Using flash cards to teach english vocabulary for primary student

THANH HOA EDUCATION & TRAINING DEPARTMENT

THANH HOA CITY EDUCATION & TRAINING OFFICE

EXPERIENCE INITIATIVE

USING FLASH CARDS TO TEACH ENGLISH
VOCABULARY FOR PRIMAY STUDENTS

Implementer: Nguyen Thi Le Hang
Position: Teacher
School: Nguyen Van Troi Primary School
Subject: English.

THANH HOA, YEAR 2018


INDEX
CONTENTS
1: INTRODUCTION

1.1. The reasons for choosing the topic
1.2. The purposes of research
1.3. The object of the research
1.4. The methods of the search
2: CONTENT

2.1. Theoretical basis of the experiece initiative
2.2 Situation issuses before applying experience initiative
2.3. The sollution of implemented
2.4 . The affect of experience initiative

3: CONCLUSION AND RECOMMENDATIONS
1. Conclusion.
2. Recommendations.

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REFERENCES

1. INTRODUCTION
1.1. The reasons for choosing the topic
With the general growth of society, English is becoming popular for all
of people in over the world. Teaching and learning English is a problem that the
Vietnam educations care about.
English is not only taught in universities, high schools, junior high
schools but also in primary school . Vocabulary learning is an intrinsic part of
language teaching. A number of researchers agree that there is very little
research carried out in the field of vocabulary learning and that the most

effective means of vocabulary learning is still unclear. In recent years, applied
linguists have strongly advocated vocabulary teaching because of the important
role it plays in language learning. Vocabulary is necessary for communication
and in expressing meaning through the productive and receptive skills. There
are many techniques employed by teachers in teaching vocabulary and they can
improve their learners’ knowledge of vocabulary by helping them in building a
large number of words to choose from anytime they want to convey their
intended message in different contexts.
Students, however, complain that they cannot remember the words they
have learned. To solve this problem, vocabulary learning tool .The researcher
believes that an awareness of individual differences in learning makes EFL
educators and curriculum designers more sensitive to their roles in teaching and
learning. Furthermore, it will permit them to match teaching and learning so as
to develop students “potentials in EFL learning as well as to assist students to
become cognizant of the ways they learn most effectively. It also helps the
students to develop techniques and tools to become more motivated and
independent learners. The understanding of the students” beliefs of vocabulary
learning and their vocabulary learning techniques use enables teachers and
researchers to design appropriate materials and activities to help them improve
their vocabulary learning so as to enhance their lexical competence.
There are many methods used to teach vocabulary for primary school
students, although what is the effective method? This research aims to find out
the most effective one – using flashcards.
To help primary school students memorize thousands of foreign words
quickly and easily teacher can use flashcards to teach them. However, how
flashcards can improve student’s English vocabulary, and is it really effective?
This study demonstrates an initial attempt to explore how teachers in junior
high schools use flashcards to teach English vocabulary, what the best way for

them to use flashcards is. And how students of primary schools can memorize
English vocabulary when their teachers use flashcards.
1.2. The purposes of research
Research this topic to help teachers improve my pedagogical profession
methods and create in teaching, contribute the teaching tasks that the Party and
State assigned to and the quality of teaching English in general. At the same
time, students are interested in learning and motivated in activities, practice the
language. These things contribute to improve their ability of communication in
English in the classroom.The teaching and learning follow morden teaching
methods become better and more efficient
1.3. The object of the research
As an English teacher at primary school, I always wondered, after
agonizing over every hour to class.Although students have a good knowledge
of grammar, when I do exercises to develop 4 skills : Listening, Speaking,
Reading and Writing,they are not good at four skills. They are not listening,


speaking and afraid to speak.And they often wrote the wrong word to use and
misspelled.
In the process of teaching and research I have realized that the
vocabulary system is one of the three main aspects of the language, have a
special meaning in the teaching of a foreign language. System vocabulary helps
students distinguish types of speaking and writing style in each particular case,
therefore it makes students more confident in the process of communication
with foreigners. Howerver, most students are not aware of it and even we who
live normally do instead of teaching so many students, teachers provide
knowledge Grammar helps students choose to write new words, include highly
effective for students that create dependency and inertia .
Therefore teaching vocabulary is key because there is no certainly no
word language. We can not train and develop the four skills: Listening,

