HANOI OPEN UNIVERSITY

FACULTY OF ENGLISH

B.A THESIS PROPOSAL

ENRICHING VOCABULARY THROUGH PICTURES OF

SECOND-YEAR STUDENTS AT THE FACULTY OF
ENGLISH, HANOI OPEN UNIVERSITY
NÂNG CAO VỐN TỪ VỰNG CỦA SINH VIÊN NĂM
THỨ HAI KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC MỞ
HÀ NỘI QUA HÌNH ẢNH
ĐINH THÚY HÀ

Date of birth: 06/04/2002

Field: English Language
Supervisor:  Dr. Le Phuong Thao

Hanoi - 2021
TABLE OF CONTENTS
Contents Page number
I. Introduction 1
1. Rationale  1
2. Aim and objectives 1
3. Scope of the study 1
4. Research questions 2
5. Structure of the study 2
II. Literature Review  2
1. Review of previous studies 2
2. Review of theoretical background/framework 3
III. Proposed Research Methodology 5
1.  Research type   5
2.  Population and sample 5
3.  Research methods 5
IV. Proposed Chapter Outline 5
References  6
Research schedule 7
I. Introduction
1.1. Rationale 
So far, vocabulary has played a crucial role in knowing a language, especially in
English. We can not converse unless we have mastered the linguistic vocabulary.
As Wilkins stated, "without grammar, little can be conveyed, without vocabulary,
nothing can be conveyed" (1972, pp.111-112). From only a few words in a
sentence, people can guess what the sentence is going to be about. According to
Nation (2001), vocabulary acquisition was important in accomplishing a second
language. Nevertheless, students have had a number of issues with mastering
vocabulary. Some traditional ways make the students bored and the learning
process isn’t effective. It can be seen from the number of the students who can’t
memorize vocabulary which has been taught. Many studies have demonstrated
the usefulness and effectiveness of using pictures to learn vocabulary. However,
very few studies have attempted to elicit students’ thoughts on their feelings when
they apply pictures in the learning process and their viewpoint on how they are
aware of this method. Besides, only a limited number of studies have been
conducted for Vietnamese students in classroom contexts with visual aids. In
particular, research focusing on high school students learning vocabulary through
pictures is rarely carried out. Therefore, in this research, the awareness and the
effectiveness of learning vocabulary through pictures of second-year students at
the FOE, HOU is assessed. Then some suggestions are also suggested for learning
vocabulary through pictures.
1.2. Aim and objectives
1.2.1 Aim of the study:
To enrich the vocabulary of second-year students at the FOE, HOU through
pictures.
1.2.2 Objectives of the study:
- To assess the awareness of learning vocabulary through pictures of second-year
students at the FOE, HOU.
- To assess the effectiveness of learning vocabulary through pictures of second-
year students at the FOE, HOU.
- To give implications for learning vocabulary through pictures of second-year
students at the FOE, HOU.
1.3. Scope of the study
This study aims to improve the vocabulary through pictures and focuses on
assessing the awareness and effectiveness of this method. Research findings will
reveal the thoughts of the students because they will answer questions directly.
It's possible that the study has certain limitations due to the short period of the
investigation and the research's feasible design. Because the study focuses on
students in the Faculty of English, the characteristics of the subjects may differ

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from those of students in other faculties, such as engineering, science, and so on.
Thus, the result of the study might be used to explain the phenomenon for
students in this field or students who have similar characteristics rather than
students from other fields.
1.4. Research questions
- How are second-year students at the FOE, HOU aware of learning vocabulary
through pictures?
- How effective is learning vocabulary through pictures of second-year students at
the FOE, HOU?
- What are some implications for learning vocabulary through pictures of second-
year students at the FOE, HOU?…... 
1.5. Structure of the study
The study is divided into 5 chapters
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Results and discussion
Chapter 5: Conclusion
II. Literature review 
There are a large number of studies that focus on learning vocabulary through
pictures of second language learners. Thus, in this part, some relevant theories and
previous research findings of this topic are presented.
2.1 Review of previous studies
2.1.1 Previous studies on vocabulary learning strategies
Various studies in this field have been discovered in Vietnam. Pham (2010)
conducted research to better understand the vocabulary learning strategies of
freshmen at Vietnam National University's USSH. According to the finding,
students in USSH used vocabulary learning approaches in a moderate amount.
Some methods, such as using a monolingual dictionary, writing repetition,
selecting keywords, guessing the meaning of a word based on its structure, and
memorizing synonyms and antonyms of words, were observed to be more
commonly used than others. Another study was carried out on 77 students from
two grade 10 classrooms at Tran Phu High School (Tran, T. Q., & Tran, G. T. N.,
2018). The research's findings were also consistent with the findings of Pham's
(2010) study, which found that 10th grade students were unaware of the
importance of vocabulary learning strategies in English proficiency and only
sometimes used them in their studies. Participants in the study had a proclivity to
utilize MEM vocabulary learning techniques such as "remember the word in
context" most of the time.
2.1.2 Previous studies on using pictures in teaching vocabulary

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Visuals are useful in teaching because they elicit an instant response from
students. In 2021, Lai Dao Thi was also investigating the merits of employing
illustrations (pictures, real objects, etc.) in learning English vocabulary of non-
English major students at Ho Chi Minh City University of Food Industry (HUFI). The
most fundamental measures to improve the authenticity of research were
evaluation and analysis. The data illustrated that using pictures has several
benefits for students' vocabulary acquisition, and it was one of the most
convenient and cost-effective approaches.
Many research projects have also studied pictures. Seong-Yeon Jeong (2007)
performed research with seventy students from a girls' high school divided into
two groups. As shown in the findings of this study, students in the picture group
outscored those in the non-picture group. However, he suggested that further
studies can carry out more research into different genders, ages, and levels of
vocabulary knowledge and assess the effects of different types of visual aids.
Saeed Al-Ja'afari (2009) supplied images to teach vocabulary to grade 5 and grade
6 pupils in another research (27-30 students, respectively). The study's research
instruments were observations and interviews. The study’s outcomes confirmed
the advantages of utilizing images to teach vocabulary and showed positive
attitudes about the use of images. Besides, he stated that the feelings of teachers
and pupils about using pictures in vocabulary teaching and learning and the
reasons why they feel that way should be figured out through other investigations.
Additionally, examining the sample with a larger number of teachers and students,
discussing these practices in detail through interviews, and finding out what
benefits learners see in the use of pictures in learning vocabulary need to be done
in the next research.
Paisart (2017) did another investigation relevant to the current aim in her Doctoral
dissertation. The study's topic was "A case study of learning vocabulary through
pictures". This study contained seven students from the Tourism and Hotel
Department. He used both quantitative and qualitative methods. According to the
study's findings, the pictures that had the greatest impact on participants'
memories belonged to the categories of pictures with words within and realistic
pictures. The outstanding images were the least successful in terms of recall. In
addition to the conclusions illustrating the usefulness of using pictures to improve
word memory. It also revealed that individuals tend to associate the words they
are learning with visual images. He also named certain limited points in his paper:
the specific word area, the features of the topics may differ from other learners,
the shortage of other kinds of words or parts of words, and the short study time.
In conclusion, there are still some limitations mentioned above. Therefore, more
research should be done to assess the effectiveness of using pictures in learning
vocabulary. In light of this, the researcher has been interested in carrying out the
study with the title “Enriching vocabulary through pictures of second-year students
at the Faculty of English, Hanoi Open University”.

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2.2. Review of theoretical framework 
2.2.1 The definition of vocabulary
So far, vocabulary has played a crucial role in knowing a language, especially in
English. Vocabulary, according to Kamil and Hiebert (2005), was the understanding
of the meaning of words. In her paper, word knowledge was divided into two
types: receptive, which referred to what individuals comprehend or recognize, and
productive, which referred to the vocabulary used when writing or
communicating. It was thought that learning vocabulary was equivalent to
knowing words. As a result, Thornbury (2002) explained that knowing a word
includes understanding both its form and its meaning. He indicated that
understanding a word entails knowing the spoken form, the written form, the
meaning, the frequency of the term, the grammatical behavior, the word's
derivations, the world's collocation, the register of the word, and the word's
connotations.
2.2.2 Vocabulary learning strategies
Nation (2001) proposed a taxonomy of vocabulary learning strategies that
distinguishes knowledge of vocabulary elements. He also described the vocabulary
learning process at each stage. There were three types of strategy: planning;
sources; and processes.
According to Schmitt (2000), there were five major vocabulary learning techniques,
which are defined as follows:
● Determination strategies (DET)- This item refers to ways in which
students attempt to identify the meaning of a word on their own
● Social strategies (SOC)- This item relates to ways in which learners tend
to find assistance from other people in order to acquire new terms.
● Memory methods (MEM)- This item relates to mental techniques used by
students to try to recall words or to transfer them to their memories.
● Cognitive strategies (COG)- This item regards more mechanical methods.
In order to learn the terms, the students must study.
● Metacognitive strategies (MET)- This item refers to manageable
techniques, which are comparable to what Nation (2001) presented that
learners must monitor, make decisions, and assess their learning.
2.2.3 Picture use in learning vocabulary
Visuals are useful in the learning process because they elicit an immediate
response from students. Wright (1989) determined that providing students with
visual stimulus was absolutely critical as "pictures contribute to: interest and
motivation, a sense of the context of the language, a specific reference point or
stimulus" (p. 2). Pictures can be used to explain the meaning of vocabulary objects.
Allen (1983) says that a picture is useful to help students understand the
significance of a word. Unlike written text, pictures appear to be useful in teaching
because they can physically resemble the words they represent. Nation (2013)

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praises the ability of pictures to "clearly represent the underlying concept" (p. 121)
of a word in L2 vocabulary learning. Pictures have the ability to convey meaning
and are memorable, making them ideal learning aids. Gerlach and Ely (1980)
highlighted some good points about utilizing pictures in teaching and learning
English vocabulary:
● Pictures are inexpensive and available.
● They provide common experiences for the entire community.
● With the aid of images, misunderstandings may be avoided and fixed.
● Images inspire more study, reading, and investigation. Visual evidence is
an incredibly effective technique for developing critical judgment and
concentration. It is simple to manipulate.
III. Proposed Research Methodology
3.1. Research type  
Quantitative research is employed in this study because it is structured and
statistical, as well as providing assistance for the researcher to make general
conclusions from the study. According to Hinkel (2011), “ Quantitative research
can be defined as any research that focuses on counting things and on
understanding the pattern that emerges from those counts” (p.192). By using the
primary, researchers can readily measure and quantify the awareness and
effectiveness of utilizing pictures in learning vocabulary.
3.2. Population and sample
In the academic year 2021-2022, this study is carried on a random sample of 50
second-year students at Hanoi Open University's Faculty of English, which is
located at 301 Nguyen Trai Street in Ha Noi, Vietnam. Simple random sampling and
convenience sampling will be employed as the sample methods. Because
convenient sampling is one of the most fundamental methods for eliciting
information from willing students.
3.3. Research methods
For data collection, the researcher are going to use an online survey with only
closed-ended questions. The questions will be carefully selected and evaluated
based on the literature review to guide the student to answer it so the research
can measure to what extent the students’ awareness of learning vocabulary
through pictures and the effectiveness. A thorough questionnaire will consist of 20
questions that will take respondents roughly 10-15 minutes to complete. The
survey may be conducted within 2 weeks and on an online platform- Google Form.
By using a highly-structured questionnaire with multiple choices and 5-point
likert scale from strongly disagree (=1) to strongly agree (=5), the respondents
have to choose one for each question that best characterizes their thoughts or
perspectives.
IV. Proposed chapter outline
Chapter 1: Introduction

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1.1. Rationale
1.2. Aim and objectives of the study
1.3. Scope of the study
1.4. Research questions
1.5. Methods of the study
1.6. Structure of the study
Chapter 2: Literature review
2.1. Review of previous studies
2.1.1 Previous studies on vocabulary learning strategies
2.1.2 Previous studies on using pictures in teaching vocabulary
2.2. Review of theoretical frameworks
2.2.1 The definition of vocabulary
2.2.2 Vocabulary learning strategies
2.2.3 Picture use in teaching vocabulary
2.3. Summary
Chapter 3: Methodology
3.1. Research type  
3.2. Population and sample
3.3. Research methods
3.4. Summary
Chapter 4: Results and discussion
4.1. Results
4.1.1 Results on the Effect of Picture Use on vocabulary learning
4.1.2 Results on how students aware of learning vocabulary through pictures
4.2. Discussion
4.2.1 The awareness of using pictures in learning vocabulary
4.2.2 The effect of picture use on vocabulary learning
4.2.3 The implications for learning vocabulary through pictures
4.3. Summary
Chapter V: Conclusion
References 
1. Al-Ja’afari, I. S., & Region, S. S. (2009). Using pictures in teaching vocabulary
in Grades 5 and 6 classrooms. Researching English language teaching and
teacher development in Oman, 132-139.
2. Allen, V. F. (1983). Techniques in Teaching Vocabulary. New York: Oxford
University Press.
3. Gerlach, V.S., & Ely, D.P. (1980). Teaching & Media: A Systematic Approach
(2nd ed.). Englewood Cliffs, NJ: Prentice-Hall Incorporated.

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4. Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching
and learning. Routledge.
5. Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary:
Bringing research to practice. Routledge.
6. Jeong, S. Y. (2007). Facilitating vocabulary learning with pictures. English
teaching, 62(3), 27-53.
7. Lai, D. T. (2021). A study on benefits of using illustrations (pictures, real
objects, etc.) in learning English vocabulary of non-English major students at
Ho Chi Minh City University of Food Industry (HUFI).
8. Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett
Sprachen..
9. Nation, I. S. (2013). Learning vocabulary in another language (2nd ed.).
Cambridge University Press.
10. Paisart, M. W. (2017). A case study of learning vocabulary through
pictures (Doctoral dissertation, Thammasat University).
11. Pham, T. P. L. (2010). An examination of vocabulary learning strategies of
first year students in USSH-VNUH (Doctoral dissertation, ĐHNN).
12. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge
University Press.
13. Thornbury, S. (2002). How to teach vocabulary. Essex: Longman.
14. Tran, T. Q., & Tran, G. T. N. (2018). The use of English vocabulary learning
strategies among Vietnamese high school students. In Conference paper.
15. Wilkins, D. A. (1972). Linguistics in language teaching. Cambridge: MFT
Press.
16. Wright, A. (1989). Pictures for language learning. Cambridge: Cambridge
University Press.
Research Schedule

Research phase         Objectives Deadline

1. Background research ● Meet with supervisor for initial 26th October,

and literature review discussion 2021
● Conduct a more extensive
review of relevant literature
● Refine the research questions
● Develop a theoretical
framework

2. Research design ● Design questionnaires 20th

planning ● Identify online and offline November,

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channels for recruiting 2021
participants
● Finalize sampling methods and
data analysis methods

3. Data collection and ● Recruit participants and send 31st

preparation out questionnaires December,
2022

  ● Statistically analyze survey data 1st February,

4. Data analysis ● Draft the results and discussion 2022
chapters

5. Writing ● Complete a full thesis draft 20th March,

● Meet with supervisor to 2022
discuss feedback and revisions

6. Revision ● Redraft based on feedback 20th April,

● Get supervisor approval for 2022
final draft
● Proofread
● Print, bind and submit

Approved by
SUPERVISOR

(Signature and full name)

Date: ……………………