Hoang ThiTho Graduation Paper ACKNOWLEDGEMENT Firstly, I express my deepest gratitude to my supervisor, Nguyen Thi Phuong Lan M.A, without whose valuable comments and guidance, my thesis would not have been accomplished My special thanks go to English major students from Course 35 at Hanoi Pedagogical University Number in the academic year of 2012-2013 They helped me to complete my survey questionnaires Finally, I am immensely grateful to my parents, my younger brother and friends for their non-stop encouragement and support during thefinalization of the research Faculty of Foreign Languages i Hoang ThiTho Graduation Paper ABTRACT Many researchers have done many studies on visual aids They showed clearly and concisely the definition of visual aids and benefits of using them in teaching English They have found that visual aids not only play a vital role in presentationbut also teaching Indeed, many studies show that good use of visual aids can support your message and contribute to the successful of lessons Despite the great importance of visual aids, many teachers have ineffective ways in using visual aids in classroom This seriously affects the successful of their lessons With the hope of helping the teachers to develop and self-improve their use of visual aids in teaching, this thesis was conducted The thesis not only focuses on finding the most common types of visual aids used in teaching and how these types are used but also stresses on giving some guidelines to improve teachers’ utilization of visual aids Primary data were collected from fifth trainee teachers from K35A of Faculty of Foreign Languages at Hanoi Pedagogical University Number Some limitations and directions have been indicated for future research Faculty of Foreign Languages ii Hoang ThiTho Graduation Paper STATEMENT OF AUTHORSHIP Title: SOME SUGGESTED TIPS FOR USING VISUAL AIDS EFFECTIVELY IN TEACHING ENGLISH (Submitted in partial fulfillment for Degree of Bachelor of Arts in English) I certify that all the materials in this study which are not my own work have been identified and acknowledged, and that no material is included for which a degree has been conferred upon me Date submitted: May 2013 Student Supervisor Hoang ThiTho Nguyen Thi Phuong Lan, M.A Faculty of Foreign Languages iii Hoang ThiTho Graduation Paper TABLE OF CONTENTS ACKNOWLEDGEMENT - i ABTRACT - ii STATEMENT OF AUTHORSHIP iii TABLE OF CONTENTS iv PART ONE INTRODUCTION I Rationale - II Research presupposition III Research objectives - IV Research scope V Research methods - VI Research tasks - VII The significant VIII Design of the research work - PART TWO DEVELOPMENT CHAPTER ONE: THEORICAL BACKGROUND I.1 Literature review I.2 Teaching aids I.2.1.Definition of teaching aids - I.2.2 Types of teaching aids - I.3 Overview of visual aids I.3.1 Definition of visual aids - Faculty of Foreign Languages iv Hoang ThiTho Graduation Paper I.3.2 Types of visual aids I.3.2.1 Three- dimensional visual aids - I.3.2.1.1 Objects - I.3.2.1.2 Models - I.3.2.1.3 People I.3.2.2 Two- dimensional visual aids - 10 I.3.2.2.1 Blackboard (Chalkboard) and whiteboard - 10 I.3.2.2.2 Posters 11 I.3.2.2.3 Flipcharts - 11 I.3.2.2.4 Photographs 12 I.3.2.2.5 Charts - 12 I.3.2.2.6 Maps 13 I.3.2.2.7 Flashcards 13 I.3.2.2.8 Worksheets - 13 I.3.2.2.9 Overhead projectors 14 I.3.2.3 Audio-visual aids 14 I.3.2.3.1 Videotapes and film clips 14 I.3.2.3.2 CDs - 15 I.3.2.3.3 DVDs - 15 I.3.2.4 Computer-generated visual aids - 16 I.4 The use of visual aids in teaching English 16 I.4.1 Effectiveness of using visual aids in teaching English - 17 I.4.1.1 Save time - 17 I.4.1.2 Enhance students’ understanding 17 Faculty of Foreign Languages v Hoang ThiTho Graduation Paper I.4.1.3.Enhance students’ memory - 18 I.4.1.4 Gain and maintain students’ attention and interest 18 I.4.1.5 Help students to organize ideas 18 I.4.2 Guidelines for designing visual aids 19 I.4.2.1 Keep visual aids simple -19 I.4.2.2 Make sure visual aids are large enough 19 I.4.2.3 Make a consistent photographic theme - 20 I.4.2.4 Choose fonts and font size carefully 20 I.4 2.5 Use colors effectively 21 I.4.3 Guidelines for using visual aids effectively in English lessons 21 I.4.3.1 Choose visual aids that truly support your lesson 21 I.4.3.2 Do not use dangerous or illegal visual aids - 22 I.4.3.3 Avoid passing your visual aids among students 22 I.4.3.4 Display visual aids where students can see them - 22 I.4.3.5 Display visual aids only while discussing them 23 I.4.3.6 Talk to your students, not to your visual aids 23 I.4.3.7 Explain visual aids clearly and concisely 24 I.4.3.8 Practice with your visual aids and plan for emergencies 24 CHAPTER TWO METHODOLOGY II.1 Rationale for the use of questionnaire survey - 25 II.2.Population of the survey 25 II.3 Construction of the survey questionnaire 26 II.3.1 Construction of the Pre-surveyquestionnaire (Appendix A1) 26 Faculty of Foreign Languages vi Hoang ThiTho Graduation Paper II.3.2 Construction of the Pre-surveyquestionnaire (Appendix A2) 26 II.3.3 Construction of the Post-survey questionnaire (Appendix B) 26 II.4 Administration and try-out 26 II.4.1 Preparation of the try-out 26 II.4.2 Try-out - 26 II.5 Steps of the data analysis 27 CHAPTER THREE THE RESULTS III.1 Results of the survey questionnaires 28 III.1.1 Results of the Pre-survey questionnaire 28 III.1.1.1 Students’ awareness of visual aids 29 III.1.1.1.1 Lack of knowledge about types of visual aids - 29 III.1.1.1.2 Lack of the use of visual aids 29 III.1.1.2.The rate of using some common types of visual aids - 30 III.1.1.3 Quality of trainee teachers’ usage of visual aids 30 III.1.2 Results of Post-survey questionnaire 31 III.1.2.1.The rate of trainee teachers’ use of some common visual aid types - 32 III.1.2.2 Quality of trainee teachers’ usage of visual aid types 33 III.2 The reality of using visual aids in teaching English 33 III.3 Tips for using common types of visual aids effectively in teaching English 34 III.3.1 Tips for using effectively chalkboards and whiteboards - 34 III.3.2 Tips for using effectively photographs - 35 III.3.3 Tips for using effectively posters 37 III.3.4 Tips for using effectively computer presentations 37 Faculty of Foreign Languages vii Hoang ThiTho Graduation Paper III.3.5 Tips for using effectively charts - 38 III.3.6 Tips for using effectively models 38 PART THREE CONCLUSION I Summary of the study - 39 II Limitations and suggestions for further study - 40 II.1 Limitations - 40 II.2 Suggestions for further study 40 III Conclusion 41 REFERENCES - 42 APPENDIX A1: PRE-SURVEY QUESTIONNAIRE 44 APPENDIX A2: PRE-SURVEY QUESTIONNAIRE 46 APPENDIX B: POST-SURVEY QUESTIONNAIRE 47 Faculty of Foreign Languages viii Hoang ThiTho Graduation Paper PART ONE INTRODUCTION I Rationale In Vietnam, English is considered the most important foreign language, which is taught as one of the main subjects in schools as well as in universities and is also used the most in communication among other foreign languages According to the Longman dictionary of language teaching and applied linguistics, English is used as a foreign language or a second language to communicate with foreigners who speak the English language in non-English speaking countries To teaching English major students and amateurs, how to have interesting and effective lessons really becomes a challenge to teachers In English lessons, teachers are facing the reluctance of students and teachers should change the methodology of teaching English to maintain students’ interest, enhance students’ understanding In fact, using visual aids in English lessons now is very popular way to stimulate students’ interest Visual aid usage provides dual benefits while a teacher delivers the lesson in the class Visual aid usage not only the teachers but also helps students to comprehend and remember things exactly Through visual aids, we can attract the concentration of any kind of students and it is observed that through visual aids a person can memorize and understand easily as compared to telling him orally In the present era where technology has reached its boom the visual aids help the teachers in their presentation to make things happen Use of visual aids helps the presenters meet the objective by showing prominence to regardless of what is being said Understandable visuals develop the students’ level of learning of the substance presented, and they should be used to reinforce the presenter’s missive, clarification of viewpoint and creation of enthusiasm Visual aids add impact and interest to a lesson They enable you to appeal to morethan one sense at the same time, thereby increasing the audiences’ understanding and retention level With pictures, the concepts or ideas you present are no longer simply words - but words plus images on charts would increase Faculty of Foreign Languages Hoang ThiTho Graduation Paper students’ interest of learning and retention The increased learning of a student which is the direct result of visual aids used by a teacher, represents effectiveness of visual aids and hence it might be possible to assert a positive impact and vice versa According to collecting data, working as a trainee teacher, I realize that visual aids bring about