Speaking, Reading and Writing for students that are not based on the
foundation of vocabulary. Volume vocabulary as much as it helps students to
understand and communicate effectively quickly. The vocabulary learning and
use on a regular basis, which is the result of the learning process. For this to be
true teacher is to guide students to actively and positively in the learning
activities. Teachers must find appropriate teaching methods to help students
practice and remember well the vocabulary they have learned. At the same
time, teachers must instruct students how to learn and practice self- review
vocabulary at home to memorize vocabulary and develop their own. With my
little experience I boldly go into a topic: "using flashcards to teach English
vocabulary for primary students"
1.4.The methods of the search
With this topic I have applied the following methodology.
- Method of dialogue,interview
- Method of observation.
- Material reseache method.
- Method of survey and statistics
2. CONTENT
2.1.The oretical basis of the experience intiative
Before I start my study of the vocabulary flash card strategy on the vocabulary
knowledge, it is necessary to clarify some of the concepts involved in it.
* Vocabulary
A person's vocabulary is the set of words they are familiar with in a
language. A vocabulary usually grows and evolves with age, and serves as a
useful and fundamental tool for communication and acquiring knowledge.
Language teaching specialists generally agree that vocabulary is one of the
most important aspects for foreign language learners to acquire since it is
critical in conveying the meaning of a message. Vocabulary, in the abstract,
represents a set of words for a language or a set of words that its speakers might
use (Hatch & Brown, 1999). A word as a “single unit of language” (Oxford

Advanced Learner‟s Dictionary 2000), conveys meaning on its own and is not
part of any linguistic pattern that might change the word’s meaning in
connection with other words.
* Flash Card (FC)
One strategy for learning vocabulary is the use of flash cards. A flash
card is a cardboard consisting of a word, a sentence, or a simple picture on it. It
should be noted that the letters on it must be visible and large enough for
everyone sitting in the front and the back of the classroom. To make sure that
everyone can see the letters on the card, it is better to write words with capital
letters. Both sides of the flash card should be used in teaching vocabulary. On
one side, the new word is written in L2 and perhaps with a picture beside it and
on the other side is the translation. These flash cards can be made by both
teachers and learners. Various kinds of flash cards are on the market. Flashcards
for EFL teaching or self-study have been used for years and are a useful tool for
teachers and learners. Flash cards are useful for drilling new letters, syllables,
words, and other information. They are normally used in a classroom, but can
also be used more informally. A flashcard or flash card is a set of cards bearing
information, as words or numbers, on either or both sides, used in classroom
drills or in private study. Flash cards can bear vocabulary, historical dates,
formulas or any subject matter that can be learned via a question and answer
format. Flash cards are widely used as a learning drill to aid memorization by
way of spaced repetition.
* Vocabulary flashcards
Vocabulary flash card or Word flash card is perhaps worth mentioning at this
point, even though they are not actually pictures. However, being used in a
similar way as picture flash card, they can often enrich the lesson.
Vocabulary flash card can be fun, colorful, and creative way to aid in
memory and retention of vocabulary words. Flash cards are a tried and tested

teaching and learning device inside and outside the classroom, for kids and
adults alike. Some of these flash cards are designed to perfect your English
while others can help you learn a new language entirely. The key to using flash
cards is to look at the word or definition on one side, and test yourself to see if
you can remember the answer written on the other. So you can perfect your
knowledge of the vocabulary on the list and improve your overall vocabulary.
2.2 Situation issues before applying experience initiative
a. Advantages
- Nguyen Van Troi Prirmary School is one of the bigest school in the center of
Thanh Hoa City. The school's furnitures is modern and comfortable.
- Administrators of our primary school always care about and create
favorable facilities and professional documents serve as teaching subjects:
the paintings 3, 4, 5, projectors, language laboratory.
- Local governments and organizations in and outside schools are interested,
help teachers in the process of work.


