 Pre and post questionnaires for students
Survey questionnaires can be applied to gather data efficiently on a basis of language scale, and it can help researchers to obtain the respondents‟ views (Brown,
In their 2010 study, Connaway and Powell highlighted the effectiveness of questionnaires in exploring students' perspectives and challenges related to classroom activities Consequently, the researcher utilized this method to examine the difficulties students face while learning English, along with their hopes and expectations for improvement.
The current study utilized a group-administered questionnaire to enhance efficiency and address any ambiguities in real-time This approach allowed the researcher to clarify any confusion regarding the questionnaire items immediately, thereby improving the reliability of the data collection process (Brown, 2001).
The questionnaires were initially created in English and subsequently translated into Vietnamese to accommodate students who lacked sufficient English proficiency This language barrier hindered their ability to read, respond, and articulate their thoughts effectively Therefore, allowing students to express themselves in their native language, Vietnamese, is more beneficial Prior to distribution, the questionnaires underwent editing by a professional English translator to ensure clarity and accuracy.
The self-reported questionnaire utilized a Likert scale, allowing students to provide their opinions on various questions This format encourages objective responses, as participants are prompted to express their views comprehensively To enhance comprehension, the entire questionnaire was translated into a more accessible format for students.
A pre-questionnaire consisting of six targeted questions was administered to students to identify the challenges they face in learning English, focusing on their attitudes and anxiety levels The first question aimed to gauge students' perceptions of the difficulty of speaking activities, while the second assessed their nervousness when speaking English in front of peers The third question investigated factors contributing to low participation in speaking tasks Additionally, the fourth question sought to understand what motivates students to engage in English learning The fifth question measured the frequency of student participation in classroom activities, and the sixth explored students' enjoyment of various classroom activities during English speaking lessons.
After conducting three lessons that utilized pictures to enhance student participation in speaking activities, the researcher implemented a post-questionnaire consisting of three questions to assess the effectiveness of this technique The first question aimed to gather students' feedback on the use of pictures during speaking activities The second question focused on students' perceptions of the benefits derived from incorporating pictures in these activities Finally, the third question sought to understand the personal changes students experienced after engaging in speaking activities that involved the use of pictures.
FINDINGS AND DISCUSSION
Analysis of the talks with colleagues
Conversations with three colleagues revealed that they believed students faced significant challenges in participating in speaking activities They identified several factors influencing this participation Primarily, students lacked opportunities to practice speaking skills both in class and at home, often only speaking when prompted by the teacher and focusing mainly on sentence patterns for exams Consequently, the infrequent practice led to a fear of making mistakes while speaking in front of peers, resulting in embarrassment and a reluctance to engage, as students preferred silence over the risk of being laughed at.
“too many factors! Students’ low level and participation in speaking because of not practice very often, they only focus on sentence structures for their tests” (Appendix 1)
A colleague noted that while the textbook topics are engaging and relatable to students' lives, some subjects pose challenges for speaking practice It was suggested that teachers should enhance the lessons' appeal or encourage students to prepare thoroughly at home, as effective speaking often requires prior preparation.
To enhance student participation in speaking activities, colleagues acknowledged their inability to alter the lesson schedule, textbook, or syllabus However, they emphasized the importance of modifying activities and techniques to facilitate better understanding and practice for students One teacher specifically highlighted this approach as a viable solution.
In our structured 40-minute periods, we are unable to modify the duration or the textbook used; instead, we focus on enhancing the learning experience by varying activities and employing engaging techniques.
After consulting with three colleagues, the researcher identified several challenges hindering student participation in speaking activities Primarily, students dedicated most of their time to learning sentence patterns for exams, leaving insufficient time for speaking practice Additionally, a lack of adequate English-speaking opportunities both in class and at home contributed to their embarrassment when expressing themselves in front of peers Furthermore, unfamiliar topics also hindered their ability to engage in practice.
