A study on the use of visual aids in teaching english to the first year students at military technical academy

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

LÊ HOÀNG MAI

A STUDY ON THE USE OF VISUAL AIDS IN
TEACHING ENGLISH TO THE FIRST-YEAR
STUDENTS AT MILITARY TECHNICAL ACADEMY
(NGHIÊN CỨU CÁCH SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG
VIỆC DẠY TIẾNG ANH CHO SINH VIÊN NĂM THỨ NHẤT HỌC
VIỆN KỸ THUẬT QUÂN SỰ)
M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 60.14.0111

HANOI- 2013


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

LÊ HOÀNG MAI

A STUDY ON THE USE OF VISUAL AIDS IN
TEACHING ENGLISH TO THE FIRST-YEAR
STUDENTS AT MILITARY TECHNICAL ACADEMY
(NGHIÊN CỨU CÁCH SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG
VIỆC DẠY TIẾNG ANH CHO SINH VIÊN NĂM THỨ NHẤT HỌC

VIỆN KỸ THUẬT QUÂN SỰ)
M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 60.14.0111
Supervisor: Assoc. Prof. Dr. Lam Quang Dong

HANOI- 2013


DECLARATION
I certify that I am the sole author of this thesis and
that it has not been summitted to any other university or institution wholly or
partially.

Hanoi, 2013
Lê Hoàng Mai

i


ACKNOWLEDGEMENTS
First of all, I would like to express my sincere thanks to my thesis supervisor,
Assoc.Prof. Dr. Lâm Quang Đông for his valuable comments and instructions, his
instant assistance and his kind encouragement and correction in the process of
completing this minor thesis.
I am grateful to my lecturers at the Faculty of Post-Graduate Studies-University of
Languages and International Studies, National University, Hanoi for their useful
and interesting lectures.
My sincere thanks also go to my colleagues and students at Military Technical

Academy, who offered me excellent assistance during the process of data collection.
Finally, I wish to express my thanks to my friends who were willing to share me
materials, ideas and proof reading that helped me much in completing my work.

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ABSTRACT
The research was aimed at finding out the types of current visual aids used and
especially the effectiveness and drawbacks of using PowerPoint Presentation in
teaching English to the first-year students at Military Technical Academy (MTA).
This research was conducted with the participation of students and teachers of
English in 17 classes at MTA. The instruments used in this study included 17 class
observations, interviews with 10 teachers and 20 students. The findings showed that
the teachers of English at MTA exploited various kinds of visual tools from the
traditional aids to the modern ones such as: boards, pictures, realias, mime and

gestures, projectors and PowerPoint presentation. In addition, the study
revealed that using the modern teaching aids – PPT brought many advantages
and disadvantages to the teachers and the students at MTA. From the result of
the study, some pedagogical suggestions related to using visual aids and
particularly PPT effectively are offered for teachers of English.

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TABLE OF CONTENS
PART A: INTRODUCTION ............................................................................ 1
1

Rationale ............................................................................................................... 1

2

Aims of the study ............................................................................................... 2

3

Research questions ............................................................................................. 2

5

Scope of the study .............................................................................................. 3

6

Design of the study ............................................................................................ 3

PART B: DEVELOPMENT ............................................................................. 4
CHAPTER 1: LITERATURE REVIEW .......................................................... 4
1.1. Visual aids .............................................................................................................. 4
1.1.1. Definitions of visual aids ................................................................. 4
1.1.2. Types of visual aids .......................................................................... 4
1.1.3. Benefits of using visual aids in language teaching .......................... 8
1.2. PowerPoint ........................................................................................................... 10
1.2.1. Overview of PowerPoint ................................................................ 10
1.2.2. Benefits of using PowerPoint Presentation in teaching English .... 12
1.2.3. Problems of using PowerPoint in teaching .................................... 16
1.2.4. Related studies about the pros and cons of PowerPoint ................ 17
1.3. Summary ........................................................................................... 19

CHAPTER 2: METHODOLOGY .................................................................. 20
2.1. The English teaching and learning context at MTA .................................. 20
2.2. Methods of the study .......................................................................................... 21
2.2.1. Participants of the study ................................................................. 21
2.2.2. Instruments for data collection ....................................................... 21
2.3. Data collection procedures ............................................................................... 22
2.4. Data analysis procedure .................................................................................... 23

