Teachers' and fifth graders' attitudes toward the use of interactive whiteboards at Le Thi Hong Gam primary school in EFL vocabulary teaching and learning

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

TEACHERS’ AND FIFTH GRADERS’ ATTITUDES

TOWARD THE USE OF INTERACTIVE WHITEBOARDS

AT LE THI HONG GAM PRIMARY SCHOOL

IN EFL VOCABULARY TEACHING AND LEARNING

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts in TESOL

Major code: 60140111

Submitted by MAI THI NGOC HANH

Supervisor: NGUYEN HOANG TUAN, PhD.

Ho Chi Minh City, December 2018

i

STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “Teachers’ and fifth graders’ attitudes toward

the use of Interactive Whiteboards at Le Thi Hong Gam primary school in

EFL vocabulary teaching and learning” is my own work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted from a thesis by which I have qualified

for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgment in the main

text of the thesis. This thesis has not been submitted for the award of any degree or

diploma in any other tertiary institution.

Ho Chi Minh City, 2018

MAI THI NGOC HANH

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ACKNOWLEDGEMENTS

This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the

people who have kindly contributed with an enormous commitment and enthusiasm in

my research. Without the help of those who supported me at all times and in all possible

ways, it would not have been feasible for me to complete my M.A. thesis.

First of all, I am deeply indebted to my supervisor, Dr. Nguyen Hoang Tuan, whose

compassion, encouragement and guidance throughout the research have supported me in

the thesis completion. I have truly learned from his excellent knowledge and wide

experience in research.

I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City

for providing me valuable sources of intellectual knowledge during my study. This

knowledge was very useful when I conducted this research.

I owe a great debt of gratitude to the participating teachers and students at Le Thi Hong

Gam primary school who contributed data to this thesis. Without them, the data

collection for this study could not properly been carried out.

Last but not the least; I would like to thank my family, especially my respectful and

beloved mother who gave me all support unconditionally regarding my research.

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ABSTRACT

As the rapid growth of technology, Interactive Whiteboard takes priority in

educational settings around the world. Unlike schools in developed countries where

Interactive Whiteboard application has widely spread since 1990s, only Vietnamese

public elementary schools in Hanoi and Ho Chi Minh cities have been newly

supplied with this teaching aid since 2014, including Le Thi Hong Gam primary

school. Due to its first application, therefore, the study aimed at investigating how

the EFL teachers and fifth graders perceive about teaching and learning vocabulary

mediated by the Interactive Whiteboard.

To achieve this purpose, relevant literature on the characteristics of young learners,

the background of the Interactive Whiteboard, and the understanding of vocabulary

teaching principles at primary level was reviewed in the theory chapter to shape the

theoretical framework of the study.

Based on this conceptual framework, the study was conducted on the two classes 5/1

and 5/2 with the participation of 74 fifth graders and 3 EFL teachers. Data collection

was carried out from October to December, 2017. Data were collected through the

tools of student questionnaire, teacher interview, and classroom observation. The

questionnaire was quantitatively analyzed with SPSS 20.0, while the two other tools

were qualitatively analyzed.

The findings of the study indicated that although both teachers and learners had

positive attitudes towards the influence of Interactive Whiteboard on the students’

vocabulary performance, motivation, and engagement. However, this application did

exist some certain difficulties.

Based on the research findings, the paper concluded with some pedagogical

implications and a recommendation for further study in line of research on the

Interactive Whiteboard application.