Analysis of personal class observation
Over a month of observation, it was noted that while some students actively engaged in lessons, others displayed a lack of attention and participation, often appearing embarrassed or shy when addressed by the teacher Many struggled to articulate their thoughts in English, frequently making mistakes and lacking confidence, opting instead to communicate in Vietnamese The absence of modern learning resources and visual aids in the classroom contributed to a less stimulating environment, hindering students' willingness to engage in communicative activities.
The lack of diverse audio and video resources in schools and libraries hinders students' ability to effectively learn English speaking skills Additionally, teachers are not utilizing supplementary materials that could enhance the learning experience, making it less engaging and comprehensible for students.
To make the situation better, the researcher decided to apply different types
33 of speaking activities for her class such as picture describing and picture differences in most classroom activities to encourage her students to take part in speaking activities more.
Analysis of students‟ pre-questionnaire
In this study, questionnaires were chosen as the primary data collection tool to gather insights into students' challenges in learning English speaking and to identify effective solutions for overcoming these speaking-related difficulties The following section outlines six detailed questions that guided this research.
Question 1: How do you feel of the English speaking activities in the classroom?
Very difficult Difficult Normal Easy Very easy
Figure 4.1 : Students’ evaluation of the English speaking activities in the classroom
According to the data presented, only 12.5% of students found English speaking activities to be neither difficult nor easy, while a mere 6.3% felt confident speaking English in class Notably, none of the students considered English speaking to be very easy Conversely, a significant majority, comprising 59.4% of students, reported that English speaking activities were very difficult, and an additional 21.8% acknowledged that they found these activities challenging This highlights the general struggle students face with speaking English in the classroom.
Question 2: Do you feel nervous when you speak English in the class?
Language anxiety significantly impacts foreign language learning, making it a complex issue to evaluate Understanding the causes of language anxiety and exploring methods to reduce it can enhance learner performance and satisfaction To improve speaking skills, students must engage actively in speaking activities.
Below is the data collected from the question studying learners‟ anxiety:
Very nervous Quite nervous Nervous
A little nervous Not at all
Figure 4.2 : Students’ evaluation on their anxiety in English speaking lessons
A significant number of students experience anxiety when speaking English, with 62.5% feeling extremely nervous about speaking in front of the class Many of these students prefer to sit in the back row to avoid being called on by the teacher Additionally, 18.7% reported feeling anxious when they struggle to understand the teacher, which hinders their participation in speaking activities These insights are valuable for English teachers, particularly those focusing on speaking skills, as they highlight the importance of identifying anxious and silent students, as well as creating a supportive classroom environment to alleviate anxiety and encourage participation in English speaking exercises.
Question 3: What are the causes of your low level of participation in the
Table 4.1: Factors causing students’ low participation
G Afraid of being corrected directly 24 74.4%
Table 4.1 highlights several reasons for students' low participation in English speaking activities during class hours A significant 93% of students cited fear of making mistakes as a barrier to speaking, leading them to remain silent Additionally, 89.9% of students reported a lack of vocabulary to express their ideas, while 83.7% struggled with mispronunciation, further discouraging them from speaking The fear of being directly corrected also contributed to their reluctance, with 74.4% of students expressing anxiety about immediate corrections during speaking tasks, which can disrupt dialogue flow and demotivate learners To foster a more supportive environment, it is recommended that teachers provide positive feedback and encouragement Furthermore, 86.8% of students admitted to not speaking English often in class, and 71.3% felt shy when required to speak, indicating a need for increased confidence-building activities in the classroom.
A survey of 36 students revealed that 80.6% found their lessons boring due to a lack of visual aids, while 77.5% felt they had limited opportunities to speak during class discussions, as only one student could participate at a time in speaking activities This format resulted in unequal participation, with some students dominating the conversation while others barely spoke, highlighting a significant barrier to engaging in classroom speaking activities.
In summary, the research revealed several factors adversely affecting students' overall learning and their engagement in speaking activities To address these challenges, teachers should explore techniques to foster a low-anxiety language learning environment, enabling students to better navigate the difficulties of learning English.