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CHAPTER 3: DATA ANALYSIS AND DISCUSSION ............................... 24
3.1. Findings from observation ................................................................................ 24
3.1.1. The kinds of current visual aids used at MTA ............................... 24
3.1.2. How visual aids are used in teaching English at MTA .................. 25
3.1.3. Number of instructors using PowerPoint presentation in English
lessons ...................................................................................................... 26
3.2. Findings from interviews .................................................................................. 27
3.2.1. Students‟ attitudes towards using PPT in English lessons ............. 27
3.2.2. The effectiveness of using PowerPoint in English lessons at MTA
.................................................................................................................. 28
3.2.3. The drawbacks of using PPT Presentation in English lessons at
MTA ......................................................................................................... 31
3.3. Summary ............................................................................................................... 31
PART C: CONCLUSION ............................................................................... 33
1. Conclusion................................................................................................................ 33
2. Recommendations .................................................................................................. 35
3. Limitations and suggestion for further studies ................................................ 36
REFERENCES ................................................................................................ 37
APPENDIX ............................................................................................................................. I

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PART A: INTRODUCTION

1

Rationale
To teachers of foreign languages, how to deliver lessons effectively and

to motivate students are really big concerns. There have been a variety of
pedagogical solutions recommended to apply in these lessons, including the
use of teaching aids, which are some of the most effective support tools in
teaching and learning language. Among those, visual aids can be considered a
good way to teach language and motivate students, as people receive up to
55% of information through visual channel, 7% through texts

and 38%

through vocal means(Mehrabian, 2009). Grasping the important role of visual
aids, many teachers in general and teachers of languages in particular exploit
them to get students involved in the lectures. Visual techniques are used for
the same purpose by the teachers of English at Military Technical Academy.
At Military Technical Academy, students are non-English majors, and
they, especially the first year ones, have quite low English proficiency as
shown in the results of the placement tests at the beginning of the first
semester. As a result, the teachers there have to take full advantage of
equipments and teaching aids to give English lessons so as to motivate
students. The researcher therefore carried out the study to find out the current

exploitation of visual aids at MTA, how they are used in teaching English in
order to suggest ways to deal with problems if there are any and enhance their
effectiveness.
Because of the limitation of time and wide use of technology in lessons,
my minor thesis focused on deeply investigating the effectiveness and

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drawbacks of using PowerPoint presentation in the English lessons by the
teachers at MTA.
2

Aims of the study
This minor thesis is aimed at:
- Finding out the visual aids currently used in teaching English to the
first year students at Military Technical Academy;
- Finding out the good points and drawbacks of using PowerPoint
presentation in English lessons at MTA;
- Making suggestions on the use of PowerPoint in teaching English to the
first year students at MTA.

3

Research questions
This research seeks answers to the following questions:
1. What are the types of visual aids currently exploited in teaching English
to the first year students at Military Technical Academy? How are they
used?
2. What are the effectiveness and drawbacks of using PowerPoint in

teaching English to the first year students at Military Technical Academy?

4.

Method
To assure reliability and to achieve the aims above, the data for analysis

are collected by means of:
- Classroom observation; and
- Interviews.

2


5

Scope of the study
This minor thesis is carried to find out types of visual aids currently used

at MTA and mainly focuses on investigating the use of PowerPoint in
teaching English to first year non-English majors at Military Technical
Academy through interviews and class observation.
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Design of the study
Part A Introduction, presents the rationale of the study, the aims, research

questions, methods applied, and the scope of the research as well as the
outline of the thesis.
Part B Development, chapter 1 reviews the literature concerning the use

of visual aids and PowerPoint program in language teaching.
Chapter 2 describes the sorts of visual aids in use and how they are used in
teaching English skills to the first year student at Military Technical
Academy.
Chapter 3 presents the effectiveness and limitations of PPT use in teaching
English at MTA, based on which recommendations are made for improved
effectiveness.
Part C Conclusion, concludes the thesis, together with limitations of the
study and suggestions for further study.

