an action research on using music and animated cartoons to teach english to primary students at dong hoa primary school = nghiên cứu hành động việc sử dụng phim hoạt hình có nhạc để dạy tiếng anh

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES




VŨ THỊ XUÂN


AN ACTION RESEARCH ON USING MUSIC AND ANIMATED
CARTOONS TO TEACH ENGLISH TO PRIMARY STUDENTS
AT DONG HOA PRIMARY SCHOOL

NGHIÊN CỨU HÀNH ĐỘNG VIỆC SỬ DỤNG PHIM HOẠT HÌNH
CÓ NHẠC ĐỂ DẠY TIẾNG ANH CHO HỌC SINH TIỂU HỌC
TẠI TRƯỜNG TIỂU HỌC ĐỒNG HÒA



M.A. MINOR PROGRAMME THESIS


Field : English Teaching Methodology
Code : 60 14 0111





HANOI – 2014

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES




VŨ THỊ XUÂN


AN ACTION RESEARCH ON USING MUSIC AND ANIMATED
CARTOONS TO TEACH ENGLISH TO PRIMARY STUDENTS
AT DONG HOA PRIMARY SCHOOL

NGHIÊN CỨU HÀNH ĐỘNG VIỆC SỬ DỤNG PHIM HOẠT HÌNH
CÓ NHẠC ĐỂ DẠY TIẾNG ANH CHO HỌC SINH TIỂU HỌC
TẠI TRƯỜNG TIỂU HỌC ĐỒNG HÒA


M.A. MINOR PROGRAMME THESIS

Field : English Teaching Methodology
Code : 60 14 0111
Supervisor: Prof. Dr. HOÀNG VĂN VÂN

HANOI – 2014

i
CANDIDATE’S STATEMENT
*****
I hereby declare that the thesis entitled: “AN ACTION RESEARCH ON
USING MUSIC AND ANIMATED CARTOONS IN TEACHING ENGLISH
TO PRIMARY STUDENTS AT DONG HOA PRIMARY SCHOOL” represents
my own work for the Degree of Master of Arts at University of Languages and
International Studies, Vietnam National University, Hanoi and that it has not
been previously submitted to this university or any other institutions in
application for admission to a degree, diploma or other qualifications.

Hanoi, 2014



Vu Thi Xuan

ii
ACKNOWLEDGEMENTS

I would like to take this opportunity to express my sincere appreciation
and gratitude to my supervisor, Prof. Dr. Hoang Van Van, for his thoughtful
advice and assistance in completing this study. He devoted a lot of his time to
guide and assist me throughout this study. But for his advice and guidance, this
thesis would not have been completed.
My thanks are also extended to all the lecturers in the Faculty of
Postgraduate Studies, University of Languages and International Studies, VNU
for their useful lectures from which I have benefited a lot for the
accomplishment of this study.
I am greatly indebted to my students, class 3B, my school principal and
my colleagues at Dong Hoa Primary School for their participation and
assistance.
I would like to thank my mother and members of my family and my
friends who motivated me to go ahead for this study.

iii
ABSTRACT

This study aims to examine the application of animated cartoons to teach
English to the third graders at Dong Hoa Primary School. This study is an action
research which consists of four stages: planning, acting, observing, and
reflecting. The subjects of this study are 39 students from class 3B of the
Academic Year 2013 – 2014. The data is collected using the following
instruments: document analysis and questionnaire. The study employs both
qualitative and quantitative method for analyzing the data and obtaining the
results. The results of the research show that the employment of animated
cartoons in teaching can help primary students improve the quality of their
English learning. The students also show their positive reponses toward the
implimentation of animated cartoons in teaching English.