Question 4: What makes you interested in learning English speaking skills?
According to Figure 4.3, 46.8% of students found that engaging activities kept them active and excited about learning after lunch, while 31.3% were drawn to interesting topics, particularly those related to their own life experiences, which fostered conversation with peers Additionally, 15.6% believed that effective teaching methods significantly enhanced their interest in learning English speaking skills These factors are crucial for both learning and teaching, as they create a positive classroom atmosphere that encourages student engagement and confidence Students also identified other elements that promote active participation in English speaking activities, including support from classmates, effective feedback from teachers, and sufficient time allocated for these activities.
Interesting topics Exciting activities Good teaching methods Other
Figure 4.3 : Students’ interest in learning English speaki ng skills
Question 5: Do you often attend the following classroom activities in English speaking lessons?
Table 4.2 : Students’ frequency of attending speaking activities
Pair work and group work 93% 1
Table 4.2 reveals that pair work and group work were the most attended activities for practicing English in speaking lessons, preferred by 93% of students Dialogue completion followed closely with 83.7% preference, while questions and answers ranked third at 80.6% Picture-based discussions, chosen by 58.9% of students, were less favored, likely due to their uncommon nature in English speaking tasks.
Question 6: Do you like the following classroom activities in English speaking lessons?
Table 4.3 : Students’ opinions about speaking activities in the class
Activities Like Neither like nor dislike Dislike
A Pair work and group work 56.2% 6.3% 37.5%
E Questions and answers by picture-based activities
A significant 62.5% of students enjoyed games, yet they expressed a strong dislike for speaking lessons, particularly topic-based discussions, where the same percentage felt uncomfortable due to limited vocabulary and challenging topics Many students resorted to using Vietnamese when they struggled to articulate their thoughts Additionally, 37.5% of students were not fond of role-play activities, feeling shy and self-conscious about performing in front of peers In contrast, 59.3% actively participated in asking and answering questions based on pictures, indicating a disparity in engagement levels However, 53.1% of students disliked dialogue completion, 50% were averse to conversational Q&A, and 56.2% did not enjoy forming complete sentences orally, all contributing to their low participation in speaking activities.
The analysis indicates that students' enjoyment of learning and the teaching techniques employed significantly influence their participation in classroom speaking activities It is essential for teachers to gain a deeper understanding of their students' interests and personalities while exploring innovative teaching methods tailored to their needs To enhance engagement, educators should focus on creating more appealing lessons that incorporate visual aids, particularly images, to captivate students' attention.
Analysis of students‟ post-questionnaire evaluation
Question 1: How do you feel about speaking activities using pictures?
Table 4.4 : Students’ opinion s about English speaking activities using pictures
Level Like Neither like or dislike Dislike Percentage 86% 9% 5%
A significant 86% of students expressed a preference for using pictures in English speaking activities, as they found that visuals enhanced their idea development, stimulated imagination, and fostered effective collaboration in pairs or groups Pictures also helped students connect vocabulary to topics and gain a clearer understanding of the subject matter Additionally, many felt that visuals provided a sense of safety in discussions and offered supportive prompts for conversation (S04, S22) Meanwhile, 9% of students were uncertain about their feelings towards picture-based activities, with one noting that they enjoyed them when the topic was easy but disliked the preparation required for more complex discussions (S19) Conversely, 5% of students indicated a dislike for using pictures, citing difficulties in generating ideas or constructing narratives from the images.
Question 2: Do you think the use of pictures in English speaking activities has made it easier for you to learn English?
Table 4.5 : Students’ opinions of the benefits of using pictures in English speaking activities
A significant majority of students (93.7%) reported that the use of pictures in speaking activities has made learning English easier and more engaging They noted that pictures sparked their interest, encouraged active participation, and fostered collaboration during pair and group work Additionally, images helped them connect vocabulary to topics and enhanced their understanding While 3.1% of students were undecided about the effectiveness of pictures, another 3.1% expressed negative sentiments Overall, the data indicates strong support for the use of pictures in English speaking activities, as students felt more motivated and confident, leading to increased bravery in speaking English This reflects the success of the action research conducted.
