HA NOI PEDAGOGICAL UNIVERSITY NO 2

FACULTY OF FOREIGN LANGUAGE

----------

USING VISUAL AIDS IN TEACHING SPEAKING SKILLS

AT HIGH SCHOOL

Research advisor: Mrs. Nguyen Thi Hong Nhat

Researcher: Phùng Thị Khánh Linh

Class: K42 - ELT

Vinh Phuc - June, 2019

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Contents
CHAPTER I .................................................................................................................... 2
INTRODUCTION........................................................................................................... 2
I. Rationale ................................................................................................................... 2
II. Objective of the research......................................................................................... 3
III. Scope of the study .................................................................................................. 3
IV. Research methods .................................................................................................. 3
IV. Research question .................................................................................................. 3
V. Significance of the study......................................................................................... 3
VI. Design of the research work .................................................................................. 4
CHAPTER II ................................................................................................................... 5
LITERATURE REVIEW................................................................................................ 5
I. Definition of visual aids ........................................................................................... 5
II. The use of visual aids in teaching English ................................................................. 5
CHAPTER III.................................................................................................................. 7
METHODOLOGY .......................................................................................................... 7
I. Rationale for the use of questionnaire survey .......................................................... 7
II. Population of the survey ......................................................................................... 7
III. Construction of the survey questionnaire .............................................................. 7
III.1. Construction of the Pre-survey questionnaire ................................................ 7
III.2. Construction of the Post-survey questionnaire ............................................... 8
IV. Administration and try-out .................................................................................... 8
IV.1. Preparation of the try-out ................................................................................ 8
IV.2. Try-out ............................................................................................................. 8
TABLE OF SUMARY .................................................................................................... 9
References ..................................................................................................................... 16

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 CHAPTER I

INTRODUCTION

I. Rationale
In Vietnam, English is considered the most important foreign language of different
fields such as education, science, technology, tourism, etc…Therefore, there is no
doubt about that English plays a vital role in Vietnam nowadays. The widespread
need for English as an international language puts a considerable pressure on the
education resources of any countries. That is the reason why at present, learning
English is not only the interest but also the great and practical demand for many
people, especially for students who always want to assess the modern world.
Therefore, English is taught as a compulsory subject to all students from primary
schools to high schools in Vietnam.

Like all English learners, those majoring in the language begin by developing
fundamental skill in listening, speaking, reading and writing. In fact, in English
lessons, teachers are facing the reluctance of students, especially in teaching speaking
skill. According to Gilakjani (2011), EFL learners in classrooms are faced by the lack
of motivation, lack of exposure to the target language. Therefore, teachers should
change some new methodologies of teaching English speaking skill to get students’
interest and improve their understanding. There is a need to apply visual aids to
stimulate student’s interest.

There are a number of benefits in using visual aids in teaching speaking skill such as
creating strong engagement among students, helping students to comprehend and
remember things exactly. Through visual aids, teachers can meet objectives of
speaking lessons and enhance students' comprehension effectively. Swaffar and
Vlatten (1997) points out: “...When compared with students who have only print or
auditory texts, learners supplied with video materials understand and remember more.”
(p.175). Visual aids are useful tools for teachers to help students appeal to more than
one sense in speaking lessons.

Therefore, the findings should make an important contribution to the field of teaching
English speaking skill. For the reasons above, this study was conducted with the
purposes of finding out the effectiveness of using visual aids in teaching speaking skill
and suggesting some ways to use them effectively at high school.

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II. Objective of the research
This study aims to achieve the following objective:

- To investigate teachers’ views when they use visual aids in teaching speaking
skills

III. Scope of the study

This study focuses mainly on teachers’ views and how to use visual aids effectively in
speaking lessons at high school.

The population is nine teachers who teach English at Xuan Hoa high school

IV. Research methods

To obtain the results of this study, the following instruments are applied:

- Pre-survey will collect data about the quality of using visual aids teachers apply
through the technological devices available in the classroom.
- Post-survey will collect qualitative and quantitative data toward attitude and
thoughts of teachers when teaching speaking skill with visual aids.