iv
LIST OF ABBREVIATIONS AND SYMBOLS
Abbreviations
Stands for
CD
Compact disc
DVD
digital video disc
EFL
English as a Foreign Language
FL
Foreign Language
FLT
Foreign Language Teaching
Q
Question
T
Teacher
TEFL
Teaching English as a Foreign Language
VCD
Video compact disc
%
Percent
/

or















v
TABLE OF CONTENTS

CANDIDATE‟S STATEMENT i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF ABBREVIATIONS AND SYMBOLS vi
LIST OF APPENDICES vii
PART A: INTRODUCTION
1. Rationale 1
2. The aim of the study and research questions 2
3. The significance of the study 2
4. Scope of the study 3

5. Method of the study 3
6. Design of the study 3
PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1.1. Introduction 5
1.2. Teaching English to young learners 5
1.2.1. Definition of young learners 5
1.2.2. Characteristics of young learners 5
1.2.3. Teaching English as foreign language to young learners 7
1.3. Instructional media 9
1.3.1. Definition of instructional media 9
1.3.2. Types of instructional media 9
1.4. Animated cartoons 10
1.4.1. Definition of animated cartoons 10
1.4.2. Advantages of using animated cartoons in ELT 11
1.4.3. Criteria for selecting animated cartoons for teaching 13

vi
1.4.4. Techniques for utilizing animated cartoons in classroom 14
1.4.5. Lesson plan using animated cartoons 16
1.5. Previous studies related to TEFL to young learners 16
1.6. Conclusion 17
CHAPTER II: THE STUDY
2.1. Introduction 18
2.2. The context of teaching English at Dong Hoa Primary School 18
2.3. Identifying the problem 19
2.4. Planning 21
2.5. Acting 21
2.6. Conclusion 22
CHAPTER III: DATA ANALYSIS AND FINDINGS

3.1. Introduction 23
3.2. Analysis of questionnaire 1 23
3.3. Analysis of questionnaire 2 25
3.4. Analysis of questionnaire 3 27
3.5. Findings 28
PART C: CONCLUSION
1. Recapitulation 30
2. Recommendations 30
3. Limitations and suggestion for further study 31
4. Conclusion 31
References 32
Appendices 35







1
PART A: INTRODUCTION

1. Rationale
English plays an important role nowadays since it is used as a mean of
international communication. Now, in the globalization era all nations need to
communicate with other and English will be their medium of communication.
English has been taught in many countries as a foreign language including Vietnam
where it has officially been taught from secondary school to university. However,
for over ten years now, it has been introduced to primary schools. Especially, since
the 2020 National Foreign Language Project was implemented, it has formally been

taught from the third grade at all primary schools. A lot of efforts have been made
by both primary teachers and curriculum developers to improve the quality of
teaching and learning. But, it seems that the quality of instruction at primary
schools is not improved much. This is due to the following problems.
Firstly, many primary English teachers are not adequately trained to teach
English to such special learners with special characteristics. Most English teachers
still follow traditional teaching methods that usually make students bored and the
lessons un-enjoyable. A lot of teachers still follow test-oriented teaching approach
that often concentrates on teaching English vocabulary and grammar, which does
not develop students‟ language skills. Not only the teachers‟ low language
proficiency but also their inflexibility and uncreativeness in searching and applying
various teaching techniques and methods into their real teaching make a big quality
gap in current English teaching and learning.
Secondly, although the 2020 National Foreign Language Project was
introduced in 2008, English is still one of the optional subjects in primary schools,
which often demotivates students. As English is not a compulsory school subject,
both students and their parents especially in rural and semi-rural areas
underestimate it. They do not consider it important to devote time to learning
English. Even, there are a lot of students going to school without any books or
notebooks during a semester.

