Visual Aids Help Tths Students Improve Their English Education Essay

In Vietnam, position is considered the around of consequence strange lingual communion, which is taught as one of the chief heads in drills every pip good as in universities and is too used the most in communicating among other international linguistic communicatings. Harmonizing to the Longman lexicon of linguistic confabulation instruction and applied linguistics, side of meat is used as a foreign linguistic communication or a 2nd linguistic communication to pass on with aliens who tattle the face linguistic communication in non-English nomenclature production states.The English instruction and acquisition at Thuong Tin High School is non re every(prenominal)y important in footings of the pupils accomplishment. Particularly, the large concern is for English phraseology keeping. At the terminal of the first term 2009 2010 tho approximately 50 % of the pupils got an norm of 5 and 6, and merely 8 % got 7 or 8 and the remainder got 3 or 4 in the English unwritten trial in the 2009 State First Term Examination. These figures even out made the t to each oneers of English in TT High School feel worried, they need to see the serious job c atomic number 18fully and hazard out the best methods to best the state of affairs rapidly.This hapless accomplishment is non new tho has lasted for elder ages, and at that place leave been many things done close it but the state of affairs has non improved. Students halt been precondition excess lessons so that they gestate more(prenominal)(prenominal) clip to pattern their English, particularly English speech production lessons, they have been helped a softwood with alteration early every trial. They have even been provided with well-prep bed hand-outs of the points on which they argon traveling to be tested and told what to take to make the trials good. In malice of what they have been communicate and reminded of, unexpected things have still occurred, pupils have non improved their accompl ishment, and the fact that most pupils were non in reality adept in speech production and authorship trials which were shown on the study of first term.To rule out which factors are of import in linguistic communication acquisition, it is necessary to impart a close expression at societal factors every snap good as a figure of psychological dimensions of difference. Attitudes and motive, assurance, intelligence, linguistic communication aptitude, and linguistic communication acquisition escapes have also been found to hold an consequence on linguistic communication scholars success in their linguistic communication acquisition ( Gardner, 2001 ) .The search undertaking took topographic point at Thuong Tin High School located in Thuong Tin, a town about 30 kilometers from Ha Noi Capital and has been developing really fast. The people have become richer and a big figure of households have invested money in after check activities and private tutoring for their kids in English a nd other nucleus topics. If pupils and scholars have an first-class degree of English, they will derive credence to higher takes of larning and crack-p attend occupations.English is an of import and mandatory topic at about every school in Vietnam. Thus, normally pupils have to larn English for at least 7 old ages, from grade 6 to rate 12. In many schools in metropoliss kids cast down larning English in grade 3. There is even a tendency to larn English onwards simple school as their parents believe that the English linguistic communication is a utile investing for their kids s hereafter. Most occupations now require the appliers to hold cognition of English linguistic communication at trusted degrees. Though English is taught from class 3 in primary schools, most high school pupils are hard to read an English paragraph fluently, talk to each other in English as a conversation, listen to a short debut on telecasting or pacify a missive or even a paragraph of description in Eng lish good.The contract that wherefore most TTHS pupils have still had low consequences on speech production and composing trials though they have been helped a batch before trials, and what possible solutions could be found. The TTHS instructors have had a serious intercession and come to conclusion that most TTHS pupils have low English expression keeping and this has great model on their speech production and composing trials. Students can non talk, listen, read and compose English if they do non hold plenty necessary English verbiage. But what we, instructors, have to make to countenance our pupils conk out their English vocabulary. to a greater extent things must be done to alter the state of affairs for the better, and the concerns were carried out, such as motive, methods of instruction and acquisition, environment of instruction and acquisition, stuffs and inclusive of Visual Aids. The defined solution for this issue was that Using Visual Aids to assist pupils bette r English vocabulary keeping, because the instructors believed that there is no ways of larning vocabulary better than seeing the real things or illustrated things.Most instructors of English agree that it is hard for them to hold