Using images in communicative activities to improve students’ retention of english vocabulary in architecture for students at hanoi architectural university

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
****************************************

NGUYỄN THỊ HÒA

USING IMAGES IN COMMUNICATIVE ACTIVITIES TO IMPROVE
STUDENTS’ RETENTION OF ENGLISH VOCABULARY
IN ARCHITECTURE FOR STUDENTS
AT HANOI ARCHITECTURAL UNIVERSITY
(SỬ DỤNG HÌNH ẢNH TRONG HOẠT ĐỘNG GIAO TIẾP ĐỂ NÂNG CAO
KHẢ NĂNG LƯU NHỚ TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH
KIẾN TRÚC CHO SINH VIÊN TRƯỜNG ĐẠI HỌC KIẾN TRÚC HÀ NỘI)

M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology
Code : 60140111

Hanoi, 2016


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
****************************************

NGUYỄN THỊ HÒA

USING IMAGES IN COMMUNICATIVE ACTIVITIES TO IMPROVE

STUDENTS’ RETENTION OF ENGLISH VOCABULARY
IN ARCHITECTURE FOR STUDENTS
AT HANOI ARCHITECTURAL UNIVERSITY
(SỬ DỤNG HÌNH ẢNH TRONG HOẠT ĐỘNG GIAO TIẾP ĐỂ NÂNG CAO
KHẢ NĂNG LƯU NHỚ TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH
KIẾN TRÚC CHO SINH VIÊN TRƯỜNG ĐẠI HỌC KIẾN TRÚC HÀ NỘI)

M.A MINOR PROGRAMME THESIS

Field

: English Teaching Methodology

Code

: 60140111

Supervisor : Assoc. Prof. Dr. Lâm Quang Đông

Hanoi, 2016


ACKNOWLEDGEMENTS

This research has been accomplished with the support and encouragement of
many people. Hence, I hereby would like to express my appreciation to all of them.
In the first place, I would like to express my deepest thanks to my supervisor
- Assoc. Prof. Lâm Quang Đông, PhD for his valuable assistance and guidance
during the time I made efforts to carry out my research.
Also, I would highly appreciate all professors and staffs of the Faculty of PostGraduate Studies for their meaningful lessons and precious support thanks to which I

was able to overcome obstacles during the time my research was carried out.
Besides, I would like to give my whole-hearted thanks to students at Hanoi
Architectural University for their enthusiastic participation in my research. Without
their help, I would not have been able to complete this paper.
Last but not least, I owe a great debt of gratitude to my beloved family
whose support and encouragement have always been a great deal of motivation that
has helped me to ovecome all problems to complete my thesis.
Hanoi,

Nguyễn Thị Hòa

i


ABSTRACT

This study was carried out in the form of an action research in which students were
instructed with the use of images in their vocabulary lessons. The research aimed
first to figure out whether the use of images in vocabulary teaching could help
improve students‟ vocabulary retention and then to investigate students‟
perspectives towards the use of images in vocabulary lessons. In order to
accomplish these purposes, 20 sophomores at Hanoi Architectural University were
selected to participate in the study, which last for eight weeks. Three data collection
instruments were employed, namely pre-test/post-tests, class observation and
interviews in order to have data triangulation to achieve most reliable findings for
the research. Findings from the tests, observation and interviews revealed that
students had experienced an improvement in their vocabulary memorization
throughout the eight weeks of study and the reason for the vocabulary retention
progress was mainly attributed to the use of images in language classroom. Benefits
of using images can be listed as the deeper impression of vocabulary on students‟

memory and a more frequently exposure to vocabulary use. Results from the
interviews and observation also reflected a completely positive attitude of students
towards the use of images, claiming that visuals helped them have more fun and
motivation in learning. On this basis, some implications for teachers‟ preparation,
classroom practices and future research were proposed.

ii


TABLE OF CONTENTS
ACKNOWLEDGEMENTS ................................................................................................ i
ABSTRACT .............................................................................................................ii
TABLE OF CONTENTS ..........................................................................................iii
LIST OF FIGURES AND ABBREVIATIONS ............................................................. v
PART A: INTRODUCTION .................................................................................... 1
1.Statement of the problem and rationale for the study....................................................... 1
3.Researchquestions ................................................................................................... 2
4.Scope of the study .......................................................................................................... 2
5.The organization of the thesis ......................................................................................... 2
PART B: DEVELOPMENT ..................................................................................... 3
CHAPTER 1: LITERATURE REVIEW .................................................................. 3
1.1.

Vocabulary learning ........................................................................................ 3

1.1.1. What is vocabulary? ........................................................................................ 3
1.1.2.What is involved in knowing a word? .................................................................. 3
1.1.3. Vocabulary retention ....................................................................................... 4
1.2.