2
Thirdly, the textbook Let‟s Learn English appears to be inappropriate and
unattractive to young learners.
When teaching young learners, we must find methods, which create fun
environment making them feel comfortable to learn English. We can use chants,
songs, games, poems, or storytelling to make the environment more alive and
entertaining to deliver the lessons, but using these materials is already ordinary and
common to use. These techniques also seem to be very familiar to my students so
no longer catch much of their attention. In order to keep students‟ motivation and to

improve the quality of teaching, I decide to choose animated cartoons to teach
English to my primary students. The rationale behind choosing animated cartoons
to teach my students rather than other techniques is that animated cartoons contain
humorous characters and colorful and catchy visual presentations accompanied by
enjoyable sound and music. Moreover, young learners are much interested in
watching animated cartoons.
2. The aim of the study and research questions
The main aim of this research is to investigate the employment of animated
cartoons as a medium to teach English at Dong Hoa Primary School and to find out
the attitudes of third-grade students towards learning English by using animated
cartoons.
To fulfill the aim of the study, the following questions are raised:
1. Is the employment of animated cartoons to teach English to the third grader
students at Dong Hoa Primary School effective?
2. What are the attitudes of Dong Hoa third-grade students towards studying
English by using animated cartoons?
3. The significance of the study
It is hoped that this study will benefit both teachers and students. For
teachers, this study will introduce to them a cartoon-based lesson and how to use
cartoons to teach English to young learners. It will bring them a new medium and a
new way of teaching English at primary schools and provide them with some
techniques of using animated cartoons to teach English to their students effectively.

3
For students, this study will offer an effective lesson and a fun learning model
which can involve them in the learning process. It will also help them to improve
their proficiency of English.
4. Scope of the study
Given the aim of the study as stated in Section 2, this study will confine itself
to the application of animated cartoons to teach English to the third graders at Dong

Hoa Primary School to see whether it is an effective technique of teaching English
to children. In this study, music is mentioned in the title, but it does not mean using
songs in teaching English. Rather, it is used as the background music accompanying
animated cartoons activities.
5. Method of the study
This study is an action research. After providing the theoretical background,
the writer follows the action research procedures. There are different views on
procedures of an action research. In this study, the author implements the
procedures suggested by McNiff (1992:7). There are four stages. The first stage is
planning which is done to give the solution to the identified problems. The solution
is employing animated cartoons to teach English to the third grade students. In order
to apply animated cartoons in teaching, first the researcher plans to search animated
cartoons on the internet, then redesigns animated cartoons so that they are
appropriate to the content of textbook; next makes lesson plan using these cartoons,
and finally designs questionnaires to collect students‟ responses after every lesson
to see whether the lesson is effective or not. The second stage is acting in which the
writer carries out the treatment referring to the plan has been made. The author
presents three lessons using the animated cartoons. The third stage is observing in
which the writer identifies and analyzes the data collected during the treatment. The
fourth stage is reflecting in which the writer presents some findings. In the process
of researching, the author employs both qualitative and quantitative methods to
analyze the data.
6. Design of the study
The thesis will be organized in three parts as follows:

4
Part A is the Introduction which presents the rationale, the aim and the
research questions, the significance, the scope, the method and the design of the
study.
Part B is the Development which consists of three chapters. Chapter 1 is the

Literature Review which offers the theoretical background to the study.
Chapter 2 is the focus of the study which reports the context of teaching
English at Dong Hoa Primary School, identifies the problems and conducts the
action.
Chapter 3 is concerned with data analysis and findings. It provides an
analysis of the data and the interpretation of the results.
Part C is the Conclusion which summarizes what has been studied, makes
some recommendations for textbook writers and primary English teachers, points
out the limitations of the research and makes the suggestion for further study.
The References is the last `part of the thesis, followed by the Appendices.

















5
PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW

1.1. Introduction
This chapter attempts to look at the literature related to the study. It consists
of three sections. The first section provides an overview of young language learners
consisting of the definition, the nature of young learners and the principles of
teaching English to young learners. The second section introduces a brief
background to teaching media: its definition and its types. The third section presents
some views referring to animated cartoons as a medium to teach English.
1.2. Teaching English to young learners
This section explores the possible views on definition and characteristics of
young learners in addition to a literature review relating teaching English to young
learners.
1.2.1. Definition of young learners
There are many viewpoints on definition of young learners by many authors,
some of which will be stated here. According to McKay (2006:1), he categorized
elementary school students as young language learners who are learning a foreign
or second language and doing so during the first six or seven years of formal
schooling. In terms of age, young learners are between the ages of approximately
five and twelve. Phillips (1993:5) identifies the term young learners as children
from the first year of formal schooling (5 or 6 years old) to 11 or 12 years of age.
Cameron (2001) means by young children, those between 5 and 12 years of age.
Based on those statements, we can know that young learners as students of
primary school ages ranging from 5 to 12 years old. They are studying English as a
foreign language for about one up to four years. In Vietnam, young learners are
those who attend at primary schools and are usually at the ages of 6 to around 10.
1.2.2. Characteristics of young learners
Young learners have their own special characteristics that differentiate them
from adult learners. The characteristics cover their ways of thinking, their attitude

6

and their aptitude. They also prevail to the children‟s ways of learning language,
which, of course, influences the ways of teaching. There should be known and
understood by the teachers to give contribution to improve their quality of teaching
and learning process. In relation to this, Scott and Ytreberg (1999:1) provide some
basic characteristics of the young language learners as follows: (a) Children
sometimes have problems to distinguish the real world from the imaginary world.
(b) When working or playing they like to be accompanied with others. Most of them
do not like to work alone. (c) They use language skills long before they are aware of
them. (d) They love to play and the learning itself can be effective only in case they
are enjoying themselves. (e) They learn by mimics, using gestures and body
movements. The physical world is very important and dominant at all times. (f)
They have a very short attention and concentration span. (g) They do not always
understand the world of adults. (h) Young children are motivated when they are
praised.
According to Harmer (2001:38), young learners have a number of
characteristics: (a) they respond to meaning even if they do not understand the
words; (b) they often learn indirectly then directly; (c) their understanding comes
not just from the explanation, but also from what they see, hear and crucially have a
chance to touch and interact with; (d) they generally display an enthusiasm for
learning and curiosity about the world around them; (e) they have a need for
individual attention and approval from their teacher; (f) they are taken on talking
about themselves and responding well to learning that use themselves and their own
lives as main topic in the classroom; (g) they have limited attention span, unless
activities are extremely engaging making them easily getting bored and losing
interaction after 10 minutes or so.
Based on different views on the nature of children stated above, the main
characteristics of young learners can be summarized as follows:
1. They understand situations more quickly than they understand the language used.
2. They use language skills long before they are aware of them.
3. Their own understanding comes through hands, eyes and ears.

7
4. They can generally imitate the sounds they hear quite accurately and copy the
way adults speak.
5. They have a very short attention and concentration span.
6. They are often happy playing and working alone but in company of others.
7. Children love to play and learn best when they are enjoying themselves.
8. Children are enthusiastic and positive about learning.
9. They are comfortable with routines and enjoy repetition.
10. They are very active and curious.
11. They respond well to praise and rewards.
Knowing the characteristics of young learners is essential for the successful
teaching of English in primary schools. Understanding the young learners'
characteristics, instincts, and interests helps the teacher to decide how to build a
lesson to make sure that the young learners are fully involved in the learning
process. It is believed that acknowledging these characteristics lead to an effective
teaching process.
1.2.3. Teaching English as foreign language to young learners
Teaching English to young learners is both a difficult and an enjoyable
experience for teachers. It is difficult because they always have to find new and
interesting methods and techniques in order to stir the learners' interest, but at the
same time it is enjoyable because teachers are given the chance of becoming child
again, of seeing the world through a child's eyes, when working with children. As
far as young learners are concerned, they mostly find these lessons enjoyable, as
they are active parts in the process. They use the language in order to communicate
their ideas. They play games and tell stories to improve their English. Learning a
foreign language does not mean only to be able to speak, but also to speak it
correctly. In the process of teaching and learning, teachers should use appropriate
media and techniques based on the students‟ ability. According to Cameron (2001),
amongst knowledge and skills, teachers of young learners need: an awareness of

