Using visual aids and games to hepl primary pupils learning english better a case of study at cam SOm 2 primary school in ben tre province

TAY DO UNIVERSITY

FACULTY OF LINGUISTICS AND LITERATURE

BA. RESEARCH PROPOSAL

USING VISUALAIDS AND GAMES TO HELP

PRIMARY PUPILS LEARi\ING ENGLISH BETTER.
A CASE OF STUDYAT CAM SON 2 PRIMARY
SCHOOL IN BEN TRE PROVII\CE

Supervisor
,
TAT THIEN

Student

THIJ, M. Ed

NAme: NGUYEN THI
Code: 1157010057
Class: English 6

I I F.UdNG: DHTAY DO

! -rrrf y1f u
-'

Can Tho, May 2015

H{NH THU


ACKNOWLEDGMENTS
My research has been completed with a lot of encouragement and support from
my teachers, friends, and family. First, I would like to express my deep gratitude to

my supervisor Tat Thien Thu, M.Ed for her valuable advice, suggestions,

and

support. Although she was really busy with her teaching, she usually spent time to

give me advice, meeting, and encouraging me to implement. Without her, my study
would not have been completed. I really thank for her help and advice.
Second, I would like to send my thanks to my friends and my roommates. They

are really good friends. When

I

faced difficulties, my friends were willing to give

me their time and useful opinions to help me overcome those obstacles.

Finally, my thanks is expressed to my family. In fact, all family members gave
me the strongest motivations during the process of conducting my research. They
are always the most stable mainstay that encourages me to overcome challenges in

my life.

COMMENTS

It


ABSTRACT
English is the most common language in the world. Therefore not only adult
but also children study English. According to Vietnam Project 2020, Primary pupils
start study this language at grade 3.

It is a strange and new subject for them to

study, so not only primary pupils face many problems when learning, but also
teachers

do too. To help primary pupils and teachers reduce obstacles,

the

researcher conduct this research. The researcher hopes that the use of visual aids

and games can help primary pupils learn English better and teachers can teach
English more effectively. Two main research tools: questionnaire and interview are
used to collect data. The findings

will

show the level

games and visual aids to teach English for primary pupils.

lll

of effectiveness of

using


TABLE OF CONTENT

ACKNOWLEDGMENTS........
COMMENTS........
ABSTRACT ..........
TABLE OF CONTENT
CHAPTER 1: INTRODUCTION..........
1.l.Rationale...........
I.2.Organization.....
CHAPTER 2: LITERATURE REVIEW
2.l.Kids'language acquisition
2.2.Common methods of teaching English to primary

ii

....................

...................iii
.......... iv

.................1
..............

1

................2

...............4
................4

pupils.

.................4

Response.
2.2.2.Audio lingual Method
2.2.3.Communicative Language Teaching.

...............5

class.

......6

...........5

2.z.l.Total Physical

Z.3.Games and the roles of games in kid

.........6

2.3.l.Definition of games
2.3.2.Roles of

...................6

games

.........7

c1ass........
2.5. Visual aids and the roles of using visual aid in English class.

........7

2.4. Popular games and visual aids used in kid

...........9

aids.........
2.5.2.Roles of visual aids..........
2.5.l.Definition of visual

CHAPTER 3: RESEARCH AIMS _ RESEARCH QUESTIONS

HYPOTHESIS
3.1. Research aims
.2. Research questions

....................9
..........9

........11
...............

...
3.3. Hypothesis........
CHAPTER 4: RESEARCH METHODOLOGY.
3

i

.................

.. .. . ..

IV

.....

..

11

... .. .. . 1

..............

1

11

................12


4. 1.

t2

Design .............

4.2. P articipants.......

12

4.3. Research instruments .........

t2

CHAPTER 5: EXPECTED OUTCOME .................

v

............... 16


CHAPTER

1

INTRODUCTION
Chapter I presents the rationale of the study related to better learning English
of primary pupils through the use of visual aids and games. The organization of the
study is also described in this chapter.
1.1.

Rationale
Nowadays, apart from degree and experience, English becomes company's

criterion in recruitment because they are not only business in domestic but also
cooperative with other nations in the world. Along this trend, the number of foreigners

coming to Vietnam to do business and travel is increasing. Most of them are native
speakers of English. Although others come from non-English speaking countries, they
also use English to communicate. Therefore, English is the most common international

language in the world. For this reason, the number of people who study English grow
up more and more.

In Vietnam, although English is still used as a foreign, a lot of Vietnamese people

have been learning English

to expect a chance to find out a good job in

this

globalization age. More importantly, English is considered as a compulsory subject at
school and university.

It is one of the most important criteria to assess a student's

academic competence stipulation of Vietnam the Ministry of Education and Training.

According to Project "Teaching and learning a foreign language in the national
education system Period 2008 - 2020" (hereinafter

will be referred to as Project 2020)

approved by the Prime Minister in September 2008, English has entered in education
program at primary schools in nationwide starting from grade 3 to the l2th grade. That

help Vietnamese children approach English earlier and more naturally
learning English needs long

-

because

term training, and when learners are young they will

study sounds, intonation, and pronunciation more easily. Primary pupils can study
English in parallel with Vietnamese, which can help them develop two languages well
at the same time. However, learning and teaching a new language is quite difficult at

the initial of learning English. Primary pupils can face some problems and

it

is very

hard for teachers to find effective ways to help pupils love and learn English better.
1


Textbooks and lesson plans

of

teachers are essential parts

to

contribute

to

the

successful classroom.

To my quick survey in primary schools, textbooks are unlively materials. They
are not a means of good knowledge without the active support of teachers. In addition,

no visual aids used in English class, discourages primary pupils to study English well.

Moreover, games are not often used in teaching English in primary school, teachers
teach English by traditional methods instead of using games. Whereas, games are also

effective in teaching English for children. Playing games in class helps classroom
space more

vivid and pupils will feel like learning English. There after that, they can

remember new words in the easy and long

- term ways. For these reasons, I want to

conduct a research on "Using visual aids and games to help primary pupils learning

English better. A case of study at Cam Son 2 Primary School in Ben Tre Province"

with the hope that I can raise the primary school teacher's awareness of using visual
aids and games to teach English for Kids.
1.2. Organization

This research includes five chapters. The first chapter of the study is
Introduction. The next chapter is Literature review. Besides that, Research aims
Research questions

content

of

-

chapter

-

Hypothesis are stated in chapter 3. Research Methodology is the

4. The final chapter is the Expected outcome and. Besides,

Appendice and Reference are referred at the end of the research. Here is the outline in
detail.
Chapter

Chapter

I introduces the rationale

2

and organization of the study.

mentions the literature review.

It

learns about kids' language

acquisition, common methods of teaching English to primary pupils. This also presents
the roles of games in kid class and the roles of using visual aid in English class.

Chapter 3 stated three main parts; this is research aims, research questions and
hypothesis.

2

Chapter 4 focuses on research methodology. This chapter shows the participants

and research instruments. The instruments consist

of interview (for

teachers) and

questionnaire.
Chapter 5 consists of expected outcome;

well organized.

J

it

makes the research more clearly and


CHAPTER

2

LITERATURE REVIEW
This chopter presents the psycholog,,of primary pupils. Besides, it introduces the

common methods of teaching English to primary pupils. Furthermore, this chapter

also presents definition and the role of games in kids' class. In addition, it mention on

popular games and yisual aids use in kids' class.

The

final part of this chapter is

the

definition and the role of using visual aids in English class.
2.1.

Kids' language acquisition.
One of the earliest scientific explanations of language acquisition was

provided by Skinner (1957).
accounted

As one of the

pioneers of behaviorism, he

for language development by means of environmental

influence.

Skinner argued that children learn language based on behaviorist reinforcement
principles by associating words with meanings. Correct utterances are positively

reinforced when the child realizes the communicative value
phrases. For example, when the child says

'milk'

and the mother

of words

and

will smile and

give her some as a result, the child will find this outcome rewarding, enhancing
the child's language development (Ambridge & Lieven, 2011).
Cruz-Ferreira (2008) stated that

all children acquire language in the same way,

regardless of what language they use or the number

of

languages they use. To

Cruz- Ferreira, acquiring a language is like learning to play a game. Therefore,

children must learn the rules

of the language game, for example how to

articulate words and how to put them together in ways that are acceptable to the
people around them.
2.2.Common methods of teaching English to primary pupils.
Teaching English for primary pupils have a lot of methods, the three following
methods are the common which teachers are applying in English kids' class:

4


2.2.1. Total Physical Response
Total Physical Response is a popular way that can be used in teaching English
to primary pupils. "Total Physical Response is built around the coordination of speech

and action, focusing on teaching languages through physical activity (Richards &
Rodgers, 2001). Teachers play a role of a parent in the class room, they start by saying

something, 'olook at the board" or "rewrite vocabularies in black board" or "repeat
after me"... After repeating a few of times

it

is possible become a habit in learning

English which is without explanation or evident in teaching new lesson.

2.2.2. Audio lingual Method
According to Richard and Rodgers (2001), this approach learning a language
a habit formation

as

"By memorizing dialogues and performing pattern drills the chances

of producing mistakes are minimized". Richards and Rodgers (2001) also note a
numbers of principles of the Audio-lingual Method:
o

Language forms occur most naturally within a context.

o

Native language should be kept apart and used as little

o

Language learning is a process of habit formation: the more often something is

as possible.

repeated, the stronger habit and the greater the learning.
o

It is important to prevent eror. Errors lead to the formation of bad habits. The

teachers should correct them immediately.
o

The purpose

of

language learning

is to

learn how

to use language

communicatively.
o

Learners should learn to answer automatically, without stopping to think.

o

Speech is basic to language. The natural order

of skill acquisition is: listening,

speaking, reading, writing.

olearners are imitators of the teacher's model. They follow the teacher's
directions and response as accurately and as rapidly as possible. (p.57)

In this melhod, teacher is active and has the central and leading role in the class;
relationship in class is teacher-learner.
5

2.2.3. Communicative Language Teaching
The goal of Communicative Language Teaching is communicative competence.

Communicative method focuses
Communicative competence

community.

If

on language as a medium of

communication.

is able to use the language approach to a

speech in

the learners feel they are learning to do something useful with the

foreign language they study, they will be more motivated to study.
Richards and Rodgers (2001) mention the three factors of communicative activities:
o

Information gap

- exists when one person in an exchange know something that

the other person does not

- what he will say and how he will say it

o

Choice

o

Feedback

- helps the speaker to evaluate whether or not his purpose has been

achieved based upon the information he receives from the listener (Richards and
Rodgers, 2001, p. 161)

In this way, learners should not use their mother tongue.

All the communicative

activities as well as teacher's instructions and explaining the activities are done in
target language. The target language is the vehicle for communication, not just an
object to be studied.
2.3. Games and the roles of games in kid class.

2.3.1. Definition of games
There are Inany different definitions about game. In Oxford dictionary, a game is

defined as a structured or semi-structure contrived activity. French sociologist Roger

Caillois (1957) was also defined game in his book Les jeux et les homes (Games and
Men), he tool that game as an activity that must have some following characteristics:

r

F'ul1:

the activit,v is chosen lbr its light

o Separate :

-

hearted character

it is circumscribed in tirne and place

r t.lncertain: the outcome of'the activity is unfbreseeable
o

Nou

* productive: participation does not accomplish

an,r,thing uselul


r Government by rules: it is accclnrpanied by the awareness o1'a dif terent reality
Game is also defined by Katie Salcn and Eric Zimmerman (2003) as firllows," A
game is a systetn in which plal,ers engage in arr artificial conflict. definecl by rules, that

in a quantifiable outcome. According to Cireg Costikyan (1994) game is also tlefined

a

form of art in which participants. tenned plavers rnake decisions in order to manage
recourse through game tokens in the pr:rsuit o{'a goal.
Fr
fbr teaching linglish in kid class. Therefbre. this study is trying to apply games

irr

teaching and learning English at primar-v sclrool.

2.3.2. Roles of games
In general, games involve mental and physical stimulation; especially for primary
pupils. In this light, children study English nearly by the habit of aping the teachers.
They acquire language quickly through the action activities, and their pronunciation is

very well. The vocabulary is taught in the real context. which can help children
remember and how to use this vocabulary thanks to activities like games in English
class.

In addition, games also help primary pupils feel comfortable and interested in

studying; they can understand the lesson and apply the words effective when they
identiSu the words

in funny and non -

stressful space.

All in all, games play an

important role in the teaching and learning English at primary school with children
who are the first times study foreign language.
2.4. Popular games and visual aids used

in kid class.

There are many games used in English kid class, some games as well in used to
help primary pupils' study can be listed as follow:
o

Bingo

Bingo game means that a game in which player has a card with numbers on.
Numbers are called out in no particular order and the first player whose numbers are

all called out, or who has a line of numbers called out, wins aprize.

1


o

Brainstorming

Brainstorming means that ways of making a group of people all thinks about

something at the same time, often in order to a problem or to create good ideas.
o

Guessing game

Guessing game is that a game people have to guess the answers to questions or a

situation in which people do not know what is going to happen or what someone is
going to do.

o Riddles
Riddles are the game in which have questions that is difficult to understand, and
that has a surprising answer, that may be the teachers ask students or students ask each
other when they learning English.
Those are some games were listed according toBridgeTEFL: Teaching English
With Games (2007) that based on the researcher survey.

Besides games, visual aids are considered as good tools to teaching English for

primary pupils. Some visual aids are listed according to John Haycraft, (1986);
Huizenga

&

Weinstein

-

Shirr, (1996); Vu

& Huynh,

(1996) and state in oxford

dictionary:

o Blackboard or Whiteboard
Black or white board can be useful to help teachers explain the sequence of ideas
or routines, particularly in lesson. Use them to clariff the title or the key points as the
teachers
o

will introduce the content of the lesson to their students.

Charts, Posters and Flip Charts, Maps

These help teachers easy to explain and give clearly example for teachers' lesson.

In addition, these help students understand the problems more clearly, these

objects

show the real view for students.
o

Overhead projector transparencies/ slides

The overhead projector transparencies/ slides are a piece of equipment that
projects an imap.;e onto a wall or screen so that many people can see it, according to the

Oxford dictionary definition. This tool is very useful in most lectures and easy to show
the lesson to the pupils.
o

Film strips and films

Film is a series of moving pictures recorded with sound that tell a story and film
strips are a series of images in on a film, through which light is shone to show them on
a screen.

Film and film strips can make the air of the classroom more comfortable and

lively.
2.5. Visual aids and the roles of using visual aid in English class.

2.5.1. Definition of visual aids
Visual aids can be categorized into two main kinds. They are standard visual aids
and electrically enhanced visual aids (John Haycraft, 1986; Huizenga

Shirr, 1996; Vu

&

&

Weinstein

-

Huynh, 1996). Standard visual aid consists of real objects,

blackboard or whiteboard, charts, posters and flip charts, maps, photos and pictures. In

addition, electrically enhance visual aids include overhead projector transparencies/
slides, film strips and films. Those are popular visual aids which can use in English

class, because they can help learners study well and teachers can convey their
knowledge

to

students

well. In addition, visual aids are also defined in Oxford

dictionary as a picture, video clips etc. used in teaching to help people to learn or
understand something.

2.5.2. Roles of visual aids

Visual aids use sense of vision to help people to learning or understand
something. Moreover, visual aids are used to enhance teaching of teachers in primary

school; therefore they can help primary pupils study English better in the first step

children learning. According to Hoover, Teg and cheek, (1990), visual aids play

a

meaningful role in teaching foreign language which should be applied in education
environment, especially for primary for the following reasons. First of all, visual aids
help teacher to be concise since they enforce the teacher to order and link the ideas
they

will

expose in front of the classes. Secondly, visual aids authorize primarv pupils

to imagine or experience something that is impractical to see in the real life. Last but


not least, students feel more comfortably when they study second language when they
were young.
Furthermore, visual aids can be used to

clariff something difficult, complicated

or very large or stress very important point (Stice, 1987). There are two kinds of visual
aids; they are standard visual aids and electrically enhanced visual aids. Each of visual
aids has many parts and they also have their usage which helps primary pupils study

well, especially in learning English. Teachers can use a sequence of gestures, active
manners

to describe different activities (for

example, running, jogging, walking,

driving, sleeping, etc.). Besides that, the real objects also play an important role in

class, they are suitable to practice skills (speaking, writing...)

in English class. For

instance, teachers can bring the toys (telephone, animals, cars, truck, canoe

...) in class

to help primary pupils' comprehension. The tools which are available in the classroom
such as blackboard, chalk...help teachers can teach the lesson easily.
pictures and photos

will give to primary pupils

In

addition,

have a large imagine about the things

which are expressed on them. Especially, the visual aids that are useful for learning
new language is electrically enhance visual aids. Overhead projector transparencies,
slides and film strips and films make primary pupils recognize the lesson by the lively
sceneries.

l0


CHAPTER 3
RESEARCH AIMS

- RESEARCH

QUESTIONS _ HYPOTHESIS

This chapter focuses on research aims, research questions.