- Itself subject teachers always get the support from the teachers and
professional groups and colleagues.
- Most students prepare books and supplies for learning English department.

For the teacher:
After six years of teaching English to primary school students, I found
that training for effective new words is a difficult problem. I may state the
following reasons: Teacher do not pay much attention to this stage.
Teachers don’t know enough about students in general or in particular
sections. Activities are carried out at the group pairs. Facilities lack to meet the
requirements of the teaching and learning of this matter.
It’s true that new words teaching at primary school is necessary for
students to study better at higher grades to up grade on they can communicate

better. How to teach new words skill at the primary shool is not easy for
teachers.
To make a skills better teacher need to give enough time for students to
access and use the method "Pre - While - Post" method in 40 minutes. so that
according to the distribution of English language program in grades 1,2 and 3,
4, 5, the section is coupled with other pieces so not enough time for teachers to
guide students worked on request. Thus students can not develop good
remember words skills.
In the context of education and training efforts are innovative teaching
methods towards promoting proactive creativity of students in learning
activities.
One of the factors that impact directly to the learning outcomes of
students as teaching methods. So to help students with a solid foundation in
science instructional periods, student-centered, promote self-discipline to
acquire all of the children. Teachers should identify specific objectives of the
lesson. Such as that class will focus on practicing speaking skills, say
something, use the other structure? But we should remember never skills
training to be completely independent. Usually the classes always have at least
two skills combined, such as listening, speaking or reading, writing or
speaking, listening, writing.


Learners who learn English as a foreign language, memorizing
vocabulary is a difficult problem. There are now many effective methods to
help learners in learning English vocabularies. Using flashcards is one of these.
However, there are also many different opinions around using flashcards. Some
judge that flashcards is helpful to teach and learn vocabulary, but the others do
not agree. So the question is given that if flashcards have any helpful roles in
teaching and learning foreign language vocabulary.
Flashcards are motivating and eye catching. Howard Gardener’s multiple

intelligence Gardener’s research indicates that the teachers should aim to
appeal to all at the different learner types at some point during the course. It is
particularly important to appeal to visual learners, as a very high proportion of
learners have this type of intelligence. Flashcards can be bright and colorful
and make real impact on visual learners. Especially, it is very useful to teach
vocabulary for young students. S.Jackson (England) said he taught adult
beginners and found that flashcards are very useful in teaching English
vocabulary. He would not like to teach “cabbage”, “lettuce”, “cucumber”,
without flashcards. Angela (Canada) said: “I use flashcards when teaching my
young students who struggle with word recall”. Laurence (France) an English
teacher in a secondary school said that she used flashcards mostly with young
students; they were very receptive to any new methods of learning which was
not in their book. She gave an example that she taught the students in a
secondary about the different parts of the body. She began the lesson by
drawing a pin man on the board and asking students to tell what they call in
English. As they answered they did not know. She gave them the right words
and made them repeat several times. Afterward, she used flashcards to show
them a hand a leg…The result was really better. She also said that flashcards
can make students pay more attention to the lesson. Wilson (Sri Lanka) showed
her students a flashcard, example, a dog’s picture and tell them that was a
horse, the students immediately tried to correct it. So they could memorize
these words better and longer.
According to Joanna Burden, British Council, Spain “flashcards are
really handy resource to have and can be useful at every stage of the class.
They are great way to present, practice and recycle vocabulary and when
students become familiar with the activities used in lass, they can be given out
to early-finishers to use in small groups. I sometimes get the students to make
their own sets of mini flashcards that can be taken home for them to play with,
with parents and siblings”.
b. Disadvantages

Although our primary school located in the center of the city, the
situations of the students face many difficulties.
For the students:
The number of students is high in each class. Students are not used flash
cards during class.


