A Study On Using Audio-Visual Aids Of Students In Learning Speaking And Pronunciation At Thu Dau Mot University

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
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Course: 2019 – 2021
Major: English Language
Lecturer: Ms. Nguyễn Hoàng Minh Đứ
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

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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

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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. Chapter 6: Conclusion and Recommendations present an overview of the
study and give some suggestions for further study

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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 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

9
Following previous study, Dini Rahmawati Dewi, 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-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.

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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?
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
Write a detailed description of the major parts of your thesis
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

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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):
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
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

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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 "earbuds," 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.
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

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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.
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 conceptmaps, 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.
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

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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, 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 (SYARIFAH
RAHMI MULIANA, 2018).

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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
2.3.1 Advantages (SYARIFAH RAHMI MULIANA, 2018)
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

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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.
Distance education (SHASWATI PAN, 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 Zam Zam Al Arif (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 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 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 nonaudio-visual material.”
Dini Rahmawati Dewi, 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)

18
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. Al-Aqad, Mohammad A. Al-Saggaf 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 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 recognize

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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.``
After reviewing previous research, I have concluded that 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-visual aids of students in learning
speaking and pronunciation at Thu Dau Mot university”
CHAPTER III: METHODOLOGY
This section will describe clearly the research methodology used in the study
including research method, the participants, the data collection instrument.
1.1. THE RESEARCH METHOD
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.
1.2. 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.
1.3. 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
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.

20
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.
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. DATA COLLECTION PROCEDURES
The researcher asks and searches for contact information of English major
sophomores in advance. After that the researcher shares the online
questionnaires to the participants and asks them for help to conduct the survey
completely.
3.5. THE DATA ANALYSIS PROCEDURE
After the data collection process finishes, the students’ answers are sorted and
recorded in tables.
The researcher will use Excel to do some basic data analysis tasks. The results
after analyzing will be compared the percentages and shown through charts.
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.

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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.
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 accounts for 14.55% of total researched students.
Question No. 2. Which visual aids do you usually use to learn English speaking
and pronunciation?
◻ 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
Books 33 38%
Pictures 24 28%
Flashcards 10 11%
Filmstrips 18 21%
Dictionary on phone 1 1%
Online dictionary 1 1%
Total 55 100%

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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
speaking and pronunciation?
◻ LCD projector ◻ Television ◻ Computer
◻Virtual classroom ◻ Films
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.

23
4.2. The opinions on the advantages and disadvantages in using audio visual
aids
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%
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

24
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. 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

25
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 pronunciation is more interesting and
motivational than the traditional learning methods. The neutral idea is 9% and
there is no disagreement.
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.
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%

26
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%
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 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

27
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 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

28
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
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%
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

29
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.
CHAPTER 5. RESULTS AND DISCUSSION
4.1. RESULTS
4.1.1. 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.
To 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%.
To 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.
4.1.2. The opinions on the advantages and disadvantages in using audio visual
aids
4.1.2.1. 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

30
information from many sources, the information will be shown in audio and/or
visual, this combination will better effectiveness and we can remember longer.
One other 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.
4.1.2.2. Disadvantages
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 cancause student distractions if the color, picture, light
and effectare 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 projectorto 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.
4.1.3. General attitude of the students on using audio visual aids in learning
speaking and pronunciation at Thu Dau Mot university

31
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.
4.1.4. Aspects that need improvement in using audio visual aid to learn speaking
and pronunciation
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.
4.2. Discussion
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.
CHAPTER 6. CONCLUSION
6.1. Summary of main finding
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.
6.2. Limitations and Future Directions
Limitations of the Study

32
The researcher may summarize the limitations in the following points:
1- The sample of this study is limited to the 2-year 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.
Future Directions
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.
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37
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 thựchiện 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 âm tại Đại học Thủ
Dầu Một”. Xin vui lòng dành thờigian 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.

38
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
Thẻ ghichú Cuộn phim
3. Which audio visual aid do you usually us to 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?

39
◻ 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 nghĩviệc 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?
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?

40
7. Do you think using audio visual aids in learning speaking and pronunciation
is more interesting and motivational than the traditional learning method?
Bạn có nghĩrằng việc sử dụng các thiết bị hỗ trợ hình ảnh âm thanh trong việc
học nói và phátâm 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?
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?

41
Bạn có nghĩrằng việc sử dụng cácthiết bị hỗ trợ hình ảnh âm thanh đểchuẩn 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 nghĩrằng 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?
◻ 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?
Chấtlượng 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?

42
Bạn có nghĩcác 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!

A Study On Using Audio-Visual Aids Of Students In Learning Speaking And Pronunciation At Thu Dau Mot University

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