Multimodality ................................................................................................. 7

1.2.1. Multimodality and the English language teaching ............................................... 7
1.2.2. The application of multimodal teaching to English vocabulary teaching ................ 9
1.3.

Review on the use of images in vocabulary teaching ......................................... 10

1.3.1. The use of images as a mode of multimodality in language learning ................... 10
1.3.2. The use of images in vocabulary teaching and its effects on vocabulary retention 11
1.3.3. Types of images used in vocabulary teaching ................................................... 13
1.4. Summary .......................................................................................................... 17
CHAPTER 2: METHODOLOGY .......................................................................... 18
2.1

Participants and the research context ................................................................. 18

2.2. Research methodology ..................................................................................... 18
2.3. Research methods ........................................................................................... 19
2.3.1. The pre-test and post-test ............................................................................... 20
2.3.2. Class observation .......................................................................................... 21
2.3.3. Interviews .................................................................................................... 22
2.4.

Data collection procedure............................................................................... 23

iii


2.5. Summary .......................................................................................................... 26

CHAPTER 3: FINDINGS AND IMPLICATIONS .................................................. 27
3.1.

Data analysis and discussion .......................................................................... 27

3.1.1. Effects of using images on students‟ vocabulary retention – findings from pre- and
post-tests................................................................................................................. 27
3.1.2. Effects of using images on students‟ vocabulary retention – findings from
observation and interviews ....................................................................................... 30
3.1.3. Students‟ perspectives of using images in vocabulary learning – findings from
observation and interviews ....................................................................................... 34
3.2. Major findings and discussion .......................................................................... 36
3.3. Implications .................................................................................................... 37
3.4. Summary .......................................................................................................... 38
PART C: CONCLUSION ...................................................................................... 39
1. Conclusions ......................................................................................................... 39
2. Limitations of the study and suggestions for further study ........................................ 40
REFERENCES ...................................................................................................... 42
APPENDIX A .......................................................................................................... I
APPENDIX B ......................................................................................................... II
APPENDIX C ........................................................................................................ III
APPENDIX D ........................................................................................................ VI
APPENDIX E ........................................................................................................ IX
APPENDIX F ...................................................................................................... XII
APPENDIX G ...................................................................................................... XV

APPENDIX H .................................................................................................. XVII
APPENDIX I.................................................................................................. XXVI

iv

LIST OF FIGURES AND ABBREVIATIONS
FIGURES
Figure 1: Scores of pre-test, post-test 1 and post-test 2 .......................................... 27
Figure 2: The overall mean score of students‟ pre-test and post-test 1 ................... 28
Figure 3: The overall mean score of students‟ pre-test, post-test 1 and post-test 2 ................ 29
Figure 4: Students‟ vocabulary retention seen from class observation .................... 31

ABBREVIATIONS
EFL

: English as a foreign language

ESP

: English for Specific Purposes

v


PART A: INTRODUCTION
1. Statement of the problem and rationale for the study
Vocabulary has always been considered the backbone of a language and the basis of
communication, as Hunt and Beglar (2005) put it. They argue that the heart of
language comprehension and use is the lexicon, and clarify that the significance of
vocabulary in EFL is due to the fact that thoughts and ideas can be expressed
without using grammar, but impossibly without words. “Without grammar very
little can be conveyed; without vocabulary nothing can be conveyed” (Wikins,
1976:111). Limited vocabulary, therefore, is likely to be a hindrance for learners in

their communication. For this reason, vocabulary is highly important to any
language, because without enough words used appropriately and in context, people
would not be able to understand what others express or state what there is in their
own minds.
As the importance of mastering vocabulary is evident and obvious, the teaching of
vocabulary should always receive sufficient attention. It is important for teachers to
realize that learning a new language is not just a memorization process or acquiring
new words; it is the connection between the words and their reality. However, the
traditional vocabulary teaching techniques in such a way as presenting new words
on blackboard together with its phonics, meaning, translation and requiring
students‟ memorization of long isolated word lists are still kept in many language
classrooms, which leads to the inefficiency of vocabulary acquisition. This urges the
researcher to conduct a study to identify an appropriate method in offering students
with more effective vocabulary learning.
2. Aims of the study
Multimodality has long been proposed by various researchers to be an approach that
involves different aspects in interaction, including verbal and written language,
pictures, graphics, speech… (Baldry&Thibault, 2006). In the sense of language
teaching, multimodality has been proved to be beneficial to students‟ learning
process and help stimulate learners with a motivating environment. When applied to
1


