An Investigation into the Use of Teaching Aids in Teaching English at Some Primary Schools in Hue City

MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES

DANG XUAN THAO
AN INVESTIGATION INTO THE USE
OF TEACHING AIDS IN TEACHING ENGLISH
AT SOME PRIMARY SCHOOLS IN HUE CITY
MA THESIS IN THEORY AND METHODOLOGY
OF ENGLISH LANGUAGE TEACHING
CODE: 60140111
SUPERVISOR: ASSOC.PROF.DR. LUU QUY KHUONG
HUE, 2013
i
BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

ĐẶNG XUÂN THẢO
SỬ DỤNG CÔNG CỤ HỖ TRỢ GIẢNG DẠY
TRONG DẠY HỌC MÔN TIẾNG ANH CHO
TRẺ EM Ở MỘT SỐ TRƯỜNG TIỂU HỌC
TẠI THÀNH PHỐ HUẾ
LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP
DẠY HỌC BỘ MÔN TIẾNG ANH
MÃ SỐ: 60140111
NGƯỜI HƯỚNG DẪN KHOA HỌC:
PGS.TS LƯU QUÝ KHƯƠNG
HUẾ, 2013
ii
STATEMENT OF AUTHORSHIP

I hereby acknowledge that this study is mine. The data and findings
discussed in the thesis are true, used with permission from associates and have not
been published elsewhere.
Author
Dang Xuan Thao
iii
ABSTRACT
This study aims at surveying the use of teaching aids in teaching English at
five primary schools in Hue city including Tran Quoc Toan, Le Loi, Nguyen Trai,
Thuan Thanh and Vi Da Primary Schools. Especially, this study attempts to
investigate the reality of using teaching aids, kinds of teaching aids and how to use
these aids effectively in teaching English. It explores the benefits and the difficulties
of using teaching aids in teaching and learning English.
In addition, this research finds out the possible solutions of using teaching
aids to motivate and improve the English teaching and learning process. The results
obtained showed a generally positive motivation of grade 4 students towards
learning English with the assistance of teaching aids.
Based on this study, it could be concluded the application of teaching aids in
supporting English teaching and learning must be encouraged as it helps to motivate
students and develop a positive attitude towards learning English.
iv
ACKNOWLEDGEMENTS
Hearty thanks are firstly given to my supervisor, Assoc.Prof.Dr. Luu Quy
Khuong for his help and guidance in a number of ways. I owe him a great deal for
his valuable advice and enthusiastic guidance as well as his various supports during
the conducting of my work.
I am grateful particularly to teachers and the students at primary schools in
Hue City for their responses to the survey I conducted.
I would also like to thank all teachers in the English Department who have
provided me with useful knowledge and skills throughout my years at university.

Moreover, thanks are due to my close friends who helped me to collect
relevant materials and gave me support as well as advice.
Finally, I wish to extend my thanks to all members in my family, especially
my parents, who gave me precious encouragements during my writing process.
v
TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP iii
ABSTRACT iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF ABBREVIATIONS xi
LIST OF TABLES xii
LIST OF FIGURES xiv
CHAPTER 1 1
INTRODUCTION 1
1.1. Background and Rationale of the Study 1
1.2. Aims of the Study 2
1.3. Research Questions 2
1.4. Scope of the Study 2
1.6. Organization of the Study 3
CHAPTER 2 4
LITERATURE REVIEW 4
2.1. Previous Studies Related to the Study 4
2.2. Theoretical Background 5
2.2.1. Age in Foreign Language Learning 5
2.2.2. Features of the Young Learners 5
2.2.2.1. Short Attention Spans and Much Physical Energy 6
2.2.2.2. Enormous Capacity for Finding and Making Fun 6
vi
2.2.2.3. Delighting in Imagination and Fantasy 6