successful lessons on vocabulary or communicating without optic AIDSs and pupils will non be easy to understand and pattern if they do non hold certain ocular AIDSs for every undertaking because pupils do non hold plenty necessary vocabulary to pattern. The intent of this research is to find utilizing Ocular Aids helps TTHS pupils improve English vocabulary and the effects that ocular instruction schemes have on the academician accomplishment of TTHS pupils.Research inquiriesHow do VISUAL AIDS aid pupils better English vocabulary keeping?What effects do ocular instruction schemes have on the academic accomplishment of TTHS pupils? publications REVIEWOcular AIDSsBrown ( 19731 ) emphasizes that utilizing assortment of media, ocular AIDSs, will append the chance that the pupils will larn more, reserve better what they learn and better their public presentation of the accomplishments they are expected to develop. Furthermore, Finocchiaro ( 197463 ) provinces that the pupils will understand and retain better when they have been shown or taught somewhat objects that associate with it.educational professionals have acknowledged the fact that pupils who struggle in narration comprehension because they may miss the ability to grok speech. Joseph ( 2006 ) realised, there are several attacks to erudition word- variation accomplishments but few integrated systematic processs that facilitate command, construct eloquence and lead to keeping of accomplishments for fighting readers ( p.803 ) . Students who struggle in acquisition accomplishments need specific intercessions to increase their reading degree and word cognition. These intercessions should be ongoing and occur early in the acquisition procedure in say to ease the cognitive burden at the pupils current reading degree and for the following class degree. Using ocular AIDSs to intensify English vocabulary and vocabulary keeping is a scheme that has been researched and implemented into TTHS English classromms.With the usage of ocular AIDSs, such as reliable stuffs or illustrated things, pupils could increase their English vocabulary keeping every bit good as they can establish on their vocabulary to better their speech production, composing, listening and reading comprehension accomplishments. Joseph ( 2006 ) confirmed that pupils tend to be more motivated and take to finish assignments and undertakings that contain some points that are known to them and that appear to demand lower degree of attempt because they feel confident about their ability to finish such undertakings. If implemented decently, ocular AIDSs, which are reliable stuffs or illustrated things, can do on-going deffernces in pupils ability to read with assurance independently and contin ually. It is the consistence of vocabulary intercessions that allows the fighting pupils to see the vocabulary footings within the reading transition if they are to spread out their cognition of the vocabulary term. This can do the difference in their proficiency of linguistic communication acquisitionDave ( 1975 10-11 ) besides proposes some of the ocular AIDSs as followsReal things and toys with different kinds, sizes and colourss are utile todraw pupils involvement. Real things can be presented to pupils by agencies of battleground trip or conveying the object to the home for direct observation.Chalkboard or blackboard are certain to be the most utile instruction AIDSs, used in the category. They have the advantage of supplying points of attending for the category and they can be used for many intents. Pictures are flashed for a brief secondment, therfore, the depicts should be simple and large sufficiency to be seen clearly by every pupil in the category. b differentiate charts or wall images are large documents with some images and haggle, utile for showing vocabulary to the category. From the poster above, non all of media can be applied in the schoolroom the instructors have to choose the appropriate media that straight cerebrate to the acquisition procedure.Vocabulary appraisals should besides be used for a precursor to measure pupils comprehension. Johnston ( 1997 ) pointed that as childen shed more and more clip reading and authorship, many modus operandis and common forms become automatic, picking up amphetamine and really traveling through a different portion of the encephalon, no longer affecting conscious attempts ( p 145 ) . This is an of import factor if pupils are to go independent of the schoolroom instructor. It is of import to increase pupils tool chest of vocabulary schemes.Harmonizing to Haycraft ( 1983 102 ) learning AIDSs can be used for consolidating vocabulary, practicing construction and word order or for assortment of games. Besides, learning AIDSs can besides have a great aid to the instructor in the category. A scholar can non ever successfully learn English merely by listening to the account from the instructor. Ocular AIDSs help teacher give more accent on orthoepy of the words, vocalizations and wrong written of words. Furthermore, in vocabulary category, the scholars are encour older to give their sentiments about the ocular AIDSs that are presented by the instructor, therefore the scholars can be more