How Useful Are Multimodal Texts in Motivating Vietnamese Primary School Children in Learning English Vocabulary?

Abstract

Motivating young learners in learning vocabulary is not easy, especially in the context that children learning English at weekends in language schools in Vietnam feel stressful and tired after schooldays at their primary schools. But if we fail to do that, we are unable to help them improve their language skills. As a result, this action research examined the roles of multimodal texts in motivating Vietnamese primary school children in learning English vocabulary. It was conducted in two classes at a language school where the researcher has been teaching English for five years and a conclusion was withdrawn that in spite of challenges facing the teachers multimodality engaged the primary school children, both boys and girls, at different ages in learning vocabulary.