2.2.2.4. Second-language Acquisition Capacity 7
2.2.2.5. Being Enthusiastic and Lively as Learners 7
2.2.3. Differences between Adults and Children in Language Learning 8
2.2.3.1. Adults’ Greater Capacity for Understanding and Logical Thought 8
2.2.3.2. Adults Have a Longer Concentration Span 8
2.2.3.3. Children Are Motivated More Easily 9
2.2.4. Principles in Teaching English to Young Learners 9
2.3. Teaching Aids 12
2.3.1. Definition of Teaching Aids 12
2.3.2. Classification of Teaching Aids 12
2.3.2.1. Visual Aids 12
2.3.2.2. Audio Aids 15
2.3.2.3. Audio-Visual Aids 16
2.3.3. Guidelines for Using Teaching Aids in the Classroom 17
2.3.4. Rationale for the Use of Teaching Aids in Language Teaching 18
2.3.5. The Importance of Teaching Aids in Foreign Language Teaching
mentioned through the Decision No.1400/QD-TTg dated 30 September 2008
by the Prime Minister 20
2.4. Summary 21
CHAPTER 3 21
RESEARCH DESIGN AND METHODOLOGY 21
3.1. Overview 21
3.2. Research Design and Approach 21
vii
3.3 Participants 22
3.4. Data Collecting Instruments 23
3.4.1. Questionnaire 23
3.4.2. Interviews 24
3.5. Data Analysis 25
3.6. Procedures 25

3.7. Summary 27
CHAPTER 4 27
FINDINGS AND DISCUSSIONS 27
4.1. The Reality of Teaching English and Using TAs in Teaching English for
Children at Some Primary Schools in Hue City 28
4.1.1. The Reality of Teaching English at Some Primary School in Hue city .28
4.1.2. Teachers’ Perceptions on Using TAs 33
4.1.3. Teachers’ Frequency of Using TAs 34
4.1.4. Purposes of Using TAs in teaching English 35
4.2. The Most Commonly Used Kinds of TAs in Teaching English for Children
at Some Primary Schools in Hue City 37
4.2.1. The Criteria for Selecting TAs 37
4.2.2. The Kinds of TAs 38
4.2.3 Teachers’ Frequency of Using Concrete Kinds of TAs 40
4.2.4 Students’ Fondness towards Kinds of TAs 42
4.2.5. Lesson Stages with TAs Used 44
4.3. The Ways of Using TAs to Teach English to Children at Some Primary
Schools in Hue City 45
viii
4.3.1. The Ways of Using TAs 45
4.3.2. Teachers’ and Students’ Feelings when Using TAs 45
4.4. Teachers’ Difficulties in Using TAs and Possible Solutions to Improve
Teaching and Learning English with the Support of TAs 47
4.4.1. Teachers’ Difficulties of Using TAs in Supporting English Teaching 47
4.4.2. Possible Solutions to Improve Teaching and Learning English with the
Support of TAs 49
4.5. Summary 51
CHAPTER 5 52
CONCLUSIONS AND IMPLICATIONS 52
5.1. A Summary of Key Findings 52

5.2. Pedagogical Implications 53
5.3. Some suggestions drawn from the results of the study 54
5.3.1. For the students 54
5.3.2. For teachers and schools 55
5.4. Limitations of the study 55
5.5. Recommendations for further study 56
REFERENCES 57
APPENDICES 60
ix
x
LIST OF ABBREVIATIONS
EL : English Language
IT : Information Technology
Tas : Teaching Aids
xi
LIST OF TABLES
Table 4.1: The Frequency of Using Activities in EL Classes
30
Table 4.2: Teachers’ Fondness towards Activities Used in EL Classes
31
Table 4.3: Purposes of Using TAs in Supporting English Teaching
35
Table 4.4: The Kinds of TAs in Supporting English Teaching
38
Table 4.5: Teachers’ Frequency of Using Concrete Kinds of TAs
40
Table 4.6: Students’ Fondness towards Kinds of TAs
42
Table 4.7: Difficulties of Using TAs
46

