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THU DAU MOT UNIVERSITY
FACULTY OF FOREIGN LANGUAGE
*************
GRADUATE PAPER
TITLE:
A STUDY ON USING AUDIO-VISUAL AIDS OF STUDENTS IN
LEARNING SPEAKING AND PRONUNCIATION AT THU DAU MOT
UNIVERSITY
Student name: Trần Thị Thu Hà
Student code: 19C2202010009
Class: KBV19AV101
Course: 2019 – 2021
Major: English Language
Lecturer: Ms. Nguyễn Hoàng Minh Đức
Binh Duong, April 2022

1
THU DAU MOT UNIVERSITY
FACULTY OF FOREIGN LANGUAGE
*************
REPORT WRITTING
TITLE:
A STUDY ON USING AUDIO-VISUAL AIDS OF STUDENTS IN
LEARNING SPEAKING AND PRONUNCIATION AT THU DAU
MOT UNIVERSITY
Student name: Trần Thị Thu Hà
Student code: 19C2202010009
Class: KBV19AV101
Course: 2019 – 2021
Major: English Language
Lecturer: Ms. Nguyễn Hoàng Minh Đức

2
STATEMENT OF AUTHORSHIP
Student full name: Trần Thị Thu Hà
Student ID: 19C2202010009
Title of paper: A study on using audio-visual aids of students in
learning speaking and pronunciation at Thu Dau Mot university
I hereby confirm that I am the sole author of the paper presented. Where
the work of others has been consulted, this is duly acknowledged in the
paper’s bibliography. I have also not consulted any other unnamed online
sources. All verbatim or referential use of the sources named in the
bibliography has been specifically indicated in the text.
Date, Place Signature

3
ACKNOWLEDGEMENTS
In the process of completing my graduate paper, I have always received a
great deal of warmly help from my supervisors, teachers, students, family
and friends.
First of all, I would like to thank a lot to my supervisor, Ms. Nguyen
Hoang Minh Duc, who has been willing spent her valuable time not only
for reading, correcting and supporting lots of ideas to my report but also
for encouraging and helping me to finish this study. My gratitude also
goes to all the lecturers of the Faculty of Foreign Language at Thu Dau
Mot University who have taught me a plenty of valuable knowledge.
Secondly, I also thankful to all the teachers and students at Thu Dau Mot
university who always help me to complete my study.
Finally, I am profoundly grateful to all the members in my family and
friends, who always beside me, supporting me to complete this paper.

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ABSTRACT
This paper conducts a survey on using Audio – Visual Aids of students in
learning speaking and pronunciation at Thu Dau Mot university”.
The main purposes of the study are to show the benefit of using Audio – Visual
Aids in learning English of student at Thu Dau Mot university. In addition, it is
also to encourage using Audio – Visual Aids in learning English. The study
consists of five main chapters:
Chapter 1: Introduction shows the reasons for choosing the study, the aims,
significance, and research questions.
Chapter 2: Literature Review provides readers the overview of Audio – Visual
Aids, the advantages and disadvantages of using audio visual aids, and
previous studies about using Audio – Visual Aids.
Chapter 3: Methodology research describes clearly the research
methodology used in the study including research method, the
participants, the data collection instrument.
Chapter 4: Data Collections and Analysis refer to the survey questionnaire for
55 students who are in the second-year study of Foreign Language Faculty.
Chapter 5: Results and discussion show the result aids in each
classification which are usually used in learning and the opinions on the
advantages and disadvantages of using audio-visual aids. The next part
are conclusion and Recommendations present an overview of the study
and give some suggestions for further study.

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Contents
STATEMENT OF AUTHORSHIP .............................................................................................2
ACKNOWLEDGEMENTS.........................................................................................................3
ABSTRACT.................................................................................................................................4
CHAPTER 1: INTRODUCTION............................................................................................. 10
1.1. BACKGROUND TO THE STUDY.................................................................................. 10
1.2. AIMS OF THE STUDY. ................................................................................................... 12
1.3. SIGNIFICANCE OF THE STUDY................................................................................... 12
1.4. RESEARCH QUESTIONS. .............................................................................................. 12
1.5 THESIS OUTLINE............................................................................................................. 13
CHAPTER II: LITERATURE REVIEW ................................................................................. 14
2.1. THEORETICAL FRAMEWORK..................................................................................... 14
2.1.1 Definition and types of audio visual aids......................................................................... 14
2.2. SELECTION AND USE OF AUDIO VISUAL AIDS...................................................... 20
2.3. THE ADVANTAGES AND DISADVANTAGES OF USING AUDIO VISUAL AIDS 20
2.3.1 Advantages ................................................................................................................. 21
2.3.2 Disadvantages .................................................................................................................. 22
2.4. PREVIOUS STUDIES ON USING AUDIO VISUAL AIDS IN LEARNING SPEAKING
AND PRONUNCIATION........................................................................................................ 22
CHAPTER III: METHODOLOGY .......................................................................................... 26
3.1. THE RESEARCH METHOD............................................................................................ 26
3.2. THE PARTICIPANTS....................................................................................................... 27
3.3. DATA COLLECTION INSTRUMENT............................................................................ 27
3.3.1. Document research.......................................................................................................... 27
3.3.2. Questionnaires................................................................................................................. 28
3.4. PROCEDURES.................................................................................................................. 29
3.5. ETHICAL CONSIDERATIONS....................................................................................... 29
CHAPTER 4: DATA ANALYSIS ........................................................................................... 30
4.1. The aids in each classification that are usually used in learning........................................ 30
4.2. The opinions on the advantages and disadvantages in using audio visual aids ................. 33
4.3. General attitude of the students on using audio visual aids in learning speaking and
pronunciation at Thu Dau Mot University................................................................................ 40
4.4. Aspects that need improvement in using audio visual aid to learn speaking and
pronunciation. ........................................................................................................................... 42

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CHAPTER 5. RESULTS AND DISCUSSION........................................................................ 44
5.1. RESULTS.......................................................................................................................... 44
5.1.1. The aids in each classification which are usually used in learning................................. 44
5.1.2. The opinions on the advantages and disadvantages in using audio visual aids .............. 45
5.1.2.1. Advantages................................................................................................................... 45
5.1.2.2. Disadvantages .............................................................................................................. 45
5.1.3. General attitude of the students on using audio visual aids in learning speaking and
pronunciation at Thu Dau Mot university................................................................................. 46
5.1.4. Aspects that need improvement in using audio visual aid to learn speaking and
pronunciation ............................................................................................................................ 46
5.2. Discussion.......................................................................................................................... 47
5.3. Limitations and Future Directions ..................................................................................... 47

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CHAPTER 1: INTRODUCTION
1.1. BACKGROUND TO THE STUDY.
This chapter discusses the general background of the study. It also presents
the research questions, research aim, significance of the study, and thesis
outline.
As a human being, communication is very significant for life.
People communicate with others by using language. Through language,
people will be able to express their thoughts and feelings. Since language,
communication, and life cannot be separated, we use language in our daily
life to gain and share information with others, to express feelings and also to
interact with other people. Communication through a foreign language,
especially English, causes people to learn many things. There are four
language skills related to how we can get information from others. They are
listening, reading, speaking, and writing. Speaking is one of the ways we
communicate with others. As one of the four language skills, speaking is
really important.
People express their knowledge, experience, and skill through language. It is
really acquired by people since they were born. Therefore, languages are a
tool of communication in order to send and receive information from a
person to a person. English is one of the languages which are considered as
an international language to be used by many people in the world. Besides
that, there are many countries and people in the world who learn it.
However, each country has its own reason to learn English whether as the
first, second or foreign language. Learning English as foreign language
learner needs to know all components of language skills and sub-skills.
People who have a good ability in speaking will be better in sending and
receiving information or messages from others since most of the real

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communication is unspoken language. However, good speaking and
pronunciation is difficult to achieve. It needs a lot of practice and a suitable
technique, media or tools to learn the speaking and pronunciation.
Regarding the using audio-visual aids of students in learning speaking and
pronunciation at Thu Dau Mot, it needs more effort to deal with this
particular skill. The gap in the students’ background knowledge creates
difficulty in learning English. The students feel afraid of learning English
because they feel difficulty. The audio-visual aids have an important role to
learning the speaking and pronunciation of the students because there are so
many advantages, we can take by using audio-visual aids
Following previous study, Dini (2018) has carried out a research to “to
investigate the effect of Audio Visual Aids (AVAs) in students’ English
pronunciation and to find out the strengths and weaknesses of Audio Visual
Aids in teaching English pronunciation. Based on the result of this study, it
was found that in general, students have good perception toward the effect
of Audio-Visual Aids (AVAs) in students’ pronunciation. It was because
according to the information gathered from the instruments, it was found
that most of the students agree that by using Audio Visual Aids (AVAs)
could indicate improvement in their pronunciation. Besides, learning
pronunciation by using AVAs, it created a very interesting and fun
atmosphere. Also, watching videos of word stress made the students become
more confident in speaking English.”
After reviewing my previous study, I have concluded that audio-visual aids
have an important role to learning the speaking and pronunciation of the
students because there are so many advantages we can take by using audio-
visual aids and Audio-visual technology is an important part of the learning
process. That is why I chose my research topic of “A study on using audio-

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visual aids of students in learning speaking and pronunciation at Thu
Dau Mot university”.
1.2. AIMS OF THE STUDY.
The aims of the study are to collect the data of the students who have been
learning at Thu Dau Mot university when they were learning speaking and
pronunciation skills by using Audio – Visual Aids. It is also to show the
opinions on the advantages and disadvantages in using audio visual aids;
General attitude of the students on using audio visual aids in learning
speaking and pronunciation of stu at Thu Dau Mot university. Moreover, the
purpose is to help the student improve their speaking and pronunciation
skills by Audio – Visual Aids in communication English.
1.3. SIGNIFICANCE OF THE STUDY
It is clear that audio visual aids are important tools for teaching the learning
process. Use of audio-visual aids improves student's critical and analytical
thinking.
Students will be knowledgeable of the latest in technology, software
applications, and visual communication skills with the ability to demonstrate
the skills in using technology.
1.4. RESEARCH QUESTIONS.
In order to gain the aims mentioned above, the research process is guided by
following questions:
1. Do you think using audio visual aids when learning speaking and
pronunciation can help to understand the words clearly and communicate
correctly?

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2. Do you think Thu Dau Mot University's audio-visual aids could be
improved? If so, what should be improved?
3. Which audio-visual aid do you usually use to learn English speaking
and pronunciation?
1.5 THESIS OUTLINE
The thesis is organized into five chapters described as follows.
Chapter One provides the rationale of the study at the beginning. Then, the
objectives and the research questions are presented before describing the
scope of the study.
Chapter Two continues with a review of literature in relation to motivation
as well as a selection of framework for implementing the study. Key words
of the study are clarified in order of definitions and relevant aspects. At the
end of this chapter, the relationships among key words are drawn to point
out the gaps for this study
The research methodology approaches and the description of participants
and research tools are seen in Chapter Three.
Chapter Four reports the results through analyzing data collected. The
results were then discussed and compared with those presented in the prior
studies.
Chapter Five summarizes the key findings and draws the conclusion of the
study. The last section of this chapter indicates the implications, limitations
and recommendations for further research

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CHAPTER II: LITERATURE REVIEW
2.1. THEORETICAL FRAMEWORK
2.1.1 Definition and types of audio visual aids
2.1.1.1 Definition of audio visual aids
According to Dictionary.com: “Audio-visual aids are training or educational
materials directed at both the sense of hearing and the sense of sight; films,
recordings, photographs, etc., used in classroom instruction, library
collections, or the like.”
According to Burton (1960): “Audiovisual aids are sensory objectives and
images which stimulate and emphasis on the learning process”.
According to Carton V Good: “Audio visual aids are those aids which help
in completing the triangular process of learning that is motivation,
classification and stimulation.”
According to Kinder: “Audio visual aids are any device which can be used
to make the learning more effective, concrete, realistic, and dynamic.”
According to Edger Dale: “Audio visual aids are devices by which the use
of which communication of ideas between persons and groups in various
teaching and training situations is helped. These are also termed as multi-
sensory materials.”
2.1.1.2 Types of audio visual aids
Basing on the sensory experience, audio visual aids can be classified into 3
types as below (PVK Sasidhar, 2020):

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1. Audio aids are instructional devices in which the message can be
heard but not seen, such as Radio, Tape-recorder, Gramophone, Audio
cassette player, Earphones, MP3 player, etc.
Definition of Audio (Wand of Knowledge Team, 2021)
Radio is an effective audio aid device that is capable of providing valuable
assistance to the teacher in the classroom by presenting useful information
and learning experiences to a large number of students.
According to R. G. Raymonds, “Radio is the most significant medium for
education. As a supplement to classroom teaching its possibilities are almost
unlimited. Its teaching possibilities are not confined to the fix or six hours of
the school day. It is available from the early morning till long after
midnight. By utilizing the rich educational and cultural offerings of the
radio, children and adults in communities, however remote, have access to
the best of the world’s stores of knowledge and art. Someday its use as an
educational instrument will be as commonplace as textbooks and
blackboards.”
Radio broadcasts are of 2 types:
- General broadcast providing general information about the events and
happenings assimilating knowledge about the world, culture and life.
- Educational broadcast specifically prepared and broadcast for serving
the cause of education and classroom in the form of radio lesson, lectures,
etc.
Definition of Tape-recorder

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A tape recorder is used to record sounds on magnetic tape which can be
reproduced at will and as many times as required. An audio tape recorder,
tape deck or tape machine is an audio storage device that records and plays
back sounds, including articulated voices, usually using magnetic tape,
either wound on a reel or in a cassette, for storage.
Definition of Gramophone
A device for reproducing the sounds stored on a record: now usually applied
to the nearly obsolete type that uses a clockwork motor and acoustic horn.
Definition of Audio Cassette player
A cassette player (or cassette deck) is a machine that can play audio
cassettes. Some cassette players also can record music or other sounds on
cassette tapes. If a microphone is built-in, there is no need for a separate
microphone but in that case, the quality of sound may not be so good. Most
cassette decks were made in the late 20th century.
Definition of earphones
Small headphones in each ear also called "ear-buds," earphones stay put by
resting inside the ear or by being inserted slightly into the ear canal or with
hooks that wrap around the ear. Another variation is an earphone that clips
onto the earlobe. Contrast with over-the-ear headphones.
Definition of MP3 Player
Mp3 Player is a digital media player, usually portable, that plays and stores
files in the MP3 format.

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2. Visual aids are an instructional device (such as books, pictures,
posters, flashcards, maps, or models) that appeals chiefly to vision;
especially, an educational motion picture or filmstrip.
Definition of pictures
Picture is a visual presentation of humans, places, or things. The use of
pictures is more effective than the use of words because they are easier to
remember and retell. Children can see pictures, recall and retell or describe a
human, a place, a thing or a specific situation that is shown in the picture.
Definition of posters
Posters are visual aids that are well suited to use as independent sources of
information or as support for other presentation formats. By design, the
message displayed is brief, constant, and interactive with the viewer.
Guidelines for developing a poster include careful delineation of content,
knowledge of audience needs, and the environment or setting for the poster.
The application of basic design elements, such as simplicity of composition,
attractive color combinations, and title spacing, results in a presentation
mode that is both attracting and lingering.
Definition of flashcards
Flashcards are a study or memorization tool, with information on one or
both sides. Using flashcards is a versatile learning strategy that benefits
students of all ages.
They can be different colors, or kept simple. When studying, students may
sometimes choose to have different colored flashcards for different topics or
subject areas so they’re easy to keep tidy, or to mix up when revising with
interleaving strategies.

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Flashcards can be especially useful for students who respond to learning
through visual, tactile or kinaesthetic means. Writing then recalling
information onto flashcards is a simple revision exercise that everyone can
benefit from. There are plenty of valuable ways that flashcards can be used
to enhance learning in the classroom.
Definition of Maps
Visual mapping is the graphical organization and presentation
of knowledge. It includes concept maps, mind maps, conceptual diagrams,
and visual metaphors. Visual mapping can be done using low tech paper and
pens or high tech using real-time digital tools.
Definition of models
Models are representation of an idea, object, event, process or system.
Model is a very important teaching aid for science and geography teaching.
Model has a three-dimensional effect on the mind of the students. They are
the replica of the real subject matter.
3. Audio-visual aids are the aids in which both eyes and ears are used
together such as LCD projector, television, computer, virtual classroom,
multimedia, films, etc.
Definition of LCD projector
An LCD projector is a type of video projector for displaying videos, images
or computer data on a screen or other flat surface. It is a modern equivalent
of the slide projector or overhead projector. When connected to the
computer it will enable to project computer generated images onto a display
screen.

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Definition of television
Television, sometimes shortened to TV or telly, is a telecommunication
medium used for transmitting moving images in black-and-white or in color,
and in two or three dimensions and sound. The term can refer to a television
set, a television show, or the medium of television transmission. Television
is a mass medium for advertising, entertainment, news, and sports.
Definition of computer
Computer assisted learning (CAL) includes all aspects of using computers
as an aid to learning. Substantial research over the past 25 years provides
growing evidence that students can learn faster and better when assisted by a
computer. Computer assisted learning is divided into two major categories.
Definition of virtual classroom
A virtual classroom is a video conferencing tool where instructors and
participants engage with each other and with the learning material. The
difference with other video conferencing tools is that virtual
classrooms offer an added set of features that are essential to a learning
environment.
Definition of Multimedia
Multimedia combines five basic types of media into the learning
environment: text, video, sound, graphics and animation, thus providing a
powerful new tool for education.
Definition of film
A film, also called a movie, motion picture or moving picture, is a work of
visual art that simulates experiences and otherwise communicates ideas,

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stories, perceptions, feelings, beauty, or atmosphere through the use of
moving images. These images are generally accompanied by sound, and
more rarely, other sensory stimulations. The word "cinema", short for
cinematography, is often used to refer to filmmaking and the film industry,
and to the art form that is the result of it.
Film assists the learners’ comprehension by enabling them to listen to
language exchanges and see such visual supports as facial expressions and
gestures simultaneously. These visual clues support the verbal message and
provide a focus of attention.
2.2. SELECTION AND USE OF AUDIO VISUAL AIDS
Audio visual aids are very useful educational materials. They should be used
properly to make the learning process more effective. The following points
are important in choosing the proper use of audio visual aids:
1) Aids must be placed or held where all can see.
2) Audio visual aids should be used to achieve certain objectives.
3) Audio visual aids must be used skillfully.
4) Technical quality of the aid should be good enough.
5) Use a variety of aids.
6) Choose the suitable aid for the suitable activity.
7) The frequency of using audio-visual aids should be taken into
consideration.
2.3. THE ADVANTAGES AND DISADVANTAGES OF USING AUDIO
VISUAL AIDS

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2.3.1 Advantages
Using Audio visual aids in learning speaking and pronunciation has many
advantages for learners. Harmer (2001, p. 282) states that “audio visual aids
can add a special, extra dimension to the learning experience” as follows:
Seeing language in use: Through audio visual aids, the students have a
chance to see and hear the language, they can easily interrupt, interact with
the videos, the films, the computers,… to understand the words clearly as
well as know how the native speaker use their language. Therefore, the
learners can improve and communicate with other people correctly.
Cross-cultural Awareness: Applying audio visual aids in learning English
speaking and pronunciation is very essential because it can provide the
student the opportunity to see the cultural aspect of the language of the
English speaker. The learners can see many different things such as about
foods, festivals, customs and habits, etc. so that they can improve their
speaking skill, pronunciation as well as widen their knowledge.
The power of Creation: When the students use the audio visual aids, they
can generate some fresh ideas and create some works with these aids. It will
help them to be confident and fluent when communicating with each other
and with foreigners.
Motivation: While using traditional verbal instruction can be boring and
make the students lack of concentration, applying suitable audio visual aids
with the topics can make the students pay more attention when learning.
Besides it can motivate the students to create and provide the opportunities
to themselves and to other learners, they will be more curious and interested
in learning and expanding the subjects.

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Distance education (Shaswati, 2018): During the Covid-19 pandemic, the
students cannot take the offline class as before, audio visual aids have
played an important role in learning and teaching because they can ensure
the learning process continues as offline study.
Besides, there are more and more people who want to learn English and
other foreign languages through online classes and audio visual aids can
meet this demand.
2.3.2 Disadvantages
Although audio visual aid are essential aids in English learning today, there
are some disadvantages which happen in using process such as:
Technical problems: There are some audio visual aids that require
specialized technical support when problems happen and it will lead to the
delay in learning (Marie Liberty, n.d.).
Time consuming: The well-organized audio visual presentations with our
own slides and videos can take a considerable amount of time to prepare, to
collect the information (Marie Liberty, n.d.).
Student Distractions: Using audio visual aids throughout the entire
presentation can cause distraction versus during key points. The unsuitable
color, light, effects, pictures from the projector can draw attention away
from the speaker. Moreover, the slides with too much information can also
be distracting because the students need to try to read and/or take notes to
remember while the speaker moves on to another subject. (Marie Liberty,
n.d.)
2.4. PREVIOUS STUDIES ON USING AUDIO VISUAL AIDS IN
LEARNING SPEAKING AND PRONUNCIATION

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During learning English speaking and pronunciation process, because
English is not the mother-tongue language of the students, audio visual aids
are very useful aids to improve their English speaking skills and
pronunciation.
According to Tubagus (2018), “A quasi-experimental with non-equivalent
control group design has been applied to find out the significant effect of
audio visual media and vocabulary mastery towards the students’ learning
achievement”. After the research was conducted, the researcher found that
“AVM can be used in order to improve the speaking ability of students. The
improvement can be seen from the means of the pre-test and post-test
scores. The mean of the pre-test score was 58 and the mean of the post-test
score was 67. The gain from the pre-test to the post-test was 9 points.
Subsequently, the researcher analyzed the results and found where the
improvement was in speaking. This can be seen from the mean scores for
each aspect. For pronunciation, the score increased from 12 in the pre-test to
16 post-test.”
According to Nuraeni (2018), quantitative research using the quasi-
experimental method with two groups‟ pretest and post-test design has been
conducted. There were 2 groups involved in this experiment, an
experimental group and a control group. The experimental group received
treatment by using some techniques of video and music video by having
students retell the story from the video, while the control group experienced
non-video material. The conclusion drawn is that “the use of audio visual
material is more effective in enhancing speaking skills than the use of group
discussions. The improvement of students‟ speaking skills after treatment in
the experimental group was higher than in the control group. It was proved
by the analysis of test that shows the mean score of post-test in the

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experimental group is greater than in control group (X1posttest =58.33>
X2posttest = 45.09). It also can be seen through the result of the table paired
sample in post-test (.00 < .05). It means that there was a significant
difference between the experimental and control groups in post-test. This
output indicates that the use of audio visual material gives a significantly
greater contribution than the use of non-audio-visual material. It is
positively stated that the use of audio visual material improves students’
speaking skills and is more productively better than the use of non-audio-
visual material.”
Dini (2018) has carried out a research “to investigate the effect of Audio
Visual Aids (AVAs) in students’ English pronunciation and to find out the
strengths and weaknesses of Audio Visual Aids in teaching English
pronunciation. Based on the result of this study, it was found that in general,
students have good perception toward the effect of Audio Visual Aids
(AVAs) in students’ pronunciation. It was because according to the
information gathered from the instruments, it was found that most of the
students agree that by using Audio Visual Aids (AVAs) could indicate
improvement in their pronunciation. Besides, learning pronunciation by
using AVAs, it created a very interesting and fun atmosphere. Also,
watching videos of word stress made the students become more confident in
speaking English.”
Mohammed H., Mohammad A. and Muthmainnah (2021) conducted a study
on “The Impact of Audio-Visual Aids in Learning English among MSU
Third-Year Students”. The study included both quantitative and qualitative
methods. “To begin, a questionnaire is defined as a series of questions with
multiple-choice responses. The goal is to find out what people think about
the study. The questionnaire was created by performing surveys on prior

25
research, internet reads, and information sharing from previous researchers.
The survey was carried out among TESL Bachelor students. The survey
Using Multimedia to Motivate Students in EFL Classrooms was created by
Bouzar Mohammed Amine1, University of Béchar Cambridge. These
techniques helped modify and revise the questionnaire. Those polls fit into a
certain category. Finally, an interview is described as seeing someone face
to face and asking them a purposeful question. As a consequence, it is
possible to acquire their point of view and exchange knowledge about a
subject. Each of the 15 students will be asked five interview questions.
These difficulties, which are based on multimodal perception, need a clear
explanation.”
“This study found that integrating technology in the classroom may be a
very motivating element for BTESL students at MSU. Technology has the
potential to improve education in several ways. Most importantly, the
inclusion of technology has the potential to increase student motivation. All
students attend the class regularly since the course appears to be engaging,
as opposed to the typical classroom atmosphere, which appears to be
uninteresting and for which the students lack the required abilities to
succeed. PowerPoint presentations, training videos, and audio files are
among the tools used in the course to improve knowledge and
understanding. The youngsters were confident in their skills to finish their
projects since they were working with technology. Students delivered their
exposés in class using PowerPoint presentations and Internet-downloaded
videos. The students were ecstatic at the idea of putting their abilities to the
test, and they found the task to be both hard and fascinating.
BTESL students want their teachers to use technology in the classroom as
well. Most students who use technology become more motivated, and they

26
recognize that a computer-connected projector is the most crucial piece of
classroom equipment. This study also discovered that a variety of technical
gadgets, including computers, projectors, video, films, and multimedia,
appeared to influence foreign language acquisition. According to student
replies, there is a substantial link between language learning motivating
factors and technology use.
CHAPTER III: METHODOLOGY
This section will describe clearly the research methodology used in the
study including research method, the participants, the data collection
instrument.
Mixed methodology including both qualitative and quantitative research
methods, and a Quasi-experiment, are used to collect the data in this study.
Through using the mixed methodology, the researcher can reduce the
limitation of individual method and maximize the detailed and
comprehensive view of what is being conducted in the current research
(Creswell, 2003; Johnson & Christensen, 2004).
In particular, the pretest-posttest design as Quasi-experiment is used to
analyze and compare results to see levels of changes and improvement after
experimental manipulation. Additionally, the quantitative data collected by
using questionnaire and interview will explore students’ perceptions towards
using PR checklists as activities in writing class.
3.1. THE RESEARCH METHOD