It also mention on

hypothesis.
3.1. Research aims

This study aims to find better ways to teach English to primary pupils in
Vietnamese primary schools so that kids can learn this language better. Primary pupils
are expected to study English easily thanks to teachers' using pictures and games in
the English session.
3.2. Research questions

This study is expected to help primary pupils learning English better with the
support of pictures and games. A classroom survey

will be conducted to find out these

following questions:
1.

How often do English teachers use pictures and games in their class?

2. Do children like learning English via pictures and games?
a

J. How are pictures and games used to help pupils learning English?
4. What kinds of games and visual aids are used in the observed class?
3.3. Hypothesis

According to the literature and research questions, it is hypothesized that primary
pupils can study English easier and better if teachers often use visual aids and applying
games in English class.

I hypothesized

that the participants' attitude positive towards

this teaching approach.

l1


CHAPTER 4
RESEARCH METHODOLOGY
This chapter introduces the research methods used in this study. The important

part of this chapter is the research design.

The

participants, the research instruments,

and the procedure of the study are described in this chapter.
4.1. Design

This research is carried out as an action research with one-group design. The
research instruments are a questionnaire and an interview. The questionnaire gathers
the primary pupils' idea about the use of visual aids and games in the English class.

The interview is used for primary teachers of English to get their point of view about
applying games and visual aids to help primary pupils study English better.

4.2.Participants

In this research, populations are about 124 primary pupils (42 primary pupils in
grade

3,37 others in grade 4

and 45 ones

in grade 5) and 2 English teachers in the

school years 2014-2015 at Cam Son 2 primary school in Ben Tre province. In the total

of participants has 2 female teachers, 68 female pupils and 56 male pupils. Primary
pupils' ages range from 8 to 11, teachers ages range from 28 to 32. They speak
Vietnamese as their mother tongue, and English is the foreign language that they have

to deal with. The teachers have at least 08 years of teacher English; they graduated
from college and university, they also have the international certificate asP.2, C1. The
primary pupils have studied English from

I to 3 years. They study the textbook "Ti6ng

Anh 3, 4, 5" published by the Ministry of Education and Training of Vietnam in 2008.
Each week, they have two one

-

period sessions of English.

4.3. Research instruments

A questionnaire and an interview are two main instruments used in this

research.

The questionnaire is used to collect the large data from pupils; the interview is used to
get in-depth data from teachers.

12


4.3.1. Questionnaire
According to Oxford (1990), one of the most popularly used techniques to collect
data is questionnaire because

it can be objectively scored and analyzed,. euestionnaire

could help to collect a large amount of data from a large number of participants in

a

short time. In this research, the questionnaire aims to measure students' ideas about
learning English with visual aids and games. The questionnaire (see Appendix 1) is
separated two parts:

Part
system.

I

is to get primary pupils' ideas about English subject in the Education

It includes questions

I and 2

Part 2 mention on some questions to collect primary pupils' opinion about using

visual aids and games on learning and teaching English. It consists of question 3, 4,

5

and 6.

4.3.2. Interview
Beside the questionnaire, interview is also used as an efficient instrument to get

the teachers' opinions. The interview aims to discover in-depth information which is
impossible to be collected by any other means. This interview (see Appendix 2) has 5
parts:

Part

I

consists of two questions (question

I

and 2), to ask about the teacher

attitude towards teaching English for primary pupils.

How teachers apply visual aids and games in class is mentioned in Part 2. It is
question 3 in the interview.
Part 3 asks about benefits teachers and pupils can get when they use visual aids
and games at school.

It is in question 4.

The role of using visual aids and games in kid's class is also asked in part 4with
question number 5.
The final part is to find out some difficulties of teachers when they teach English

for children. Which is mentioned on question

l3

6.

Through the interview, the researcher hopes that this research can find the
teachers' opinion about teaching English for primary pupils. In addition, this study can

give some good advice about using visual aids and games to overcome obstacles and

difficulties in teaching English for kids.
4.4. Procedure

This research will be conducted in 16 weeks and is divided into 4 steps as stated
in the following table:

Activities

Weeds

-

From I to week 4

Meeting the supervisor to get ideas
about the topic interested.

-

Reading materials and find related

information

for the chapter 2:

Literature Review.

-

Designing

the outline of

this

research.

From 5 to week

to write Chapter 1:
Introduction and writing the
Starting

8

Expected Outcome.

Designing

the Interview

and

Questionnaire.