Table 4.8: Possible Solutions for Teachers’ Difficulties in Using TAs
48
Table 4.9: Possible Solutions for Students’ Difficulties in English Learning with TAs
49
xii
xiii
LIST OF FIGURES
Figure 4.1: Students' Fondness of Learning English 27
Figure 4.2: The Reasons Children Like Learning English 28
Figure 4.3: The Reasons Children Don't Like Learning English 29
Figure 4.4: Teachers' Perceptions of Using TAs 33
Figure 4.5: Teachers' Frequency of Using TAs 34
Figure 4.6: The Criteria for Selecting TAs 36
Figure 4.7: Lesson Stages with TAs Used 43
Figure 4.8: The Reasons Children Like Learning English 44
Figure 4.9: Teachers' Feelings of Using TAs 45
Figure 4.10: Students' Feeling when Learnt with the Support of TAs 46
xiv
CHAPTER 1
INTRODUCTION
1.1. Background and Rationale of the Study
In the tendency of global integration, learning English has become an
essential need because it is an international language. There may be many factors
that exert an influence on the success of English learning. However, the most
important one that has to be taken into consideration is the age because, age plays a
crucial role in the learning process (O'Grady, 1993). According to many studies,
beginning learning English at early ages will bring children many advantages.
However, the children are easily distracted in the class if teachers do not
have an interesting teaching method to attract their attention. Thus, it is necessary
for teachers to make the English lessons more attractive and creative so that they

can interest their children and add more fun to their English class. One of the most
effective ways to do so is using teaching aids to support the teaching and learning
process. Many teachers advocate teaching aids as it simplifies their job and help
children get the facts right. Teaching aids are tremendously important in the ESL
classroom, as they not only introduce real-life examples, but also give children
something tangible to use or see when they learn grammar and vocabulary.
Teaching aids can be anything aside from a textbook that provides examples of a
concept or gives a student a platform on which to practice a concept. They also
break up the monotony of relying strictly on textbooks and workbooks. Therefore,
the use of teaching aids at schools, especially primary schools, has been paid much
attention to.
In Hue city, English has been integrated into the curriculum of most Primary
schools. For Primary school teachers, teaching English to children is not an easy job
and thus requires them to renovate their teaching methodology frequently and apply
many teaching aids effectively. With the aim to investigate what types of teaching
aids are currently used in teaching English at some primary schools in Hue, the
effectiveness of using them as well as teachers’ difficulties in using these aids
1
during teaching process, the researcher chose to conduct the research entitled “An
Investigation into the Use of Teaching Aids in Teaching English at Some
Primary Schools in Hue City”.
1.2. Aims of the Study
This thesis is aimed to investigate the use of teaching aids in teaching English.
Furthermore, this thesis is carried out to provide the teachers of primary schools in
Hue with some practical ways of using teaching aids to enhance the quality of
English languge teaching to children.
1.3. Research Questions
This research tries to answer the following questions:
1. What is the reality of using teaching aids in English language classes at
some primary schools in Hue?

2. What are the most commonly used kinds of teaching aids in English
language classes at some primary schools in Hue?
3. How are teaching aids used in teaching English language at some primary
schools in Hue?
1.4. Scope of the Study
This paper is carried out at some Primary Schools in Hue city including Tran
Quoc Toan, Le Loi, Nguyen Trai, Thuan Thanh and Vi Da Primary Schools. The main
participants will be the teachers of English and the pupils at the aboved- mentioned
primary schools.
1.5. Significance of the Study
Even though there are a number of researches into the importance of using
teaching aids in teaching English to children at primary schools, it is surprising
that there is not much investigation into the reality of using teaching aids, kinds of
teaching aids and how to use these aids effectively in teaching English at some
primary schools in Hue City . Therefore, this research hopes to provide an insight
2
into the reality of using teaching aids in English language classes at some primary
schools in Hue city. The result of this study is expected to contribute to applying
teaching aids in teaching English to children. In theory, it hopes to find out the
reality of using teaching aids in teaching English, the most commonly used kinds of
teaching aids as well as the ways of using these aids effectively. In application, it is
hoped that the implications of the study will be useful to improve the teaching and
learning English at some primary schools in Hue City.
1.6. Organization of the Study
This paper is divided into five main chapters as follows:
Chapter 1: Introduction provided the background, aims, objectives, research
questions as well as organization of the study.
Chapter 2: Literature Review presented the previous studies related to this
topic, definitions of key terms, integral concepts and involved matters.
Chapter 3: This chapter was concerned with Research Design and

