2. RECOMMENDATIONS ACCORDING TO THE RESULTS OF THE SURVEY QUESTIONNA...

4. - LUẬN VĂN THẠC SĨ AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF VISUAL AIDS IN TEACHING AND LEARNING VOCABULARY AT LE QUY DON GIFTED HIGH SCHOOL DIEN BIEN 4. - LUẬN VĂN THẠC SĨ AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF VISUAL AIDS IN TEACHING AND LEARNING VOCABULARY AT LE QUY DON GIFTED HIGH SCHOOL DIEN BIEN
LUẬN VĂN THẠC SĨ AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF VISUAL AIDS IN TEACHING AND LEARNING VOCABULARY AT LE QUY DON GIFTED HIGH SCHOOL DIEN BIEN
4.2. Recommendations According to the results of the survey questionnaires and the interview, visual aids are actually exploited in teaching vocabulary for the 11

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form students at LQD gifted high school, but they are not exploited to their fullest potentials. It is recommended that the teachers should vary the types of visual aids when teaching vocabulary and also increase their frequency of using visual aids, collect visual aids from different sources and vary their ways of using visual aids as well. Moreover, owing to the data collected from the questionnaires and interview, both the teachers and the students still faced certain difficulties. For the teachers, the lack of time to prepare and use in class and difficulties in finding suitable visual materials seem to be the most prominent problems. How to tackle these problems really involves in the teachers’ preparation. To save time for preparing visual aids, the teachers should know how to choose and make visual aids quickly and economically. The best way is to collect visual aids from available sources such as real or presentational objects and pictures from the internet, textbooks, magazines, newspapers, etc. Moreover, it must be time-economical if the teachers can create visual aids themselves. To use visual aids effectively with rather limited time in class, the teachers should try to prepare all visual aids carefully in advance and schedual time for using the pre-prepared visuals appropriately. It is much better if the teachers have good techniques and experience in applying visual aids. In order to find suitable visual materials, it is advisable that the teachers should specify the aim of using visual aids and what types of visuals they are going to use then try to collect the most suitable ones from different sources or some mentioned above. However, all these above recommendations for solving the teachers’ difficulties in using visual aids just come from the teachers’ own efforts. It would be better if the teachers should be financed to take part in more training programs to enhance their ability of exploiting visual aids by the managing board of the school or they should be given more budgets to make more effective visual aids. For the students, many still feel confused, distract and difficult when their teachers employ visual aids in class to teach vocabulary, This problem, probably, is owing to the low effectiveness of the teachers’ using visual aids, their unvaried types of visual aids applied. In order to solve these problems, the teachers should keep improving their visual aids to become more attractive, creative and varied in types. They should always keep in mind two key words: creativity and imagination because “the teacher must be creative and imaginative in order to develop techniques for exploiting aids” (Chamberlain: 1980: 9).