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

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
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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

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.
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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.

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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

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),

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

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

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

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

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

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

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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.

 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