how children think and learn; skills and knowledge in spoken English to conduct

8
whole lessons orally; an ability to identify children‟s interests and use them for
language teaching; to be equipped to teach initial literacy in English.
Cameron (2001:1) also maintains that teaching young learners is considerably
different from teaching adults because children are more enthusiastic and lively as
learners. They want to please the teacher rather than their peer group. They will do
the activity even if they do not quite understand why and how. They lose interest
more quickly and are less able to keep themselves. To help the learners in learning
English, Cameron (2001) suggests some useful techniques of teaching such as (a)
making learning English enjoyable and fun; (b) not worrying about mistakes;
encouraging and making sure children feel comfortable and not afraid to take part;
(c) using a lot of gestures, action, pictures to demonstrate what you mean; (d)
talking a lot to them use English especially about things they can see; (e) playing
games, sing songs, saying rhymes and chanting together; (f) telling simple stories in
English, using pictures and acting with different voices; (g) not worrying when they
use their mother tongue; (h) planning lesson with varied activities, some quite, some
noisy, some sitting, some standing and moving.
Phillips (1993:3), on the other hand, provides the following suggestions for
teachers to keep in mind when teaching young learners:
1. The activities should be simple enough for the children so that they understand
what to do and what is expected of them.
2. The tasks should be amusing and within children‟s abilities, so that the learners
can easily reach their goals.
3. The task should be stimulating and motivating for learners to feel satisfied with
their work.
4. Written activities should be used only in a small amount. In the sixth or seventh
year of age the children are not yet so good at writing in their native language.
5. Mostly the speaking activities should prevail – indeed, with very young children

listening activities will take up a large proportion of class time.

9
In short, the activities that have a communicative value are considerably efficient
in teaching language to young learners. Activities that involve singing, role-playing,
acting, storytelling, coloring and sticking contribute to a sufficient learning process.
1.3. Instructional media
1.3.1. Definition of instructional media
There is a wide diversity of standpoints about what is meant by media. The
term “media” is derived from the Latin word “medium” which means “between”. It
refers to anything that carries information between a source (teacher) and a receiver
(student). When media provide messages with an instructional purpose, for example
to facilitate as communication, they are considered instructional media, Heinech et
al. (1993:9). Gerlach and Ely (1980:241) define a medium as any person, material
or event that creates circumstances that put the pupils in a position to acquire
knowledge, skills and attitudes. According to Theo Van Els et al. (1984:280), media
are all aids which may be used by teachers and learners to attain certain educational
objectives. In line with the ideas of stated previously, Arsyad (2003) states that
media are graphic, photographic or electronic instrument for catching, processing,
rearranging visual or verbal information. In other words, he states that media are
instruments that can be used to distribute some points in a material of subject.
In conclusion, media are the collection of materials, aids or instruments that
can be used effectively for communication. These are used in the planning process
of giving instruction. Instructional media with its various types affect different
senses and act as an integral part of teaching and learning process, and thus helping
to bring about meaningful experiences.
1.3.2. Types of instructional media
In general, there are three kinds of instructional media. They are audio,
visual, and audio-visual media. Audio media are media that can be listened to, while
visual media are media that can be seen. The instructional media that involve the

senses of sight and hearing are named as audio-visual media (Kasbolah, 1993:57).
Finocchiaro (1973:155-185) mention some examples of the media for each type.
The visual media may include blackboard, textbook, real object, picture file, chart,

10
pocket chart, flash card, word card, number card, flannel or felt board, magnetic
board, opaque projector, overhead projector and transparency, filmstrip, and
miscellaneous materials. The audio aids include record player, tape recorder, and
language laboratory. The last, audio-visual media cover film, television, and
programmed instruction. According to Romiszowski (1988), media which refer to
devices and materials employed in teaching and learning include hardware like
blackboards, radio, television, tape recorders, video tapes and recorders and
projectors; and, software like transparencies, films, slides, teacher-made diagrams,
real objects, cartoons, models, maps and photographs. Similarly, Nuhung Ruis et al.
(2009:2) cite Scanlan‟s statement that “instructional media encompasses all the
materials and physical means an instructor might use to implement instruction and
facilitate students' achievement of instructional objectives. This may include
traditional materials such as chalkboards, handouts, charts, slides, overheads, real
objects, and videotape or film, as well newer materials and methods such as
computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.”
From the classification, it is clear that animated cartoons fall under audio-
visual aids and belong to traditional software instructional media.
1.4. Animated cartoons
1.4.1. Definition of animated cartoons
According to Oxford Advanced Learner‟s Dictionary (2005), “animated
cartoon” is a film produced by photographing a series of gradually changing
drawings which give the illusion of movement when the series is projected rapidly.
From the definition, it is obvious that to some extent the terms “animated cartoon”,
“cartoon” and “animation” are synonyms referring to a kind of film or movie made
by creating moving effect for a series of pictures or drawings.

According to writers‟ point of view, Titi (2007) explains that a cartoon
movie is moving diagrams or cartoons that are made up of a sequence of images
displayed one after the other. In addition, Pande (2008) explains that a cartoon
movie is an exaggerated amusing illustration caricaturing in moving diagram way of
criticizing a person or event with some toughs. A cartoon movie is a special form of

11
art to present amusing appearance with the help of colorful moving diagram
exaggerated.
Based on the definition above, the researcher defines animated cartoon as a
kind of film which involves a sequence movement of colored images and texts with
sounds. Animation is like movies, but the duration of the moving pictures is no
more than 10 minutes.
1.4.2. Advantages of using animated cartoons in ELT
Videos in general and cartoons in particular have been widely used as one of the
teaching media in EFL classes. They have been used due to their interesting visual
images, which can attract students to learn. Cartoons are also considered excellent
teaching tools because they not only add humor to a topic but also illustrate the idea
in a memorable way. In this regard, many writers cite the some advantages of
animations as follow:
1. Improve skills and ability:
Wilberschied and Berman (2004:534) state that students who received authentic
pictures taken from authentic videos and students who watched cartoons increased
listening comprehension. Waters and John (2007:34), on the other hand, cite that
using animation films helps students developing listening, speaking and reading
skills. This strategy provides an environment with native speakers, real texts and
thousands of real-life images. The teacher through using animation films introduces
the new vocabulary through defining them with objects, pictures and events. Thus,
students acquire the new vocabulary and the language by linking them to objects
and events from the real world around them.

2. Make learning faster and save time and effort:
Hegarty and Sims (1994) state that animation may help students learn faster and
easier. Furthermore, they add that this is an excellent aid for teachers to teach
student difficult subjects. It has been argued that such systems (animation system)
can reduce time by an average of 33% and aid the quality of learning, as compared
with more traditional techniques (Stephenson, 1994:179). Lin, Chen and Dwyer
(2006:203) confirm that computers generated animation are more effective than

12
static visual in assisting students' retention of the more difficult and complex
knowledge than they received from instructions.
3. Dual-channel learning:
In fact, all students, both with and without a strongly dominant modality
preference, benefit from instruction that includes video. Video is a form of
multimedia that conveys information through two simultaneous sensory channels:
aural and visual. It often uses multiple presentation modes, such as verbal and
pictorial representations in the case of on-screen print and closed-captioning
(Mayer, 2001). This multiplicity means that video communicates the same
information to students through simultaneous learning modalities and can provide
students with multiple entry points into the content (Gardner, 2006). The
combination of moving pictures and sound can present language more
comprehensively and more realistically than any other teaching medium (Susan
Stempleski and Barry Tomalin, 1990:3). Mayer (2001:4-5), additionally, suggests
that learners are able to create a deeper understanding of words when they establish
connections between words and pictures than from words or pictures alone.
4. Create motivation:
Using video materials in an English Language Teaching environment can
motivate students. Learners will get more skills, which is the main reason to make
them more motivated. Harmer (2001:282) states that one of the main advantages of
film is that students do not just hear language, they see it too. For that reason, most

students show an increased level of interest when they have a chance to see
language in use as well as hear it, and when this is coupled with interesting task.
William and Fisher (2001:324) suggest that students find using animation in
education more satisfying and engaging than traditional learning modalities. Susan
Stempleski and Barry Tomalin (1990:3) state that children feel their interest quicken
when language is experienced in a lively way through video.
Briefly, animations aim to reduce learners‟ time and useless effort of
learning, and to make it more practical and task-oriented. The use of animations as a
process of creating interactive learning environment helps students with visual

13
tendencies understand and maintain the learnt material. Students learn more deeply
from a multimedia explanation than from a verbal explanation and they learn better
when animations are included. Animations also increase learner's motivation and
develop their language skills.
1.4.3. Criteria for selecting animated cartoons for teaching
Animated cartoons facilitate teaching and learning activities and,
consequently, attain the lesson objectives. However, this depends on the adequacy
and appropriateness of cartoons so selected. This, in effect, means that animated
cartoons are not selected haphazardly. Indeed, learning animated cartoons to be
used should be carefully selected by the teacher. This is an aspect of the teachers‟
duty. Animated cartoons should be chosen for instructional purpose based on
specific criteria which are suggested by Susan Stempleski and Barry Tomalin
(1990:9) in “Video in Action” as follows:
Interest. Students do not think of video as teaching material. They think of it as
television. Therefore, if they consider that a video sequence is dull, they will not
want to watch it or learn through it. Any sequence chosen for use in class must be
intrinsically interesting or attractive and must comprise a complete unit of meaning
regardless of its context.
Length. With a few exceptions, the video sequences must be suitable for

exploitation in a single one-hour class period. They are, therefore, likely to be no
more than five minutes in length for most classroom activities. “How much video
should the teacher use? The short answer is under five minutes. Many teachers
suggest that as little as two minutes of video is sufficient for one hour‟s teaching.”
(Tomalin, 1986:14).
Flexibility. Most sequence should be suitable for several of activity categories
described in the book.
Appropriateness of Content. The content should be related to the textbook and
suitable for young learners. It is also useful to see if the linguistic content in the
sequence can be linked to that of the language in the course book.

14
Language items to be taught. In using video to present language, an important factor
to consider is the linguistic items (particular grammatical structures, language
functions, or colloquial expressions) presented in the scene. If the aim of the lesson
is to teach language from the screen, then the presence of relevant functions and
structures will be a prime consideration in selecting a sequence. If, however, the
aim is to stimulate discussion or other skills work among students, then specific
language items are not so important.
Language level. The language level of the video should be appropriate for the level
of the class without the teacher having to explain too much.
1.4.4. Techniques for utilizing animated cartoons in classroom
To get a successful result in language teaching using animated cartoons as an
aid, there are some techniques that should be followed by both teachers and
learners. Susan Stempleski and Barry Tomalin (Ibid.) and Lonergan (1984) suggest a
selection of these basic techniques for less-experienced teachers to familiarize
themselves quickly with some of the things they can do with the clip in class.
1. Sound off/ vision on (silent viewing): this techniques can be used either to
stimulate language activity about what is seen on the screen (rather than what is
being said) or to focus on what is being said, by a variety of guessing or prediction

tasks. The most common ways of using this technique are:
- Choose scenes with short exchanges of dialogue, where the action, emotion,
setting, situation, etc. (even lip movements), give clues to what is being said.
Students guess/predict the words and then compare afterwards while viewing
with sound on.
- Use longer exchanges for students to guess the gist or situation rather than exact
words.
- Play the whole sequence for students to try and write suitable screenplays, which
can then be compared with the actual soundtrack.
- Use the pause/freeze-frame control at the initial point of each exchange for
students to predict language on a line by line basis. These are then compared
with the actual speeches.

