Master thesis English teaching methodology: Using animated E-Stories to improve primary students’ vocabulary retention at an English center in Ninh Binh

Using Animated E-Stories To Improve Primary Students’ Vocabulary Retention

Author: Lê Thị Quyên

Field: English Teaching Methodology

Abstract: This research investigates the effectiveness of using animated e-stories in teaching vocabulary to primary students. The study involved two classes of third-graders at an English center in Ninh Binh, serving as experimental and control groups. Data were collected through teaching diaries, questionnaires, and tests, analyzed both quantitatively and qualitatively. Findings indicate that animated e-stories positively influence students’ attitudes towards vocabulary learning, leading to increased engagement and improved vocabulary retention. The research suggests pedagogical implications for utilizing animated e-stories as an effective teaching tool, emphasizing the selection of appropriate stories, strategic time allocation, integration with other activities, and clear task design.

Detailed Table of Contents:

• DECLARATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• LISTS OF TABLES AND FIGURES
• CHAPTER 1: INTRODUCTION
  • 1.1. Rationale of the study
  • 1.2. Aim and objectives of the study
  • 1.3. Research questions
  • 1.4. Scope of the study
  • 1.5. Method of the study
  • 1.6. Significance of the study
  • 1.7. Design of the study
• CHAPTER 2: LITERATURE REVIEW
  • 2.1. Previous studies
  • 2.2. Vocabulary in foreign language teaching
    • 2.2.1. Vocabulary definition
    • 2.2.2. Vocabulary retention
    • 2.2.3. Vocabulary knowledge
    • 2.2.4. Methods of teaching vocabulary
  • 2.3. Young learners and language teaching
    • 2.3.1. Definition of young learners
    • 2.3.2. Characteristics of young learners
    • 2.3.3. Teaching English to young learners
  • 2.4. Animated e – stories as a teaching tool
    • 2.4.1. Definition of animated e – stories
    • 2.4.2. Criteria for animated e-stories selection
    • 2.4.3. The benefits of animated e-stories in vocabulary teaching
  • 2.5. Summary
• CHAPTER 3: METHODOLOGY
  • 3.1. Experimental Research
    • 3.1.1. Definition of experimental research
    • 3.1.2. Experimental research process
    • 3.1.3. Experimental research designs
    • 3.1.4. Rationale of using quasi-experimental method
  • 3.2. Context of teaching and learning vocabulary at Toeic center
    • 3.2.1. An overview of Toeic English center in Ninh Binh
    • 3.2.2. An overview of the text book TIENG ANH 3
  • 3.3. Participants
  • 3.4. Data collection instruments
    • 3.4.1. Teacher’s diaries
    • 3.4.2. Questionnaire
    • 3.4.3. Tests
  • 3.5. Data collection procedure
  • 3.6. Data analysis procedure
  • 3.7. Summary
• CHAPTER 4: DATA ANALYSIS AND FINDINGS
  • 4.1. Analysis of the teacher’s diaries
  • 4.2. Analysis of the questionnaire
    • 4.2.1. Students’ opinions about vocabulary learning through animated e-stories
    • 4.2.2. Students’ evaluation of their vocabulary retention after lessons using animated e-stories
    • 4.2.3. Students’ reaction to the classroom atmosphere in vocabulary lesson using animated e-stories
    • 4.2.4. Students’ opinions about the frequency of using animated e-stories in English lessons
    • 4.2.5. Students’ preference of techniques in presenting new words
    • 4.2.6. Students’ preference of activities in practicing new words through animated e-stories
    • 4.2.7. Students’ preference of activities in consolidating new words through animated e-stories
  • 4.3. Analysis of tests
    • 4.3.1. Comparison between pretest scores of experimental group and control group
    • 4.3.2. Comparison between posttest scores of experimental and control group
    • 4.3.3. Comparison between pretest and posttest scores of experimental group and control group
  • 4.4. Summary
• CHAPTER 5: CONCLUSION
  • 5.1. Recapitulation
  • 5.2. Concluding remarks
  • 5.3. Pedagogical implications
  • 5.4. Limitations of the study and suggestion for further research
• REFERENCES
• APPENDICES
  • APPENDIX 1A: TEACHING DIARIES
  • APPENDIX 1B: CRITERIA FOR TEACHING DIARIES
  • APPENDIX 2A: QUESTIONNAIRE (ENGLISH VERSION)
  • APPENDIX 2B: QUESTIONNAIRE (VIETNAMESE VERSION)
  • APPENDIX 3A: PRE-TEST
  • APPENDIX 3B: POST-TEST
  • APPENDIX 4: THE FORMULA OF MEAN, STANDARD DEVIATION AND MEDIAN
  • APPENDIX 5: SAMPLE LESSON PLAN
  • APPENDIX 6A: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU
  • APPENDIX 6B: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU