English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School

Vocabulary is the key to effective communication. Past research found that teaching vocabulary has often been neglected by teachers as they focus on other language skills such as listening, speaking, grammar, reading, and writing. This research was conducted to investigate the English language teach...

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Main Authors:	Bryan, Lim, Joseph, Ramanair, Soo, Ruey Shing
Format:	Thesis
Language:	English English English
Published:	2023
Subjects:	L Education (General) LB1501 Primary Education LB2361 Curriculum
Online Access:	http://ir.unimas.my/id/eprint/45930/3/DSVA%20Bryan.pdf http://ir.unimas.my/id/eprint/45930/4/Bryan%20%2824%20pgs%29.pdf http://ir.unimas.my/id/eprint/45930/7/FINAL%20Thesis_Bryan%20Lim_.pdf
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id	my-unimas-ir.45930
record_format	uketd_dc
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English English English
topic	L Education (General) LB1501 Primary Education LB2361 Curriculum
spellingShingle	L Education (General) LB1501 Primary Education LB2361 Curriculum Bryan, Lim Joseph, Ramanair Soo, Ruey Shing English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School
description	Vocabulary is the key to effective communication. Past research found that teaching vocabulary has often been neglected by teachers as they focus on other language skills such as listening, speaking, grammar, reading, and writing. This research was conducted to investigate the English language teachers’ practices and knowledge with the use of the audio-visual (AV) approach to teach vocabulary in the rural east Malaysian primary school. This research focuses on the teachers’ planning, approaches, perceptions, and challenges when using the AV approach to teach vocabulary. Seven primary-level English language teachers from two schools in a rural area of Bau, Sarawak, participated in this research. Data were collected through semi-structured interviews, classroom observation, and document analysis, and were thematically analysed. The findings indicated that teachers viewed the Common European Framework of Reference for Languages (CEFR) aligned resources as their main guideline for lesson planning and approaching vocabulary teaching. Teachers were reported to use different AV approaches to teach vocabulary depending on the difficulty levels of the words. Findings show that teachers responded positively, and they were comfortable using the AV approach to teach vocabulary. However, teachers also experience infrastructure and policy challenges. The findings were then discussed in accordance with the two key themes: teachers' knowledge and practice. The challenges teachers faced seem to be linked to the gap between the teachers' Pedagogical Content Knowledge (PCK) in the subject matter and their PCK concerning the CEFR. The findings offer crucial implications for vocabulary teaching using the AV approach.
format	Thesis
qualification_level	Master's degree
author	Bryan, Lim Joseph, Ramanair Soo, Ruey Shing
author_facet	Bryan, Lim Joseph, Ramanair Soo, Ruey Shing
author_sort	Bryan, Lim
title	English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School
title_short	English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School
title_full	English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School
title_fullStr	English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School
title_full_unstemmed	English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School
title_sort	english language teachers' knowledge and practices in teaching vocabulary using audio-visual approach in rural primary school
granting_institution	Universiti Kebangsaan Malaysia
granting_department	3L: Language, Linguistics, Literature
publishDate	2023
url	http://ir.unimas.my/id/eprint/45930/3/DSVA%20Bryan.pdf http://ir.unimas.my/id/eprint/45930/4/Bryan%20%2824%20pgs%29.pdf http://ir.unimas.my/id/eprint/45930/7/FINAL%20Thesis_Bryan%20Lim_.pdf
_version_	1811771580409184256
spelling	my-unimas-ir.459302024-09-18T08:06:31Z English Language Teachers' Knowledge and Practices in Teaching Vocabulary using Audio-Visual Approach in Rural Primary School 2023-12 Bryan, Lim Joseph, Ramanair Soo, Ruey Shing L Education (General) LB1501 Primary Education LB2361 Curriculum Vocabulary is the key to effective communication. Past research found that teaching vocabulary has often been neglected by teachers as they focus on other language skills such as listening, speaking, grammar, reading, and writing. This research was conducted to investigate the English language teachers’ practices and knowledge with the use of the audio-visual (AV) approach to teach vocabulary in the rural east Malaysian primary school. This research focuses on the teachers’ planning, approaches, perceptions, and challenges when using the AV approach to teach vocabulary. Seven primary-level English language teachers from two schools in a rural area of Bau, Sarawak, participated in this research. Data were collected through semi-structured interviews, classroom observation, and document analysis, and were thematically analysed. The findings indicated that teachers viewed the Common European Framework of Reference for Languages (CEFR) aligned resources as their main guideline for lesson planning and approaching vocabulary teaching. Teachers were reported to use different AV approaches to teach vocabulary depending on the difficulty levels of the words. Findings show that teachers responded positively, and they were comfortable using the AV approach to teach vocabulary. However, teachers also experience infrastructure and policy challenges. The findings were then discussed in accordance with the two key themes: teachers' knowledge and practice. The challenges teachers faced seem to be linked to the gap between the teachers' Pedagogical Content Knowledge (PCK) in the subject matter and their PCK concerning the CEFR. The findings offer crucial implications for vocabulary teaching using the AV approach. 3L: Language, Linguistics, Literature 2023-12 Thesis http://ir.unimas.my/id/eprint/45930/ http://ir.unimas.my/id/eprint/45930/3/DSVA%20Bryan.pdf text en staffonly http://ir.unimas.my/id/eprint/45930/4/Bryan%20%2824%20pgs%29.pdf text en public http://ir.unimas.my/id/eprint/45930/7/FINAL%20Thesis_Bryan%20Lim_.pdf text en validuser https://ejournal.ukm.my/3l/issue/view/1636 masters Universiti Kebangsaan Malaysia 3L: Language, Linguistics, Literature Abdalla, M. M., Oliveira, L. G. L., Azevedo, C. E. F., & Gonzalez R. K. (2017). Quality in qualitative organizational research: Types oftriangulation as a methodological alternative. Administração: Ensino e Pesquisa, 19(1). https://doi.org/10.13058/raep.2018.v19n1.578. Afrianto, A. (2018). Being a professional teacher in the era of Industrial Revolution 4.0: Opportunities, challenges and strategies for innovative classroom practices. 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