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TABLE OF CONTENT

STATEMENT OF AUTHORSHIP ......................................................................... i

ACKNOWLEDGEMENTS..................................................................................... ii

ABSTRACT............................................................................................................. iii

TABLE OF CONTENT.......................................................................................... iv

Chapter 1: INTRODUCTION .................................................................................1

1.1. Background of the study..................................................................................1

1.2. Rational for the study.......................................................................................2

1.3. Statement of problem.......................................................................................3

1.4. Purpose of the study .........................................................................................4

1.5. Research questions ...........................................................................................4

1.6. Thesis outline ....................................................................................................5

Chapter 2: LITERATURE REVIEW .....................................................................7

Overview of Chapter 2..............................................................................................7

2.1. Background of Young Learners .......................................................................7

2.1.1. Definitions and Characteristics of Young Learners..........................................8

2.1.2. Young Learners in Digital Era of the 21st Century ...........................................9

2.1.3. Theories for Young Learners’ Second Language Acquisition .......................10

2.1.3.1. Social constructivism learning theory..........................................................10

2.1.3.2. Zone of Proximal Development, Scaffolding and Mediation.......................12

2.2. Concepts of Attitudes.......................................................................................13

2.2.1. General Definition and Categories of Attitudes..............................................13

2.2.2. Teachers’ Attitudes .........................................................................................13

2.2.3. Young Learners’ Attitudes, Motivation, Engagement....................................14

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2.3. Interactive Whiteboard ...................................................................................20

2.3.1. Definitions and Characteristics.......................................................................20

2.3.2. Benefits of Interactive Whiteboard in language education.............................22

2.3.2.1. For teachers.................................................................................................22

2.3.2.2. For students..................................................................................................22

2.3.3. Challenges of Interactive Whiteboard in language education ........................23

2.3.4. Interactive Whiteboard functions....................................................................24

2.3.5. Teachers’ use of ICT in primary language education ...................................247

2.4. Vocabulary Teaching and Learning at Primary Schools.............................28

2.4.1. Definition of vocabulary .................................................................................29

2.4.2. Types of vocabulary........................................................................................30

2.4.3. The importance of vocabulary in language learning.......................................31

2.4.4. Principles of teaching vocabulary to young learners......................................32

2.4.5. An overview of vocabulary teaching and learning at Le Thi Hong Gam School......33

2.5. Previous studies................................................................................................36

2.6. The gaps in previous studies ...........................................................................39

Chapter 3: METHODOLOGY ..............................................................................42

3.1. Pedagogical Setting and Participants.............................................................42

3.1.1. Convenience sampling technique....................................................................42

3.1.2. Research setting ..............................................................................................43

3.1.2.1. Geographical traits......................................................................................43

3.1.2.2. Materials and Curricular.............................................................................44

3.1.3. Participants......................................................................................................45

3.1.3.1. Teachers.......................................................................................................46

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3.1.3.2. Students ........................................................................................................46

3.2. Research design and procedure ......................................................................48

3.2.1. Research design...............................................................................................48

3.2.2. Research procedure .........................................................................................48

3.3. Research instruments.......................................................................................49

3.3.1. Classroom observations ..................................................................................50

3.3.1.1. Rationale for classroom observations..........................................................50

3.3.1.2. Description of the classroom observations..................................................50

3.3.2. Student questionnaire ......................................................................................52

3.3.2.1. Rationale for student questionnaire.............................................................52

3.3.2.2. Description of the student questionnaire .....................................................52

3.3.3. Teacher interviews..........................................................................................52

3.3.3.1. Rational for teacher interviews..................................................................532

3.3.3.2. Description of the teacher interviews ..........................................................53

3.4. Data collection methods...................................................................................53

3.4.1. Conducting classroom observations................................................................54

3.4.2. Administering student questionnaires.............................................................57

3.4.3. Carrying out teacher interviews......................................................................57

3.5. Data analytical framework..............................................................................58

3.5.1. Analysis of classroom observations................................................................58

3.5.2. Analysis of student questionnaires..................................................................59

3.5.3. Analysis of teacher interviews........................................................................60

3.6. Methodological issues of validity and reliability ...........................................61

3.6.1. Validity and Reliability of classroom observations........................................62

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3.6.2. Validity and Reliability of student questionnaires..........................................62

3.6.3. Validity and Reliability of teacher interviews ................................................64

CHAPTER 4: FINDINGS AND DISCUSSION ...................................................66

4.1. Data analysis.....................................................................................................66

4.1.1. Data analysis of the student questionnaire......................................................66

4.1.1.1. The primary students’ emotional attitudes about learning vocabulary with

the presence of the Interactive Whiteboard ..............................................................66

4.1.1.2. The fifth-grade students’ behavioral attitudes about learning vocabulary

with the presence of the Interactive Whiteboard ......................................................70

4.1.1.3. The primary students’ cognitive attitudes about learning vocabulary with

the presence of the Interactive Whiteboard ..............................................................74

4.1.2. Data analysis of the teacher interview ............................................................77

4.1.2.1. Teachers’ general attitudes about the use of Interactive Whiteboards .......77

4.1.2.2. Teachers’ general attitudes about vocabulary teaching at primary school 81

4.1.2.3. Teachers’ general attitudes about the advantages and disadvantages of

vocabulary teaching and learning mediated by Interactive Whiteboards................84

4.1.3. Data analysis of the classroom observations...................................................94

4.1.3.1. Observation 1: Unit 2 (Lesson 1-Words), Teacher F1, Class 5/1 ...............94

4.1.3.2. Observation 2: Unit 3 (Lesson 1-Words), Teacher F1, Class 5/1 ..............96

4.1.3.3. Observation 3: Unit 3 (Lesson 1-Words), Teacher F2, Class 5/2 ...............97

4.1.3.4. Observation 4: Unit 5 (Lesson 1-Words), Teacher F2, Class 5/2 ...............98

4.2. Discussion of findings.......................................................................................99

4.2.1. Discussion on research question 1 ..................................................................99

4.2.2. Discussion on research question 2 ................................................................102

Summary of Chapter 4 .........................................................................................105

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CHAPTER 5: CONCLUSION, LIMITATION, RECOMMENDATIONS.....106

Overview of Chapter 5..........................................................................................106

5.1. Summary of main findings............................................................................106

5.1.1. Research question 1.......................................................................................107

5.1.2. Research question 2.......................................................................................107

5.2. Evaluation of methodology............................................................................108

5.2.1. Strengths........................................................................................................108

5.2.2. Limitations ....................................................................................................108

5.3. Recommendations for the teachers and students........................................109

5.3.1. For teachers...................................................................................................109

5.3.2. For students...................................................................................................110

5.4. Recommendations for further study ............................................................111

REFERENCES......................................................................................................113

APPENDIX A : CLASSROOM OBSERVATION SHEET..............................122

APPENDIX B.1: STUDENT QUESTIONNAIRE (ENGLISH VERSION)....123

APPENDIX B.2: STUDENT QUESTIONNAIRE (VIETNAMESE VERSION)

.................................................................................................................................126

APPENDIX C: TEACHER INTERVIEW PROMPTS.....................................129

APPENDIX D1: INTERVIEW TRANSCRIPTS (ENGLISH VERSION)......130

APPENDIX D2: INTERVIEW TRANSCRIPTS (VIETNAMESE VERSION)

.................................................................................................................................144

APPENDIX E: THE OBSERVED LESSONS....................................................151

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LIST OF FIGURES, CHARTS

Figure 2.1: A diagram of Interactive Whiteboard.....................................................21

Figure 2.2: Typical Pattern of Forgetting (SCHMITT, 2000:131)...........................34

Figure 2.3: Pattern offorgettimg with expanding rehearsal (Schmitt, 2000:131).....35

Figure 3.1: Flowchart of Research procedure ...........................................................49

Chart 4.1: The fifth graders’ overall emotional attitudes on vocabulary learning

within the Interactive Whiteboard.............................................................................70

Chart 4.2: The fifth graders’ overall behavioral attitudes towards vocabulary

learning within the Interactive Whiteboard ..............................................................73

Chart 4.3: The fifth graders’ overall cognitive attitudes towards vocabulary learning

within the Interactive Whiteboard.............................................................................76

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LIST OF TABLES

Table 2.1: Engagement dimensions ..........................................................................16

Table 2.2: A summary of previous studies ...............................................................39