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PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Visual aids
1.1.1. Definitions of visual aids

Visual aids are defined as any projected or non-projected image that
can be classified into illustrations, visuals, pictures, perceptions, mental
images, figures, impressions, likeness, replicas, reproductions or anything that
would help a learner see an immediate meaning (Canning 1997; 2000).
According to Wingard (2000), the aids that can help in teaching languages
and can be seen are called visual aids. Generally visual aids are supporting
tools in teaching language that can be visualized and facilitate language
learners in their learning process.
1.1.2. Types of visual aids

There are various types of visual aids that can help stimulate the
teaching and learning of a foreign language. According to Bowen (1982),

visual aids are divided into three types: pictures, boards, and projectors while
Billows (1961) classified them into two main kinds: two dimensional
representations and three dimensional representations. The former includes
blackboards, pictures, projectors and projected pictures, maps, plans, charts;
the latter is dramatization, mime, gesture, facial expression, puppetry and the
sand-table. In this minor thesis, the author only focuses on aids which are
available in classroom or teachers can make themselves. These include such
visual aids as boards, projectors, different types of pictures, and mime
including gesture and facial expression.

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1.1.2.1. Boards
Boards are usually chalkboard and white board. Chalkboards are
available in most classes and lecture rooms. They are very cheap to use and
very helpful to teachers in teaching. Teachers can use them anytime during
the lesson write and draw illustrations. Thus, to teachers the boards are the
most common, essential and useful teaching aids.
The board can be exploited in various ways in class to facilitate
language teaching. In Using the Board in the Language Classroom, Dobbs
(2001: 4-5) introduces a number of ways in using the board as a good
teaching tool. First of all, teachers can use the board to write vocabulary
words or questions or statements drawn from a course book, or creating
drawings like stick figures or abstract forms and then ask students to respond
or compose stories orally or in writing in appropriate ways. Besides, the board
can be employed to present new language concepts. By using it, students can
have deeper understanding of the new language concepts, and hence can
remember these concepts better while looking at the writing on the board. In
addition, teachers can use the board to explain, clarify, illustrate, emphasize,

organize, drill, and list information. Also, using board work is an effective
way to prepare students ready for new material, to review new material, and
to assess students‟ success at mastering this material. From what Dobbs
states, it is undeniable that boards or chalkboards in particular are great
teaching tools that support teachers a lot in class.
1.1.2.2. Pictures
Pictures can be classified into text pictures and class pictures. Text
pictures can be found easily in the books that are designed primarily for
beginners and elementary students. Pictures can demonstrate the meaning of a

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single word or word phrases. For instance, in the lesson of teaching
vocabulary of some common objects put in a bag, the pictures in the texts
show a list of different objects to illustrate. Class pictures include picture
cards and wall pictures. According to Wright and Haleem (1991: 50), “Picture
cards are easy and inexpensive for teachers to prepare which means that sets
of cards related to language teaching points or to subjects matter can be built
up over a period of time. He also says that “the cards can be shown to the
whole class or to a single student which allow the teacher to control who
revives the information on them”. Wall pictures compose of photographs,
posters, maps, plans, etc. which replace the things that cannot be brought into
classroom. By paying attention to the purpose of using pictures as teaching
aids, teachers can have appropriate selection of the types of pictures for
individual work, pair work or group work. Bowen (1982:15) says that “Wall
charts are ideal, however, for pair or group work in intermediate and
advanced classes. Work cards can be prepared to accompany the charts so that
students may work together to prepare a presentation before the whole class
and/or to prepare a wall display”. Pictures have great importance in the sense

that what cannot be described by words can be described through them.
1.1.2.3. Objects
There are two types of objects: Real objects (realias) and Representational
objects
 Realias or real objects are anything available without special
preparation or materials that students can see in class from the simplest
things such as tables, chairs, pens, books, etc. to more concrete things
such as modern machines, natural phenomena (hot, rain, cold, etc.) and
so on. The teacher and learners themselves can also be sources of

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realias. Realias, therefore, are available around us to be used instantly
or brought to the class for teaching and learning purposes.
 Representational objects are objects that can replace real objects in
case the teacher and students cannot prepare realias for use in
classroom. When using representational objects, both teachers and
learner should make careful choices and well prepare to avoid
misunderstanding of word meanings.
1.1.2.4. Mime
Mime is a performance using gestures and facial expressions to act
something without speaking. A gesture is a form of non-verbal
communication which is made with a movement of the hands, the body and
the head to show a particular meaning. Facial expressions are the motions of
facial muscle beneath the skin that convey emotional state to communicator.
Gestures and facial expressions cost teachers nothing but energy to present
them. However, they play an important role in the classroom. As Billow
(1961: 147) states, “actual presentation of an action, dramatically presents the
action better than any other picture can, because, with it, we have movement

and the third dimension, for lack of which a picture is sometimes
unsatisfactory”. According to Darn (2005), gestures reduce unnecessary
teacher talking time and increase learner participation; this in turn develops
learners‟ confidence. In addition, gestures reduce fear of silence, make
teachers‟ instructions clear and help the teacher in classroom management. In
English classroom, teachers‟ gestures can scaffold learners‟ understanding of
the language. Gestures can be used to support different aspects of language
such as vocabulary and grammar.
1.1.2.4. Projectors

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The overhead projector is a type of projector. This good device can be
used to replace the chalkboard during the lesson because they have the same
features in some aspects. Yet, it is more useful in providing clear, vivid and
colourful stimuli at all stages: presentation, practice, and production (Bowen,
1982). In addition, teachers who use this type of projector do not have to
stand backwards to students like using blackboard, and materials can be
prepared in advance to save time but teachers can add more details by using
water-based pen during the lesson. Furthermore, the materials – overhead
projector transparencies can be re-used several times later and can be used as
handouts to save money.
At the moment, overhead projectors are nearly replaced by another
modern type of projectors which is computer projector. PowerPoint software
program combined with projector will bring about more vivid, interesting and
useful images to help students to keep pace of the lessons. What are other
benefits of PPT presentations? The next part will describe them in more
details.
1.1.3. Benefits of using visual aids in language teaching

Visual aids play a very essential role in teaching and learning a foreign
language because of their benefits.
Pictures help individual learners predict information, infer information,
deduce information, analyze today‟s world so that it can be brought into
today‟s classroom and offer social settings which can immerse or expose the
learner to new ideas or further promote an already created setting. If a visual
is used in a testing or teaching situation it can enhance clarity and give
meaning to the text or to the message being communicated. Visuals can serve

8


to create a solid link between the material learned and the practical
application of it on a test (Canning, 1998).
The nature of graphic images serves as a catalyst and stimulus.
Moreover, the visual can offer input, output and/or feedback on materials
learned. Likewise, a learner using a visual may be more apt to give an added
response to the traditionally expected form. The response may change
according to the picture in collaboration with the task as it works as an
interactive negotiator. Although some practitioners may argue that a picture
can serve as an impetus, others would equally argue that the same picture has
the potential to urge an opinion (Canning, 1998). As teachers manipulate texts
daily in lessons, teachers can also control and open a picture to a variety of
language learning activities as well as a variety of interpretations.
Visuals are a good and useful tool for examination purposes because
they lead the learner into drawing out language from their own knowledge
and personal experiences through exposure to and immersion in the stimuli
presented to them. Visuals permit strategies to organize knowledge into
semantic or associative clusters. In testing and teaching situations picture

items can be developed to test whether the students understand the syntax or
structure of the target language. Visuals allow for options, responses,
alternatives, patterns and ranges. Students can see immediate meaning in
terms of vocabulary recognition provided the item exists in the first language.
Pictures can be developed into a test to see whether the learner understands
the structure and the syntax (Canning, 1998; 2000).
The advantages of pictures suggest that visuals can help make a task or
situation more authentic. Pictures can help testers and teachers to identify or
manipulate structures, vocabulary, functions, situations and skills. Visuals
used as testing prompts can be used to measure semantic and associative

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clusters. Pictures allow students to focus on the whole item or a piece of an
item. Pictures can give or not give a context depending on what needs to be
tested. Pictures offer test takers options for more interpretive responses,
patterns and ranges to answer posited exam questions.
The use of visual stimuli enables a learner and/or test-taker the ability
to predict information, to infer information as well as to deduce information
from the picture or mental image. Another beneficial reason for using pictures
on examinations is authenticity. Visuals can bring today‟s world into the
language learning environment by serving as an reflection of what exists
outside of the foreign or second language classroom. This form of stimuli can
allow the learner to analyze his/her own world. Visual stimuli can expose as
well as immerse the test-taker into a familiar or unfamiliar environment,
social setting or practical environment.
1.2. PowerPoint
Among the most popular visual aids today are PPT, thanks to the
development of ICT. The following section will provide more specific

discussion of PPT.
1.2.1. Overview of PowerPoint

PowerPoint is widely used as a type of presentation software program
running on Macintosh or Windows PC‟s that enables someone to show
colored text and images with animation and sound. PowerPoint presentation is
formed by a sequence of slides that are individual frames or screens of
information. The slides, typically for one presentation are collected into
PowerPoint file (*.ppt). The files are easy to create and can be e-mailed as
attachments or be posted on or downloaded from websites. They can also be
changed to fit any individual classroom setting (Fisher, 2003).

10


PowerPoint aims to create and insert new slides, editing existing slides,
and reordering existing slides. Slides can compose of text, tables, bulleted and
numbered lists, graphics, audio, video, and many types of content. Content
can be modified by formatting, including standard fonts, sizes and other
attributes, and background colors and images; reducing, enlarging, cropping
pictures, and superimposing drawing; animation schemes, such as having
each bulleted point appear one at a time; and many master templates, which
are patterns for colors, bullets, text sizes and background images.
PowerPoint is powerful and ubiquitous communication technology and
aid to teaching and business presentations. In 2002, it was estimated that over
400 million copies of PowerPoint were put into circulation and that
“somewhere between 20 and 30 million PowerPoint-based presentations are
given around the globe each day” (Simons, 2005). Many teachers today, from
elementary school to college and university level, are enthusiastically
embracing PowerPoint Presentation as an instructional tool. It is argued that

PowerPoint Presentation "enhances instruction and motivates students to
learn" (Harrison, 1998: 9). Critics of the technology, however, have negative
opinions. Some believe that the software‟s rigid format "usually weaken[s]
verbal and spatial reasoning, and almost always corrupt[s] statistical analysis"
(Tufte, 2003: 3). Many believe that using PowerPoint Presentations with
students is a productive learning activity (Alster, 2002; Mason, & Hylnka,
1998). Yet many detractors believe that its rigid format stifles not only
students‟ creativity, but also their ability to understand and convey
information (Tufte, 2003; Shwom & Keller, 2003).
With such conflicting and opposing views about the use of PowerPoint
Presentation, many new users of this technology face a dilemma. And many
in this dilemma start asking a question: how can an EFL teacher use

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PowerPoint Presentation thoughtfully and effectively for instructional
purposes? The answer is in an individual teacher‟s choice. Teachers should
decide and make it clear what a tool like PowerPoint Presentation accomplish
in instructions, both in terms of skills and learning. There are many
advantages of the use of PowerPoint Presentation as discussed above and they
should suffice the EFL teachers willing to incorporate this technology in their
teaching and instructions. The development of note-taking skills is a vital
transferable skill for foreign language learning and careful use of PowerPoint
Presentation can encourage this. This is often done and can be done by
providing students with only outline structures that require annotation or
handouts which are „interactive‟ (Race, 1999). Wright (2009) also suggests
that PowerPoint is a convenient prop for poor speakers. It can reduce
complicated messages to simple bullet points. It also elevates style over
substance. All these three things definitely contribute to its popularity and

should therefore be exercised and practiced.
1.2.2. Benefits of using PowerPoint Presentation in teaching English

It should be understood that using PowerPoint in EFL classes does have
great advantages both for teachers and students.
Catherina (2006: 4) indicates that students think PowerPoint based
lectures are more interesting than traditional lectures. Moreover, Fisher
(1998) reports that student scores on tests are even improved with PowerPoint
lectures as opposed to traditional lectures.
Aly, Elen, and Willems (2004) point out that PowerPoint based lectures
focus attention and reduce distraction (p. 42). Szaboa and Hastings (2000)
find similar trends in their study at Nottingham Trent University in England.