Methodology; the issues such as research methods, subjects – the population that
the study focuses on, procedures of the research and instruments for data collection,
how data was analyzed as well as explanations for the researcher’s employment of
those instruments in the research were also discussed.
Chapter 4: Findings and Discussions concentrated mainly on what has been
collected from teachers and students’ questionnaires and interviews to answer the
three research questions, and then a discussion was conducted based on the data
collected in the study.
Chapter 5: Conclusions and Implications presented a brief summary of the
study, achievements that researchers have accomplished, limitations that need
improving, suggestions for further researches.
3
CHAPTER 2
LITERATURE REVIEW
2.1. Previous Studies Related to the Study
There are different learning styles and characteristics of young language
learners. For children’s effective foreign language learning, considering their
characteristics in learning process plays an important role in deciding the suitable
teaching methods and selecting teaching aids. Therefore, many theories applied for
teaching young learners have been conducted so far.
Piaget (1970) assumed that children were active learners and thinkers. They
constructed knowledge from actively interacting with the physical environment in
development stages. They learnt through their own individual actions and
exploration.
Meanwhile, Vygotsky (1962) supported the viewpoint that children learn
through social interaction. They acquire knowledge through other people, from
interaction with adults. Adults/teachers worked actively with children in the Zone of
Proximal Development (the difference between the child’s capacity to solve
problem on his own and his capacity to solve them with assistance).
Beside the theories on young learner teaching, the ones related to using

teaching aids have also been implemented. A resourceful English teacher with an
eclectic approach was desirable in English as a foreign language classroom. Rivers
(1981) advocated an eclectic approach in which teachers draw upon techniques
from a variety of methodologies. According to Yorio (1987) language teachers used
a variety of teaching aids to make class room activities interesting and interactive.
Teaching aids are important in the teaching-learning process.
In Vietnam, the importance of using teaching aids in English teaching
attracts the attention of many researchers and teachers. Teaching aids are
indispensable means in teaching English, especially in teaching primary school
students. Nguyen (2010) showed teaching aids are good techniques to deal with
4
language teaching, as it involves real life factors into classroom environment. Doan
(2009) thought that the use of teaching aids could improve the effectiveness of
English learning at all skills.
In sum, the above mentioned researchers carried out significant studies on
young language learners and use of teaching aids in teaching language for them.
However, the actual situation of using teaching aids in teaching English for children
has not been paid attention and assessed moderately at primary schools. Therefore,
the researcher of this study finds it necessary to conduct an investigation on using
teaching aids in teaching English at primary schools in Hue City and suggest the
most appropriate and effective methods to improve the learning and teaching
quality.
2.2. Theoretical Background
2.2.1. Age in Foreign Language Learning
Harmer (2001) supported that the age of the student was a major factor in
decisions about how and what to teach. People of different ages had different needs,
competences, and cognitive skills. Children of primary age were expected to acquire
much of a foreign language through play, whereas adults were expected for a
greater use of abstract thought.
Ur (1996) assumed that foreign language learning in school should start

early. Some people have argued for the existence of a 'critical period' in language
learning: if people get too old and pass this period they will have significantly more
difficulty learning; thus early learning in schools would seem essential. It is also
true that an early start to language learning is likely to lead to better long-term
results if early learning is maintained and reinforced as the child gets older (Long,
1990).
2.2.2. Features of the Young Learners
According to Curtain & Dahlberg (2009) children have a reputation for being
natural language learners. The features of young learner have an effect on selecting
5
appropriate teaching methods. Following are features of young learners which were
discussed by many researchers.
2.2.2.1. Short Attention Spans and Much Physical Energy
Young learners tend to have short attention spans and lots of physical
energy. So teachers should vary their techniques to break the boredom. They should
give varied activities as handwriting, songs, games, and so on. In addition, children
are very much linked to their surroundings and are more interested in the physical
and the tangible. As Scott & Ytreberg (1990) described children’s understanding
came through hands and eyes and ears, so the physical world is dominant at all
times.
2.2.2.2. Enormous Capacity for Finding and Making Fun
Children have an enormous capacity for finding and making fun. Sometimes,
it has to be said, they choose the most inconvenient moments to indulge it. They
bring a spark of individuality and of drama to much that they do. Similarly, no
matter how well we explain an activity there is often someone in the class who
produces a version of their own. However, it may occasionally be better than the
teacher’s original idea.
2.2.2.3. Delighting in Imagination and Fantasy
It is more than simply a matter of enjoyment, however. In the primary
school, children are very busy making sense of the world about them. They are