the teaching of vocabulary as an aspect of language teaching, multimodality is often
discussed from the angle of using visuals in teaching such as images, pictures,
graphics, etc. This study, which focuses on vocabulary teaching methods, is going
to investigate the application of multimodality to the vocabulary learning of
students from the perspectives of using images in some communicative activities to
enhance students‟ vocabulary retention. The major aim of the research is to
investigate whether the use of images in vocabulary teaching can help improve

students‟ vocabulary retention. The participants in the study are students at Hanoi
Architectural University.
3. Research questions
In an attempt to achieve the above-presented aims, the study sought to answer the
following research question:
To what extent can the use of images in vocabulary teaching help improve
students’ retention of English vocabulary in Architecture for students at
Hanoi Architectural University?
4. Scope of the study
This research is an investigation into the effectiveness of the use of images on
students‟ vocabulary retention in a specific context of students at Hanoi
Architectural University. The participants include a group of students (n=20) who
were studying English for Specific Purposes at Hanoi Architectural University.
5. The organization of the thesis
The thesis is composed of three parts: Part A, Part B, and Part C. Part A – Introduction
- introduces the rationale, aims and objectives as well as the research question of the
study. Part B – Development includes two chapters: Chapter 1- Literature review presents the theoretical foundations for the whole study and Chapter 2 – Methodology elaborates on the participants, the methodology and methods, the data collection
procedure and data analysis including the tests, interviews and class observation. Part C
– Conclusion - summarizes all the major points in the study, the limitations of the study
and proposes suggestions for further research.
2


PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1.
1.1.1.

Vocabulary learning
What is vocabulary?

So far there have been a lot of definitions of vocabulary. Vocabulary is defined as
words in a specific language or freestanding items of language that have meaning
(McCarthy, 1990). Ur (1996) defined vocabulary roughly as “the words we teach in
the foreign language”. Besides, vocabulary is broadly defined as knowledge of
words and word meanings (Lehr et al., 2004). According to Lehr et al., vocabulary
is more complicated than this definition suggests. Words not only come in oral
forms which include the words that can be recognized and used in listening and
speaking, but also in print forms of reading and writing. In addition, word
knowledge also comes in two forms: receptive and productive. Receptive
vocabulary refers to words that can be recognized in reading and listening.
Productive vocabulary indicates words that can be used in speaking and writing
(Lehr et. al., 2004). Therefore, vocabulary is understood as knowledge of word
spelling, pronunciation, collocations and appropriateness (Nation, 1990). Pyles
(1970), from another perspective, confirmed that vocabulary is the focus of
language with its sounds and meaning, which interlock to allow us to communicate
with one another.
As discussed above, vocabulary can be seen in many different ways. Vocabulary
refers to words or a set of words in a language or knowledge of words regarding its
forms, meanings and how to use it accurately in the context. In other words,
vocabulary refers to the words, compounds and idioms in a language that can be
used to convey and receive information in oral and written communication.
1.1.2.What is involved in knowing a word?
When it comes to vocabulary, it surely is the first step toward learning a foreign
language. A sentence is usually made up of numerous words. Without any concepts
of grammar, learners may guess the meaning of a sentence if the vocabulary is
3


comprehensible to them. Likewise, learners of a foreign language are likely to get

their messages across by putting all the words together, even though not in a
grammatical, correct order. Therefore, vocabulary serves as the foundation for
language learners in communication. However, mastering numerous vocabulary
lists to use in communication is not always easy for language learners. For some
students, vocabulary has always been one of the obstacles that hinder their English
learning. Learners may have different problems in learning vocabulary. Some are
capable of recognizing the word in reading but fail to spell it out. Some are able to
spell the word out in writing, yet they mispronounce the word in speaking. Still,
others can say the word and spell it out perfectly, but surprisingly, they may not
know the meaning of the word. Indeed, to learn is one thing; to know is another.
In order to know a new word, students need to take great efforts. Nation (2001)
pointed out that in order to know a word, many aspects are involved. Nation
distinguished vocabulary knowledge into receptive and productive. The former
refers to the ability to understand a word while listening or reading. The latter
means the ability to use a word in speaking or writing. Sun (2007) introduced an
idea that vocabulary gaining develops along a linear continuum, and that the
concept denies the dichotomy that vocabulary knowledge is either known or
unknown. On the both ends of the continuum are one‟s receptive vocabulary
knowledge as well as one‟s productive knowledge. This model assumes that for a
word to be a productive one, it must be a receptive one first (Melka, 1997;
Palmberg, 1987; Pigott, 1981, as cited in Sun, 2007).
1.1.3.