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In this study, the researcher uses quantitative research and gets the data from
questionnaires. The researcher will send the questionnaires to the
participants which collect information about using audio visual aid in
learning speaking and pronunciation at Thu Dau Mot University to the
second-year students by Google Forms. Through the information collected,
the conclusion and some suggestions will be presented to improve more in
learning speaking and pronunciation by using audio visual aids.
3.2. THE PARTICIPANTS
The number of participants is 55 students who are in the second-year study
of Foreign Language Faculty. These students are expected to have enough
experience in learning speaking and pronunciation by using audio visual
aids.
The participants are from two classes where the researcher is the writing
teacher. Therefore, the time progress and the syllabus used for two groups
are corresponding so as to minimize the extrinsic factors influencing the
results of the study. The number of sixty participants here is anticipated. The
real number can be a bit lower or higher than expectation depending on the
number of students in each class.
The participants are divided into control group who do not engage in writing
activities with PR checklists and experimental group who do. Selecting and
appointing two groups is random.
3.3. DATA COLLECTION INSTRUMENT
When the writer approaches, analyzes and explore the subject, some specific
methods are applied to ensure the effectiveness and accuracy of the study
3.3.1. Document research

28
In this study, the writer has studied and searched documents from various
sources such as books in the library of Thu Dau Mot University, related
studies and eBook in the Internet such as from Researchgate, English
Journal, etc.
3.3.2. Questionnaires
The questionnaires are made as online questionnaires by Google Forms and
shared to the participants. The participants joining in the survey will select
the most appropriate answers and mark as instruction.
It is observed that questionnaire is one of the most often used tools which
are employed to collect data. In this study, the questionnaire is used to
collect participants’ opinions on using PR checklists because the
questionnaire allows grading and analyzing data to be objective (Oxford,
1990), and a great amount of information can be collected in short time
(Dörnyei, 2003). They are designed based on the aims of the research,
relevant theories on using PR checklists and long process of observation by
the researcher.
The questionnaire of this study is divided into two sections. The first section
includes personal information, namely age, gender and majors. The second
section consists of 16 items which are all closed responses. This means that
the participants are required to put a tick in the offered choice. The items are
designed in relation to four main clusters including perceptions of learners
towards (1) the ease of applying the method, (2) the effectiveness in
improving writing ability, (3) the effectiveness in motivating learners, and
(4) the difficulties in using. The questionnaire is then rated through five-
point Likert scale (1- strongly agree, 2- disagree, 3- neutral, 4- agree, and 5-
strongly agree). The participants are guided to tick () the scale in the

29
provided column which is corresponding to their opinions. The
questionnaire is presented in Vietnamese to make ease for the participants.
The questionnaire is written in both English and Vietnamese. There are 15
closed questions and no open questions in the questionnaire. The content of
the questionnaire includes 4 main sections: The aids in each classification
that are usually used in learning (Question 1-3); The opinions on the
advantages and disadvantages in using audio visual aids (Question 4-12);
General attitude of the students on using audio visual aids in learning
speaking and pronunciation at Thu Dau Mot university (Question 13); And
aspects that need improvement in using audio visual aid to learn speaking
and pronunciation (Question 14-15).
3.4. PROCEDURES
Checklists are applied in writing classes in accordance with the following
steps
 Step 1: Teacher exchanges written productions (essays) among students
 Step 2: Teacher delivers checklist to students and explain openly to make
sure that everyone understands each item on the checklist. Questions are
all addressed at this stage.
 Step 3: Teacher has students read their peer’s essay within 5 minutes
 Step 4: Teacher reads out loud individual criterion on the checklist and
asks students to put tick on corresponding column based on what they
have just read and their opinion.
3.5. ETHICAL CONSIDERATIONS
All the participants are voluntary to take part in this study. They are fully
informed about the purposes and steps of the research. The process of

30
joining PR checklist activity and evaluation does not harm participants
physically and psychologically. More importantly, any identifying
information is not made available to, or accessed by anyone, but the
research coordinators. The responses to the questionnaire are only collected
for conducting this study.
CHAPTER 4: DATA ANALYSIS
This chapter reports the results of the statistical analyses which are
presented into 4 main sections. The first section mentions which aids are
used in each classification of audio-visual aids. The second section deals
with the opinions of students on the advantages and disadvantages in using
audio visual aids. The third section is presented about the general attitude of
the students when using audio visual to learn speaking and pronunciation at
Thu Dau Mot University. The last section mentions the aspects which need
to be improved when using them at Thu Dau Mot University.
4.1. The aids in each classification that are usually used in learning.
Question No.1. Which audio aids do you usually use to learn English
speaking and pronunciation?
◻ MP3 Player ◻ Tape-recorder ◻ Radio ◻ Audio cassette
player
Table 4.1.1. The popularity type of audio aids are used to learn English
speaking and pronunciation.

31
Answer Student Percentage
Tape recorder 30 45%
Mp3 Player 28 42%
Radio 7 10%
Audio Cassette Player 2 3%
Total 55 100%
Table 4.1.1 shows the number and percentages of each type of audio aids
which is popular in learning, speaking and pronunciation. As displayed in
this table, 45% of the students gave feedback that they use a Tape-recorder,
and 42% of the students use MP3 players. The least commonly used aid is
audio cassette player with 3%. Overall, we can recognize that Tape-recorder
and MP3 player are the most popular audio aids used in learning speaking
and pronunciation. Besides, based on the researched results, there are 8
students who combine 2 or more audio aids to learn, this account for 14.55%
of total researched students.
Question No. 2. Which visual aids do you usually use to learn English
◻ Books ◻ Pictures ◻ Posters ◻ Flashcards
◻ Filmstrips ◻ Dictionary on phone ◻ Online
dictionary
Table 4.1.2. The popularity type of visual aids are used to learn English

32
Books 33 38%
Pictures 24 28%
Flashcards 10 11%
Filmstrips 18 21%
Dictionary on phone 1 1%
Online dictionary 1 1%
Total 55 100%
Table 4.1.2 describes the popularity of each type of visual aid used in
learning speaking and pronunciation. There are many visual aids to use in
learning and in this classification, the most popular aid is books with the
agreement of 38% of researched students. Learning English through pictures
also plays an important role with 28%. Filmstrip makes up 21%. In general,
all of these three visual aids above have been used to learn speaking and
pronunciation for a long time and they are still widely used now. The
combination of many visual aids in learning also makes up a significant rate
with 34.55%.
Question No.3. Which audio visual aid do you usually use to learn English
◻ LCD projector ◻ Television ◻ Computer
◻Virtual classroom ◻ Films

33
Table 4.1.3. The popularity of each type of audio visual aids in learning
LCD projector 5 7%
Television 23 31%
Computer 45 62%
Virtual classroom 0 0%
Film 0 0%
Total 55 100%
Table 4.1.3. indicates that the computer is the most widely used audio visual
aid in learning speaking and pronunciation to the students of Thu Dau Mot
University now with 62%. Learning English through watching television is
also a convenient method and easy to use with 31%. LCD projector is also
used in learning but it is not very popular with the researched students, the
rate is only 7%. In this research, two audio visual aids virtual classroom and
film were not chosen to use in learning speaking and pronunciation.
Moreover, the idea of combining 2 audio visual aids and above makes up
29.09%, it can be considered a good method in learning because each aid
will have different advantages and disadvantages.
4.2. The opinions on the advantages and disadvantages in using audio
visual aids