Question 3: How do you feel about your English speaking skills after taking part in the English speaking activities using pictures?
Table 4.6: Students’ own changes after using pictures in speaking activities
Changes Disagree Neither agree nor disagree Agree
A I am more motivated to speak English 3,.1% 9.4% 87.5%
B I have made progresses in English speaking 3.1% 12.5% 84.4%
C I am confident enough to speak English in groups or in front of the class 9.4% 9.4% 81.2%
D My pronunciation is much better 6.3% 15.5% 78.2%
E My vocabulary has been enlarged 0% 6.3% 93.7%
F I can make longer English sentences 9.4% 21.8% 68.8%
G Pictures help me speak English more accurately 15.5% 12.5% 72.9%
Recent data indicates a significant increase in students' interest in English lessons, with 87.5% expressing greater motivation to listen and speak in English The use of color pictures during activities appears to enhance their excitement for learning Furthermore, 84.4% of students acknowledged improvements in their speaking skills, with many volunteering to practice when prompted by the teacher Only 12.5% were uncertain about their progress, and a mere 3.1% felt they had not improved Additionally, 81.2% of students reported feeling confident enough to participate in group activities and deliver oral presentations, contrasting with previous fears of speaking in front of peers.
A significant 93.7% of students reported that their English vocabulary improved through active participation in speaking activities that utilized pictures This indicates that incorporating visual aids in learning can greatly enhance students' ability to work more effectively in mastering the English language.
In conclusion, these findings support the idea that teachers can significantly impact student engagement by effectively utilizing teaching techniques, particularly through the use of pictures to enhance speaking skills in English.
Analysis of the interviews
Eight student participants out of thirty-two students volunteered to take part in the individually interviews with the researcher The results are illustrated in the following figures
Question 1: Do you like using pictures in English speaking activities?
Students showed a keen interest in learning English speaking through pictures for several reasons Firstly, they found it enjoyable and engaging, as colorful images presented by teachers sparked their curiosity and enthusiasm for developing speaking skills Additionally, 50% of the students noted that pictures enhanced their vocabulary comprehension, enabling them to grasp word meanings without relying solely on teacher explanations Furthermore, 37.5% of students stated that pictures simplified the speaking process, allowing them to complete tasks effectively during lessons and facilitating independent practice at home Some students also expressed that visuals boosted their confidence and fluency in speaking Overall, the use of pictures made the learning experience more dynamic and interactive, keeping students actively involved and preventing boredom in the classroom.
Question 2: What benefits do you have from English speaking activities using pictures?
In an interview with eight students regarding speaking activities that incorporate pictures, seven students (87.5%) found using images to present topics and narrate stories engaging and conducive to social interaction They noted that pictures facilitated collaboration and discussion on various issues Additionally, six students (75%) expressed interest in identifying differences between images and describing them to peers, stating that visuals made it easier to speak fluently Furthermore, five students (62.5%) enjoyed rearranging story pictures, as they provided a general understanding of the narrative and encouraged group discussions among friends.
Two students shared their lack of interest in discussing activities through pictures, highlighting distinct challenges One student (12.5%) found it difficult to tell a story based on a series of images due to insufficient vocabulary Additionally, two students (25%) struggled to identify differences in pictures, as they often felt confused by the various elements presented Lastly, another student (12.5%) expressed disinterest in using pictures to present a topic.
In summary, students found activities like rearranging pictures and identifying differences uninteresting due to their difficulty However, presenting topics and narrating stories based on a series of pictures captivated their interest, as these visual elements helped them grasp the general ideas of the stories Additionally, students enjoyed collaborating in groups to share ideas and engage in discussions about the topics.
Question 3: May you give your suggestions about the use of pictures in speaking activities?