There is not enough investment in English in time. Students also are
not familiar with the method of learning in English vocabulary learning as well
as how to make really effective.
Through teaching to students courses of professional activities and
discussions with colleagues, I found myself that English learning situation also
reveals some negativeness.
In general, they are not also self confident in communicating, their
remember new English vocabulary is limited use. They can not to make
sentences because they do not remember vocabularies.
To the parents, also very difficult to check or guide them to learn a
foreign language at home by subjects, parents do not know. They have limited
access to communicate in English outside school hours .
Directions to the survey quality mastering vocabulary limited school
year:
Table 1: QUALITY SURVEY
Class
Well accomplished
Accomplished
Unaccomplished
Students

quantity

%

quantity

%

quantity

%

1A/ 40
2C/ 39
3C/ 41
4A/ 39

14
17
20
18

35%
43,6%
48,8%
46%

22
19
17
18

55%
48,7%
41,5%
46%

4
3
4
3

10%
7,7%
9,7%
8%

5I/ 39
21
54%
15
38%
3
8%
Total/ 198
90
45,5%
91
46%
17
8,5%
This is a surveytable before using flashcards to teach English vocabularies

To sum up, there are many ways to using flashcards effectively; however
this research took especially at the way to using flashcards to teach vocabulary
for students of grade 1,2,3,4,5 at Nguyen Van Troi primary school. Different
from the previous study, this focus on:
- How flashcards can help students remember new English vocabulary.
The students’ feelings when learning English vocabulary with flashcards.
2.3. The sollution of implemented
2.3.1 Context and Participants
This study was conducted at the Nguyen Van Troi Primary School in
Thanh Hoa city. The participants were 1456 female students and male students
at the grade 1,2,3,4,5 in thirty classes. All of them had studied English as a
compulsory subject at school. They had four periods of English per week.
2.3.2 Materials
The materials used in this study included a closed-ended questionnaire.
Students were asked to answer the question such as “How do you feel when
your teacher use flashcards to teach you vocabulary?”…The answer was given


out four selects: a. very interesting, b. interesting; c. normal; d. boring. All the
items in the questionnaire were written in Vietnamese. At the end, the students
in all two groups were tested using the posttest.
2. 3.3 Procedure
At the beginning time of the first semester in the school year 2017 –
2018, I decided to examine the quality of English subjects for all students of
Nguyen Van Troi Primary School by not using flashcards to teach vocabulary
test.
Five classes were selected with each consisting of 198 students. The
classes were similar in a number of ways:All the students were different age
and all of them studying at the same school with the different English teachers.
During the treatment period, they were exposed to the same vocabulary items

but through different techniques. The tests that were given and the time for
giving instructions were exactly similar for both the flash card and the word list
groups. Because of the time limitation, ten vocabulary items were selected. All
of the words were from the participants’ textbook (English 1,2,3,4,5). Group 1
received instruction of vocabulary using flash cards and Group 2 received the
vocabulary instruction through word lists for lesson 1 or lesson 2. The
instruction was given in ten minutes in both sessions. Finally, two days after
finishing the procedure, a post-test was administered to both groups to see
which group had remembered more words.
2.4 The effect of experience
This study is learne about using flashcard to teach English vocabulary for
primary school. The result shows that using flashcards is effective or not, this
depends on students’ interest and the way teachers use to teach them. However,
what is the most effective way, in here, the way to teach and learn vocabulary
for secondary students is that using flashcards, but just using flashcards is not
completely efficient. It is necessary for the teachers to combine the flashcards
and other visual aids such as posters, board drawing, or teach vocabularies is in
context, the teachers should use all kind of skills. Teachers should encourage
students to use any words unnaturally. In addition, students should also help
their teachers in learning their previous knowledge. Students learn the words
they are supposed to study and believe they must be making progress. At least,
they feel that way in class. If they leave the class, they don’t remember the
words or don’t use them correctly and so are misunderstood. By then, they
can’t blame the teacher, they blame themselves! So teaching vocabulary by
using flashcards is really effective when both teachers and students are good
cooperation.
HOW TO LEARN VOCABULARY ?
( using flashcards to teach English vocabulary for primary students)
A few helpful tips!
A warm thank to the students at Primary School

