INTRODUCTION
Background of the study
The 21st-century learning framework highlights the significance of media and technology skills in language education With the rapid advancement of technology, the Interactive Whiteboard has emerged as a vital tool in educational environments globally This large interactive display, connected to a projector and computer, is instrumental in enhancing learner engagement.
The Interactive Whiteboard has proven to be an effective instructional tool that creates an engaging learning environment for young children Key features such as mobility, internet connectivity, and touchable screens enhance language learning and enjoyment (Khoo et al., 2014) Its functionality promotes participation, interaction, and positive learning outcomes in classroom activities A study by Schmid (2008) highlights that multimedia use significantly boosts motivation, attention, concentration, and vocabulary, making lessons more captivating Recognizing these benefits, Vietnam has recently integrated Interactive Whiteboards into English teaching for primary students.
Effective communication and strong academic performance are significantly influenced by vocabulary, which is essential for students' communicative competence (Katwibun, 2014) English boasts the largest vocabulary size globally (Crystal, 2002), making vocabulary acquisition a crucial aspect of learning a second language (Schmitt, 2008).
Learning vocabulary effectively requires exposure to meaningful contexts rather than just memorizing definitions (Daniels & Zemelman, 2004, p 13) Consequently, teaching English vocabulary to young children can be challenging However, the introduction of Interactive Whiteboards offers significant potential for enhancing vocabulary instruction.
While the adoption of Interactive Whiteboards presents significant advantages, there remains a pressing need to enhance awareness regarding their effective integration with pedagogical practices in schools Beyond the critical role of vocabulary acquisition, emerging technologies pose challenges to both teaching and learning, offering robust tools that can transform traditional, teacher-centered classrooms into dynamic, student-focused environments (The UNESCO World Education, 1998) Furthermore, many Computer Assisted Language Learning programs emphasize vocabulary learning, either directly or indirectly.
Teachers' perceptions of instructional methodology play a crucial role in enhancing learning outcomes According to Richards et al (2001), understanding teachers' approaches requires insight into their underlying perceptions and principles Li (2012) further highlights that a teacher's educational beliefs significantly influence the development of effective language teaching methods, ultimately improving students' language skills Therefore, investigating teachers' attitudes towards vocabulary instruction, particularly with the use of Interactive Whiteboards, is essential for advancing educational research.
Regarding learners’ language engagement, it is acknowledged as one of the most important factors that impact on learning language (Fakeye, 2010) Kara
Learner engagement significantly influences students' behaviors and performance in language learning (2009) Engaged learners develop more positive attitudes towards acquiring a new language, highlighting the importance of motivation and attitude in the psychological and social dimensions of language learning (Padwick, 2010) Gardner and Lambert (1972) emphasized that beyond mental competence, students' attitudes and perceptions are crucial for mastering a second language They argued that increased learner engagement enhances the learning process and shapes students' beliefs and behaviors towards the target language, its culture, and community, ultimately affecting their language acquisition Therefore, it is vital to explore the attitudes of EFL learners regarding vocabulary learning facilitated by Interactive Whiteboards.
In Vietnam, the Interactive Whiteboard has emerged as a novel educational tool, yet its adoption for language teaching remains limited in many cities The Ho Chi Minh Department of Education has prioritized the integration of technology into English language education for the 2016-2017 period The Interactive Whiteboard is considered an ideal choice due to its ability to support individualized learning styles and paces (Gray, 2010) However, unlike developed countries such as the United States, England, and Australia, where the use of Interactive Whiteboards has been prevalent since the 1990s, Vietnamese public elementary schools in major cities like Hanoi and Ho Chi Minh City only began receiving this technology in 2014 The high cost of nearly 180 million Vietnam dong per board limits many schools to acquiring just one or two units.
In specific, half is funded from national budget, and the rest is financed by parents’ contribution
At Le Thi Hong Gam Primary School, the introduction of Interactive Whiteboards in English classes, supported by enthusiastic parents, aims to enhance teaching quality Over the past two years, school staff have worked to integrate these digital tools into the EFL Intensive English Program, moving away from traditional methods to meet societal expectations English teachers report that while the Interactive Whiteboard makes learning enjoyable and effective for students, they face challenges such as fear of failure, time constraints, and limited resources and training Despite existing studies highlighting the benefits of Interactive Whiteboards, there is a lack of research on teachers' and students' perceptions in Vietnam, particularly in public elementary schools Therefore, it is essential to evaluate how English teachers view the integration of Interactive Whiteboards and how fifth graders engage with vocabulary learning through this innovative tool.
This study aimed to explore the attitudes of teachers and fifth-grade students towards vocabulary teaching and learning in EFL (English as a Foreign Language) classrooms using Interactive Whiteboards Additionally, it provides practical solutions to address the challenges teachers face in vocabulary instruction.
In order to fulfill the purpose stated above, two research questions were addressed as following:
RQ-1: What are teachers’ attitudes towards the use of Interactive Whiteboard on vocabulary teaching for the fifth graders at Le Thi Hong Gam Primary School?
RQ-2: How does Interactive Whiteboard engage fifth graders in learning EFL vocabulary at Le Thi Hong Gam Primary School?
The current chapter, Introduction, presents the general picture of the study, the research purpose, research questions and the study outline
Chapter 2, the Literature Review, explores key areas pertinent to the study, beginning with the characteristics of young learners and theories of language acquisition It highlights the significance of teachers' attitudes in language education and the engagement of young learners, along with relevant teaching theories for this age group A significant portion of the chapter is dedicated to defining the Interactive Whiteboard, discussing its advantages and challenges in language education Additionally, it addresses the definition and types of vocabulary appropriate for primary-level students Finally, the chapter summarizes related empirical studies, identifying existing research gaps.