Vocabulary retention

One of the significance in vocabulary learning process is not always students‟
comprehending word meaning or spelling, but vocabulary retention. Retention is
defined as “the ability to retain facts and figures in memory”. Vocabulary retention,
in a similar way, can be referred to as the storage of vocabulary in memory, which
becomes available for usage when needed. The efficiency of vocabulary learning

can be measured by the extent to which students can remember the words that
4


they‟ve already learned to apply in the productive or receptive language learning.
Important as it is, it is worth spending time figuring out the factors that can affect
students‟ vocabulary retention.
According to different researchers, retention of vocabulary is affected by three
following factors: memory, language exposure and effective vocabulary learning
strategies. There is a close relationship among these three factors.
Memory
Nation (1990, as cited in Xiqin, 2008) categorized memory into short-term and
long-term memory.
According to this researcher, short-term memory is often referred to as the ability to
process and remember information at the same time. It holds a small amount of
information, typically no more than 7 items in mind in an active, readily-available
state for a short period of time (typically from 10 to 15 seconds, or sometimes up to
a minute).
Long-term memory is intended for storage of information over a long period of
time. Unlike short-term memory, which is limited in capacity, long-term memory is
seemingly inexhaustible and can accommodate any amount of new information.
Despite our everyday impressions of forgetting, it seems likely that long-term
memory actually decays very little over time, and can store a seemingly unlimited
amount of information almost indefinitely.
It can be seen that in order to retain knowledge as much as possible, foreign
language learners need all the information of the language that they learned to be
transferred into long-term memory. The question is how it can happen? The answer
is that short-term memories can become long-term memory through the process of
consolidation, involving rehearsal and meaningful association. Unlike short-term
memory (which relies mostly on an acoustic, and to a lesser extent a visual, code for

storing information), long-term memory encodes information for storage
semantically (i.e. based on meaning and association). In other words, the main way
of transferring from short-term memory to long-term memory is by finding some
5


pre-existing information in the long-term memory to attach the new information to.
Nation (1990) proved that it is impossible to expect students to acquire a word only
after one or two times seeing that word, but at least 5 to 16 times of exposure are
needed to help students acquire a word (as cited in Xiqin, 2008). In addition, Gairns
and Redman (1986) have concluded that for the first time of exposure to new words,
students will take those words into their short-term memory. The vocabulary will
“fall into disuse if it is not activated regularly” (as cited in Xiqin, 2008). Thorbury
(2002) also shares the same opinion, claiming that 80% of materials are lost within
24 hours of initial learning. This is true in both the short term (e.g. from lesson to
lesson) and in the long term (e.g. after the whole course). In other words, if we do
not revise and practice the knowledge that we learnt, it will soon disappear.
Therefore, it can be concluded that after being introduced to students, the
vocabulary can only be restored in students‟ short-term memory, and will soon fade
away if the process of consolidation, involving rehearsal and meaningful association
does not take place.
Language exposure
While the term memory more often refers to later storage and retrieval of information,
language exposure refers more to processes in the initial acquisition or encoding of
information. There are many situations that a learner can discover the meaning of a
new word or phrase such as: through the written text, through hearing it used, or
through other members‟ explanations. However, it can hardly be certain that those
vocabulary items and their meanings will be remembered as getting to know the
meaning of a new vocabulary item is not the same as remembering that meaning.
Joe et al. (1996) gave out three important processes that may lead to vocabulary

being retained. These processes can be viewed as attention, the process in which
learners need to be aware of needed useful language item (Schmitt and Frota, 1986,
Ellis, 1990, cited in Joe et.al, 1996); retrieval – the process after the word is noticed
and its meaning comprehended in the textual input to the task, and if that word is
subsequently retrieved either receptively or productively during a task, the memory
6


of that word will be strengthened; and generation, the process that leads to a word
being remembered.
Effective vocabulary learning strategies
Vocabulary learning strategies is the third factor contributing to vocabulary
retention. Language teachers have been placing great emphasis on teaching English
vocabulary. However, the results of mastering vocabulary are not desirable, because
words sometimes can be forgotten very easily and won‟t last long. Therefore, it is of
great necessity to adopt effective vocabulary learning strategies. Like general
learning strategies, English vocabulary learning strategies include those techniques
that help learners remember what they have learned - their storage and retention of
new information.
Identifying effective vocabulary learning strategies is always a controversial issue
that attracts a lot of research attention. Politzer and McGroarty (1995, cited in
Schmitt, 1997) warn that no strategy should be considered inherently good or bad
but it depends on the context in which they are used. The context here is comprised
of many variables, including proficiency level, task, text, language modality,
background knowledge, context of learning, target language, learner characteristics
and culture, etc.
It is important that language teacher is well aware of the factors that affect students‟
vocabulary retention and the characteristics of the teaching context so as to have
suitable teaching methods to improve it.
1.2.