Table 3.1: Final test for fifth-graders in Intensive English Program ........................45

Table 3.2: Demographic information of the teacher participants .............................46

Table 3.3: Demographic information of the student participants .............................47

Table 3.4: The linkage between research questions and instruments.......................50

Table 3.5: Description of Classroom Observations (see more in Appendix A) .......51

Table 3.6: The sequencing of classroom observations .............................................55

Table 3.7: The sequencing of teacher interview sessions.........................................57

Table 3.8a: Reliability Analysis (Cronbach’s Alpha) for Total Items......................63

Table 3.8b: Reliability Analysis for the Group of Emotional Attitudes...................63

Table 3.8c: Reliability Analysis for the Group of Behavioral Attitudes ..................63

Table 3.8d: Reliability Analysis for the Group of Cognitive Attitudes....................64

Table 4.1: The students’ emotional attitudes on English vocabulary learning

mediated by the Interactive Whiteboard ...................................................................67

Table 4.2: The students’ behavioral attitudes on English vocabulary learning

mediated by the Interactive Whiteboard ...................................................................71

Table 4.3: The students’ cognitive attitudes on English vocabulary learning

mediated by the Interactive Whiteboard ...................................................................74

Table 4.4: Teachers’ general attitudes about the use of Interactive Whiteboards....77

Table 4.5: Teachers’ general attitudes about vocabulary teaching at primary schools

...................................................................................................................................82

Table 4.6: Teachers’ attitudes about the advantages and disadvantages of

vocabulary teaching and learning mediated by Interactive Whiteboards.................85

1

Chapter 1

INTRODUCTION

1.1. Background of the study

According to the framework for 21st century learning, especially in the realm

of language education, media and technology skills are of great importance. As the

rapid growth of technology, Interactive Whiteboard - a large interactive display

linked to a projector and computer, takes priority in educational settings around the

world. With the potential in increasing levels of learner engagement (Beeland,

2002), it proves to be an effective instructional tool offering children an active

environment to learn. What factors engage the very young age such a long time?

Mobility, internet connectivity, touchable screen appear as significant features of an

Interactive Whiteboard that provide great opportunities to facilitate children’s

language learning and extension of learning enjoyment (Khoo, Merry, Nguyen,

Bennett & MacMillan, 2014). In particular, its functionality supports classroom

activities in advance which encourage participation, interaction, and positive

learning outcome. A study conducted by Schmid (2008) can be cited as an example

for teachers and students’ responses towards the Interactive Whiteboard. The

findings show that multimedia use not only has a positive influence on motivation,

attention, concentration, vocabulary but also makes the lesson more interesting. To

take these advantages into consideration, Vietnam has decided to add Interactive

Whiteboard into English teaching for primary students in recent years.

To communicate successfully and obtain positive academic performance,

vocabulary has literally played an important role in students’ communicative

competence (Katwibun, 2014). It is known that English language is considered to

possess the largest vocabulary size in the world (Crystal, 2002) and then its

acquisition is a vital part of learning a second language (Schmitt, 2008). It serves as

a key factor to scaffold listening, speaking, reading, and writing achievement

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(Richards & Renandya, 2002). However, learning vocabulary involves exposures in

meaningful contexts in lieu of simple memorizing definitions of words (Daniels &

Zemelman, 2004, p. 13). Therefore; teaching English vocabulary to the tender age is

a demanding job. However; the arrival of Interactive Whiteboard provide a great

promise in teaching vocabulary.

Despite the emerging benefits of Interactive Whiteboard’s adoption, much

more still needs to be done to increase awareness of how to make this device work

well with pedagogy in schools. Apart from the importance of vocabulary learning,

new technologies challenge both teaching and learning, and afford plenty of

powerful tools which transfer isolated, teacher-centered and lecture-bound

classrooms to rich, student-centered and active environments (The UNESCO World

Education, 1998). Most Computer Assisted Language Learning programs focus on

vocabulary learning implicitly or explicitly.