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Besides, seventy-two percent of students who are surveyed say that they want
PowerPoint presentations to be adopted in EFL classes (p. 32).
Miltenoff (2003) indicates that PowerPoint can be used as a multimedia
and interactive tool. Pictures, animation, sound effects, and music can greatly
enhance the quality of the presentation. It is much easier to use attractive
fonts, photos, clipart, tables, and graphs in PowerPoint. And the hyperlinks on
the slides allow users to get more information than is found in books and
broadens the field of view of students. Most importantly, slide shows are
adaptable to many EFL teaching environments, including face-to-face and
online (p. 120).
In addition, comparing PowerPoint presentations with handwriting,
teachers can immediately appreciate the value and impact of using
PowerPoint presentations. According to Coulthard and Hutchinson (1996),
“On the one hand, PowerPoint presentations are more effective and they can

take less time and effort to create. On the other hand, teachers can improve
the quality of PowerPoint presentations while dramatically reducing their
production time and budgets.” (p. 95)
The colors used in PowerPoint presentations can influence how
students respond to teachers‟ messages. Coulthard and Hutchinson (1996)
stated “Colors can bring emotion to PowerPoint presentations. However, used
improperly, colors can also undermine themes of teachers‟ presentations and
distract students” (p. 99). In addition, teachers should also be aware that “a
significant portion of students may be color-blind and not perceive the
differences between two or more colors. Keeping all these points in mind,
teachers are best advised to keep their color selections simple and restrained”
(Coulthard & Hutchinson, 1996: 100).

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Coulthard and Hutchinson (1996) indicate that fortunately for teachers,
Microsoft hired professional artists to compile PowerPoint‟s numerous color
schemes. A color scheme is a set of eight colors that teachers can apply to
individual slides, notes pages, and student handouts. The eight main colors
include a background color, title text color, text and line color, fill color,
shadows color, and three colors for accents (p. 99). Coulthard and Hutchinson
(1996) present the idea that by using color schemes, teachers ensure that all
the colors in their presentations are balanced and will work well together.
Also, color schemes make it easy to apply a new set of colors to their
presentations, just as using templates makes it easy to change overall design
(p. 90).
It has been said that a picture is worth a thousand words. Although this
phrase is overused, its truth is undeniable. Coulthard and Hutchinson (1996)
indicate that graphics add personality to teacher presentations and convey

information more efficiently than text alone. Unfortunately, many new
computer users struggle with the tendency to place too many graphics on a
single screen. To assist teacher in planning how and when to use graphics,
apply these basic principles: strive for simplicity, use emphasis sparingly, and
ensure a visual balance between graphics and text (p. 124).
Coulthard and Hutchinson (1996) find that PowerPoint‟s AutoLayouts
already encourage a balanced and visually appealing use of graphics. The
Microsoft ClipArt Gallery mini-app provides a one-stop shopping mall for all
the clip art images. A clip art image is a computer graphic or picture that
teachers can insert into their documents, usually without having to pay
royalties or licensing fees to the artist or designer. Microsoft‟s ClipArt
Gallery provides hundreds of images organized into over 25 categories.

14


Teachers can also use the Gallery to add their own images, delete existing
images, and move images (p. 125).
In addition to clip art images, teachers can insert graphic files into their
presentations. Coulthard and Hutchinson (1996) state that a computer graphic
file is usually created by an artist, designer, or desktop publisher. However,
teachers can easily create their own graphic files if they have access to a
scanner. A scanner is a hardware device that converts photographs and other
paper-based material into computer images. Just as a photocopier makes a
representation from paper to paper, a scanner makes a copy from paper to
computer. Once it is saved to the disk, teachers can insert a computer graphic
file into PowerPoint using the Insert Picture command (p. 132).
According to Coulthard and Hutchinson (1996), “Most teachers
recognize the benefit of using graphics to improve their effectiveness in
communicating information. Clearly, a chart or graph is easier to decipher

than rows and columns of tiny numbers” (p.131). Furthermore, Coulthard and
Hutchinson (1996) state that PowerPoint makes it relatively easy for teachers
to include graphs in their presentations. It comes with a powerful
supplementary program called Microsoft Graph. The Microsoft Graph helps
them produce great-looking charts and graphs within PowerPoint. Graph does
not replace a full-featured spreadsheet application like Microsoft Excel, but it
does provide a more convenient tool for embedding simple charts into
presentations (p.132).
While PowerPoint presentations help teachers improve teaching, they
also help students absorb teachers‟ messages. Cashman and Shelly (2000)
find that students learn most effectively when their five senses are involved.
Researchers have determined that individuals remember 10 percent of what
they read, 20 percent of what they hear, 30 percent of what they see, and an

15


amazing 70 percent when they both see and hear. That is why it is important
to attend class instead of copying classmate‟s notes. When students see and
hear instructors deliver a lecture and write their own notes, they are apt to
interpret the concepts correctly and recall this information at the everimportant final exam (p. 15).
In addition, Roblyer (2003) indicates that many teachers report a
simple, but highly effective use of PowerPoint presentation. They set up a
computer in EFL classroom to display automatically advancing frames of
spelling words, vocabulary words, and information. According to teachers
who have used these strategies, students seem to attend to and retain much of
what they see on these slideshows (p.179).
With various practical benefits and advantages embedded in its use,
PowerPoint Presentation can surely be a great help and boon for an EFL
teacher and also for the learners.

1.2.3. Problems of using PowerPoint in teaching

PowerPoint offers a great and powerful tool to facilitate the improved
delivery of many lessons and courses. It can bring many benefits to both
teachers and students. However, there are some common barriers related to
the technology that make some educators reluctant to use it.
First of all, technical problems associated with using computer,
particularly PowerPoint program that may occur at the beginning or during
the process of lesson delivery are one of the most common matters. Some
equipment can fail unpredictably, which destroys the presentation such as the
computer does not work, projector bulb blacks our, the file is corrupted by
magnetic or physical damage or the files are incompatible with the system
available. In addition, the content designed in slides of the presentation can

16


cause problems. In Jones‟ view (2003), “one of the major problems is that its
current use is frequently limited to an information transmission mode often
with excessive content”. Finally, PowerPoint may be abused or overused.
Perhaps the most significant potential negative effect, especially where
“complete” presentations are made available to students, is the danger of
encouraging students to sit passively through the session since they may
perceive that they have „got the notes‟. In his research, Jones (2003) points
out its most common abuses which include:
 Including excessive details so that students need not be active (or even
present if files are made available) during delivery.
 Slides are visually poor and/or boring or even over the top – this is
particularly the case when reds and greens dominate.
 Too much text is put on a slid, which reduces its legibility.

 Excessive use of graphics – just because you can!
 Irritating noises and slide transitions.
 Inappropriate use of multimedia options.
 Content often unmodified from an earlier non-PowerPoint presentation
thus failing to make use of the advantages offered – the 50 slides of
text-only presentation is doomed to fail.
 Tendency to go too fast is common simply because of the ease of
delivery of the material.
1.2.4. Related studies about the pros and cons of PowerPoint

Is PowerPoint effective? In this part I review some opinions on whether
or not PowerPoint presentations are effective in enhancing student learning. It
seems important to review the effectiveness of PowerPoint given its
widespread and largely uncritical acceptance, particularly in higher education

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institutions. This is because, conceivably, PowerPoint might simply lead to a
lecturer‟s “improvement and/or modernization of their performance in the
classroom” (Szabo & Hastings, 2000: 176) without any significant effects on
student learning.
The results reported in scholarly journal articles indicate that students
like to be taught using PowerPoint and think that PowerPoint Presentations
are entertaining, enhance clarity, and aid recall of subject matter. However,
there is a little evidence to show that teaching with PowerPoint leads to
significantly better learning and better grades than teaching by conventional
methods. A majority of studies shows that use of PowerPoint is not associated
with a significant improvement in students grades. For example, Rankin and
Hoaas (2001) examined the effect of PowerPoint presentations on student

grades; they found that there was “no significant effect in terms of student
performance”.
On the other hand, some other studies point to the benefits of
PowerPoint on lecture and student performance. For example, Mason and
Hlynka (1998) state that PowerPoint helps structure the content and
processing of a lesson or lecture. To the benefits on student performance,
Lowry (1999) concluded that classes taught using PowerPoint “achieved
better grades than the traditional-lecture cohort (51.8 and 51.9 versus 43.5%)
… and students exposed to PowerPoint lecturing had a positive attitude
towards the method” (pp. 20-21). Bartsch and Cobern (2003: 78) provided the
following good review of empirical evidence regarding the effectiveness of
PowerPoint and computer presentations:
Overall research indicates that students prefer PowerPoint type
presentations

from

transparencies

(Cassady,

1998).

Unfortunately,

information on whether computer presentations improve student performance

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