The design and method of this study are presented in Chapter 3,
This chapter outlines the methodology by first establishing the context and population of the study, followed by a detailed discussion of the data collection methods employed It also addresses key methodological concerns such as reliability, validity, and ethical considerations relevant to the research area Additionally, the chapter describes the research tools utilized in the analysis process, ensuring a comprehensive understanding of the study's approach.
Chapter 4, Findings and Discussion, offers a comprehensive presentation and discussion of the results obtained from the analyses of student questionnaires, teacher interviews, and classroom observations
Chapter 5, Conclusion, succinctly summarizes the key findings of the study, highlights the contributions of this research, and discusses its limitations while offering suggestions for future research endeavors.
Statement of problem
In Vietnam, the Interactive Whiteboard is a relatively new tool for language teaching, with limited adoption in cities The Ho Chi Minh Department of Education emphasizes integrating technology into English language education, making the Interactive Whiteboard an ideal choice due to its ability to support individualized learning styles (Gray, 2010) Unlike developed countries where the use of Interactive Whiteboards has been common since the 1990s, Vietnamese public elementary schools in major cities like Hanoi and Ho Chi Minh City have only started using this technology since 2014, primarily due to the high cost of nearly 180 million Vietnam dong per board, limiting most schools to one or two units.
In specific, half is funded from national budget, and the rest is financed by parents’ contribution
At Le Thi Hong Gam Primary School, the introduction of Interactive Whiteboards in English classes, supported by enthusiastic parents, aims to enhance teaching and learning quality Over two years, school staff have worked to integrate this technology into the EFL Intensive English Program, responding to societal expectations While students find learning with Interactive Whiteboards enjoyable and effective, teachers face challenges such as fear of failure, time constraints, and limited resources and training Despite numerous studies highlighting the benefits of Interactive Whiteboards, there is a lack of research on teachers' and students' perceptions in Vietnam's public elementary schools Therefore, it is essential to assess how English teachers view the integration of Interactive Whiteboards in their teaching and how fifth graders engage with vocabulary learning through this innovative tool.
Purpose of the study
The study aimed to explore the attitudes of teachers and fifth-grade students towards vocabulary teaching and learning in English as a Foreign Language (EFL) using Interactive Whiteboards Additionally, it provides practical solutions to address the challenges teachers face in vocabulary instruction.
Research questions
In order to fulfill the purpose stated above, two research questions were addressed as following:
RQ-1: What are teachers’ attitudes towards the use of Interactive Whiteboard on vocabulary teaching for the fifth graders at Le Thi Hong Gam Primary School?
RQ-2: How does Interactive Whiteboard engage fifth graders in learning EFL vocabulary at Le Thi Hong Gam Primary School?
Thesis outline
The current chapter, Introduction, presents the general picture of the study, the research purpose, research questions and the study outline
Chapter 2, the Literature Review, explores key areas relevant to the study, beginning with the characteristics of young learners and theories of language acquisition It highlights the significance of teachers' attitudes in language education and the engagement of young learners, alongside applicable teaching theories for this demographic The chapter also delves into the definition, advantages, and challenges of using Interactive Whiteboards in language education Additionally, it discusses the definition and types of vocabulary appropriate for the primary level Finally, the chapter summarizes empirical studies conducted to date, identifying research gaps in the field.
The design and method of this study are presented in Chapter 3,
This chapter outlines the methodology, beginning with the context and population under study, followed by a detailed discussion of data collection methods It also addresses key methodological concerns, including the reliability, validity, and ethical considerations related to the research area Additionally, the chapter describes the research tools utilized during the analysis process.
Chapter 4, Findings and Discussion, offers a comprehensive presentation and discussion of the results obtained from the analyses of student questionnaires, teacher interviews, and classroom observations
Chapter 5 serves as the conclusion, summarizing the key findings of the study while highlighting its contributions Additionally, it addresses the limitations encountered and offers suggestions for future research directions.
LITERATURE REVIEW
Background of Young Learners
Teaching English to young learners differs significantly from teaching adults, as highlighted by Trueman and Hartley (1996), who emphasize that mature students typically exhibit superior study habits compared to their younger counterparts, engaging more effectively in the learning process.
English language teachers in Vietnamese elementary schools must understand the unique characteristics of young learners to effectively apply foreign language teaching theories Recognizing the learning potential and traits of this age group is crucial for enhancing their engagement and success in learning a foreign language.
2.1.1 Definitions and Characteristics of Young Learners
Young learners, typically aged six to eleven, correspond to Vietnamese primary students from first to fifth grade This age group often finds itself in a non-English environment, attending school for limited hours, which provides insufficient exposure to the language compared to their mother tongue Additionally, their experiences with English outside the classroom are minimal This disparity prompts educators to explore effective strategies to enhance English usage within their classrooms.
Educators and theorists have identified key characteristics of young learners, noting that their attention spans are typically short, as highlighted by Harmer (2001), who states that students can lose interest in less engaging activities within ten minutes To combat this, lessons should be designed to be interesting, challenging, and enjoyable Additionally, Scott and Ytreberg (1990) emphasize that young learners thrive on play and seek pleasure in classroom activities Their innate curiosity is another significant trait, which primary language teachers should harness to maintain students' attention and concentration effectively.
In the classroom, students are categorized into four types of learners: visual, auditory, tactile, and kinesthetic (Kinsella, 1995, as cited in Martin, 2011, p.24) Primary-aged children are often visual learners, thriving on visual stimuli such as videos, pictures, and flashcards, which enhance their strong visual memory Conversely, auditory learners absorb information through listening, benefiting from oral reports, films, and songs with sound effects, as noted by Fleming (2017) Tactile and kinesthetic learners prefer hands-on activities and collaborative work, making short breaks beneficial for their learning process To effectively teach language, it is essential to incorporate visual and auditory methods along with sensory aids in the classroom (Brown, 2001, as cited in Sukarno, 2008) Thus, primary teachers play a crucial role in engaging young learners through various sensory modalities, ensuring that teaching practices align with their developmental characteristics for optimal language acquisition.
2.1.2 Young Learners in Digital Era of the 21 st Century
Young learners today thrive in a fast-paced technological environment, eagerly embracing digital devices to explore their interests and passions (Betcher & Lee, 2009; Prensky, 2010) Given their short attention spans, engaging young learners during language instruction is crucial, and technology offers a promising solution by creating real-life learning contexts and enabling teachers to tailor lessons to meet students' needs However, a gap exists between the interactive learning preferences of children and the traditional teaching methods still employed by many educators (Martin, 2010) To foster enthusiasm in young learners, language teachers must adapt their practices, recognizing that children actively construct meaning and that their foreign language acquisition is significantly influenced by their experiences (Cameron, 2001) Emphasizing principles like the Zone of Proximal Development (ZPD) and scaffolding can enhance language learning outcomes, as richer language experiences lead to greater learning potential In summary, integrating theories such as constructivism, ZPD, and scaffolding is essential for effective language teaching to young learners.
2.1.3 Theories for Young Learners’ Second Language Acquisition
Teaching is understood through various definitions proposed by theorists and educators, who have developed numerous theories to elucidate the processes by which individuals acquire and apply skills and knowledge This study highlights key mainstream theories, including social constructivism, the Zone of Proximal Development, scaffolding, and mediation.
According to Jean Piaget's constructivism theory, children are active learners who develop language through processes of assimilation and accommodation, relying on their existing knowledge to interpret new information Vygotsky further elaborated on this concept, highlighting that children aged 7 to 12 enhance their reasoning skills by continuously questioning their surroundings Therefore, it is crucial for educators to recognize this inquisitive nature and design appropriate learning activities, moving away from the rigid PPP (presentation-practice-production) model Ultimately, a strict adherence to behaviorism can hinder student engagement and achievement.
Vygotsky's theory of social constructivism emphasizes the importance of social context in learning, suggesting that knowledge is best acquired through collaborative negotiation among learners The Zone of Proximal Development highlights how learners can advance their skills with support from peers and knowledgeable adults Constructivist learning conditions involve active participation in realistic topics and the use of diverse sensory experiences The shift from traditional teaching methods to constructivist approaches often introduces changes, including the integration of technology, which can enhance teaching pedagogy Rather than merely using technology to deliver lessons, educators should leverage it to foster active and collaborative learning environments When interactive technology is combined with constructivist principles in the classroom, it can lead to improved student achievements and positive attitudes toward learning.
2.1.3.2 Zone of Proximal Development, Scaffolding and Mediation
The Zone of Proximal Development (ZPD), as defined by Murray and Arroyo (2002), represents the gap between what learners can achieve independently and what they can accomplish with the support of skilled adults or peers In classroom settings, it is often unrealistic for students to reach higher learning levels without teacher scaffolding, which is essential for facilitating effective learning through engaging tasks and collaborative activities (Roosevelt, 2008) However, Campbell (2008) emphasizes that if tasks are overly challenging or lack student interest, achieving proximal development becomes impossible Therefore, educators must proactively expand their own ZPD to effectively support their students' learning Blanton et al (2005) describe the teacher's ZPD as the space between their current pedagogical knowledge and the next level of understanding attainable with external support This indicates that teachers cannot advance their development in isolation; they require collaboration with colleagues, students, and technology Additionally, Mitchell and Myles (2004) note that learning is significantly influenced by learners' evolving use and mastery of mental tools.
Effective student-teacher interactions require both parties to engage actively in a dynamic scaffolding process, facilitating mutual understanding through communicative exchanges Lantolf (2000) highlights that mediation can occur through various artifacts, including technology Similarly, Singh and Richards (2006) emphasize that technology not only enhances teachers' professional development but also serves as a critical tool for mediating their learning through internet resources and computer software.
This research focuses on how fifth-grade learners engage in vocabulary learning activities using Interactive Whiteboards, a technological tool It emphasizes the importance of collaborative configurations involving teachers and peers, rather than relying solely on traditional teacher-led instruction.
Concepts of Attitudes
2.2.1 General Definition and Categories of Attitudes
In school settings, second language acquisition is influenced by attitude, which encompasses cognitive, affective, and conative components, reflecting a psychological orientation towards specific behaviors This attitude is crucial as it relates to an individual's values and beliefs, shaping the choices made in both academic and informal activities (McGroarty, 1996).
Zanna and Rempel (1988) identify that attitudes are formed through cognitive, affective, and behavioral dimensions Cognitive attitudes encompass an individual's perceptions, beliefs, and assumptions about specific facts The affective component relates to the emotional experiences tied to these facts, while the behavioral aspect predicts how a person may act based on their beliefs and assumptions.
Overall, social psychologists think of attitudes as single units Psychologists usually attribute attitudes to have multiple dimensions, including cognitive (knowledge), affective (feeling), and conative/ behavioral (action) components 2.2.2 Teachers’ Attitudes
Over the past thirty years, the exploration of teachers' attitudes and their impact on instructional practices has been crucial for both pre-service and in-service educators According to Uluga, Ozden, and Eryilmaz (2011), students' language performance is significantly influenced by various factors, particularly the attitudes of their teachers Specifically, positive teacher attitudes foster character development and success in students, while negative attitudes can hinder their growth (Uluga et al., 2011) Teachers' attitudes are vital in enhancing students' motivation, engagement, and academic achievement For instance, when English teachers maintain a positive outlook on using games for vocabulary instruction, students are likely to improve their vocabulary skills A key teaching principle emphasizes the importance of teachers' facilitation and positive expectations to effectively motivate students to learn (Yavuzer, 2000, as cited in Uluga et al., 2011).
In short, an investigation of teachers’ attitudes really builds up an importance for the research
This study explores the attitudes of English teachers at Le Thi Hong Gam Primary School regarding the use of Interactive Whiteboards in vocabulary classes It examines teachers' beliefs and perceptions about the effectiveness and challenges of this technology Additionally, the research considers teachers' emotional responses, including their likes and dislikes, towards the application of Interactive Whiteboards Finally, the study investigates the actions and behaviors of these teachers in vocabulary classrooms when utilizing this technological tool.
2.2.3 Young Learners’ Attitudes, Motivation, Engagement
In the evolving landscape of language education, learners have taken on a central role, making their attitudes crucial for improving both teaching and learning outcomes.
Learners' motivation and engagement in language learning are significantly influenced by their attitudes, as noted by McDonough (1983) Research by Gardner (2006) indicates that students with higher motivation levels tend to perform better academically Motivated individuals actively engage in relevant activities, put forth effort, focus on their tasks, and strive to achieve their goals Furthermore, Ng and Ng (2015) emphasize that even the most talented individuals cannot sustain long-term objectives without sufficient motivation, regardless of the quality of the curriculum or teaching methods.
Because of the fact that children can concentrate in short time (Harmer,
Teachers play a crucial role in enhancing students' learning motivation and engagement, which are vital for maintaining attention and participation in the classroom To effectively stimulate primary students' motivation in language learning, educators must design engaging tasks and recognize the rewards that foster a sense of achievement This study specifically investigates whether Interactive Whiteboard activities are sufficiently challenging and interesting to boost learners' motivation and engagement in vocabulary acquisition.
Engagement is a complex concept that encompasses students' diverse patterns of motivation, cognition, and behavior Over the past seventy years, the literature has revealed various terminologies and definitions related to engagement (Alrashidi, Phan & Ngu, 2016) While often used interchangeably, learner engagement and motivation are distinct; motivation may drive learners to tackle challenging tasks for external rewards (extrinsic motivation), whereas engagement can occur intrinsically, fostering participation in activities for their own sake (Lee, 2012) Moreover, engagement tends to be more enduring than motivation, sustaining learners' involvement in tasks over the long term (Marciano, 2004, as cited in Lee, 2012).
Learner engagement in primary education, particularly in foreign language classrooms, encompasses both psychological and behavioral traits Initially defined in the 1980s as the willingness to participate in school activities, such as attending classes and completing assignments, the concept has evolved Jablon and Wilkinson (2006) further elaborate that psychologically engaged learners are driven by intrinsic motivations like curiosity and enthusiasm, while behaviorally engaged learners demonstrate concentration, investment, and effort Despite varying definitions, researchers agree that learner engagement is a multidimensional construct that includes various aspects of involvement.
Affective Feelings about the educational institutions, teachers, and peers (e.g., positive sense towards peers)
Observable performance and action (e.g., assignment completion, grade point average, and extracurricular activities such as sports
Cognitive Beliefs and perceptions related to self, academic institutions, teachers, and peers
Affective Student’s participation in academic and extracurricular activities
Behavioral Student’s positive and negative reaction to peers, teachers, and schools
Cognitive Student’s thoughtfulness and willingness to master difficult skills
Affective Learners’ satisfaction and enjoyment on learning activities
The extent of students’ goal-driven effort, and preferences for challenges of the pedagogical activities
Cognitive Students’ attempt to achieve learning outcomes, the extent of attention as well as their involvement iSALT
(Institute for the scholarship of
Positive and/or negative reactions of students towards different factors of education (teachers, classmates, activities, etc.)
Behavioral Participation in academic activities
Active interest and investment in education process (purposeful in their approach to education, willingness to exert necessary effort)
2006 Academic Time on task, credits earned, and homework completion
Reschly Behavioral Attendance, class participation, and extracurricular participation
Psychological Sharing sense of belonging or identification, and relationships with peers and teachers
Cognitive Autonomy, and personal goals
The researchers propose a three-dimensional model of learner engagement that includes cognitive, affective/emotional, and behavioral dimensions, all of which are interrelated and equally important Behavioral engagement is observable through attendance, participation in tasks, and discipline referrals Cognitive engagement reflects students' investment in learning, willingness to tackle challenging tasks, and self-regulation Emotional engagement is characterized by interest and happiness in the learning process This comprehensive approach highlights the significance of each dimension in enhancing student engagement in specific learning activities.