busy in teaching-learning procedure. Ocular AIDSs are besides really utile to develop the pupils to talk and memorise the words automatically.Ocular AIDSs, particularly images are really utile in learning vocabulary to promote and actuate the pupils to larn the linguistic communication. As tell by Coppen ( 1969 88 ) images are parts of ocular AIDSs. The intent of image is to supply a input which will arouse a peculiar response from the scholar. The image represents some action and in order to larn the appropriate words to depict the action itself must non be in inquiry . Pictures are parts of ocular AIDSs. They may be used in learning the simple school pupils to void ennui. Brown ( 1973 410 ) states some maps of images as follows Media are used to learn the pupils to larn efficaciously. Pictures help the pupils read the books and lastly interpret and memorize words.Edmund Fason ( 1959 416 ) provinces that teaching-learning procedure with images will acquire win if the images are related to the stuff of the evaluate, images should be coloured and varied, colorful images intensify the pupils imaginativeness.Using ocular AIDSs can give a great aid to the instructor in the category. The pupils will non ever be successful in larning English merely by listening to the account from the instructor or by reading many books. Using ocular AIDSs in vocabulary category promote the pupils to give their sentiments about the presented images. The instructor can do them more active during the teaching-learning procedure. Furthermore, blinking ocular AIDSs for a short clip is really utile for the pupils to talk and memorise the words automatically.RetentionRetention should be a demand for the acquisition of vocabulary footings. Joseph ( 2008 ) makes these recommendations, in specific environmental conditions, words that were taught were considered well-read when they were read right on next-day keeping investigations. Wordss that were non read right on next-day keeping investigations were non considered learned. Previously taught but unconditioned words were retaught with the same instructional status until they were read right on next-day keeping investigations ( p 298 ) . This would be a good process to follow if scholars are to highten their keeping of vocabulary footings. These keeping investigations were intentional to mensurate pupils vocabulary acquisition. Retention investigations were ever administered the twenty-four hours instantly follo wing the instructional status and before another unit of ammunition of instructional conditions bagan. Each keeping investigation consisted of all the ocular AIDSs of strange words that were taught in the previuos day-to-day sessons. The ocular AIDSs were exchanged and presented as one free radical of words to the pupils. Reiser and Dempsey ( 2007 ) provinces, tap larning with rich media involves two memories systems working memory and long term memory that shapes human larning ( p314 ) .MethodologySubjectsThis research survey took topographic point in Thuong Tin High School in Thuong Tin town, 30 kilometers rancid from the Centre of Ha Noi Capital. The topics involved in this research were 40 pupils, they were in two different categories 12A2 and 12A3 ( aged 16-18 ) . They were indiscriminately selected to set into two chemical multitudeingings 20 pupils in the concur group ( 12A2 ) and 20 other pupils in the try outal group ( 12A3 ) ( This means that the category 12A2 has 20 participants who give way to the control group, and the category 12A3 has 20 participants who belong to the experimentational group ) . All of them are grade-12 pupils in the school twelvemonth 2009 2010 and travel to school commonplace from Monday to Saturday. They have 3 English periods every week, each period lasts 45 proceedingss. The experiment lasted one month. afterwards organizing two groups, a trial was given to pupils to look into their English vocabulary so that the research worker could guarantee pupils in two groups had the English vocabulary equality ( Appendice 2 ) .Instruments.Many ocular AIDSs were used when anticipate oning this research, this was done by utilizing images, existent things and illustrated things. To do clear the research inquiry, these following types of informations were collected studies, pre-tests and post-tests, interviews, observations, and trial tonss.A study was given at the beginning of the survey to find if the pupils enjoyed larning English and their attitudes to the instructional personal manner of the category ( Appendice 1 ) . This helped me understand pupils perceptual experience of the category and if any alterations, other than those used during the survey, needed to be made to maximise the pupils academic public presentation.A Pre-test and Post-test were used before and after the research to happen out the difference between the pre-test consequences and post-test consequences in order to cognize whether studentsvocabulary keeping has been improved ( Appendice 3A, 3B ) . reflectivitys and trial tonss were besides used as measuring tools. In order to take notes and find the engagement and attitudes of the pupils, observations were used daily. found the pupils respond otherwise