identifying patterns and also deviation from that pattern. They test out their versions
of the world through fantasy and confirm how the world actually is by imagining
how it might be different. In the language classroom this capacity for fantasy and
imagination has a very constructive part to play. Children sometimes have problems
to distinguish the real world from the imaginary world. It can be difficult for
teachers to cope with it and to understand their perception of reality.
6
2.2.2.4. Second-language Acquisition Capacity
Curtain & Dahlberg (2009) in his book “Languages and children: making
the match” discussed that second-language acquisition theory may help explain the
puzzling situation of children who acquire languages more quickly and apparently
with much less effort than do their parents when placed in a second-language
environment. The children are in a setting in which they are surrounded by language
that is made meaningful because of the context and because of the way teachers
speak to them. They are given time to sort out the language that they hear and
understand, until they are ready to begin to use it for their own expressive purposes.
Their parents, on the other hand, are usually busy learning vocabulary and grammar
rules, and they attempt to apply them later to a setting in which they have something
to say. Krashen (1981), the children would be acquiring language, while the parents
would be learning it.
2.2.2.5. Being Enthusiastic and Lively as Learners
Children are often enthusiastic and lively as learners. They want to please the
teacher rather than their peer group. Young children are motivated when they are
praised. It is very important to support their enthusiasm from the beginning of
learning .They will have a go at an activity even when they do not quite understand
why or how. However, they also lose interest more quickly and are less able to keep
themselves motivated on tasks they find difficult. Children do not find it as easy to
use language to talk about language; in other words, they do not have the same
access as older learners to meta-language that teachers can use to explain grammar
or discourse. Children often seem less embarrassed than adults at talking in new

language, and their lack of inhibition seems to help them get more native-like
accent. But these are generalizations which hide the detail of different, and of the
skills involved in teaching them. (Cameron (2001), Teaching Languages to Young
Learners, Cambridge University Press).
7
2.2.3. Differences between Adults and Children in Language Learning
Methods of learning language are affected by many factors and one of these
is age. Two basic groups of learner are children and adults. The differences between
these two groups in learning language play an important role to decide the suitable
method of learning language for each age group. Below are some of the outstanding
differences:
2.2.3.1. Adults’ Greater Capacity for Understanding and Logical Thought
According to Ur (1996), adults’ capacity for understanding and logical
thought is greater, and they are likely to have developed a number of learning skills
and strategies which children do not yet have. Moreover, adult classes tend on the
whole to be more disciplined and cooperative – as anyone who has moved from
teaching children to teaching adults, or vice versa, will have found. This may be
partly because people learn as they get order to be patient and put up with
temporary frustrations in the hope of long-term rewards, to cooperate with others
for joint profit, and various other benefits of self-restraint and disciplined
cooperation. Another reason is that most adults are learning voluntarily, have
chosen the courses themselves, often have a clear purpose in learning (work, travel,
etc.) and are therefore likely to feel more committed and motivated; whereas most
children have little choice in where, how or even whether they are taught.
2.2.3.2. Adults Have a Longer Concentration Span
According to Ur (1996), teachers commonly notice that they cannot get
children to concentrate on certain learning activities as long as they can get adults to
do so. However, the problem is not the concentration span itself children will spend
hours absorbed in activities that really interest them but rather the ability of the
individual to persevere with something of no immediate intrinsic interest to them.