“ Learner engagement is associated with the intensity and emotional quality of a student’s involvement in initiating and carrying out activities
Engaged learners exhibit a positive attitude characterized by enthusiasm, optimism, curiosity, and sustained behavioral involvement in their activities They tend to select tasks they feel capable of completing, take initiative when opportunities arise, and invest effort in successfully executing and finishing their assignments.
Skinner et al emphasize the importance of emotional, behavioral, and cognitive aspects of learner engagement in language classrooms These components align closely with learners' attitudes, where satisfaction and enjoyment during activities, such as vocabulary tasks, enhance emotional engagement Cognitive engagement is reflected in students' goal-driven efforts and their preference for challenging pedagogical activities Additionally, behavioral engagement is shaped by students' attempts to achieve learning outcomes and their level of attention and involvement While these engagement categories are useful for designing questionnaires and observations, emotional and behavioral aspects may be less suitable for younger learners aged 9-12, who prefer fun and may react negatively to losing games or overly challenging tasks This paper utilizes the engagement model from the Institute for the Scholarship of Assessment, Learning, and Teaching (iSALT Team) to explore how primary students engage emotionally, behaviorally, and cognitively in vocabulary learning activities using Interactive Whiteboards.
While technology, such as interactive whiteboards, can enhance learner engagement and positively impact teaching methods (Dunleavy & Milton, 2009; Barnes, Marateo, & Ferris, 2007a), it may not be the most effective option for fostering children's emotional and cognitive involvement Consequently, the researcher aimed to investigate the extent of this application.
Interactive Whiteboards enhance vocabulary learning engagement for fifth graders at Le Thi Hong Gam School Consequently, several recommendations can be made to optimize the use of this technology for better educational outcomes.
Interactive Whiteboard
Interactive whiteboards are recognized as cutting-edge instructional technologies suitable for various student levels (Türel & Johnson, 2012), produced by companies such as Smart Technology, Promethean, and Sony These electronic boards have been utilized in educational environments since the late 1990s in the United States and England, with their installation in elementary schools in Hanoi and Ho Chi Minh City, Vietnam, occurring by 2014 There are three primary types of interactive whiteboards: front projection, rear projection, and flat panel display, with front projection being the preferred choice for primary schools, where computer images are displayed on a touch-sensitive board An interactive whiteboard consists of a large screen connected to a projector and a computer, allowing users to write in digital ink and save their work for future reference (Wood & Ashfield, 2008) All computer content is projected onto the board using an electronic pen.
Figure 2.1: A diagram of Interactive Whiteboard
An Interactive Whiteboard, measuring 95 inches by 52 inches, significantly enhances the learning experience for young students by presenting new topics in an engaging manner This modern instructional tool not only serves the basic functions of a traditional board but also incorporates interactive features that promote effective teaching and learning.
Secondly, the user can write directly on the screen and all the work which would be done on the Interactive Whiteboard can be stored and saved for later utilization
The evolving roles of teachers and students in language classrooms foster an active learning environment For instance, as students engage with an Interactive Whiteboard during vocabulary exercises, the teacher transitions into a facilitator, guiding and supporting their learning process.
Interactive Whiteboards enhance teaching by allowing educators to integrate various resources, helping young learners retain more information These boards are particularly favored for their ability to display PowerPoint lessons directly on the screen while utilizing multiple functions at the same time.
2.3.2 Benefits of Interactive Whiteboard in language education
While the Interactive Whiteboard is often viewed as a groundbreaking educational tool, its primary function is to assist students in their learning rather than serve as a central element of the educational experience Additionally, it serves as an instructional resource that enables teachers to enhance their teaching materials This technology facilitates a shift in pedagogical approaches to better address the needs of learners A review of the literature on the implementation of Interactive Whiteboards in educational settings highlights numerous positive outcomes for both teachers and students.
Shen and Chuang (2009) demonstrate some benefits in conjunction to Interactive Whiteboard use as follows:
Effective provision of multimedia in the traditional ICT classroom;
Various activities to meet different learning styles
Following that, Al-Faki and Khamis (2014), by reviewing some previous authors’ ideas, render a number of positive effects on language teachers in their teaching practices such as
Allow teachers to use web-based resources from the Internet;
Enables teachers to present authentic materials through texts, pictures, sounds, videos and animation;
Assist teachers to share and re-use materials, reducing workloads;
Support classroom management with the ability to walk around the class
With the help of Interactive Whiteboard in language learning, the primary learners also benefit numerous good outcomes, and below are some examples presented by Al-Faki and Khamis (2014):
Facilitates learners’ engagement by encouraging them to interact with materials on the board;
Provides more opportunities for interaction and discussion in the classroom;
Contributes to cognitive and conceptual developments of learners;
Increases enjoyment and motivation for learning, etc
Shen and Chuang (2009) highlighted that incorporating Interactive Whiteboards in language classrooms significantly boosts motivation, interaction, and collaborative learning among young learners This integration positively influences students' ICT skills and their attitudes towards computer-based teaching and learning Furthermore, it enhances student engagement and fosters a greater enthusiasm for learning in the language classroom (Bacon, 2011).
2.3.3 Challenges of Interactive Whiteboard in language education
Integrating Interactive Whiteboards (IWBs) into language classrooms offers several benefits, but also presents challenges for teachers Research indicates that a lack of self-confidence and ICT skills significantly hampers the effective use of IWBs (Levy, 2002) Furthermore, inadequate training makes it difficult for teachers to troubleshoot technical issues, rendering the technology inefficient and time-consuming (Campbell and Martin, 2010) Jang and Tsai (2012) identify five key drawbacks: first, financial constraints prevent many schools from equipping each classroom with IWBs; second, teachers often lack the necessary ICT competence to utilize these tools effectively; third, insufficient professional training and the physical logistics of placing IWBs in classrooms contribute to their underutilization; fourth, integrating IWBs with existing teaching methods poses challenges; and finally, lessons using IWBs tend to require more time than traditional instruction.
Understanding the techniques associated with Interactive Whiteboards can help reduce challenges in technology-assisted classrooms Technical issues are often inevitable in such environments, as noted by Al-Faki & Khamis (2014), who identify various potential technical difficulties that may arise during classroom activities.
Electric pen does not work;
Failure in connection between the sensitive whiteboard and computer occurs;
Unlike multimedia program, computer programs are not constantly updated 2.3.4 Interactive Whiteboard functions
Interactive Whiteboards offer innovative ways to engage with digital content and multimedia, serving dual functions of display and interactivity As a display tool, teachers can showcase resources from various sources, including files, software, and the internet In terms of interactivity, these boards surpass traditional whiteboards by enabling users to freely write and manipulate text, images, and shapes directly on the board's surface with an electronic pen, eliminating the need to operate a computer separately Key learning activities facilitated by Interactive Whiteboards include various interactive functions that enhance classroom engagement and learning experiences (Beauchamp & Parkinson, 2005; Kennewell et al., 2008).
Drag and drop: moving items around to enable classification, processing, comparison, ordering of terms, and so forth;
Hide and reveal: allowing pictures, ideas gradually appeared so that conceptual development takes place;
Color and highlighting: presenting similarities and differences, enhancing explanations, and allowing reinforcement through greater emphasis;
Multiple visualization: matching different ways to present an issue;
Multimedia presentation: replicating non-digital technologies such as overhead projectors, slide projectors, and video players;
Manipulation of objects from other technologies and software: displaying objects elaborated in other types of software and operating with them;
File / Import / PDF Active Inspire / Desktop Annotate/ Video clips
Movement or animation: demonstrating principles and illustrating explanations;
Indefinite storage and quick retrieval of material: saving files for revision, and other teaching purposes
This section serves as a foundational reference for developing classroom observation checklists, enabling the tracking of both teachers' and students' activities and essential skills.
2.3.5 Teachers’ use of ICT in primary language education
Since the 1990s, Information and Communication Technology (ICT) has been introduced as a new subject in primary schools, initially in developed nations like the United Kingdom and the United States, before expanding globally According to the Vietnamese Ministry of Information and Communications (MOIC), all educational institutions in Vietnam now have Internet access, prompting educators to adopt ICT applications to enhance teaching and learning through innovative methods at all grade levels.
In Vietnamese primary schools, teachers face significant challenges in integrating ICT due to limited knowledge and skills in English language teaching According to Dang (2011), a crucial factor affecting teachers' use of ICT is their positive beliefs and attitudes toward technology However, traditional teaching methods and the resistance to change, particularly among older educators, hinder the adoption of new technologies that demand more preparation and organization Additionally, barriers such as insufficient computer skills and confidence among teacher trainers further impede the effective use of ICT in teaching and learning in Vietnam (Peeraer & Petegem, 2010).
In certain areas of Vietnam, the professional ICT training program is in its early stages, primarily emphasizing essential computer skills in software like WinWord, Excel, and PowerPoint, along with foundational programming Most educators are currently undergoing training to enhance their computer literacy (Nguyen, 2015).
The integration of Information and Communication Technology (ICT) in primary English teaching offers numerous advantages, particularly in enhancing vocabulary acquisition By providing rich visual, audio, and interactive contexts, ICT facilitates effective learning experiences It allows students to observe the composition of sentences, encourages them to create their own writing, and simplifies the revision process Therefore, incorporating ICT into English language instruction is essential for Vietnamese primary students, especially in vocabulary instruction.
Vocabulary Teaching and Learning at Primary Schools
Teaching and learning English as a Foreign Language (EFL) vocabulary presents challenges for both educators and students, largely due to the limited emphasis on vocabulary instruction in primary EFL classrooms Mukoroli (2011) emphasizes that mastery of vocabulary is crucial for both language production and comprehension Harmer (1993) further illustrates this by stating that while language structures form the skeleton of a language, vocabulary serves as its vital organs and flesh Therefore, expanding vocabulary knowledge is essential for successful language acquisition, which can only be achieved when teachers understand the vocabulary levels appropriate for primary-age children and utilize effective teaching techniques.
Vocabulary is defined by various scholars and linguists in multiple ways, but fundamentally, it consists of words that serve as the building blocks for constructing sentences, paragraphs, and texts (Read, 2000, p.1) While vocabulary typically refers to individual words, it can encompass more complex forms, as highlighted by Ur (1996, p 60).
Vocabulary encompasses not just individual words in a foreign language, but also multi-word expressions that convey a single concept, such as "post office" and "mother-in-law." Additionally, idiomatic phrases like "call it a day" illustrate how meanings can be non-literal and cannot be derived from the individual words alone Understanding these nuances is essential for effective language acquisition.
To effectively handle vocabulary, it is essential to understand its various dimensions, including form, meaning, use, and grammar, as highlighted by Harmer (2001) and Ur (1996), who identified five key components: form, grammar, collocation, meaning, and word formation Nation (2001) emphasized three critical aspects: word form, word meaning, and word use, illustrating the interdependent relationship between vocabulary knowledge and language use, where each enhances the other However, teaching all these vocabulary aspects can be particularly challenging for young learners To address this, the researcher adapted Cameron’s vocabulary framework for teaching vocabulary in selected schools, following a structured sequence.