34
Question No. 4. Do you think using audio visual aids when learning
speaking and pronunciation can help to understand the words clearly and
communicate correctly?
◻ Agree ◻ Neutral ◻ Disagree
Table 4.2.1
Agree 45 82%
Neutral 10 18%
Disagree 0 0%
Total 55 100%
Table 4.2.1 indicates that most of the students (82%) agree that using audio
visual aids can improve the ability to understand the words clearly and
communicate correctly. The neutral idea is 18% and there were not any
students disagreeing with this advantage of using audio visual aids.
Question No. 5. Do you think using audio visual aids when learning
speaking and pronunciation can widen your knowledge on many topics in
English?
Table 4.2.2
Agree 45 82%

35
Neutral 10 18%
Disagree 0 0%
Total 45 100%
Table 4.2.2. shows that there are 82% of the researched students who agree
that using audio visual aid when learning speaking and pronunciation can
help to widen our knowledge on many topics in English. The neutral
answers make up 18% and there are no disagreed students. The conclusion
drawn is that using audio visual aids in learning speaking and pronunciation
can motivate the students to discover many topics and have a clear
understanding of each subject with the combination of audio and visual.
Question No. 6. Do you think using audio visual aids can help you generate
more ideas?
Table 4.2.3
Agree 41 75%
Neutral 14 25%
Disagree 0 0%
Total 55 100%
Table 4.2.3 indicates that the agreement result with the given point of view
makes up 75%, the neutral answer is 25% and there is no disagreement.

36
With this percentage, we can conclude that using audio visual aids in
learning speaking and pronunciation has a great impact to generate new
ideas. The combination of images and sounds can provide a comprehensive
view of each topic and also facilitate association and creativity. 4.2.3. Using
audio visual aids can help to generate more ideas.
Question No. 7. Do you think using audio visual aids in learning speaking
and pronunciation is more interesting and motivational than the traditional
learning method?
Table 4.2.4
Agree 50 91%
Neutral 5 9%
Disagree 0 0%
Total 55 100%
Table 4.2.4 mentions the number and percentage of the students who
responded whether using audio visual aids in learning speaking and
pronunciation is more interesting and motivational than the traditional
learning methods. As revealed in the table, most of the researched students
(91%) agreed that using audio visual aids in learning speaking and
learning methods. The neutral idea is 9% and there is no disagreement.

37
Question No. 8. During Covid-19 pandemic, the students cannot take
offline class as before, do you think audio visual aids play an important role
in learning online?
Table 4.2.5
Agree 49 89%
Neutral 6 11%
Disagree 0 0%
Total 55 100%
Table 4.2.5 represents the proportion and number of students who responded
whether using audio visual aids in learning speaking and pronunciation
plays an important role in learning online during the Covid-19 period.
Through the survey results, we can clearly recognize that most of the
respondents agreed with this statement. Only 11% of the students had
neutral ideas and none of the students disagreed with the statement. Overall,
the following conclusion can be reached that during the Covid-19 pandemic
period, using audio visual aids in learning online are much more important
because the information of the lectures was communicated online and based
on the audio visual aids. The aids will impact much more in understanding
and they are also facilities to widen the knowledge as well as improve many
skills when learning.

38
Question No.9. Have you met technical problems when using audio visual
aids such as the LCD projector?
◻ Yes ◻ No
Table 4.2.6. The technical problems happen when using audio visual aid in
learning speaking and pronunciation.
Yes 41 75%
No 14 25%
Total 55 100%
Table 4.2.6 shows the number and percentage of students who responded
whether they met the technical problem when using audio visual aids in
learning speaking and pronunciation. The results reflect that 75% of students
met the technical problems when using and 25% of the students haven’t met
the technical problems before. Overall, it can be concluded the technical
problem is a big disadvantage when using audio visual aids.
Question No. 10. Do you think it takes much time to prepare a good
presentation using audio visual aids?
Table 4.2.7
Agree 29 53%

39
Neutral 18 33%
Disagree 8 14%
Total 55 100%
Table 4.2.7 shows the number of students and percentage of viewpoints in
the statement it takes time to prepare a good presentation. 53% of the
students agreed with this statement. Although 33% of the students were
neutral and 14 % of the students disagreed, it can be concluded that in some
students' opinion, using audio visual aids in preparing a good presentation
takes a lot of time and it can be considered a pretty big disadvantage.
Question No. 11. Do you think the audio visual aids can cause student
distractions if the color, picture, light and effects are not suitable with the
content?
Table 4.2.8
Agree 32 58%
Neutral 12 22%
Disagree 11 20%
Total 55 100%
Table 4.2.8 represents the number and proportion of students who show
their ideas about the distractions when using audio visual aids in learning

40
speaking and pronunciation if the color, picture, light and effects are not
suitable with the content. In common, more than a half of the researched
students agreed with this statement, the rate is 58%. The neutral opinions
account for 22% and 20% of the students disagreed with the statement. In
short, the match between the content and the color, picture, light and effects
can cause the student distractions.
Question No. 12. Which difficulties do you face when using the projector to
learn? ◻ Cannot see clearly ◻ Color is hazy ◻ Other
Table 4.2.9
Cannot see clearly 23 38%
Color is hazy 27 44%
Other 11 18%
Total 55 100%
Table 4.2.9 indicates the number and the percentage of the students who
responded to which difficulties they face when using the projector to learn.
It can be clearly seen that color hazy is the biggest difficulty when using the
projector with 44%. Cannot see clearly accounts for 38% and some other
reasons make up 18%. Besides, 10.91% of the students responded that the
color hazy and cannot see clearly are both difficulties for them when
learning by the projector. Overall, it could be assumed that the quality of
color and picture affects much when using the projector in learning.
4.3. General attitude of the students on using audio visual aids in

41
learning speaking and pronunciation at Thu Dau Mot University
Question No. 13. Are you interested in using audio visual aids in learning
speaking and pronunciation at Thu Dau Mot University?
◻ Not interested ◻ Interested ◻ Very interested
Table 4.3.1
Not interested 4 7%
Interested 44 80%
Very interested 7 13%
Total 55 100%
Table 4.3.1 represents the number and proportion of students who responded
whether they are interested in using audio visual aids in learning speaking
and pronunciation at Thu Dau Mot University. As revealed in the table, 44
out of 55 students are interested in using audio visual aids in learning these
2 skills, the corresponding ratio is. Overall, 13% of the students are strongly
interested in using the aids. The uninterested rate is only 7%. It can be
concluded that most of the students are interested or very interested in using
audio visual aids in learning speaking and pronunciation at Thu Dau Mot
University.
Question No. 14. Are the quality and quantity of audio visual aids at Thu
Dau Mot University sufficient for teaching and learning?
◻ Yes ◻ No