1.2.1.

Multimodality
Multimodality and the English language teaching

Multimodality means three or more symbols are involved in the interaction,
including verbal and written language, picture, graphics, space and other symbol
resources which could construct meaning (Baldry&Thibault, 2006).
A new term multimodal teaching was put forward in 1996, which creates a
precedent of applying multimedia to language teaching. As a new type teaching
theory, multimodal teaching is inclined to use all kinds of channels and means to
7


mobilize a variety of senses of students into the process of learning. This kind of
teaching approach attaches great importance to students' multiliteracies.
Haijing (2015) made a comparison between traditional English teaching and the
multimodal one, pointing out some benefits of multimodal one over the traditional
one. He claims that a distinctive feature of traditional English teaching classroom is
just using chalk and blackboard, sometimes with a tape recorder. Such a kind of
instructional mode is quite monotonous and tedious without diversity, which will
easily lead to students' fatigue. In traditional instruction, teachers are always
pumping and hammering knowledge into students, which makes students receive
knowledge passively. In reality, such a circumstance has reversed students' subject
position and teachers' dominant position in the process of teaching and learning.
Methods of imparting knowledge should not be limited to language modality but
including non-language modality, such as gestures, postures, actions, facial
expressions and so on. Turning to these symbols is conducive to receive new
knowledge for students. It is the appropriate modality that can enhance teaching
contents, attract students' attentions and deepen their understandings about teaching

materials. In the process of making up multimedia courseware, more and more
modalities should be involved, such as texts, pictures, colors, animations, music,
videos and so on. Only in this way can better results in teaching be attained.
Therefore, in the process of teaching, more modalities should be adopted to
supplement teaching and stimulate students' enthusiasm so as to foster their allround abilities.
In recent years, with the advent of multimedia and information technology, English
class teaching is turning into Multimodal foreign language teaching from the single
traditional teaching mode. With the lead of science and technology, modern
classroom goes beyond traditional textbook, chalk and blackboard. Multimedia
courseware is gradually taking the place of traditional blackboard and adopted by a
majority of teachers, especially college English teachers. Multimodal Teaching in
English Classroom Teaching can not only mobilize more senses of students to get
8


involved in teaching and learning, but also it can deepen their understandings of
new materials and contents. This will finally improve the effectiveness and
efficiency of classroom teaching.
1.2.2. The application of multimodal teaching to English vocabulary teaching
Multimodal teaching is the supplement and development of traditional teaching.
With the advent of a new approach of English vocabulary teaching, that is
Multimodal English Vocabulary Teaching, traditional vocabulary teaching is
plausibly outdated and cannot meet the needs of modern students. Therefore, it is of
great significance for students to adopt a new way to learn English vocabulary well.
It is obvious that vocabulary is of great importance. However, traditional way of
vocabulary teaching is very much behind the time. Traditionally, vocabulary
teaching always follows such steps as: first, teachers read the new word list while
students listen to the teachers carefully; second, teachers begin to lead the reading
while students read after teachers; third, teachers start to teach the new words while
students take notes as they listen to the teachers; last, teachers give their students

assignments while students should do all kinds of pattern drills after class to
consolidate what teachers taught in class. Students recite new words by rote
learning instead of turning to sounds, actions, pictures, colors, etc. to deepen their
memory. Traditional students are lacking effective vocabulary learning strategies.
Such class teaching is of great tedium, let alone to mobilize a variety of senses of
the students taking part in teaching interactivity. Multimodal English vocabulary
teaching will compensate the lack of traditional English vocabulary teaching.
Combining Multimodal theory with English vocabulary teaching will lead to easy
memorization of new words. The combination of Multimodal theory with English
vocabulary teaching will definitely help solve some problems existing in English
vocabulary teaching. The application of Multimodal theory to English vocabulary
teaching is becoming more and more popular. Within the limit of this study, the
application of multimodal vocabulary teaching will be discussed from the angle of
the use of images.
9


