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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI LAN A STUDY ON USING VISUAL AIDS IN ENGLISH CLASSROOM FOR 11TH GRADE AT A HIGH SCHOOL IN GIA LAI PROVINCE Field:
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI LAN A STUDY ON USING VISUAL AIDS IN ENGLISH CLASSROOM FOR 11TH GRADE AT A HIGH SCHOOL IN GIA LAI PROVINCE Field: Theory and Methodology of English Language TeachingCode:8140111 Supervisor: Bui Thi Dao, PhD BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ LAN NGHIÊN CỨU SỬ DỤNG PHƯƠNG TIỆN TRỰC QUAN TRONG TIẾT HỌC TIẾNG ANH CHO LỚP 11 TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở TỈNH GIA LAI Ngành:Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn:TS Bùi Thị Đào i STATEMENT OF AUTHORSHIP I now declare that this thesis has not previously been submitted for a degree or diploma in any university I have not used any sources other than those listed and identified as references I further declare that I have not submitted this thesis at any other institution to obtain a degree Signed: Date: 31/10/2023 Nguyễn Thị Lan i ACKNOWLEDGEMENTS First of all, I would like to acknowledge the debt of gratitude to my supervisor, Bui Thi Dao, Ph.D for her helpful suggestions, invaluable critical feedback, and encouragement in the writing of this study Without her guidance and help, this work would not have been completed I want to thank those who participated in my research for their valuable time fulfilling the questionnaire and the insightful information from the questionnaire If it had not been for their willingness and enthusiasm, I could not have collected important data from the study My deepest gratitude also extends to all of my wonderful classmates for the time we shared as well as the information and experience we gained from one another Their continuous support and encouragement mean a lot to me in the accomplishment of this study Finally, I would also like to express my thanks to my family and my husband for their wholehearted encouragement and support during the time I focused on my thesis ii ABSTRACT This study investigates issues relating to using visual aids in English classrooms for grade 11 at a high school in Gia Lai province It aims to explore the EFL teachers’use of visual aids in English classrooms and to find out whether using visual aids in English classrooms has positive impacts on students’ motivation and active participation during English lessons The data were collected through questionnaires, interviews, and classroom observations Eight teachers and ninety-two students at a high school in Chu Pah district, Gia Lai province participated in the study The results of the study showed that teachers frequently used different kinds of visual aids in their lessons Besides, both teachers and students had positive opinions toward the application of visual aids in language classrooms As a result, some recommendations were made based on the major findings to minimize problems and maximize the implementation of visual aids in English classrooms at high schools iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS v LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aims of the study 3 1.3 Objectives of the study 4 1.4 Research questions 4 1.5 Scope of the study 4 1.6 Significance of the study 4 1.7 Structure of the thesis 5 CHAPTER 2 LITERATURE REVIEW 7 2.1 An overview of visual aids 7 2.1.1 Definition of visual aids 7 2.1.2 Types of visual aids 8 2.1.3 Visual aids in language acquisition 9 2.1.4 Roles of visual aids in the classroom 10 2.1.5 Using visual aids in the classroom 11 2.1.6 Use of visual aids in approaches of ELT 13 2.2 Students’ motivation and participation 14 2.2.1 Students’ motivation 14 2.2.2 Kinds of motivation for learning English 14 2.2.3 Students’ participation 16 2.3 Review of previous studies 17 2.4 Summary 21 iv CHAPTER 3 METHODOLOGY 22 3.1 Research Approach 22 3.1.1 Participants 23 3.2 Data collection instruments 25 3.2.1 Questionnaires 25 3.2.2 Observation 28 3.2.3 Interview 30 3.3 Data collection procedure 31 3.4 Data analysis methods 31 3.5 Summary 32 CHAPTER 4 FINDINGS AND DISCUSSION 33 4.1 Research question 1: To what extent do teachers use visual aids in teaching English? 33 4.1.1 Finding from teachers’ questionnaire 33 4.1.2 Findings from the interview 42 4.1.3 Findings from the observations 46 4.2 Research question 2: How does the use of visual aids influence students’ motivation and participation in the English classroom? 52 4.2.1 Findings from the students’ questionnaires 52 4.3 Discussion 60 4.3.1 EFL teachers’ using visual aids in English classrooms 60 4.3.2 The influences of using visual aids on students’ motivation and participation in English classrooms 62 5.1 Conclusion 65 5.2 Limitations 66 5.3.1 Suggestions for School Administrators: 67 5.3.2 Recommendations for Teachers: 68 APPENDIXES 75 v LIST OF ABBREVIATIONS EFL: English as a Foreign Language L2: Second Language ELT English Language Teaching vi LIST OF TABLES Table 3.1: Background information of the teachers (N=8) 23 Table 3.2: Background information of the students (N=92) 24 Table 3.3 Description of items in the questionnaire for teachers 27 Table 3.4 Description of items in the questionnaire for students 28 Table 4.1 Type of visual aids that teachers use in their teaching 35 Table 4.2 The circumstances when teachers made use of visual aids 36 Table 4.3 The sources of visual aids used by teachers 38 Table 4.4 Teachers’ consideration of the effectiveness of visual aids in the classrooms 39 Table 4.5 Teachers’ consideration of the challenge of visual aids in the classrooms 41 Table 4.6 Kinds of visual aids teachers used 47 Table 4.7 Types of visual aids used in language skills 49 Table 4.8 Level of students’ interaction with visual aids Error! Bookmark not defined Table 4.9 Students’ opinions on the frequency of each visual aid used (N=92) 53 Table 4.10 Students Engagement in lessons incorporated with visual aids (N=92) 53 Table 4.11 Students’ Motivation in lessons incorporated with visual aids (N= 92) 54 Table 4.12 The kinds of visual aids students like to study with (N=92) 55 Table 4 13 Students ’ opinions on the benefits of visual aids (N=92) 56 Table 4.14 Students’ satisfaction with the use of visual aids in their English classroom(N= 92) 59 vii LIST OF FIGURES Figure 4 1 Teachers’ use of visual aids in the classroom 33 Figure 4 2 Frequency of the use of visual aids in English teaching 34 Figure 4.3 Teachers’ consideration of the importance of visual aids in the classrooms 35 Figure 4.4 Teachers’ challenge of using visual aids in the classrooms 40 Figure 4.4 Teachers’ intention of using visual aids in the future 42 Figure 4.5 Frequency of visual aids used by teachers 48 Figure 4.6 Students' opinions on the frequency of visual aids used by 51