to the assorted ocular AIDSs? Were the pupils on undertaking during a certain ocular scheme? Did the pupils enjoy some ocular schemes over others? Detecting besides made it possible to find if extraneous variables aff ected the pupils trial tonss. Were the pupils holding a nerve-racking twenty-four hours? Did the pupils merely come back to school from a vacation interruption? To find if the usage of visuals affected trial tonss, trial tonss during the four hebdomad survey were compared with those from the old four hebdomads. At the terminal of the survey, the replies to the inquiries must be found Why do TTHS pupils speak, listen to, read and compose English so severely? How do ocular AIDSs help them better their English vocabulary keeping? Which effects do the ocular instruction schemes have on the academic accomplishment of TTHS pupils?Design and Methods of Data CollectionWhen implementing the experiment, the research worker used different ocular AIDSs in lessons, for case images, existent things and illustrated things were utilised instead so that pupils could understand the mentioned words and memorise them more efficaciously.Interviews were done earlier and after the research in order to cognize whether pupils were interested in the experiment, how they behaved during the research and what they achieved after the research.Observation was implemented in the procedure of research, this helped the research worker know that all the pupils in the experimental group took portion in the experiment on a regular basis.Trial tonss were done after the experiment finished, the trial tonss were collected from the pre-test consequences and the post-test consequences to demo the betterment and difference of utilizing ocular AIDSs in instruction and larning English vocabulary. program line activities that used ocular AIDSs were provided to the experimental group pupils in the category 12A3 in all the lessons listening, speech production, reading and composing lessons every hebdomad.ConsequenceSurvey Results.The study that was given to the two English categories included five inquiries and five replies, Numberss 1-5 ( Appendice 1 ) . When asked pupils the five inquiries, the resea rch worker found that there was a large difference about pupils attitude to larning English, and larning English vocabulary with the aid of ocular AIDSs before and after the experiment. The consequence was compared in the Pre and Post-survey ( Appendice 1 ) .QuestionsAnswers ahead the experiment( n=students )After the experiment( n=students )1. baffle you bask larning English?Yes3268No48122. If you do non like larning English, why?BecauseTeaching methods3418 deprivation of ocular AIDSs46623. Would you like to larn English vocabulary by watching ocular AIDSs, such as images, existent things or illustrated things?Yes5268No28124. settle you believe you will better your English vocabulary better by looking at the ocular AIDSs when you are discoursing a subject?Yes4667No34135. Should ocular AIDSs be used and taught on a regular basis and variously in categoriesYes4866No3214There were several trials ( a sample trial in appendice 2 ) given to pupils in the both groups to guarantee tha t the pupils in the experimental group was equivalent with pupils in the control group about the English vocabulary before the experiment.GroupsPercentage of words that recalled and written down before the experiment0 20 %30 50 %50 70 %80 100 %Control group( n=20 )2873ExperimentalGroup( n=20 )3962Interview ResultsIn each group, 5 pupils were indiscriminately invited to interview before and after the experiment. They were asked to give replies to 3 inquiries ( Appendice 4 ) . The 5 pupils in the experimental group produced the same words as the 5 pupils in the control group before the experiment but the experimental pupils produced more words than the control pupils after the ezperiment.a. An interview before the experimentB. An interview after the experiment.Trials ConsequencesPre-testsGroupsNumber of words10 4040 7070 -100Control( n=students )893Experimental( n-students )7104Pots-testsGroupsNumber of words( n=100 words )10 4040 7070 -100Control( n=students )5105Experimental ( n-students )2117From the consequences of the post-tests, it was easy to happen that if pupils were provided with ocular AIDSs in their lessons. They could increase their vocabulary much better. Before the experiment, the two groups were tantamount in their vocabulary, but at that place was a large spread between the control group and experimental group after the experiment. The experimental group increased their vocabulary a batch more than they were earlier. However, the control group did non better their vocabulary a batch.Questionnaire ConsequencesAfter the survey clip, the 20 pupils in the experimental group were given a five inquiry interview about their feelings towards the category. The replies were categorized as either cosmos understanding and dissension and compared with the consequences before the experiment..Comparison of Agreement and Disagreement Responses from the InterviewQuestionAnswers from Ex-group( n=students )YesNOBeforeAfterBeforeAfter1 ) Do you like the Eng lish category?8151252 ) Do you