42
Table 4.3.2
Yes 42 76%
No 13 24%
Total 55 100%
Table 4.3.2 shows the number and percentage of the students who responded
whether the quality and quantity of the audio visual aids at Thu Dau Mot
University are sufficient for teaching and learning. As shown in this table,
42 out of 55 students responded that the quality and quantity of the aids
were sufficient for learning and teaching, the corresponding ratio is 76%.
Meanwhile, 24% of the students thought the quality and quantity of the
audio-visual aids at Thu Dau Mot University were not sufficient for teaching
and learning. In short, the current audio-visual aids at Thu Dau Mot
University can serve quite well for teaching and learning.
4.4. Aspects that need improvement in using audio visual aid to learn
Question No. 15. Do you think Thu Dau Mot University’s audio-visual aids
could be improved? If so, what should be improved?
◻ Sound ◻ Connection ◻Picture
Table 4.4.1
Sound 33 35%

43
Connection 36 38%
Picture 26 27%
Total 55 100%
Table 4.4.1 represents the number and proportion of the students who
responded to whether the audio-visual aids of Thu Dau Mot University
could be improved and which aspects of the aids should be improved. As
revealed in the table, 33 out of 55 students thought that the sound of the
audio-visual aids could be improved, the corresponding ratio is 35%, while
38% of the students responded that the connection should be improved. The
rate of the students’ opinion for picture improvement is 27%. Besides, 24
out of 55 students responded that there were 2 or more aspects of the audio-
visual aids that should be improved, this viewpoint made up 43.64%. It can
be concluded that although the audio-visual aids are quite good to use in
teaching and learning currently, improvements to these aids should be done
to ensure the effectiveness in teaching and learning.

44
CHAPTER 5. RESULTS AND DISCUSSION
5.1. RESULTS
5.1.1. The aids in each classification which are usually used in learning
The most popular audio aids which are used in learning speaking and
pronunciation are Tape recorder and Mp3 player. Some students also
combine 2 or more aids in learning.
For the visual aids, 66% of the students use books and pictures in learning
speaking and pronunciation. The rate of students who use 2 or more aids is
quite significant with 34.55%.
For audio visual aids, the students responded that computers played an
important role in learning speaking and pronunciation with 62%. The next
popular aid is television with 31%. These 2 aids are widely used in learning.
The other audio visual aids only make up an insignificant ratio.

45
5.1.2. The opinions on the advantages and disadvantages in using audio
visual aids
5.1.2.1. Advantages
Most of the students think that audio visual aids can help in learning
speaking and pronunciation in many aspects such as assisting to understand
the words clearly and communicate correctly with 82% of students agreeing.
The next advantage of using audio visual aids when learning speaking and
pronunciation is that they can help to widen our knowledge on many topics
in English (with 82% of students agreeing) because, during the learning
process, we prepare many presentations as well as lessons, we need to
collect information from many sources, the information will be shown in
audio and/or visual, this combination will better effectiveness and we can
remember longer.
Another advantage is that using audio visual aids during the learning process
can help the students generate more ideas, the agreement ratio is 75%.
To the statement ‘using audio visual aids in learning speaking and
pronunciation is more interesting and motivational than traditional
methods”, there are 91% of the students showing the agreement with it.
Through the audio-visual aids, the students are more enthusiastic and
interested in the learning. It also provides the students opportunities to speak
and develop the accuracy, fluency and keeps the learners highly motivated.
Overall, during the Covid-19 period, the students cannot take offline classes
as before, so audio visual aids play an important role in learning speaking
and pronunciation, 89% of the students agreed with this statement.
5.1.2.2. Disadvantages

46
Technical problems: 75% of the students have met technical problems
when using audio visual aids. This is a very large percentage and it affects
the effectiveness of audio-visual aids.
Taking much time to prepare a presentation: The students’ opinions in
this statement made up a bit more than a half with 53%, the neutral idea was
33% and only 14% of the students disagreed with this statement. It shows
that there are still many difficulties in using audio visual aids to prepare a
good presentation and it leads to spending more time to finish.
Audio visual aids can cause student distractions if the color, picture,
light and effect are not suitable: The agreement ratio of this statement was
58%, a very significant rate, it can be concluded that color, picture, light,
and effect have a great influence on the effectiveness and student
concentration of the student while learning speaking and pronunciation with
audio visual aids.
To the difficulties which the students face when using the projector to
learn: The biggest difficulty is hazy color with 44%, the second problem is
that they cannot see clearly. There are some students (10.91%) who face
both difficulties.
5.1.3. General attitude of the students on using audio visual aids in
learning speaking and pronunciation at Thu Dau Mot university
Through the results of the survey, 93% of the students are interested in or
very interested in using audio visual aids to learn speaking and
pronunciation at Thu Dau Mot University.
5.1.4. Aspects that need improvement in using audio visual aid to learn
speaking and pronunciation

47
Based on the survey result of Question No. 14, it can be concluded that the
quality and quantity of the audiovisual aids at Thu Dau Mot University are
quite sufficient for teaching and learning with 76%. However, the quality of
the audio-visual aids also needs to be improved for all 3 factors sound,
picture, and connection.
5.2. Discussion
Basing on the results of the study, it can be concluded that audio visual aids
play a very important role in learning speaking and pronunciation. In reality,
the students will combine 2 or more audio visual aids to reach their learning
objectives. This combination can overcome weaknesses and complement
each other's strengths.
In general, the quality and quantity of the audio-visual aids at Thu Dau Mot
University are sufficient for teaching and learning. But the quality is
required to improve all of the 3 factors: sound, picture, and connection so
that it can bring the best communication for the students.
Most of the students (82%) admit that using audio visual aids when learning
speaking and pronunciation can help them to understand the words clearly
and communicate correctly. There is no disagreement in this case. The
audio-visual aids can increase the students’ motivation by assisting the
students to understand the material clearly, make the learning process
interesting, and motivate them to involve actively in learning process. The
results of the study are suitable with the previous studies mentioned in the
literature review.
5.3. Limitations and Future Directions
The researcher may summarize the limitations in the following points:

48
1- The sample of this study is limited to the 2nd grade students at the
Faculty of English at Thu Dau Mot University.
2 - The results of the study are limited by the time for the period in which
the study was conducted as technology and its applications may change
dramatically in the near future.
3 - The time of the study is limited to the period of the second semester of
2021-2022.
With the development of technology today, the popular type of audio-visual
aids can change to a more modern aid such as a laptop and the quality of the
audio visual aids will become better and better, it will be more convenient to
use and get better performance in learning speaking and pronunciation.
REFERENCES
1. Definition of audiovisual aids. (1935). Www.Dictionary.Com.
https://www.dictionary.com/browse/audiovisual-aids
2. S. Jindal & Lalita Vatta (2021). Audio Visual Aids. Retrieved on
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3. A. (2014). Audio Visual Aids in Education, Definition, Types &
Objectives. Study Lecture Notes.
4. Dr. Gitanlaji Padhi (2021). Audio Visual Aids in Education. JETIR,
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https://www.jetir.org/papers/JETIR2104232.pdf
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raniry.ac.id/id/eprint/3795/1/SYARIFAH%20RAHMI%20MULIANA.pdf
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6717310.html
8. Tubagus Zam Zam Al Arif1 (2020). The Influences of Audio Visual
Media and Vocabulary Mastery towards English Learning Achievement of
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ESL/EFL Classroom. South Florida Journal of Development, Miami, Vol. 2
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52
APPENDIX 2
PHỤ LỤC 2
QUESTIONNAIRE
BẢNG CÂU HỎI KHẢO SÁT
Hello, my name is Tran Thi Thu Ha. I am in final year of Bachelor program
in Faculty of Foreign Language at Thu Dau Mot University. My major is
English and I am conducting a survey to collect the data for my study with
the title “A Study on using audio visual aids of students in learning speaking
and pronunciation at Thu Dau Mot University”. Please kindly take time to
fill the questionnaire out completely. Your answers are very importance to
me and this information is used only for my study.
Xin chào, tôi tên là Trần Thị Thu Hà. Tôi là học viên năm cuối của Chương
trình cử nhân Khoa Tiếng Anh Đại Học Thủ Dầu Một. Chuyên ngành của
tôi là Tiếng Anh và tôi đang thực hiện một cuộc khảo sát để thu thập thông
tin cho đề tài nghiên cứu của mình với tựa đề “Nghiên cứu và việc sử dụng
thiết bị hỗ trợ hình ảnh âm thanh của sinh viên trong việc học nói và phát

53
âm tại Đại học Thủ Dầu Một”. Xin vui lòng dành thời gian để hoàn tất bảng
khảo sát này. Các câu trả lời của bạn rất quan trọng đối với tôi và những
thông tin thu thập được chỉ được dùng trong đề tài nghiên cứu này.
Thank you very much!
Xin chân thành cảm ơn!
I. Survey question/Câu hỏi khảo sát
Please stick with (X) to the answer(s) which are most appropriate to you.
Vui lòng đánh dấu (X) và câu (những câu) trả lời phù hợp nhất với bạn.
1. Which audio aids do you usually use to learn English speaking and
pronunciation?
Bạn thường sử dụng thiết bị hỗ trợ âm thanh nào để học nói và phát âm?
◻ MP3 Player ◻ Tape-recorder ◻ Radio ◻ Audio cassette
player
Máy MP3 Máy ghi âm Radio Máy cassette
2. Which visual aids do you usually use to learn English speaking and
pronunciation?
Bạn thường sử dụng thiết bị hỗ trợ hình ảnh nào để học nói và phát âm
tiếng Anh?
◻ Books ◻ Pictures ◻ Posters
Sách Hình ảnh Áp phích
◻ Flashcards ◻ Filmstrips

54
Thẻ ghi chú Cuộn phim
3. Which audio visual aid do you usually learn English speaking and
pronunciation?
Bạn thường sử dụng thiết bị hỗ trợ hình ảnh âm thanh nào để học nói và
phát âm tiếng Anh?
◻ LCD projector ◻ Television ◻ Computer
Máy chiếu Tivi Máy vi tính
◻Virtual classroom ◻ Films
Lớp học ảo Phim
pronunciation can help to understand the words clearly and communicate
correctly?
Bạn có nghĩ việc sử dụng thiết bị hỗ trợ hình ảnh âm thanh khi học nói và
phát âm có thể giúp hiểu từ ngữ rõ ràng và giao tiếp chính xác?
Đồng ý Trung lập Không đồng ý
pronunciation can widen your knowledge on many topics in English?
Bạn có nghĩ rằng việc sử dụng thiết bị hỗ trợ nghe nhìn khi học nói và phát
âm có thể mở rộng kiến thức của bạn về nhiều chủ đề trong tiếng Anh
không?

55
6. Do you think using audio visual aids can help you generate more
ideas?
Bạn có nghĩ rằng việc sử dụng các thiết bị hỗ trợ bằng hình ảnh âm thanh
sẽ giúp tạo ra nhiều ý tưởng hơn?
7. Do you think using audio visual aids in learning speaking and
learning method?
Bạn có nghĩ rằng việc sử dụng các thiết bị hỗ trợ hình ảnh âm thanh trong
việc học nói và phát âm thì thú vị và có động lực hơn phương pháp học
truyền thống không?
8. During Covid-19 pandemic, the students cannot take offline class as
before, do you think audio visual aids plays an important role in learning
online?
Trong đại dịch Covid-19, sinh viên không thể học tại lớp như trước đây, bạn
có nghĩ các thiết bị hỗ trợ hình ảnh âm thanh đóng vai trò quan trọng trong
việc học online không?

56
9. Have you met technical problems when using audio visual aids such
as the LCD projector?
Bạn có gặp các vấn đề kỹ thuật khi sử dụng các thiết bị hỗ trợ âm thanh
hình ảnh như máy chiếu không?
◻ Yes ◻ No
Có Không
10. Do you think it takes much time to prepare a good presentation using
audio visual aids?
Bạn có nghĩ rằng việc sử dụng các thiết bị hỗ trợ hình ảnh âm thanh để
chuẩn bị một bài thuyết trình tốt mất nhiều thời gian?
11. Do you think the audio visual aids can cause student distractions if
the color, picture, light and effects are not suitable with the content?
Bạn có nghĩ rằng các thiết bị hỗ trợ hình ảnh âm thanh có thể gây ra sự mất
tập trung nếu màu sắc, hình ảnh, ánh sáng và các hiệu ứng không phù hợp
với nội dung?
12. Which challenges do you face when using the projector to learn?

57
◻ Cannot see clearly ◻ Color is hazy ◻ Other
Không thể nhìn rõ Màu sắc không rõ Khác
13. Are you interested in using audio visual aids in learning speaking
and pronunciation at Thu Dau Mot university?
◻ Not interested ◻ Interested ◻ Very interested
14. Is the quality and quantity of Thu Dau Mot University's audio-visual
aids sufficient for teaching and learning?
Chất lượng và số lượng các thiết bị hỗ trợ hình ảnh âm thanh của Trường
Đại học Thủ Dầu Một có đủ phục vụ cho việc dạy và học không?
◻ Yes/ có ◻ No/ Không
15. Do you think Thu Dau Mot University's audio-visual aids could be
improved? If so, what should be improved?
Bạn có nghĩ các thiết bị hỗ trợ hình ảnh âm thanh của Trường Đại học Thủ
Dầu Một nên cải thiện không? Nếu có, thì cần cải thiện điều gì?
◻ Sound/ Âm thanh ◻ connection/ Kết nối◻ Picture/ Hình ảnh
Thank you for your support!
Cảm ơn sự giúp đỡ của các bạn!

Luận Văn Tiếng Anh English Language Đại Học Thủ Dầu Một.docx

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