1.3. Review on the use of images in vocabulary teaching
1.3.1. The use of images as a mode of multimodality in language learning
Most language teachers seem to agree that the use of images can enhance language
teaching. As they help teachers to bring the real world into the classroom, they
make learning more meaningful and more exciting (Brinton, 2000). Visual aids can
be a helpful tool in the language classroom as Mannan (2005) points out, they „help
the teacher to clarify, establish, correlate and coordinate accurate concepts,
interpretations and appreciations, and enable him to make learning more concrete,
effective, interesting, inspirational, meaningful and vivid‟ (p.108).
According to Bamford (2003), it must be taken into account that visual literacy is
the key to obtain information, construct knowledge and build successful educational
outcomes. He asserts that this is due to the increase of the number of images in the
world (as cited in Arif and Hashim, 2009). It is important to point that students

bring to the classroom their own background, which nowadays is associated with
images provided by mass media, videogames etc.
Images or visual materials or anything used to help the student see an immediate
meaning in the language may benefit the student and the teacher by clarifying the
message, if the visuals enhance or supplement the language point, as CanningWilson (2000) indicates in her work. These advantages suggest that visuals can help
make a task or situation more authentic (Canning-Wilson, 1998).
Studies carried out by Mukherjee and Roy (2003) have found that the use of images to
contextualized spoken speech is a great help for students, given that they can
understand 30% more than without the visual support. Following this path, CanningWilson (2000) research suggests that images can be used to enhance the meaning of the
message conveyed by the speakers thanks to the paralinguistic cues.
Another important thing to note is that images may help in building mental models, and
communicate relationships among content objects in a more efficient way than can words
alone (Clark and Lyons, 2004). According to Canning-Wilson (1997) the importance of
visual aids is highlighted when focusing on the way language is processed.
10


These researchers have concluded that images clarify and enhance students
learning, and that this information is recognized and remembered for longer
durations than verbal information alone.
1.3.2. The use of images in vocabulary teaching and its effects on vocabulary
retention
Oxford (1990) defined using imagery as “relating new language information to
concepts in memory by means of meaningful visual imagery, either in the mind or
in an actual drawing.” In the book titled: “Vocabulary: description, acquisition and
pedagogy”, Norbert Schmitt and Mc.Carthy (1997, as cited in Clark and Lyons,
2004) just wrote, “new words can be learned by studying them with pictures of their
meaning instead of definitions.” The image can be a picture of an object, a set of
locations for remembering a sequence of words or expressions, or a mental
representation of the letters of a word. This strategy can be used to remember

abstract words by associating such words with a visual symbol or a picture of a
concrete object. Learners can create their own mental images of a word's meaning.
Imagery has been shown to be more effective than mere repetition in reading
passages and sentences, suggesting it could well be more effective for vocabulary
too. New words can also be associated with a particularly vivid personal experience
of the underlying concept, for example, a learner mentally connecting the word
snow to a memory of playing in the snow while a child.”
Students use or create an image that helps them remember information. It can be as
simple as a pencil drawing, or as complex as a "mental movie." An image also helps
students recall vocabulary without translating from their native language. Complex
images can help students check their comprehension; if there are inconsistencies,
then they may need to review the information. Using imagery is well suited to any
task that involves vivid images or where it is useful to put abstract ideas in concrete
form. For instance, in order to remember idiomatic expressions, students create
funny pictures that illustrate them.
Early researchers such as Adam and Chambers (1962) or Harber and Myers (1982)
11


seem to agree with the idea that memory for picture-word combination is superior to
memory for words alone or pictures alone (as cited in Petterson, 2004). Branch and
Boom explains that memory for pictures is superior to memory for words and this
effect has been called the Pictorial Superiority Effect (as cited in Petterson, 2004).
More recent research on visuals and words has shown that memory for visual tends
to be better than memory for words (Clark and Lyons, 2004). These researchers
have claimed that persuasion tends to be accomplished in both children and
adolescents almost exclusively through imagery, and that those images and visuals
speak directly to us in the same way experience does: holistically and emotionally.
Taking this into account, Piaget and Inhelder (2000) state that young students have
little knowledge of the living world and developing conceptions. Therefore they

need more visual information to represent their thoughts (as cited in Arif and
Hashim, 2009). They also claim that human beings develop their visual language
skills before verbal language development, which serves as the foundation for the
last one.
This is a possible explanation for the need of pictorial information rather than
textual among young students (Arif and Hashing 2009). They had already explained
this with his theory based on the idea that cognitive growth is stimulated by the
balance between verbal and visual experiences in the early stages of learning. Arif
and Hashim (2006) research proves that pictures gained better attention than words,
and among young learners, pictures became the main clue in interpreting the
meaning of the words.
Clark and Lyons (2004) explain that in the process of learning, two different types
of memories are involved: working memory and long-term memory. The new
information is stored in the working memory which is claimed to be the center of
active mental work, including the learning. When the visual and phonetic
information is received then it is organized to form a cohesive idea. Finally this idea
must be integrated with active prior knowledge from long-term memory. As it is
seen, the two memories work together in complementary ways, to form what is
12


called an updated mental model that will be stored in long-term memory, where it
lasts indefinitely (Clark and Lyons, 2004). The virtual capacity of the working
memory is affected by how much related the knowledge of the long-term memory is
with the domain studied. The more it is related, the more is the virtual capacity.
Taking into account that in a learning environment this related knowledge may not
be too much, cognitive overload can take place if the working memory cannot
process all the new information during learning. In order to avoid this cognitive
overload the two subcomponents of the working memory should be used in their
best way. One of these subcomponents is specialized in visual input and the other

one in auditory input. For example, if a graphic is explained by words presented in
audio, learning the new information is better than if the words are presented in text
(Clark and Lyons, 2004,) The mental models that have been mentioned before are
the schemas stored in the long-term memory and are the basis of thinking, and
images are claimed to help build them.
Visual aids help learners store information in long-term memory and make learning
more meaningful for students (McLeod, 2007). An interesting example is a study on
the use of visual art in German courses (Knapp, 2012). “For twenty-first century
students brought up in a society dominated by visuality, paintings provide an
immediate connection, inviting them to explore linguistic structures, literary texts,
and cultural constructs in memorable ways” (Knapp, 2012, p. 27). Knapp quotes
Ortuño's (1994) beliefs about the benefits of using visual art as part of instruction;
one of which includes helping students acquire “concrete vocabulary” and helping
to illustrate “grammatical concepts” (Knapp, 2012, p.22). Furthermore, according to
Ortuño (1994), as cited in Knapp (2012), introducing visual images can lower
classroom anxiety and promote “active exploration of the language” (p.20).
1.3.3.

Types of images used in vocabulary teaching

1.3.3.1. Picture flashcards
Hill (1990, as cited in Jolokva, 2009) classified pictures according to their size into
three „key‟ categories:
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- “Large (20x30 cm): useful for whole-class work”
- “Medium (10x15 cm): useful for group-work”
- “Small (5x5 cm): useful for games and other group-work activities”
The large flashcards are typically used by the teacher for whole-class activities such

as presenting new language, controlled practice or as prompts for speaking
activities. The small picture flashcards, on the other hands, are used by students for
working individually or for games and activities in pairs or groups.
- Big picture flashcards: are very helpful tools in presenting and drilling forms of
new words, since they draw learners‟ attention and make these often boring
activities more enjoyable. Also, that is exactly what teachers need when presenting
new language – to catch their learners‟ full attention, to raise their interest in the
presented subject and hence also their motivation. At the same time, flashcards (as
well as other forms of pictures and visual aids in general) enable students to link the
meaning of the words with real-world images immediately. When using flashcards
in presentation, it is easy to involve learners actively and to combine the
presentation with controlled practice. The presentation of vocabulary with
flashcards can be done in various ways, for example in telling a story or just simply
based on a set of vocabulary for a particular topic.
- Small picture flashcards: plenty of variations of these cards are typically applied in
communicative activities in pairs or small groups of students, thus playing a
meaningful role in reviewing and practicing vocabulary. Small flashcards can be in
the form of one-side-only cards, both-sided ones and sets of pairs (antonyms or
synonyms, a picture and the corresponding word or phrase) or sets of cards
connected e.g. by their meaning. Being flexible in their way of use, these cards offer
teachers and their students a large amount of possibilities in applying them in a
number of activities and games such as „domino‟ or various forms of word
matching activities. Moreover, they fit for a range of sorting or ordering activities,
e.g. creating a story. These cards can also be used for games based on asking each
other questions and exchanging them while searching for sets (Wright, 1990; as
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cited inJolokva, 2009).
1.3.3.2. Drawing

Drawing finds huge potential in teaching languages. Simple drawings can possibly
substitute other forms of pictures. Wright (1990:203, cited in Jolokva, 2009) stated
that drawings “provide an immediately available source of pictorial material for the
activities. Drawings of students and teachers also have a special quality, which lies
in their immediacy and their individuality.” The activity of drawing within the
classroom could be perhaps divided into two categories: Drawing on the board
carried out by the teacher for example to illustrate the meaning of new language in
presentation and drawing as an activity of students in various, usually listening or
reading exercises.
- Drawing on the board:
It is highly flexible during presentation and therefore bears several advantages, as
Wright and Haleem (1996) listed among their board characteristics: “Texts and pictures
can grow in front of the class”…. “can be erased, added to or substituted quickly.”
(Wright and Haleem 1996: 5, cited in Jolokva, 2009). This feature widens the teacher‟s
options how to present or review language in a meaningful way. This is true for
teaching structures as well as vocabulary. For instance, in reviewing, the teacher draws
only a piece of a picture on the board and invites students to guess what he or she is
drawing. This makes students curious, they desire to know what the answer actually is
and it makes them speculate and reason their opinions and so on.
Wright and Haleem (1996: 8) presented another very inspiring idea of using
drawing on the board: They suggest using it in combination with flashcards or
pictures from magazines, e.g. the teacher draws a scene and supplements it with
individual pictures of people, animals or things. It is a wonderful tip for presenting
and practicing vocabulary too, since this might put the vocabulary into context. For
example a house could be drawn and pictures of furniture could be placed inside,
either by the teacher or by students. This particular example can be used for the
presentation or practice of names of rooms or furniture, prepositions of place, home
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activities, etc. This composition is again very flexible, as the pictures might be
easily moved around the board and there is a lot to talk about while doing so.
- Drawing as a students‟ activity
There are several ways of using drawing as an activity in language teaching. Drawing
enables vocabulary to be used in context, which is more meaningful. Very favourable
is the listen-and-draw or alternatively the listen-and-colour type of activity. This can be
organized either as teacher-to-class, student-to-class or as pair work.
1.3.3.3. Wall-pictures
Wall pictures are another valuable visual material for language classes. In the first
place, they can be displayed in the classroom to set English (or foreign languages in
general) environment and then they function as another source of language to be
absorbed by students in the process of natural acquisition. Furthermore, they will
find their use both in presentation of new language and controlled practice.
Wall-pictures are often complex pictures, illustrating a scene and containing lots of
objects and details. They are big enough to be seen by the whole class and they can
be used instantly and repeatedly. Due to their character, they are obviously suitable
for presentation of new language. They put vocabulary into context and therefore
make the presentation meaningful, which is highly recommended for successful
retention of new words. This is especially useful for the vocabulary teaching to
students of architecture. Teacher can collect wall pictures that contain vocabulary of
frequently-used terms in architecture to hang in class so that students can see them
everyday, which helps them a lot in retention.
1.3.3.4. Videos
There are normally two main uses of video: instructional video specifically created
to teach foreign languages, and authentic video materials, such as films, TV series,
commercials, etc., originally created for native speakers of the language. Students of
all levels can benefit from the use of video, since there are always easier video
sequences, spoken at a slower rate that can match lower level students‟ needs
(Sherman, 2003).
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Talavan (2007) also suggested the use of video with subtitles. A subtitled video clip
provides a triple connection between image, sound and text, and sound and text
being linked by translation when standard subtitles are used. This fact is relevant
enough when we think about the importance of visual associations in memory for
vocabulary learning and how this type of connection generally encourages greater
retention in lexical terms. This mnemonic power of images is here enhanced by the
presence of sound and text together; when this text appears in the form of
translation, the associations in memory are enhanced even further.
1.4. Summary
In conclusion, this chapter has provided the theoretical background for the whole
paper through providing definitions of key terms and significant background
information on vocabulary learning and vocabulary retention.

Review on

multimodality and the application of multimodality in language teaching in general
and in vocabulary teaching in particular has also been discussed. Moreover, details
about the use of images as a mode of multimodality in vocabulary have also been
demonstrated, which help readers be clear about the specific strategies in which
images have already been utilized in different language classrooms and see how
these techniques could fit in the specific context of this study. In order to justify the
efficiency of the use of images in vocabulary teaching, a study in the context of
Hanoi Architectural University has been conducted with the employment of three
data collection methods, which is going to be discussed further in the next chapter.

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CHAPTER 2: METHODOLOGY
2.1 Participants and the research context
The participants of the study were 20 students at Hanoi Architectural University.
Those are the 2nd year students, who are currently studying English for Specific
Purposes (ESP) at the University. They are expected to have reached the preintermediate level in English proficiency. It is compulsory for students at HAU to
complete the two courses on general English in the first two terms of their
University before proceeding to the ESP course. The ESP course includes 30 faceto-face hours and 60 self-study hours. The main focus of the course is on
vocabulary related to student‟s major, together with the structures that can be
applied to communicate or make presentations on the major-related issues. The
content covered in the ESP course consists of five different themes, namely:
1. Housing in Britain, in which students are required to be able to define and
describe different types of houses;
2. The procedure of building construction, in which students can describe plans
of houses after the lesson;
3. Design of houses for tropical climate, in which students are expected to
describe different climates, function of different parts of a building;
4. Building materials, in which students are taught to describe properties of
different kinds of materials;
5. Water supply, in which students are required to be able to define and
describe the function of different parts of the water system.
2.2. Research methodology
With a view to investigate the efficiency of using images on learners‟ vocabulary
retention in the context of Hanoi Architectural University student, an action
research was conducted.
Watts (1985:118) defines action research as “a process in which participants
examine their own educational practice systematically and carefully, using the
techniques of research”. This is to say that action research mainly refers to a
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