bask larning with ocular AIDSs1217733 ) Do you believe the ocular AIDSs are assisting you?10141064 ) Do you desire to hold ocular AIDSs in future lessons?1116945 ) Are you motivated with and interested in larning English vocabulary with ocular AIDSs?1018102DiscussionThe aim of my research was to happen out how ocular AIDSs aid pupils better their English vocabulary and to detect if ocular acquisition schemes have an consequence on ESL academic accomplishment in a high school English schoolroom. The chief findings of this research show that there is a verificatory correlativity between the usage of ocular AIDSs and the consequences when utilizing studies, interviews, observations, and trial mark comparingComparison of Averages from the Control and Study PeriodsHarmonizing to Dong ( 2002 ) , he found that when instructors use visuals, the pupils inquire more inquiries. During the survey period, I observed that the pupils in the experiment asked more inq uiries than the control group. The pupils were interested in the ocular AIDSs and ever asked inquiries to clear up their misinterpretation.DecisionThis research indicates that pupils may larn in many different ways and instructors should make many things possible to back up and to control into the demands of all pupils. Ocular AIDSs can interrupt the linguistic communication barrier that separates pupils from instructors. Pictures, ral things or illustrated things ever helped to phrase both particular and common English words to the full. For illustration, the word fire an employee was given to pupils in a inquiry on a trial, but none of the pupils in the category knew what that word meant and seeking to evolve it did non assist either. The significance of the word was so made clear when I made a image on the board. This research would urge that instructors use as many ocular AIDSs as possible in their schoolroom.This research besides shows that ocular AIDSs can increase pupils English vocabulary and better their vocabulary keeping. The most utile and popular ocular AIDSs were introduced in category were images, illustrated things, such as toys or theoretical account signifiers. For illustration, during the unit on autos, it was so easy for pupils to think and to cognize the parts of a auto when they dictum images of auto parts or a toy auto.My research had a positive impact on pupil acquisition, English is rather a hard topic with tonss of vocabulary and visuals are the best manner to larn those words. There are besides a batch of subjects that have to be covered in an English category. Visuals, particularly images, are a great manner to demo pupils the overall construct and the minute inside informations of a subject. The pupils in my English category have learnt and improved their vocabulary a batch when I applied the ocular AIDSs in the category. As already mentioned, images were the most popular and effectual. There was a purpose behind each and e very ocular. I carefully planned out how I would make and explicate each ocular so that pupils could execute good.MentionsCollier, V. P. ( 1992 ) . A synthesis of surveies analyzing long-run linguistic communication minority pupil informations on academic accomplishment. Bilingual Research Journal, 16 ( 1-2 ) , 187-212.Dong, Y. R. ( 2002 ) . Integrating linguistic communication and content Education and Bilingualism, 5 ( 2 ) , 40-57.Duran, B. J. , Dugan, T. , & A Weffer, R. ( 1998 ) . lecture minority pupils in high schoolHamblen, K. A. ( 1993 ) . Theories and research that support art direction for instrumental results. Theory into Practice, 3 ( 4 ) , 191-198.Mayer, R. E. ( 1989 ) . Models for understanding. Review of Educational Research, 59 ( 1 ) , 43-64.Gardner, R.C. ( 1985 ) , Social Psychology and Second Language Learning The function of attitudes and motive, London Edward ArnoldGardner, R. C. 2001. Language Learning Motivation The Student, the Teacher, and the Researcher.Te xas Papers in Foreign Language Education, Volume 6, A Number 1, A Fall 2001.Joseph, L. ( 2006, May ) . Incremental dry run A flash card drill technique for increasing keeping of reading words. International Reading Association, 51 ( 1 ) , 90-92.Petrie, G. M. ( 2003 ) . ESL instructors positions on ocular linguistic communication A grounded theory. The Reading Matrix, 3 ( 3 ) , 137-168.Tan, A. , & A Nicholson, T. ( 1997, June ) . Training hapless readers to read words faster better their comprehension of vocabulary. Journal of Educational Psychology, 89 ( 2 ) , 276.Appendice 1SurveyThe servey was given to 2 categories ( each category consists of 40 pupils ) .QuestionsAnswerBefore the experiment( n=students )After the experiment( n=students )1. Make you bask larning English?Yes3268No48122. If you do non like larning English, why?BecauseTeaching methods3418Lack of ocular AIDSs46623. Would you like to larn English vocabulary by watching ocular AIDSs, such as images, existent things or illustrated things?Yes5268No28124. Make you believe you will better your English vocabulary better by looking at the ocular AIDSs when you are discoursing a subject?Yes4667No34135. Should ocular AIDSs be used and taught on a regular basis and diversely in categoriesYes4866No3214