Writing Chapter 2:

Literature

Review and Chapter 3: Research

aims, Research

questions,

Hypothesis.

From 9 to week

-

12

Meeting teachers and pupils in
primary school.

- Delivering the Interview
14

to


teachers and the Questionnaire to

primary pupils.

-

Collecting

the result of

the

Interview and the Questionnaire.

From 13 to week

- Inputting and analyzing

16

the

collected data.

- Writing Chapter 4:
Methodology

Research

and Chapter

5:

Expected Outcome and.

-

Listing Reference.

-

Wrapping

-

up the research with

Abstract and Acknowledgement.

a

a

15


CHAPTER 5
EXPECTED OUTCOME
Expected outcome
Conducting this study, the researcher hopes that:

y

using visual aids and games the teachers of English can raise the kids'

awareness

.

of learning English and feel like to study English well because visual aids

alld games can be used as a new teaching approach in kids' class effectively.
Especially, the use of visual aids and games help the classroom more vivid and the kid

feel like learning English. In addition, the researcher wants primary pupils and
teachers can overcome the obstacles

of learning and teach English as a Second

Language. This research is also expected to conduct successfully.

t6


APPENDICES

Appendix

1"

QUESTIONNAIRE FOR PUPIS
A?2'

CAU HOI KHAO SAT
Chio con
CO t€n: NGUYEN

THI HANH THU, c6 ld sinh vi€n n[m cu6i chuy6n ngdnh

Titing Anh trucrng Eai hoc TAY O6, CAn Tho. C6 dang ldm mQt bdi nghi€n criu v6
tei

"St

dC

dung thi6t bi nghe nhin vd trd choi nhim girip tlo hgc sinh ti6u hqc hoc t6t m6n

Ti6ng Anh hon. Nghi6n cr?u & trudrng Ti6u hqc CAm Scrn 2 tinhB6n Tre". Nhirng cdu
h6i ndy d6ng vai trd quan trgng trong bdi nghi€n cr?u cria c6.
Cd hy veng con

sE

tri ldi todn bQ cdu h6i b€n du6i. Cdu tri ldi ctia con sE d6ng

g6p r6rtnhi6u cho ktit qui bdi nghi0n cr?u cria c6. R5t cim crn sg girip dO cria con.

I.
o

Thdng tin

Gi6i

ci nhf,n

tinh: Nam.

oLdp:.

Nt

TuOi:

oHgc Ti6ng Anh dugc bao nhi6u ndm?.................n5m

rr.Cflu h6i khio s6t. Hfly khoanh trdn cf,u

tri

lrri phn hgp

con.

1.

Con cim th6y hgc Ti6ng Anh crf kh6 kh6ng?

A.

C6

B. Kh6ng

2.

Con c6 thfch hgc Ti6ng Anh kh6ng?

A.

C6

B. Kh6ng

TNUONG: DH TAY DU

TIJTJ
vt

VIOU

vfi y ki6n cria


3.

Con c6 thich tlugc chcri trd chtri

A.

C6

trufc khi hgc biri mfi

khdng?

B. Kh6ng

4. con c6 thich duqc

ThAy/ cO cho xem hinh

inh hay md hinh hay phim

trong khi giing biri m6n Ti6ng Anh kh6ng?

A.

C6

B. Kh6ng

5.

Con c6 thich hgc Ti6ng Anh vrfi thi6t bi tliQn tir kh6ng?

A.

C6

B. Kh6ng

6.

Con c6 thich nghe nhgc Titing Anh khdng?

A.

C6

B. Kh6ng

n6t
Cim trn sU girfip iIO cfia con r6t nhi6u

vll


Appendix 2

INTERVIEW FOR TEACHERS OF ENGLISH

INTERVIEW
Dear teacher

My name is NNUYEN THI HANH THU; I am a senior at TAY DO University. I
would like to be grateful to you for your help.

I

am conducting a research "Using

visual aids and games to help primary pupils learning English better. A case of study

at Cam Son 2 primary school in Ben Tre province", so your opinions are extremely
important to my research. Please take time to read the following questions and answer
these interview questions below. Thank you so much.

I.

PERSONAL INFORMATION

Gender:Male:.

Female:.

Teacher's age:..

How long have you been learning English?....................years.

II. INFORMATION RELATED TO MY RESEARCH
1. What do you think about teaching

2.

English?

Do you like teaching English for children?

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