IV. Research question

Speaking skill is one of the most significant skills of students at high school.
Following the purpose of the study, we set 1 research question:

What are the teachers’ views when using visual aids in speaking classes?

V. Significance of the study

The research study will carry out to give a clear picture about using visual aids. It
helps to find out the teachers’ views in teaching English speaking skills and provide
some suggestions to improve teachers’ utilization of visual aids. Therefore, the thesis
will be beneficial to teachers in teaching English lessons through visual aids.

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VI. Design of the research work
The study consists of three chapters: Introduction, Literature Review and Methodology

 Chapter one: INTRODUCTION outlines the rationale, objective of the

research, scope of the study, research methods, research question and
significance of the study

 Chapter two: LITERATURE REVIEW briefly presents theoretical

Background on the use of visual aids

 Chapter three: METHODOLOGY presents the method will use in the study

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 CHAPTER II

LITERATURE REVIEW

I. Definition of visual aids

According to Cambridge advanced learner’s dictionary, visual aids are defined as
something that teachers are shown , such as picture, film, or map, in order to help them
to understand or remember information. Thus, visual aids present pictures and matters
act through the eyes. Visual aids convey what words alone cannot, express abstract
concepts, aid retention or information and enhance students’ interest. Edgar Dale
(1946) in Hasebrook (1998) states that iconic information, such as photographs,
movies, or demonstrations, are much more intelligible. Cakir (2006) adds that in recent
years, there has an increase of the use of video in English classes as a result of the
raising emphasis on communicative techniques. Therefore, knowing about visual aids
helps teachers have more effective English lessons.

II. The use of visual aids in teaching English

Throughout the years, visual aids have become an important part of the language
classes. Teachers have used them to make their students understand the knowledge and
draw students’ attention in English classes, especially in speaking lessons. Therefore,
visual aids have been considered a useful tool for teachers in teaching English. There
is a large volume of published studies describing the role of using visual aids in
English classes and have been also objective of numerous researchers, for example
Ramírez (2012), Mathew and Alidmat (2013), Al Mamun (2014) and Kurniawan
(2016) , etc. Each of them has own ways to approach this area of visual aids.

Surveys such as that conducted by Mathew and Alidmat (2013) have shown that
audio-visuals are considered as teaching method encourages thoughts and improves
learning environment in a classroom. Similarly, Al Mamun (2014) found that students
were willing to respond in the classes where the teachers used audio-visual aids.
Students paid more attention to the lessons, understood the lessons well and
participated in the class with enthusiasm, providing different responses. In the same
vein, Asadi and Berimani (2015) in his study notes when students experience a
successful and pleasant learning in the EFL classroom, they establish and raise
personal understanding of the areas of studying. However, these studies only
concentrate on the effectiveness of students’ understanding through visual aids without
teachers’ views.

In an investigation into the importance of using visual aids in English classes, Asiri
(2014) found most of teachers in Saudi Arabia actually use the ordinary aids mostly in
their classes, like: board, books, flash cards, real objects, markers, posters, and etc.
They see that the ordinary aids are still beneficial in English teaching. This view is
supported by Ismaili (2013) who writes that all teachers in his study strongly agreed
that movies should be integrated in syllabus design and used in classroom. Similarly,
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Kalra (2017) points out 97% of teachers participated in his study have a positive
attitudes towards using films in the classroom to enhance students’ conversational
skills. Al-Yaari (2013) also concludes that most of the teachers participating in his
study were successful in achieving transfer of trained language abilities in speed of
processing to similar untrained tasks. The results of their studies indicate that using
visual materials in language teaching is helpful for both the teachers and the students.