Three out of eight students (37.5%) recommended that teachers incorporate pictures into games to enhance the teaching and learning of speaking skills They expressed a preference for this interactive approach, highlighting its effectiveness in engaging students.
In an engaging classroom activity, students compete to describe a picture to a friend as quickly as possible, with the first group to identify the correct image declared the winner Interestingly, 50% of participants suggested that teachers should frequently incorporate the activity of "finding the correct picture by listening to their friends' descriptions." While both activities share similarities, they emphasize different skills: one focuses on students' abilities to express themselves in English, while the other hones their listening and comprehension skills Additionally, students recommended enhancing the quality and appeal of images used in speaking exercises, advocating for the use of colorful pictures and illustrations from stories to boost engagement in learning English.
Students expressed a preference for using pictures in speaking activities, particularly enjoying tasks such as describing images to a friend and identifying the correct picture based on verbal descriptions To enhance engagement and stimulation, it is recommended to incorporate colorful images and those inspired by stories into these activities.
Discussion
The study's findings revealed that incorporating pictures in speaking classes greatly enhanced students' speaking skills and boosted their self-confidence.
This study concludes that the implementation of pictures in English speaking activities significantly improved students' speaking skills, as evidenced by enhanced pronunciation, vocabulary, grammar, and overall language use Additionally, students expressed enjoyment in performing in front of the class, contributing to a more dynamic classroom atmosphere where most actively participated in speaking activities.
In a study involving 45 pairs of students, it was observed that they exhibited dramatic gestures and maintained eye contact while performing in front of the class, appearing relaxed and enjoying their speaking experience Additionally, the findings indicated a notable improvement in the students' self-confidence, which may be attributed to the advantages of utilizing pictures as a teaching aid during speaking lessons.
Utilizing pictures in speaking activities for primary school students proved to be effective, as it met the success criteria Students displayed enthusiasm in participating in English speaking exercises, feeling more confident and equipped with a broader vocabulary to articulate their thoughts Therefore, incorporating visual aids in teaching speaking skills is highly recommended for students at a Bac Ninh school.
This research investigates the use of pictures to enhance the speaking skills of fourth graders and boost their participation in English speaking activities The findings indicate that incorporating images significantly improves students' speaking abilities, demonstrating the effectiveness of visual aids in language learning.
The incorporation of pictures significantly enhanced the vocabulary of students, as cadets were able to remember new words and expressions more effectively by associating them with visual aids during reading This approach led to gradual improvements in their English language production While some mispronunciations and the use of Vietnamese persisted, the frequency of English usage among the cadets increased compared to prior to the implementation of these strategies.
Students demonstrated increased confidence and reduced anxiety when speaking English, particularly after engaging with colorful pictures during speaking activities The use of visual aids made the tasks more communicative and enjoyable, fostering a lively classroom atmosphere With prompts from teachers, students felt less shy and more secure in expressing their ideas and opinions, utilizing a broader vocabulary inspired by the images Consequently, they were no longer afraid of making mistakes, which enhanced the overall teaching and learning experience.
Students showed increased engagement in classroom speaking activities, becoming more active participants when using visual aids The use of pictures helped many students feel more comfortable speaking English in front of the class, leading to a noticeable improvement in their language production This approach provided them with enhanced vocabulary and pronunciation practice, ultimately boosting their confidence and speaking skills.
In conclusion, the employment of pictures successfully improved speaking skills of the 4 grader students and boost their willingness to participate in English speaking activities
This chapter highlights the positive impact of using pictures in speaking lessons, demonstrating that students' engagement in speaking activities increases when teachers incorporate visual aids Pictures serve multiple purposes, such as sparking ideas, enhancing imagination, boosting motivation, and facilitating collaborative work among students Colorful images from animated movies and those related to everyday life are particularly appealing and effective While some students faced challenges, the majority expressed a preference for picture-based learning activities, indicating that this technique can significantly enhance their English learning experience.