According to Hatch and Brown (1995), vocabulary is categorized into two types: receptive vocabulary and productive vocabulary Receptive vocabulary consists of words that learners can recognize and understand but do not use actively, while productive vocabulary includes words that learners can comprehend, pronounce, and utilize effectively in speaking and writing.
Harmer (2001) differentiates between two types of vocabulary: productive and receptive Productive vocabulary consists of words that learners are taught and are expected to use actively In contrast, receptive vocabulary includes words that learners can recognize and understand when encountered but are unable to pronounce.
In conclusion, to enhance vocabulary acquisition among primary students, teachers should not only introduce new words but also encourage their application through diverse speaking and writing activities This approach ensures that vocabulary is retained longer and utilized effectively in various contexts.
2.4.3 The importance of vocabulary in language learning
Vocabulary is essential in both teaching and learning, particularly in the early stages of language acquisition Without a solid understanding of words, learners struggle to comprehend what they read, hear, or learn Thornbury (2002) emphasizes that expanding one's vocabulary significantly enhances English proficiency, as words are crucial for effective communication, surpassing the limitations of grammar A robust vocabulary is fundamental to integrating listening, reading, speaking, and writing skills Blake (2013) notes that second language learners with insufficient vocabulary depth face challenges in reading, listening, and speaking Therefore, a broader vocabulary leads to better comprehension and expression in both writing and speaking In summary, acquiring vocabulary is vital at every level of language learning.
Coady and Huckin (1997) emphasize that insufficient vocabulary knowledge poses significant challenges for learners of a new language Words serve as essential components for effective communication, especially when face-to-face interactions are limited To achieve successful language use, it is crucial to acquire a robust vocabulary Therefore, fostering vocabulary development in early education is essential in Vietnamese primary schools Educators must implement strategies to ensure students not only build a sufficient vocabulary but also learn to use it appropriately across various language skills, including listening, reading, writing, and speaking.
2.4.4 Principles of teaching vocabulary to young learners
Cameron (2001, p 81) proposes an array of principles for teaching vocabulary to young learners, including:
Concrete words are particularly effective for very young learners, as they help convey meaning through tangible objects This approach aids in enhancing comprehension and retention, making it an ideal choice for early language education.
Learning a large number of words effectively involves extending and deepening word knowledge through frequent exposure rather than overwhelming children with too many words at once Prioritizing high-frequency words creates valuable opportunities for vocabulary development, leading to more meaningful language acquisition.
Words and words knowledge can be seen as being linked in network of meaning;
Level of words should be categorized depending on the age of children For instance, students aged 6-7 are taught basic words in relation to familiar topics
Decarrico (2001, as cited in Katwibun, 2014) emphasizes that new vocabulary should not be taught in isolation or through rote memorization; instead, it should be introduced in rich contexts that aid children's understanding Learners need multiple exposures to the vocabulary to effectively grasp its meaning According to Nation (2001), a word cannot be fully understood after just one exposure due to the complexity of its information Therefore, repetition and recycling of vocabulary are essential for effective learning (Schmitt, 2010) Increased exposure enables better usage and retention of new words, making productive vocabulary practice crucial even in elementary classrooms.
In conclusion, educators should utilize a variety of contemporary teaching resources available in schools to accommodate the unique characteristics of their students In Vietnam, interactive whiteboards emerge as a valuable instructional tool for enhancing English teaching and learning in primary education.
2.4.5 An overview of vocabulary teaching and learning at Le Thi Hong Gam School
Engaging students right from the start of class is crucial for teachers, particularly those instructing young learners in English To spark interest, incorporating warm-up activities such as attendance checks, personal questions, weather reports, songs, and games can be highly effective (Slattery & Willis).
2001) are popular choices of teachers On the other hand, this initial phase is considered as basic routine to burn up engergy before reviewing learnt words of the previous period
Effective learning is enhanced when recycling encompasses all lesson phases, particularly through revision, which aids students in recalling previously taught vocabulary However, repetitive instruction and similar game structures can lead to student boredom To maintain engagement, dynamic games like the Missing Game, Who is Faster, Passing the Ball, Slap Game, and Whispering Game are introduced to signal the transition to a new procedure called Presentation Additionally, vocabulary classes typically conclude with checking results and celebrating the winners.
Previous studies
The researcher analyzed various papers and studies on the use of Interactive Whiteboards in classrooms, revealing a shift in focus towards learner engagement and vocabulary achievement, as reflected in both teachers' and students' attitudes.
The rapid adoption of Interactive Whiteboard technology in UK primary schools has led to various initiatives aimed at enhancing ICT usage Beauchamp (2004) conducted classroom observations and semi-structured interviews to develop a framework for schools implementing this technology Initially, the researcher observed lessons from seven teachers, followed by interviews based on detailed notes from these observations The findings indicated that providing training for teachers was essential, as they required time to practice and gain confidence in utilizing the diverse features of the interactive boards effectively.
This article discusses the attitudes of students towards the introduction of Interactive Whiteboard technology in classrooms, mirroring Beauchamp’s research design and purpose Hodge and Anderson (2007) utilized a self-study method to investigate the impact of interactive boards on primary-aged students Sue Hodge's interest in this instructional tool led her to purchase one after visiting an elementary school in South Auckland, where she collected data through a handwriting journal, her experiences with the board, daily lessons, and email correspondence The findings revealed that Interactive Whiteboards effectively engaged children and enhanced teachers' understanding of their teaching practices.
A survey conducted by Biro (2011) among 618 primary and secondary students in Debrecen, Hungary, revealed a positive attitude towards the use of Interactive Whiteboards in classrooms Despite concerns regarding technical issues and teachers' insufficient skills, students found the lessons engaging and easier to comprehend The integration of rich internet resources and software with the Interactive Whiteboard significantly enhanced their learning experience, making classes more enjoyable.
Aydinli and Elaziz's (2010) research employed a quantitative approach to examine teachers' and students' attitudes toward the use of Interactive Whiteboards (IWBs) in language teaching across Turkey, gathering data from 458 students and 82 teachers via questionnaires The results indicated that both groups recognized the potential of IWBs, demonstrating positive attitudes towards language instruction when these devices were utilized Additionally, the study found that increased time spent using IWBs correlated with greater teacher appreciation and heightened student awareness, suggesting that further investment in this technology could enhance language learning outcomes The authors recommend future research and urge administrators to consider expanding the use of interactive boards in educational settings.
In an experimental study conducted by Tate (2004), the impact of Interactive Whiteboards on retention, attention, participation, interest, and success among American college students was examined Participants were split into two groups: the control group learned without the electronic board from August to December 2001, while the experimental group utilized the board from January to May 2002 The results indicated that the experimental group exhibited greater enthusiasm and interest in the course compared to the control group, leading to a higher retention rate.
A study conducted by Katwibun (2014) evaluated the impact of Interactive Whiteboards on vocabulary teaching among 51 11th-grade students in northern Thailand The research utilized lesson plans, teaching reflections, vocabulary tests, and student questionnaires to assess the effectiveness of the technology Three 50-minute lessons focused on root words, prefixes, and suffixes, following a structured approach of presentation, practice, and production Student participation was observed and recorded using a four-point Likert scale, while post-teaching reflections and a vocabulary knowledge test comprising twenty multiple-choice items were administered Additionally, an eight-item questionnaire with five rating scales evaluated students' attitudes towards the Interactive Whiteboard The findings indicated that students experienced increased participation, positive attitudes, and improved vocabulary knowledge.
A study by Hassani, Behjat, and Zadeh (2014) investigated the impact of Interactive Whiteboards on vocabulary achievement among 50 Iranian male first-grade high school students Participants were divided into an experimental group, which learned vocabulary using an interactive board, and a control group, which utilized a traditional board A pre-test assessed initial vocabulary knowledge, followed by eight 80-minute sessions over two months, where the experimental group engaged in a structured learning process This included hearing pronunciations, repeating them, viewing written forms and accompanying images, and learning new words in sentences A post-test measured vocabulary achievement, revealing that the use of interactive boards significantly enhanced vocabulary development.
The gaps in previous studies
The existing literature on teachers' attitudes and students' engagement with Interactive Whiteboards in teaching English vocabulary for fifth graders reveals certain strengths and weaknesses To effectively identify research gaps, Table 2.1 has been created, which will aid in positioning the current study within this context.
Table 2.2: A summary of previous studies
Author Year Main purpose Context Research design Instrument(s)
A framework and developmental model for schools equipped with Interactive Whiteboards
Classroom observations Semi-structured interviews
The students’ attitudes towards the use of Interactive Whiteboard (N = 618)
Anderson 2007 A teacher’s journey to explore the impact of New Qualitative study
Handwriting journal introducing Interactive Whiteboard to a primary school
The attitudes of teachers and students toward the use of Interactive Whiteboards in a foreign language teaching and learning context
The impact of Interactive Whiteboards on retention, attention, participation, interest, and success among college students
Pre- survey Post- survey Course assessment (essay writing)
The effectiveness of using an Interactive Whiteboard assists 11 th grade students in their vocabulary learning (N = 51)
The impact of the Interactive Whiteboards on Iranian first-grade high school male students’ vocabulary achievement
Iran Experimental study Vocabulary test
Few studies have explored the relationship between teachers' attitudes and students' engagement in vocabulary teaching and learning using Interactive Whiteboards, with notable exceptions including Aydinli and Elaziz (2010) and various studies focused on students (Hodge & Anderson, 2007; Biro, 2011; Katwibun, 2014; Hassani, Behjat & Zadeh, 2014) Research specifically targeting primary schools is limited, with Hodge and Anderson (2007) being a key reference Additionally, there is a lack of research in this area within Vietnam This study aims to build on existing research regarding the use of Interactive Whiteboards in vocabulary classrooms, specifically within the context of primary education in Vietnam, focusing on the perspectives of both teachers and students.
As discussed in the literature review, most of the aforementioned studies utilized either a qualitative design (e.g., Beauchamp, 2004; Hodge & Anderson,
In recent research, various methodologies have been employed, including qualitative (2007), quantitative (Aydinli & Elaziz, 2010; Biro, 2011), and experimental approaches (Tate, 2004; Hassani et al., 2014) However, mixed-method approaches that combine both qualitative and quantitative designs are rarely utilized, with Katwibun (2011) being a notable exception Consequently, the researcher aims to implement a mixed-method design for this study to enhance the depth and breadth of the findings.
A thorough literature review significantly aids researchers by establishing a foundational understanding of younger learners, vocabulary teaching and learning in primary education, and the use of Interactive Whiteboards It also highlights relevant prior studies that are essential for identifying research gaps, thereby contextualizing the current study The following chapter will outline the research design, including the subjects, contexts, and methods for data collection and analysis.