The effects of teaching English speaking skill by using visual aids also were
determined by some previous researchers. Kurniawan (2016) particularly focuses on
using audio visual media in teaching speaking. He points out: “…The implementation
of using movies as media for the teaching of narrative style speaking was effective.”
(p.188). In this view, As Kartika (2016) argues: “…There is an improvement on the
speaking score with video using”. Also, commenting on this, Sulaiman, Muhammad,
Ganapathy, Khairuddin, and Othman (2017) write: “The majority of the participants
performed better in video media assessment as compared to audio only assessment”.
This view is also supported by Ramirez (2012) who writes that visual aids help to
improve outcomes in the language classroom and Rahimy and Asaei (2012), similarly,
argue that: “Using audio texts would enhance the speaking ability of the participants of
the experimental group of the study”. Like these studies, Yukselir and Komur (2017)
point out: “Using online videos in language classes enables student to communicate
and interact more appropriately and they can achieve the ability to convey their
messages much more easily”. Together, these studies indicate that most use of visual
aids has a significant effect on students in learning English, especially speaking skills.

Besides the effecttiveness of using visual aids, teachers also face many difficulties in
using them. This has been pointed out by many researchers in their studies.
Rajapaksha and Chathurika (2015) observe: “…The preschool teachers limit the
teaching aids to visual aids most often in the actual classroom due to the problems they
faced with regard to lack of training of other audio visual teaching aids as well as lack
of time for preparation of teaching aids”. In the same vein, Sahin, Sule and Seçer
(2016) in their studies also note: “A considerable amount of workload and stress for
the teachers who try hard to add the short video sessions”. Nevertheless, the
researchers had not given some useful solutions for these challenges.

Collectively, all of the studies reviewed here support the hypothesis that visual aids
play an important role in teaching English. Much research has been done on visual
aids but very little research has focused on teachers’ views in teaching English
speaking skills by using visual aids. Considering the importance of this issue, it is
essential to conduct a comprehensive investigation into using visual aids in English
speaking lessons.

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 CHAPTER III

METHODOLOGY

I. Rationale for the use of questionnaire survey

The researcher will use questionnaire survey as the main source to collect data.
Surveys take a comprehensive view of something through a formal or official
examination of particulars, visualize all of the relevant information items you need.
Questionnaire survey is a list of questions that are prepared to gather information in
large scale. Moreover, a questionnaire can be fact or opinion-based and may be
answered by choosing form a list of options or writing out responses by hand.
According to Wilson and McClean (1994), “the questionnaire is widely used and
useful instrument for collecting survey information, providing structured, often
numberical data, being able to be administrated without the presence of the researcher,
and often being comparatively straight forward to analyze”. As a result, the reliability
and validity of the research are better ensured.

II. Population of the survey

Nine teachers from Xuan Hoa High School will be selected to participate in this
research based on their speaking class’s schedule. All of them are the teachers who
have experiences in teaching English at least two years.

III. Construction of the survey questionnaire

III.1. Construction of the Pre-survey questionnaire

Pre-survey questionnaire is divided into four parts with 11 questions:

Part 1 includes 3 questions to find out the general information about participants
and their opinions on the vital factors for successful English speaking lessons.

Part 2 consists of 4 questions to test out teachers’ attitudes and awareness of visual
aids.

Part 3 with 3 questions aims at exploring how often they use visual aids in their
English speaking lessons.

Part 4 includes only 1 question about how teachers use visual aids: bad, fair or
good.
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III.2. Construction of the Post-survey questionnaire
Post-survey questionnaire consists of 3 parts. Part 1 and part 2 (7 questions) have
similar aims to those of Pre-survey. Part 3 includes 10 questions to investigate
teachers’ views about using visual aids in speaking lessons.

IV. Administration and try-out

IV.1. Preparation of the try-out

The nine teachers from Xuan Hoa High School involving the survey will be asked for
permission and assistance before the try-out is carried out.

IV.2. Try-out
Survey questionnaire will be delivered in two phases: Pre-survey and Post-survey:

Pre-survey will be carried out in two days at Xuan Hoa High School. The teachers
will be asked to do the questionnaire with their own ability. They will be instructed
carefully before finishing all the survey questions. Their answers will serve the
research and they will have no influence on them. Thus, they will make their real
effort to do the questionnaire without copying from others. The allocated time for Pre-
survey will be thirty minutes.

Post-survey will be conducted after the teachers apply different visual aids in their
speaking lessons during seven weeks. They can choose any kinds of visual aids to use
in their lectures. Similar to Pre-survey, the teachers also will be asked to do the
questionnaire with their own ability and the result of the survey will not affect them
and the allocated time for Post-survey will be thirty minutes.

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 TABLE OF SUMARY

Research
N.o Titile Context Methodology Instruments Paticipants Gap Fingdings
questions
1. EFL Students’ at Aljouf Questionnaire Questionnaire - the study was The research - Suggest that using
A Study on the perception about University, Observations conducted did not give audio-visuals as a
Usefulness of the use of audio- Saudi Arabia. with 15 EFL teachers teaching method
Audio-Visual visual aids in the undergraduate opinions, stimulates thinking and
Aids in EFL classroom. students perceptions, improves
1 Classroom: 2. EFL Students’ experiences, learning environment in
Implications for approach to audio- failures and a classroom.
Effective visual resources in success while
Instruction the classroom. using audio- - Gave insights on
visual students’ perception and
resources opinions on the use of
audio-visual aids and
resources
1. How do visual Dhaka city Observation 1.Class - five English - The subjects - The five English
aids facilitate Interview observation language of this language classes that
effective language checklist teachers of a research were were observed to have
teaching? 2. Interview renowned from only one ideas of the usage of
Effectiveness of 2. What are the questionnaire language language audio-visual
Audio-visual Aids teachers’ 3. FGD institute institution materials were
in Language perspectives about questionnaire - twenty-five which may not facilitated with different
2
Teaching in the use of audio- students represent the visual and audio
Tertiary Level visual aids in complete materials
classrooms? scenario of the - Students were very
3. To what extent use of audio- much responsive in the
are the students visual aids in classes where the
benefited from it? teaching and teachers used audio-
learning visual aids.
English in the Students paid more
tertiary level. attention to the lessons,

9
 understood the lessons
well and thus
participated in
the class with
enthusiasm, providing
different response.
1. To what extent SMP T 1. Test 154 year-two - only - It was found that after
can Audio Visual Bustanul 2. questionnaire students researched on getting the treatment,
Media (AVM) Arifin, Bener audio visual the speaking ability of
improve the Meriah media. the students improved
The Use Of speaking ability of
Audio Visual students? - It could be concluded
3
Media In 2. Which speaking that the implementation
Teaching components can be of using movies as
Speaking more effectively media for the teaching
improved by of narrative style
using AVM? speaking was effective.
3. How do students
respond to the use
of AVM?
1. Does the video at STIE Pre-test + 130 students, - - There is an
used in teaching Perbanas treatment + with the improvement on the
The Effect of speaking enhance Surabaya post-test sample of the speaking score with
Video Using in the students study is 58 video using.
Teaching speaking students and - This finding is to
Speaking on performance? Purposive support English teachers
Students of Non- sampling here in Indonesian
native English is used universities or colleges
4 Speakers at STIE level to have an option
Perbanas on their material
Surabaya development and their
teaching methodology.

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 Saudi Arabia Questionnaire - Did not give - The data obtained from
the this study approve that
effectiveness teaching aids are very
and challenges important in teaching
of using visual English.
aids in - Most of them actually
Using Teaching teaching use the ordinary aids
English mostly in their classes,
5 Aids in English like: board, books, flash
cards, real objects,
Classes in Saudi markers, posters, and
etc. They see that the
Arabia ordinary aids are still
beneficial in English
teaching.

1. An Oxford -were selected - All the findings from

Pre-test Placement Test through the data collection
and post-test (OPT) convenience support that both
2. A Pre-Test/ sampling the teachers and learners
The Effect of Post- Test method are benefitted from
Audio-Visual (based on different
Materials on Iranian high audio-visual materials in
Iranian Second school language achievement.
6 Grade High English - Students develop and
School Students’ Textbook increase their
Language 3. A Pre- understanding
Achievement Test/Post-Test of learning when they
Motivation experience a successful
Questionnaire and pleasant
4. Flash Cards learning in the EFL
5. Pictures classroom.

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 1. What are International Questionnaire 90 students, - The - Using films in
The Effectiveness students’ attitudes University in Third- year researchers use classroom can be one
7 of Using Films in towards using films Thailand Thai onl one of the most powerful
the EFL in the conversation undergraduate method instructional media
Classroom: A classroom? students which help in
Case Study 2. What are developing students’
Conducted at an teachers’ attitudes language skills.
International towards using films - Both students and
University in in the conversation teachers, have positive
Thailand classroom? attitudes in
incorporating films in
their classrooms to
improve English skills
1. What are the At South East Questionnaire SEEU - The - Visual images
teachers’ attitudes European for students undergraduate researchers use stimulate student’s
towards the using University students, onl one perceptions directly,
movies on between the method while written words can
development of the ages of 18-25 do this indirectly
The Effectiveness students’ - Movie- viewing
of Using Movies language experiences further
in the EFL competence and created more student-
Classroom – performance in teacher and student-
8 A Study academic settings? student discussions.
Conducted at 2. What are Movies draw students’
South East students’ attention and captured
European perceptions towards their interest.
University using movies in
EFL classroom?
3. Does watching
the movies serve as
a bridge between
reading skills and
listening skills?

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 -Group Four - Did not give - A considerable amount
interview instructors of suggestions for of workload and stress
Aviation those for the teachers who try
English, challenges hard to add the short
teaching 10th video
Challenges of graders in a sessions
using audio-visual state high - Unreliable internet
9 aids as warm-up school. access, low computer
activity in capacity, poor
teaching aviation maintenance of other
English technical facilities such
as electricity, phone
lines, technological
gadgets such as
computer drivers, low
standards of language

1. What are the At al-Malādh Tests depending Eighty - only focus Computers in general
Using Audio- audio-visual aids school on 2 groups. students of one visual aid and computer programs
Visual Aids and and CALI that can special needs and did not in particular were found
Computer- be used for (age ranges give to be successful in
Assisted teaching students of between 8-18 suggestions for achieving transfer of
Language special years old) those trained language
Instruction needs language in difficulties abilities in speed of
(CALI) to general and processing to similar
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Overcome speaking in untrained tasks.
Learning particular?
Difficulties of 2. Compared with
Speaking in those who do not
Students of use them, do audio-
Special Needs visual aids and
CALI make any
difference when
they are used for
teaching speaking

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 skill to students of
special needs?
1. Is there a - Interview VAK 150 students - Did not given - The majority of the
significant questionnaire the participants performed
A Comparison of difference in effectiveness better in video media
Students’ students’ of eacheaching assessment as compared
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Performances performances based ai to audio only
Using Audio Only on different assessment.
and Video Media assessment - The use of video as a
Methods methods (video and tool of assessment can
audio) in listening greatly help students in
assessment? their listening
performance
Usage of At Margarita -Questionnaire 213 students - Only depend - Visual aids are claimed
Multimedia Salas - Direct from 1 st year on mutimedia to facilitate the learning
Visual Aids in the Secondary observation of ESO to 1 st process and to improve
English Language School year of Post- the outcomes in the
Classroom: A compulsory language classroom.
12 Case Study at Secondary
Margarita Salas Education
Secondary School
(Majadahonda).

Problems Faced In Colombo - Test samples -Questionnaire - 60 Sinhala - Participants - The preschool teachers
by Preschool Regional medium are primary are aware the functions
Teachers centre, student students, not and
13 When Using OUSL. teachers give solutions significance of using
Teaching Aids in and 40 English for teachers teaching aids, they limit
the Teaching medium the teaching aids to
Learning Process student visual aids most often in
teachers in the the actual
DECPE classroom due to the