15
2. Sound on/vision off: students guess the setting, action, characters, etc., from the
soundtrack. This can be done in a variety of ways as in item 1 above, that is on a
line by line or scene by scene basis.
3. Pause/freeze-frame control: to be utilized with sound on/off and vision on/off
controls as above.
- With sound on, pausing at the initial point of each exchange, the teacher asks
students to predict the words. Immediate comparison with the actual words can
then be made by playing each exchange.
- With sound on, pausing at strategic points in the plot/action, the teacher asks
students questions about the situation (what has happened/what is going to
happen).
- Pause at suitable moments of characters‟ facial expressions for students to
suggest thoughts, feelings, etc.
4. Sound and vision on (listening and viewing comprehension):
- Students are given a list of items before viewing a sequence and have to look for
them as they view.

- Students are given a list of items after viewing a sequence and have to decide
which were in the sequence and which were not.
- Students are given comprehension questions before viewing and a sequence and
answer the questions after viewing.
- Students are told what a sequence will be about and have to say thing they
expect to hear, see, etc. After viewing, they can then compare and discuss.
- Students are given a cloze passage of the dialogue or a description of the scene
and have to complete gaps while/after viewing.
5. Jumping sequences: students view each section of a sequence, presented to them
out of sequence. They have to determine what has happened/what will happen in
each case and then fit the sections into a correct or plausible sequence. 6. Split
viewing: some students see sequence but do not hear it; others hear but do not see. A
variety of activities can then follow based on usual information-gap procedures.


16
1.4.5. Lesson plan using animated cartoons
Tomalin (1986:29) suggests three stages of a lesson using video in teaching
English. Below is general lesson plan following his procedures.
Stage 1: Comprehension
1. Set up the situation, pre-teach (if absolutely necessary) minimum language.
2. Set an active viewing task.
3. First video play: right through without stopping; one or twice.
4. Elicit answer to active viewing task.
Stage 2: Language study
1. Second video play: stop at selected points, using the pause button.
2. Consolidate language taught through the video.
3. Language exercise and drills from textbook.
4. Third video play: use this for observation behavior exercises and for cultural
background.

Stage 3: Extension and transfer
1. Transfer exercise using mini situation, role-play, acting out, etc.
2. Extension into further reading and writing.
1.5. Previous studies related to TEFL to young learners
There are many studies related to English language teaching methodology in
Vietnam. But, few of them concern the methods and techniques of teaching English
to young learners. Although, in recent years, there have been some studies carried
out to investigate the techniques of teaching English to students at primary schools
by drawing and using chants, songs, games, pictures, stories and VCD, but none of
them have been concerned with using animated cartoons to teach English. Some of
the studies will be summarized below:
Nguyễn Trần Vân Trang (2008) carried out a study on using VCD as a
stimulating factor to increase the young learners‟ time on task. The study attempted
at identifying the advantages of VCD in increasing learners‟ time on task. The result
of study revealed that using VCD in the classroom helps pupils to understand the
lesson better, increases pupils‟ involvement in classroom activities, and makes the

17
lesson more exciting. But she did not provide the techniques of applying VCD in
the classroom and activities associated to VCD. Phạm Thị Thu Trang (2012), on the
other hand, conducted a study on using storytelling to teach vocabulary to primary
children. She investigated the techniques to apply story to teaching vocabulary to
the fifth graders and by this way she assessed and evaluated the effectiveness of the
techniques in increasing students‟ motivation at Dinh Tien Hoang Primary School.
Vũ Thị Thanh Tâm (2013) conducted a research on using stories and dramas in
teaching English to the third grade students at Quan Tru Primary School. Her study
provided primary teachers with techniques of using stories and dramas in teaching
English to improve primary students‟ English speaking and listening skills.
Although the study proved that stories and dramas could be used to motivate
students in learning English and enhance students‟ speaking and listening skill.

Unfortunately, the stories she used to teach the students are not related to the
content of the textbook.
1.6. Conclusion
This chapter presents the literature view on the definitions, characteristics
and teaching English to young learners, and this helps the current study in
guarantying and proving the effectiveness of using animations to teach English to
third graders. In addition, this chapter provides the fundamental information of the
main variables of the study, animations. As animations have a number of
advantages, this information indicates that using animated cartoons is a good quality
technique for teaching the language. Finally, the chapter presents some previous
studies on methodology of ELT at primary schools.