The favorable facilities and students of Nguyen Van Troi Primary School.
*Activities using flash cards.
+ Memory Activities.
+ Drilling Activities.
+ Identification Activities.
+ TPR Activities.
2.4.1 Synonyms
Ex: hard = difficult
expensive ($) = dear ($)

2.4.2 Opposites

Ex: big <=> small
tall <=> short
fat <=> thin


2.4.3 Definitions
Ex: a small feline you can have at home = cat.
A white drink some people have for breakfast = milk.

2.4.4 Definitions with given letter

Ex: what you put on toast for breakfast:
B …. utter/ B……acon / J….am / M…….armalade
A flying animal, comes out at night: B …..at!
2.4.5 Mixed letters, crossword puzzle (game)
Ex:

ohtberr (family) brother
sit ysea ! ryt ti! it’s easy ! Try it!
kmli (drink) milk

2.4.6 Series = lists
freezing – very cold - cold - cool - warm – hot – boiling hot
one – two – three – four – five
spring – summer – autumn (fall)-winter

2.4.7 Categories (lexical field)
clothes : jeans – shirt – shoes – boots – cap – hat – helmet -belt
animals: cat – dog – cage – zoo – to feed – seeds – lettuce…


2.4.8 Pictures
Look for pictures you like and write the word for one week, then rub it out.

2.4.9 Matching words and definitions
milk. ……b
a. a nice pet
dog. ……a
b. a white liquid
job. …….c
c. what you hope to have later....

2.4.10 Pairs
Ex: mother and …....father
Mum and …... Dad (dad)

2.4.11 Word in context

Cats and ……… are often enemies.

2.4.12 Plurals
Man / men
Child / children
Baby / babies

2.4.13 The odd one
banana – apple – shoe – strawberry

Dogs, of course !


2.4.14. Using flash cards to sing a song and tell a story.
Rather than trying to cram the vocabulary into a new, difficult-toremember list, Flash Cards is a groundbreaking learning method that helps
students store knowledge in the long-term memory better. When using
flashcards to learn vocabulary, try to be secret,students will learn more easily
and enjoy when they feel curious. You can also use the vocabulary to reinforce
other parts of the lesson, such as a song or a story. English ... surely students
will increasingly love English.
The aim of this study is to increase the students’ vocabulary knowledge through
using flash card as a model to boost vocabulary learning.
*Here are the pictures of the students who are telling the stories with flash
cards.

2.4.15. Pick up pictures.
Take a look at the cards you use to teach your students. Determine which
panels are familiar to your students. Put these plates on the floor and then say
from English to pick up the corresponding card. If you do not know what word
you are trying to say, act or use a voice to express your students. For example,

with an "elephant" card. You can imitate the cry and use the arm to describe the
tent. Surely the students will be very excited.
2.4.16. Guess the picture.
Use a piece of paper and cover up a piece of card and then let your
students guess. At first do not waste much and if the students does not guess
then slowly move the paper until it is predictable.


* Game: Cross the river. Put the cards on the floor in the shape of a
winding. Each card represents a stone slab across the river. Students must say
words, phrases, sentences to step up it across the river.
* Here are the pictures of the students of class class 3C.

* Here are the pictures of the students in class 1A using flash cards.

2.4.17 Jump along the picture.
Arrange many cards into vertical rows on the floor as steps to play
hopscotch, for students to top the row. You say a word and give the leap to the
Card with the corresponding word.
* Here are the pictures of the students in class 3C .


2.4.18 Find objects/ Catch animals
Teacher face down Card with the picture down and ask students to choose a
plate. Then let the students find out what objects are in the class and coincide
with the card, bring back to clasmates and say the word. For example, a student
from the "ruler" will find the subject ruler and give it to his friend. When his
friends hold the ruler, ask "What's this / that?" And he will answer "A ruler".
* Here are the pictures of the students class 4A and I .

2.4.19 Get students to work as teachers.
Pick up a card and ask students what this plate means. Students
especially like to express themselves in front of their teacher and friends, so
they will definitely speak out. In case students are shy, please suggest. For
example, if you hold the "Green" and ask "What color is it?", "Is it red?", "Is it
green?"
And
the
student
answers
"No"
or
"Yes"
With these effective learning English activities, teachers will easily create
interesting learning experiences for students.
*Here are the pictures of the students class 3C and class 2C.


* Example: Game: "Catch me if you can." Students of class 2 - English A, B,
C Book.
Students sit in circle. After watching the selected word cards place in the
middle of the circle . Teacher pick up the first flash card and show to the
students. A student walks around outside the circle saying words in the subject
and touching the head of the people around. When a word "magic" is spoken.
Students who are confronted must stand up and expel the student that touches
the head. Ai sit in the vacant position to sit and pick the next word. Students
resume the game.

2.4.20 Concentration.

Need two sets of cards. Place two sets of cards down the table. Students
open two cards in turn (loudly). If these cards match, the player retains. If the
cards do not match then the player returns. The student with the most cards
wins.
*Game: Darts. Prepare a dart board. Place the cards in the board and number
them. Divide the class into two to four groups. The teacher asked: What's the
picture number 3? If the student answers correctly, the dart will be scored.
Eg: Unit 16: Let's go to the bookshop.- Lesson 2- English book 4.

1. zoo

2. cinema

3. bakery

4. swimming pool


21. Using flash cards to introduce some tricks to test new words.
I think just introducing new words is not enough, but also to take steps to
check and reinforce vocabulary even in class. The test procedure will
encourage and reinforce students in active learning and more effective,
moreover I can understand the students from learning to grasp it. Here are some
tricks I use to test new words:
- Rub out and remember
- Bingo
- What and where
- Ordering
- Jumbled words
- Up and down

- Music words
- Slam
- Tic tac toe
- Lighting flash cảds
- Matching
- Slap the board
Eg: Slap the board.
*Here are the pictures of the students class 3C in diffirent classes.
They are playing slap the board and Ordering.

Teachers can use some tricks suggestive introduce new words to help
students acquire from a proactive way as:
To use the following realia application tools
Eg : Unit 17 : What would you like to eat? English book 5- Lesson 1
To teach the words food and drink. Teachers should collect real objects to
illustrate his lectures.


a packet of biscuits

a bar of chocolate

a glass of orange juice

a carton of lemonade

* Visual
Have students look at pictures or drawing sketches for the children to
look, help teachers semantics of words quickly.
Eg: Unit 12 : This is my house. Lesson 1- English 3

To teach the words: living room, kitchen, bathroom, bedroom, dining
room, garden… Teachers should collect actual pictures to illustrate his lectures.

living room

kichen

bathroom

bedroom

diningroom
garden
Eg :Unit 10: What do you do at breaktime? Lesson 2- English 3


To teach the words: skip, skate, hide-and-seek, blind man's bluff. Teachers
should collect actual pictures to illustrate his lectures.