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 Programme problems they faced
with regard to lack of
training of other audio
visual teaching aids
as well as lack of time
for preparation of
teaching aids
1. How do online At Osmaniye - Test through - 20 low level - Did not find - Using online videos in
Using Online videos affect the Korkut Ata video online students out the language classes
Videos to speaking abilities University teachers’ enables student to
improve speaking of EFL learners? views through communicate and
abilities of EFL 2. Is there any using online interact more
Learners difference in videos appropriately and they
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speaking can achieve the ability
performances of to convey their
male and female messages much more
students easily.
who watched
online videos?
1. Does using Iranian EFL - Test through 60 Iranian - Focus on - Using audio texts
Audio Texts And audio-texts affect answering EFL learners audio rather would enhance the
English Speaking the speaking ability questions of English than others speaking ability of the
Ability: Evidence of Iranian learners language participants of the
15 from Iranian EFL of English majoring experimental group
Learners language? translation of the study.

15
References

1. Al-Yaari, S. (2013). Using audio-visual aids and computer-assisted language

instruction (CALI) to overcome learning difficulties of speaking in students of special
needs. Journal for the Study of English Linguistics, 1(2), pp.231-255.

2. Al Mamun, M. (2014). Effectiveness of audio-visual aids in language teaching in

tertiary level (Doctoral dissertation, BRAC University).

3. Asadi, F., & Berimani, S. (2015). The effect of audio-visual materials on Iranian
second grade high school students’ language achievement. International Journal of
Language and Linguistics, 3(2), pp.69-75.

4. Asiri, R. M. M. (2014). Using Teaching Aids in English Classes in Saudi Arabia.

5. Cakir, I. (2006). The use of video as an audio-visual material in foreign language

teaching classrooms. The Turkish Online Journal of Educational Technology, 5(4),
pp.67-72.

6. Dictionary, C. (2008). Cambridge advanced learner’s dictionary. Recuperado de:

https://dictionary. cambridge. org/es/diccionario/ingles/blended-learning.

7. Gilakjani, A. B. (2011). A study on the situation of pronunciation instruction in

ESL/EFL classrooms. Journal of Studies in Education, pp.1-15.

8. Hasebrook, J. (1998). The Human Factor in Multimedia. Retrieved from

http://www.c3l.uni-oldenburg.de/cde/media/readings/human.pdf

9. Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom–a study
conducted at South East European University. Academic Journal of Interdisciplinary
Studies, 2(4), p.121.

10. Kurniawan, F. (2016). The Use of Audio Visual Media in Teaching

Speaking. English Education Journal, 7(2), pp.180-193.

11. Kalra, R. (2017). The Effectiveness of Using Films in the EFL Classroom: A Case
Study Conducted at an International University in Thailand. Arab World English
Journal (AWEJ), 8(3).

12. Kartika M. B (2016). The Effect of Video Using in Teaching Speaking on

Students of Non-native English Speakers at STIE Perbanas Surabaya.

13. Mathew, N. G., & Alidmat, A. O. H. (2013). A Study on the Usefulness of Audio-
Visual Aids in EFL Classroom: Implications for Effective Instruction. International
Journal of Higher Education, 2(2), pp.86-92.

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14. Ramirez, G. M. (2012). Usage of Multimedia Visual Aids in the English Language
Classroom: A Case Study at Margarita Salas Secondary School
(Majadahonda). Unpublished Master thesis, Universitas Complvtensis

15. Rahimy, R., & Asaei, S. M. (2012). Audio texts and English speaking ability:
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16. Rajapaksha, P. R., & Chathurika, P. R. D. (2015). Problems Faced by Preschool

Teachers When Using Teaching Aids in the Teaching Learning Process. International
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17. Sulaiman, N., Muhammad, A. M., Ganapathy, N. N. D. F., Khairuddin, Z., &
Othman, S. (2017). A Comparison of Students' Performances Using Audio Only and
Video Media Methods. English Language Teaching, 10(7), pp.210-215.

18. Sahin, M., Sule, S., & Seçer, Y. E. (2016). Challenges of Using Audio-Visual Aids
as Warm-Up Activity in Teaching Aviation English. Educational Research and
Reviews, 11(8), pp.860-866.

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foreign language curriculum. In The Modern Language Journal, p.175

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