Older learners do exhibit noticeable superiority because they tend to be more self-
disciplined. One implication for teaching is the need to devote a lot of thought to the
(intrinsic) interest value of learning activities for younger learners.
8
2.2.3.3. Children Are Motivated More Easily
Teachers can raise children's motivation and enthusiasm by selecting
interesting activities more easily than that of older, more self-reliant and sometimes
cynical learners. On the other hand, teachers can also lose it more easily:
monotonous, apparently pointless activities quickly bore and demotivate young
learners, older ones are more tolerant of them. Perhaps it would be more accurate to
say that younger learners' motivation is more likely to vary and is more susceptible
to immediate surrounding influences, including the teacher; that of older learners
tends to be more stable.
2.2.4. Principles in Teaching English to Young Learners
Williams (1998) reiterates his teaching experience as a teacher of children by
giving ten principles for teaching English to young children as follows:
 Starting teaching at the child’s level
Williams emphasizes that teacher should start teaching from the level where
the child is. He says that children have experience of life, knowledge of their world,
are good at making sense of what is around them and have already learnt at least
one language. Therefore, the tasks and activities in classroom must be designed to
be appropriate and accessible to children’s level and perspective.
 Encouraging the interaction among children
It is an important part of teacher’s job to encourage the interaction among
children. Learning is really an interactive process in which learners can be better
through collaborating with their peers.
 Giving children opportunities to exchange ideas, opinions and facts
Primary teachers should keep in their mind that through the teaching teachers
have to give their children opportunities to “exchange ideas and opinions as well as
facts” (Williams, 1998). One of the most effective ways to achieve this is to help

children exchange their thoughts and express themselves through talking with their
9
partners. Wells (1987) believes that the collaborative talk is a key to help children
shape and arrive at shared meanings and understandings.
 Encouraging children to think and contribute
Williams also emphasizes the important role of learners in the learning
process and suggests that learners should be “encouraged to think and contribute”
to the success of the lesson. Learning is seen as an active, cognitive process in
which learners are not seen as empty heads passively waiting to be filled with
teacher’s knowledge but as active explorers working on language and ideas.
 Designing cognitively and linguistically challenging activities
Also according to Williams, when designing activities for teaching children,
teachers also have to make sure that the activities are “cognitively and linguistically
challenging” enough to maintain children’s interest in learning. It is obvious that
both too simple and too difficult tasks easily lead to the disappointment of children.
Teachers should present tasks with challenging in the principle of neither too easy
nor too difficult that beyond the students’ capacity, because tasks that are too
difficult discourage them from trying; tasks that are too easy produce boredom and
decrease feelings of competence and self-efficacy (Chundiao, 1990, p.460).
Therefore, the challenges in learning process will increase children’s inspiration to
continue learning.
 Using language in appropriate contexts
The next principle is the use of language in appropriate contexts. Language is
learned best by setting the contexts and situations in which it is used. It will be
difficult for children to digest the hard language knowledge without applying it to
real and familiar contexts. In young learner classrooms, stories, songs and plays are
examples of how learners can be exposed to comprehensible, meaningful language
at discourse level.
 Designing classroom activities meaningful and purposeful for learners
10

It will be easier for children to understand the goals of activities clearly
before they come to deal with them. According to Scott & Ytreberg (1998), learners
should be aware of the objectives of the task – both language-learning and content.
Clear goals will help to answer children’s questions about what is going to happen
and why they are doing the tasks. This will make children feel secure and content in
the classroom so that they can be “encouraged to become independent and
adventurous in the learning of the language” (Scott & Ytreberg, 1998).
 Organizing activities for learners to develop their independence
Generally, learners find teachers as a firm support to lean on during learning
process. It is natural for young learners to be dependent on their teachers. However,
if learners are to become active participants in the learning process which creates
their own understandings and meanings, it is important that activities should be
designed and sequenced to support and foster growing independence.
 Creating a supportive, non-threatening and enjoyable learning environment
In addition to designing appropriate activities that are suitable for children, it
is also a crucial duty of teachers to create a supportive, non-threatening and
enjoyable learning environment in which children can feel comfortable and relaxed
during learning process. In a friendly atmosphere, students can feel secure and their
sense of understanding and challenge as well as learning motivation can be
promoted.
 Ensuring teacher’s assessment reflects their teaching
Teachers should ensure that their assessment reflects their teaching.
Assessment is an area that teachers consider very serious. It is often the most formal
aspect of the teaching work. According to Wiggins (1998), the nature of assessment
influences what is learned and the degree of meaningful engagement by learners in
the learning process.
11