1.2. Rationale for the study

It is interesting to know that the most important factor in enhancing learning

relies on teachers’ perception towards instructional methodology. Likewise, as what

Richards et al. (2001) posited, “in order to understand how teachers approach their

work, it is necessary to understand the perceptions and principles they operate

from” (p. 128). Also, Li (2012) emphasizes that “a teacher’s educational

perceptions in the language teaching-learning process will exert an imperceptible

influence on forming active language teaching methods and will bring about an

improvement in students’ language abilities” (p. 36). In other words, studying

teachers’ attitudes about their vocabulary teaching within the help of Interactive

Whiteboards is one of the necessary tasks in the realm of education research.

Regarding learners’ language engagement, it is acknowledged as one of the

most important factors that impact on learning language (Fakeye, 2010). Kara

(2009) stated that learner’s engagement towards learning clearly affects students’

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behaviors and entails their performance as a result. As this author argues, engaged

learners tend to increase more positive attitudes towards language learning. Besides

the intellectual perspective, the nature of language learning has psychological and

social aspects and depends mainly on the learners’ motivation and attitude to learn

the target language (Padwick, 2010). Gardner and Lambert (1972) concluded that

alongside mental competence or language skills, students’ attitudes and perceptions

towards learning determine their ability to master a second language. They also

advocated that learner engagement could foster learning process, influence the

nature of student’s behaviors and beliefs towards the other language, its culture and

community, and this will identify their tendency to acquire that language. Hence, it

is essential to investigate the attitudes of EFL learners towards their vocabulary

learning in the mediation of Interactive Whiteboard.

1.3. Statement of problem

In Vietnam context, Interactive Whiteboard has appeared as a new tool and

there are not many cities make use of it currently for language teaching. According

to Ho Chi Minh Department of Education, the key educational commission in the

period 2016-2017 is to promote the integration of technology into English language

teaching and learning. At this time, Interactive Whiteboard is the best choice

because Interactive Whiteboard has “the capacity to facilitate more individualized

styles and rates of learning” (Gray, 2010, p. 70). However, unlike schools in

developed countries such as the United States, England, Australia where Interactive

Whiteboard application has widely spread since 1990s, Vietnamese public

elementary schools in big cities like Hanoi and Ho Chi Minh have been newly

supplied with this teaching aid since 2014. Most of them can afford one or two

electric boards because of high cost (i.e. nearly 180 million Vietnam dong for each).

In specific, half is funded from national budget, and the rest is financed by parents’

contribution.

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At Le Thi Hong Gam primary school, Interactive Whiteboard, which

students’ parents have supported enthusiastically in hope of partially devoted to the

quality of teaching and learning, has been introduced to English classes for two

years. School staffs have increased their efforts to utilize these electric tools in order

to replace traditional method as well as to meet parents’ expectation in particular

and the society in general. More specifically, it has been initially integrated into

EFL Intensive English Program. After a small talk with English teachers, it can be

stated that while learning via the Interactive Whiteboard is pleasure, interesting,

efficient and comprehensible to the students, teachers have encountered difficulties

such as the fear of failure in using, great time investment and shortage of Interactive

Whiteboard and training. While numerous studies have documented the positive

impact of Interactive Whiteboard on teaching and learning, no mention in relation to

teachers and students’ perception of Interactive Whiteboard in Vietnam has been

reported so far, especially in public elementary setting. Also, due to its first

application, it is necessary for the researcher to assess how teachers of English

perceive about the integration of Interactive Whiteboard in their EFL teaching, as

well as the fifth graders’ engagement towards learning vocabulary in their

classrooms through the mediation of this new tool.

1.4. Purpose of the study

As mentioned earlier, the study was primarily conducted to investigate the

teachers’ and fifth grade students’ attitudes towards the vocabulary EFL teaching

and learning under the employment of Interactive Whiteboard, and some practical

solutions are offered to deal with difficulties teachers have encountered in the

process of vocabulary teaching.

1.5. Research questions

In order to fulfill the purpose stated above, two research questions were

addressed as following: