Ảnh hưởng của Visual Thinking Strategy lên khả năng giao tiếp tiếng Anh của sinh viên chuyên ngành



THEIMPACTOFVISUALTHINKINGSTRATEGY

21(1/,6+/18(0-25625/

&20081,&7,21352),&,(1&

1HQ7KLLHHQ



3KDQ7KLDP



(PDLOQHQWKLLHKHQQWHQ

Received:05/08/2024

Revised:17/02/2025

Accepted:26/02/2025

DOI:10.59266/houjs.2025.537

EVWDFWVisualThinkingStrategycanbecharacterizedasa“meta-visual-lingual”

endeavorinvolvingtheverbalarticulationofthoughtsprovokedbyavisualstimulus.The

attemptistoenhanceanindividual’scapacitytointerpret,describe,andanalyzeimageryby

engaginginactiveobservationandcollaborativediscussion.Thisstudyaimstoclarifyhow

LVDWKLQLQVWDWHLVHPSRHGLQVSHDLQHVVRQVWRVRHVWGHQWV(QLVKVSHDLQ

problems in university education. The sample included 70 English-majored students at

DongNaiTechnologyUniversity,comprising35rst-yearstudentsand35sophomores.The

examination of the questionnaireand semi-structured interviews indicated that activities

inspiredbyVisualThinkingeectivelypromotestudents’easeinspeakingsituations,thereby

resultinginimprovedpracticeandprociencyinEnglishspeakingability.Thissuggeststhat

VisualThinkingmayserveasaneectiveapproachtoprovidinguniversitystudentswithan

activelearningenvironment.Nonetheless,thenotionofvisualthinkingandthebenetsof

activitiesinspiredbyvisualthinkingarerelativelyunfamiliarconceptswithintherealmof

Englisheducation.Consequently,additionalstudiesarenecessarytocreatelessonplansthat

LQRSRDWHLVDWKLQLQVWDWHLHVRHDQHVRWKH(QLVKDQDH

.HRVEnglishspeakingability;Englishspeakingproblems;Visualthinkingstrategy.



FacultyofForeignLanguages,DongNaiTechnologyUniversity,BienHoaCity,Vietnam.

,,QWURGFWLRQ

Oral communication plays a vital

role in acquiring a language; however,

K FUUQ VFKRRO FUULFOP UTQO

overlooks the importance of developing

the skill (Kabellow et al., 2020). The

LVLQJJDSKDVORQPURVVQV

facingissuessuchasshyness,diminished

condence, and anxiety over judgment,

KLFK PD FRQULE R VDJ ULJK DQ

LPS KLU FDSDFL R ODUQ D VFRQ

languageeectively(Daymieletal.,2022).

In the absence of sucient opportunities

forspeakingpractice,studentsaredeprived

ofthechancetocultivateuencyandthe

QDUDO FRPPQLFDLRQ VNLOOV KD DU

crucialforeectivereal-worldinteractions.



In Vietnam, the attainment of

English speaking prociency has

LQFUDVLQJOJDUQUDQLRQURPPDQ

QUJUDDVRLVVVQLDOUROLQ

LQUQDLRQDO FRPPQLFDLRQ VKDS E

globalintegration.ProciencyinEnglish

VSDNLQJ VNLOOV KDV EFRP D SULPDU

objectiveinthetertiarycurriculumatmany

Vietnamese universities. Nonetheless,

conventional teaching approaches fall

short of equipping individuals with the

VVQLDO RROV DQ VROLRQV Q

to tackle existing deciencies. The

UDLLRQDO PKRRORJ PSKDVLV K

role of teachers, textbooks, and their

explanations,withstudentsanticipatedto

remain passive, listening attentively and

memorizingcontent.Thismethodpresents

multiple drawbacks, such as limited

independence, inadequate practical life

skills,and emotional turmoil.Therefore,

it is essential to incorporate innovative

PKRRORJLV LQR LVLQJ DFKLQJ

practicestoaddresstheseshortcomings.

Visual thinking strategy (VTS)

USUVQV D SURPLQQ DSSURDFK LKLQ

the realm of active learning styles.VTS

enableslearnerstoengagewithartworks,

fostering the development of essential

skillslikevisualliteracy,criticalthinking,

and communication abilities, including

listening and self-expression (Yenawine,

2013). Furthermore, numerous

investigations have been conducted

regardingtheecacyofVTS,suchasthe

QKDQFPQRFULLFDOKLQNLQJDELOLLV

in young children (O’Leary, 2010); the

LPSDF R976RQ ODUQUVLQ RUK DQ

fthgrades(Moelleretal.,2013);andthe

DSSOLFDLRQR976LQDFKLQJULLQJR

secondarystudents(Yeom,2018).

Nonetheless, the investigation into

K LPSDFV R976 RQ(QJOLVKVSDNLQJ

remains constrained, particularly within

thecontextofVietnam.Thisstudyseeks

toexploretheinnovativeVisualThinking

(VT) methodology and its potential

eectsontheEnglishoralprociencyand

ODUQLQJ DLV R UVKPQ D RQJ

NaiTechnologyUniversity(DNTU).This

LOO DVVLV(QJOLVK DFKUV LQ QKDQFLQJ

their teaching techniques and serve as a

UDPRUNRUDLLRQDOUVDUFKRFV

on advancing learners’ English speaking

skills.

,,/LWHUDWUH5HYLH

2.1. Students’ English speaking

problems

ThestudyconductedbyGan(2012)

DPLQ KFKDOOQJV VQVDFLQ

developing theirEnglish speakingskills.

It identied several issues, including

insucientvocabulary,anoverwhelming

emphasis on various grammatical

structures, and a lack of opportunities

RU VSDNLQJ (QJOLVK ERK LQ FODVVURRP

settings and outside environments.

Nevertheless, even during speaking

lessons, Sarmiento Alayon et al. (2023)

notedthatmanystudentsfrequentlyavoid

participatingactivelyduetoawidespread

DU R ELQJ J E KLU SUV DQ

instructors. The presence of anxiety

FRQULEVRDFODVVURRPDPRVSKUKD

SRVV JUDU FKDOOQJV DQ LPLQLVKV

the overall enjoyment for learners.

Furthermore, many learners occasionally

ODFN LDV UJDULQJ QDPLOLDUVSDNLQJ

topicsassignedtothem.Whenfacedwith

uncertainty,learnersoftenoptforsilence

or minimal participation. Consequently,

ODUQUV RUL VVQLDO FKDQFV R

QJDJ DQ QKDQF KLU ODQJDJ

abilities in a dynamic environment.

(FDRUV PV DUVV KLU VQV

emotional needs, preparing them for



PDQLQJO QJDJPQ LQ K UDO

world (Sarmiento Alayon et al., 2023).

(FDRUV FDQ QUU FRPPQLFDLRQ

skills and empathy in the classroom,

creating a supportive environment that

encourages opendialogue,collaboration,

andindividualgrowth.

2.2.Visualthinkingstrategies

Fernández-Fontecha et al. (2018)

FKDUDFUL 97 DV D PKRRORJ

PSKDVLLQJ K UODLRQVKLS EQ

visualperceptionandcognitiveprocesses.

Thisapproachemploysarangeofvisual

components,includingimages,colors,and

lines,eachcarryingsignicantmeanings

that necessitate cognitive engagement

forpropercomprehension.Similarly,Liu

(2022) emphasizes that incorporating

visuals facilitates the connection

EQ DEVUDF FRQFSV DQ FRQFU

representations,fosteringamoreintuitive

and engaging learning atmosphere.

This approach fosters an environment

where students can investigate various

viewpoints and articulate their ideas

visually, thus enhancing self-expression

andteamworkwithintheclassroom.

VTS serves as a student-centered

teachingmethod,necessitatingactiveand

cooperative participation from learners

in the classroom (Cappello & Walker,

2016).Studentsmustengageactivelyby

FKDQJLQJ KLU KRJKV R DVVLV DFK

RKU LQ DFTLULQJ JUDU NQROJ

within the classroom (Hess, Young, &

Arbogast,2019).

976 FRQVLVV R RU LVLQF

components. Yenawine (2013) identies

these components as viewing artworks,

answering questions, engaging in

discussion, and concluding the lesson

with the teacher.These components can

be applied in numerous ways, tailored

RK VEFV RU VNLOOV FDRUVDLP R

enhance.Forinstance,VTScanenhance

listeningskills,visualliteracy,reasoning,

andcommunication.

Moeller et al. (2013) indicate

KD K PKR DFLOLDV ODUQUV LQ

JQUDLQJQLDVLKJUDUURP

and independence.Additionally,Campos

(2018) asserted that using pictures and

photographsallowslearnerstocreatively

andcriticallythinkaboutbar,line,circle,

andgraphicgraphs.

3HLRVVWLHV

Numerous investigations have

EQFDUULRLQKFRQRULLQJ

classroomsrelatedtolanguageinstruction.

Yeom(2018)utilizedimagesfrompicture

ERRNV R QKDQF K  ULLQJ VNLOOV

of Korean secondary EFL learners. The

V VEFV FRPSULV RUDQ (

secondarylearners,andthemethodologies

employed included interviews, group

discussions,andawritingassessment.The

ndingsindicatedthattheparticipantsfelt

capableofreasoningthroughvisualcues.

Furthermore,theparticipantssuccessfully

DVVPEO K FROOFLRQ R LPDJV DQ

articulated their ideas in English. In

Thailand, Saengmontri (2015) examined

K QKDQFPQ R (QJOLVK VSDNLQJ

and creative writing skills among 11th-

grade students using VTS. A group of

thirty participants, consisting of 11th-

grade students, underwent instruction

for 22 hours. The ndings demonstrated

that instruction on VTS was eective

and suitable for learners with varying

knowledge and abilities. Consequently,

the learners’speakingskillsandcreative

ULLQJ FDSDELOLLV P K VDEOLVK

standards.



,,,5HVHDUFPHWRGRORJ

5HVHDFKHVLQ

7K DSSURDFK LQJUD ERK

quantitative and qualitative methods of

data collection. The quantitative data

FRPSULV UVSRQVV JDKU URP K

questionnaires. The qualitative data

was derived from the semi-structured

interview.Thisstudyinvolvedacohortof

VQV PDRULQJLQ (QJOLVK DRQJ

NaiTechnologyUniversity.Thedurationof

thisstudywasveweeks.Theparticipants

in both groups received instruction in

(QJOLVKVSDNLQJKURJKOVVRQSODQVKD

utilizedVTSasafoundationalapproach.

During the last week, participants were

UTV R FRPSO D TVLRQQDLU R

DVVVVKLUDLVUJDULQJVLQJ976

to improve speaking skills. Ultimately,

ve participants from each group were

requestedtoparticipateininterviews.

7K UVDUFKU FUD (QJOLVK

VSDNLQJOVVRQVRDFKVSDNLQJDELOLE

usingVTS.Yenawine’s(2013)components

R 976 U PSOR DV UDPRUNV

to design the lesson plan. To specify, the

teachingprocesswasdividedintofoursteps

ofVTS.Thedetailsareasfollows.

Step1-Thestudentsviewvisualaids.

Atthebeginningofthelesson,the

DFKU LVSODV D FKRVQ LPDJ RU K

students,givingthemamomenttoobserve

itbeforeencouragingtheirresponses.

6S7KVQVDQVUTVLRQV

relatedtothevisualaid,andteachersguide

theanswers.

7K DFKU KDV R VVQLDO

responsibilities: a) to pose the three

specic questions of VTS and b) to

engagewiththestudents’comments.The

followingarethethreespecicquestions:

i)Whatisgoingoninthepicture?

7KLV LQTLU DVVLVV K VQV LQ

QUVDQLQJ K QDPLFV LKLQ K

visualaids.Theresponsescanencompass

arangeofelements:hues,emotions,and

data.Thisinquirypromptsthestudentsto

embracetheroleofnarrators.

ii)Whatdoyouseethatmakesyou

saythat?

7KLV LQTLU SURPSV K VQV R

seek out evidence that substantiates their

observations.Thisinquiryencouragesthem

toengageinafact-basedandlogicalmanner.

iii)Whatmorecanwend?

7KLVLQTLUQFRUDJVKVQV

todelvedeeperintotheintricaciesofthe

artwork.

6S  7K VQV SDULFLSD LQ

groupactivities.

These three questions invigorate

classroom discussions, facilitating skill

enhancementforthestudents.Theteacher

PEUDFVDOOKVQVEDFNLKR

ELDVDQPSKDVLVKLUKRJKSURFVVV

rather thantheir errors.Thestudents can

cultivatevariousconceptsfromthevisual

aids as they engage in a progressive

examinationanddialogueaboutthem.

6S  7K DFKU FRQFOV K

lesson.

Theteacheroughttoshareaspecic

experiencetheyhaveencountered,inspire

the students to view visual aids as an

RQJRLQJDQ OLPLOVV SUVL DQUUDLQ

from oering summaries. Additionally,

L LV VVQLDO R FRQQF K ODUQUV

FRQULELRQV KURJKR R LOOVUD K

evolutionofthediscussion.

DWDFROOHFWLRQWRROV

4HVWLRQQDLH

Table1.0HDQVRHV/HH

0HDQVFRUHV/HYHO

1-1.8 Verynegative

1.8-2.6 Negative

2.6-3.4 Average

3.4-4.2 Positive

4.2-5 Verypositive



 TVLRQQDLU DV VLJQ R

DPLQ K ODUQUV DLV RDU

using VTS in speaking classes. The

TVLRQQDLU LQFO  VDPQV

RU SDULFLSDQV R UVSRQ R VLQJ D

5-pointLikertscale:5=stronglyagree;

4 =Agree; 3 = Neutral; 2 = Disagree;

and1 = strongly disagree.Thelevel of

learners’attitudeswasdenedusingthe

criteriabasedonPimentel(2019).Then,

K FROOF DD U DQDO VLQJ

SPSSStatistics.

3.2.2.Semi-structuredinterview

Semi-structured interviews were

LOLR QUVDQ K DLV R K

learnersmoredeeply.Forthisinvestigation,

interviews were conducted with ve

volunteerlearnersfromeachgroup.

,9)LQGLQJVDQGGLVFVVLRQ

4HVWLRQQDLH

Meanscoresandstandarddeviationswereanalyzedinthedatafromthequestionnaire.

7KUVOVDUVKRQLQ7DEO

Table2.Students’perceptionsofVTS

1R ,WHPV Q 0 6 /HYHO

VTSboostsmylearningengagement.  4.34 0.796 VeryPositive

VTSencouragesmetoexpressmythoughts,thereby

promotingself-expression.

 3.96 1.233 Positive

VT-inspiredactivitiesaresuitableformycompetence.  3.94 1.048 Positive

VTSincreasesmyEnglishuency,therebyboostingmy

condenceinspeaking.

 3.21 1.166 Average

VTSrequiresmetobeactiveandcooperativeintheclassroom.  4.07 1.121 Positive

VTSinspiresdiscussionsincriticalways.  4.16 0.973 Positive

VTShelpsmeorganizeandpresentinformationmorecreatively.  3.01 1.245 Average

VTSmakeslearningmorememorable.  3.99 1.186 Positive

Theteacheracceptsalllearners’commentswithoutjudgment.  3.99 1.28 Positive

 VT-inspiredactivitiesshouldbeincorporatedmoreinspeaking

lessons.

 4.24 0.842 VeryPositive

7RWDO    3RVLWLYH

7K VQV DLV RDU

learningtospeakthroughVTSwerevery

positive, as shown by the highest mean

scores:4.34foritem1and4.24foritem10.

7KV VKRKDKVQV RQ976

UPO QJDJLQJ DQ O QFRUDJ

enough to get involved in their own

learning. VTS can eectively promote

students’ ease in speaking situations,

KUE UVOLQJ LQ D LOOLQJQVV R

practicefrequentlyinthefuture.

Item2,item3,item5,item6,item

8,anditem9recordedthesecond-highest

meanscoresfrom3.94to4.16.Theyshow

thatstudents’attitudeswerepositive,with

benetsbroughtoutbyVTS.Tobespecic,

VTSoerschancestocommunicateideas,

KUEQFRUDJLQJVOSUVVLRQ976

FDOOVRUOOSDULFLSDLRQDQFRRSUDLRQ

LQ K FODVVURRP 976 KOSV VQV

interactmorefullywiththecontent,aiding

comprehension and memory. Moreover,

the students found the visual thinking-

inspiredactivitiessuitablefortheirlevels,

and the teacher received all students’

commentswithoutjudgment.

Although two statements received

K ORV VFRUV FRPSDU R RKU

The impact of visual thinking strategy on English language majors' oral communication proficiency

This study aims to clarify how visual thinking strategy is employed in speaking lessons to solve students' English speaking problems in university education. The sample included 70 English-majored students at Dong Nai Technology University, comprising 35 first-year students and 35 sophomores.

Chủ đề:

Tài liệu liên quan

Tài liêu mới

AI tóm tắt

Giới thiệu tài liệu

Đối tượng sử dụng

Từ khoá chính

Nội dung tóm tắt

Hỗ trợ

Phương thức thanh toán

Theo dõi chúng tôi