The effectiveness of picture books 2

THE EFFECTIVENESS OF PICTURE BOOKS

IN TEACHING SPEAKING SKILLS FOR 11 GRADE STUDENTS AT

TRAN PHU HIGH SCHOOL IN GIA LAI PROVINCE

TABLE OF CONTENT

CHAPTER 1: INTRODUCTION..........................................................................3

1.1 Background of the study...................................................................................3

1.2 Aims and objectives of the study..................................................................6

1.3 Research questions.........................................................................................6

1.4 Scope of the study...........................................................................................7

CHAPTER 2: LITERATURE REVIEW..............................................................8

2.1 Definitions of picture book............................................................................8

2.2 The importance of developing English speaking skills for high school

students.................................................................................................................9

2.2.1 Teaching speaking skills in High school................................................9

2.2.2 The use of Picture Book in teaching English.......................................11

2.3 Benefits of using picture books in teaching speaking skills......................13

CHAPTER 3. METHODOLOGY.......................................................................15

3.1 Research design............................................................................................15

3.2 Research site.................................................................................................16

3.3 Population and sampling.............................................................................17

3.4 Data collection instruments.........................................................................18

3.5 Data analysis procedure..............................................................................19

3.5.1. Data analysis on the pre and post-test....................................................19

3.5.2 Data analysis on the questionnaire..........................................................20

3.5.2.1 Definition of language learning attitudes.........................................20

3.5.2.2 Components of attitudes.....................................................................21

3.5.3 Scoring rubric............................................................................................22

4. Timeline..............................................................................................................22

References..............................................................................................................23

CHAPTER 1: INTRODUCTION

1.1 Background of the study

With globalization, English has grown increasingly important worldwide. Today,

English is seen as an indispensable foreign language, it is a particularly useful

means of communication, economic exchange, and cultural etc., all over the world

(McKay, 2018). Teaching English in recent years is an inevitable national strategic

need. English is no longer a subject to be encouraged but has become a compulsory

subject in professional schools(Hult, 2017). The Education Department also

encourages teachers to use advanced teaching methods to help students be more

interested in learning English.

As it can be seen, English is an important communication tool in integrating with

the international and regional community, access to scientific information,

technology, socio-cultural as well as political events, and all around the world.

Since Vietnam's accession to WTO, English is used more and more widely (Vu￾Thanh, 2017). Teaching foreign languages always has many fluctuations and

changes according to the general evolution of world civilization and culture - That

is something that no one can deny (Byram, 2002). Therefore, it is required that the

instructors of this subject always have responsibility and enthusiasm to effectively

transmit knowledge, meet the requirements of society. Through the years of

applying innovative methods in teaching English for High School with new

textbook program, many teachers have had experiences and initiatives to actively

serve the teaching of English subject (Kırkgöz, 2008). However, the author realizes

that there are still problems that continue to arise in the reality of teaching at our

school that we ourselves, the teachers of teaching this subject, always pondered,

thinking and finding solutions. One of the issues is: how to effectively teach

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