much effectiveness in teaching speaking English In fact, almost teachers have used visual aids in teaching English; however, they have not exploited the whole value of using visual aids Besides, they have had some problems in using visual aids in English lessons Therefore, with the purposes of suggesting some ways to use visual aids effectively in teaching English in high schools, I would like to study on “Some suggested tips to use visual aids effectively in teaching English at high schools” II Research presupposition With regard to suggest some tips for using visual aids in English lessons effectively, some questions are raised: - Which are the most common types of visual aids used in English lessons? - What problems teachers have when using visual aids in teaching English? - What should teachers to develop visual aids in English lessons? III Research objectives Giving some tips for using visual aids effectively in teaching English in order to enhance effectiveness of the English lessons, students’ interest IV Research scope The study focuses on common types of visual aids and how to use visual aids effectivelyin English lessons at high schools The population isfifth trainee teachers from k35A at Faculty of Foreign Languages in Hanoi Pedagogical University N02 V Research methods In order to set up a firm theoretical background for the study, relevant publications are critically reviewed To achieve the objectives of the study, the following methods have been applied: Faculty of Foreign Languages Hoang ThiTho Graduation Paper your photo, they will pay attention to touching the photo, not what the photo is about It had better if you give some questions about the photo: To help students understand the message of the photo, you can ask them some questions in order they can describes the photo Some questions can be: What you see in this picture? How you feel when you look at the picture? What you like about this picture? What you dislike about this picture? Does this picture have some parts which are more interesting than other parts? What are they? Why are they more interesting? What is the setting? Where? When? Date? Season? Is there any action - describe Are there main figures? What is the relationship between the main figure(s) and the minor figure(s)? 10 What is the relationship between the figures and the setting? 11 What feelings are exhibited in the picture? Do they "fit" the picture? 12 Talk about shape, line, light and shade, color, tone, texture, balance, repetition, variety, etc., especially in a 'painting" or other "work of art' 13 What is this picture about? (Some pictures are really "sententious"; other less so) 14 Include both sensory and sentient experiences in discussion (Sensory Experiences: touch, smell, taste, sight, sounds Sentient Experiences: [emotional content?] fear, happiness, pleasure, loneliness, longing, sadness, love, hate, etc.) Of course, after the students describe the photo, you have to explain clearly your photo Faculty of Foreign Languages 36 Hoang ThiTho Graduation Paper III.3.3 Tips for using effectively posters It is more effective if you follow some following tips: You must place the poster at where students can easily see it: This is the first and foremost most important criterion If you bring the poster to your class and put it in the place that it is difficult for students to see, your poster will be useless You have not toput it at too high position because your students will not comfortable when seeing the poster You have to remember to take the poster back after using: Because the poster is big, you have to take it back after you finish what you say If you not collect it after using, instead of paying attention to what you are saying, your students will look at the poster and neglect the lesson III.3.4 Tips for using effectively computer presentations If you want to delivery your computer presentation effectively, some following tips will be helpful: You ought to practice with computer presentation before using and plan for bad situation: A computer presentation relies on computer and projector, so you had better check your equipment before delivering it In real lesson, you certainly run into some troubles such as losing of electric power, having problems from your PC or project and so on Therefore, you should have a spare plan for unexpected situation You should face your students, not your aid Even though the screen to which you are speaking is behind you So that you know what your students is viewing at any given time in the presentation, either have a computer screen on a desk in front of you showing the presentation or print off the slides and use the paper copies as a speaking aid You should display slides only while discussing: As with other types of visual aids, you want your PowerPoint slides to be visible only when you are discussing them You can achieve this goal by adding blank slides as needed You have to notice, for example, how the speaker in the Faculty of Foreign Languages 37 Hoang ThiTho Graduation Paper Great Wall presentation uses blank slides at various parts of the speech By doing so, he keeps his listeners focused on what he is saying at the moment, rather than having their attention diverted by the previous slide It is also a good idea to add a blank slide at the end of your presentation, so your last content slide will not continue to be exposed after you have finished discussing it III.3.5 Tips for using effectively charts You must display chart where students can see it If your chart is very large, you can stick it on the board However, if your chart is not large, you are able to move the chart near the students or pass it around the classroom It is better if you explain clearly and concisely the chart: The chart is the way that covers the complex information and data Therefore, you have to explain clearly and thoroughly what the chart describe about III.3.6 Tips for using effectively models You have to make sure your students can see it clearly: Put it in the best place that your students are easy to see and you should not obstruct the view of their students You absolutely not allow all students touch your models because your students will pay more attention to touching the models, not what you are saying To solve this problem, you can call one or two students come to the board, see and describe the models Faculty of Foreign Languages 38 Hoang ThiTho Graduation Paper PART THREE CONCLUSION I.Summary of the study In conclusion, it cannot be denied that visual aids play an important role in teaching English However, due to the shortage of time, this thesis cannot reveal all aspects of this subject Therefore, it mainly focuses on the usage of the mostly used visual aid types of the fifty K35A trainee teachers from Faculty of Foreign Languages at Hanoi Pedagogical University Number The research outcomes reveal important information regarding visual aid usage in teaching English The teachers may use the visual graphics colorful slides in their computer presentation as a teaching aid The thesis gives an understandable and complete picture of the utilization of visual aids in teaching English Besides, this thesis also gives an overview of visual aids such as related definitions, types, benefits of visual aids Furthermore, how to design and use effective visual aids are mentioned I hope that the teachers will have a full look at using visual aids in teaching English Through clear and careful analysis and the results collected from the questionnaires, some main findings concerned the research questions have been revealed as follows: Firstly, the study has found that the most common types of visual aids used in teaching English are blackboards and whiteboards, posters, photographs, computer presentation, charts, models and objects Secondly, the study shows that the quality of trainee teachers’ utilization of visual aids is mostly fair The number of who use visual aids badly is the smallest; charts and computer presentations are two categories that have the highest number of trainee teachers used badly Finally, the study gave some suggested suggestions about how teacher should use some common types of visual aids effectively to have successful lessons Faculty of Foreign Languages 39 Hoang ThiTho Graduation Paper II Limitations and suggestions for further study II.1 Limitations The research is inevitable to avoid any limitations due to time constraint and other unexpected factors These shortcomings should always be taken into consideration if further related studies are conducted in the future The first limitation is the number of people involving in this study It is fact that the bigger the number of participants is, the more valid and reliable the study is However, the number of participants involving in the study is only 50 Secondly, the perceptions were analyzed at university level only Because of the time limitation, the study only focused on who are in Hanoi Pedagogical University Number Thirdly, data were collected from only survey questionnaire Because participants were divided into many small groups to many high schools in the pedagogical practice time, I have no opportunity to make other methodology such as interview, observation or video recorder II.2 Suggestions for further study Other researchers who develop the interest in the same topic may find some following recommendations that are useful for their future works Firstly, further research should spread its range of participants Large number of participants would help to shed more lights on the perception of the traineeteachers towards visual aids and their common subtypes used in teaching English From that place, a broader outlook on the awareness and the habit of utilizing visual aids would be explored Secondly, to improve the reliability of the research, the more research methodology should be used such as interview, observation and video recorder In conclusion, the researcher highly appreciates any suggestions and contributions made to the study from readers for the sake of accomplishing my work Faculty of Foreign Languages 40 Hoang ThiTho Graduation Paper III Conclusion In short, this research gives an overview of visual aids It describes the common types of visual aids and how to design, use effectively visual aids in teaching English It also indicate the reality of using visual aids in teaching English at high schools and from that reality, this research also gives some suggested tips for using visual aids effectively Faculty of Foreign Languages 41 Hoang ThiTho Graduation Paper REFERENCES AccuConference.Undeniable Conference Impact: Using Visual Aids.Retrieved fromhttp://www.accuconference.com/resources/conference-impact.aspx., accessed on April 22, 2013 Beebe,S.A.,& Beebe, S.J.(2007) Public speaking handbook (2nded).Boston: Allyn& Bacon Benson, P J (1997) Problems inpicturing text: A study of visual/verbal problem solving.Technical Communication Quarterly, 6(2), 141-160 Retrieved December 26, 2012, from EBSCO host database (Professional Development Collection) Cardew, P.N.(1954) Visual aids in education In: Proceeding of the First World Conference on Medical Education, London, Ofoxrd University Press Charles, P Encouraging students to speak Retrieved on March 24, 2013 from http://www.onestopenglish.com/support/methodology/teachingapproaches/encouraging-students-to-speak/154596.article Do ThiLanAnh(2010) Using movies and videos to teach English vocabulary the 10th form students Undergraduate thesis, University of Languages and International Studies, Hanoi, Vietnam Joseph, L (2006, May) Incremental rehearsal: A flashcard drill technique for increasing retention of reading words International Reading Association, 51 (1), 90-92 Joshi, B (1995) The role of visual communication in teaching English The Progress of Education, 9, 266-268 Klaus, J A definition of teaching aids Retrieved on January 6, 2013 from http://www.ehow.com/about_6317487_definition-teaching-aids.html Nguyen ThiLuu(2010) The practice of using teaching aids in teching English grammar 10th from students at Luong Van Tuy gifted high school and its implication.Undergraduate thesis, University of Languages and International Studies, Hanoi, Vietnam Faculty of Foreign Languages 42 Hoang ThiTho Graduation Paper Raotrau, S.(2012) Signifcan of Audio-visual aids in teaching English India: AshockYakkaaldevi Spotts, T, H., & Bowman, M A (1995).Faculty use of instructional technologies in higher education Educational Technology, 35(3), 56-64 Stoner,G.M.(2009) Effectively Communicating with Visual aids.Retrieved from http://www.mattstoner.net/presentations/effective_visuals.pdfon Febuary 2, 2013 Sudarmanto, B.(2005) A study on the use of visual aids in English teaching learning process at SND KertasadKaliagetKabupatenSumenep.Undergraduate thesis, University of Muhammadiah Malang University of Pittsurgh.Using visual aids Retrieved on November 13, 2012 from http://www.speaking.pitt.edu/student/public-speaking/visualaids.html University of Waterloo.Designing visual aids Retrieved on December 12, 2012 fromhttps://uwaterloo.ca/centre-for-teaching-excellence/teachingresources/teaching-tips/lecturing-and-presenting/logistics/designing-visualaids University of Waterloo.Using vsual aids Retrieved on January 2, 2013 from https://uwaterloo.ca/centre-for-teaching-excellence/teachingresources/teaching-tips/lecturing-and-presenting/logistics/using-visual-aids Vissa, U S (1994) Teaching a unit of educational psychology to B.Ed students The Progress of Education, 68, 215-219 & 222 Wilson, R (1967) Let's get specific about visual perception Speaking to the issues: Position papers in reading, 1-9, University of Maryland, College of Education Faculty of Foreign Languages 43 [...]... of visual aids , “Don’t obstruct the view of visual aids and so on I.2 .Teaching aids I.2.1.Definition of teaching aids There are many different ways in which a teacher can make the learning experience more interesting and memorable for learners One technique is to use teaching aids In an article titled “A definition of teaching aids on the website ww.eHow.com,Julia Klaus defined that teaching aids. .. little input from the teacher In 2009, Gate Matthew Stoner, MA, discussed how to use effectively visual aids in Effectively Communicating with Visual Aids. ”He indicated that visual aids should give the audience through your presentation and reinforce the main points In this book, he also give some suggested ways to use visual aids effectively, for instance “ Speak to the audience, not to the visual. .. teaching aids Teaching aids are divided into different types as per their nature of function Faculty of Foreign Languages 5 Hoang ThiTho Graduation Paper andusability Auditory aids Auditory aids produce sound and act through the ears Using audio teaching aids in the classroom can improve student performance Using audio in the classroom has many advantages, including engaging auditory learners, adding... variation that is essential to sustain students' attention In “Public speaking handbook” , Bee, S.A and Bee, S.J (2007) said that there are four main groups of visual aids: three- dimensional visual aids, two – dimensional visual aids, audio - visual aids and computer- generated teaching aids They also suggested using and developing visual aids such as “keep it (visual aid) simple”, “choose a typeface... are designed to be both eye-catching and informative Poster are used worldwide to inform, teach, warn and educate people They are used in schools for the same reason Using posters as a teaching aid helps the teachers in that they do not have to keep repeating information.Seeing a poster is a more vivid way of teaching than simply telling Though some students dotake in the spoken word easily, others... highlight key points in a visual aid I.4.3.Guidelines for using visual aids effectively in teaching English No matter how well designed your visual aids may be, they will be of little value unless you display them properly, discuss them clearly, and integrate them effectively with the rest of your presentation Here are several guidelines that will help you get the maximum impact out of your visual aids I.4.3.1... Sheth; and Sonar (all cited in Vissa, 1994) reported that the use of audio -visual aids enhances learning From the survey of Bharadwaj (cited in Vissa, 1994), it was clear that the availability of teaching aids is a pre-requisite for their use in teaching In a study by Vissa (1994), it was found that the use of visual aids helped better teaching; and a variety of teaching aids brought about stimulus... visual aids in teaching English The use of visual aids for presenting, coaching, and teaching has been around since the 1920s and 1930s, consisting of filmstrips, glass slides and physical passaround objects Several universities have amassed catalogs of visual aid products that trace the history of using visual literacy and visual education to reinforce main content The appeal of the aids is that they... offers some general guidelines for visual aids They recommended using 44- point type for titles, 32-point type for subtitle or for text if there is no subtitle and 28point type for the text if there is also a subtitle The Microsoft designers reason that it is better for a visual aid be too big than too small If you are not sure your font are large enough, try to looking at your visual aid in the setting... understanding of a concept or process The best way to ensure success in learning is to present information in different formats for different learners(Leslie Rose) I.3.2 Types of visual aids Many researchers have studied on visual aids and each one has his own way to classify visual aids According to Beebe, S.A., and Beebe, S.J (2007) in the book “Public speaking handbook” (2nded), visual aids are grouped into ... III.3 Tips for using common types of visual aids effectively in teaching English 34 III.3.1 Tips for using effectively chalkboards and whiteboards - 34 III.3.2 Tips for using effectively. .. displaying their visual aids III.3 .Tips for using common types of visual aids effectively in teaching English III.3.1 Tips for using effectively chalkboards and whiteboards We are advised to use effectively. .. Some suggested tips to use visual aids effectively in teaching English at high schools” II Research presupposition With regard to suggest some tips for using visual aids in English lessons effectively,