Skip

Skate

hide - and- seek
blind man's bluff
* Translation
- Teachers use words in Vietnamese equivalent to that provided in
English
- Teachers use this trick to teach from the abstract, or to essentially solve
a word count but time does not permit, the teacher suggested that students from

self-service.
* Discussion
The results of present study have important implications.
The result is presented in table 2 show that the students at class 1A, 2C, 3C,
4A, 5I of Nguyen Van Troi Primary School has much progress after using
flashcards to teach vocabulary test to make foundation and goal setting for my
initiatives.
Table 2: RESULTS
Class
Well accomplished
Accomplished
Unaccomplished
Students

quantity

%

quantity

%

quantity

%

1A/ 40
2C/ 39

28

26

70%
66,6%

12
13

30%
33,4%

0
0

0%
0%

3C/ 41

30

73%

11

27%

0

0%

4A/ 39
5I/ 39
Total/ 198

27
28
139

69,2%
71,8%
70,2%

12
11
59

30,8%
28,2%
29,8%

0
0
0

0%
0%
0%

With the achieved results, I will use this topic for the next school year,

and hope to achieve better results.


Since vocabulary is a very important part of the language, a teacher must
equip himself/herself with up-to-date techniques and methods of teaching them.
So, the results of this research can be valuable for language teachers at the level
of primary school. The findings of this research could help those dealing with
foreign language teaching, such as syllabus designers, material developers, test
makers, and the like.
The present study showed a new technique in vocabulary learning and teaching
such as vocabulary flash card in order to facilitate vocabulary learning for
students and also provides an opportunity for them to use or review their
vocabulary in every situation. This strategy (VFC) is very practical and useful
for students in grade 1, 2, 3, 4, 5.
The results of this study proved vocabulary flash card is an effective way
of enhancing vocabulary learning for students.
This study introduced a strategy (VFC) that makes vocabulary learning
interesting and easy for learners. It also familiarized teachers with a technique
for presentation, practice and production.
The findings of this study promote the meaningful learning and decrease the
problems of the rote learning.
Teaching English vocabulary by Flash card is quite interesting and
quality learning method, this way also does not boring with the new pile of
words, easy to cause frustration for students. Teacher can apply this learning
style so that learning new words is easier.
The findings of this study might be applicable to the learning of all
language skills and sub-skills such as listening, speaking, pronunciation,
vocabulary, grammar and so on.
3. THE CONCLUSION AND RECOMMENDATIONS
1. The conclusion

To conclude, we would like to by stating our hypothesis which was given
out from the beginning of this study is using flashcards to teach vocabulary for
secondary students is effective, that is not completely right. Because from the
result of the pilot study in some schools shows that. Flashcards is one the visual
aids using to teach vocabulary, however that is effective or not depending on
the way the teachers use it. If the teachers used so often without combining to
other materials, students would feel boring and even. In short, the teachers must
pay attention to students’ interest. When they teach them new words by using
flashcards, should look at how flashcards can improve not only the vocabulary
of their students, but also their interest. Doing that, hoping in the future,
teaching and learning vocabulary in particular, English in general will have
high effect. Beside, during the 2017-2018 school year, I participated in the
City-Level Good Teacher Contest. I have used flash card to teach English
vocabulary for primary students. I was the top teacher in the exam. I have
combined with the integrated method of subjects: English, Physical Education
(TPR), Drawing, Music (chant, song). I succeeded in two good lessons.


2. The recommendations
The following suggestions are presented for those who are willing to
contribute to the present study by conducting studies on the impact of using
vocabulary flash card on students' learning.
- In this study, vocabulary flash card was used to teach vocabulary to
Primary school students , it can be used to teach other components of the
language, such as grammar.
- Interested researchers can investigate the impact of other types of
alternative flash card techniques on language skills such as picture flash cards,
etc.
- It would be fruitful to investigate the relationship between vocabulary
flash card and students' motivation and retention.

HEADMISTRESS’ SIGNATURE

I swear this thesis is written by me
without copying content from others.
Thanh Hoa, March 20 th , 2018
Written by

Nguyen Thi Le Hang

REFERENCES
1. Textbooks English 1, 2 - A B C Publishing Education.
2. Textbooks English 3, 4, 5 - Publishing Education.


3. Dictionary - Oxford University Press
4. Smart Technology in Education.
5. The teacher’s book 3, 4, 5 of education.
6. Teach young learners English – Nguyen Quoc Hung, MA