The impacts of gamification on teaching vovabulary to young learners in ho chi minh city ma

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE THE IMPACTS OF GAMIFICATION ON TEACHING VOCABULARY TO YOUNG LEARNERS IN HO CHI MINH CITY A minor thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By HO TRUC CHI Supervised by TRAN THI MINH PHUONG, Ph.D HO CHI MINH CITY, MAY 2021 STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis submitted today entitle: THE IMPACTS OF GAMIFICATION ON TEACHING VOCABULARY TO YOUNG LEARNERS IN HO CHI MINH CITY in terms of the statement of Requirements for the Thesis in Master’s program issued by Higher Degree Committee The thesis has not been submitted for the award of any degree or diploma in any other situation Ho Chi Minh City, May 2021 H Trúc Chi I RETENTION AND USE OF THE THESIS I hereby state that I, H Trúc Chi being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the origin of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of the thesis Ho Chi Minh City, May 2021 H Trúc Chi II ACKNOWLEDGEMENTS I would like to express my deepest and sincerest gratitude to my thesis supervisor, Dr Tran Thi Minh Phuong, who has provided helpful guidance, precious comments, and strong support in developing and completing this thesis Her dynamism, vision, sincerity, and motivation have deeply inspired me She has taught me the methodology to carry out the thesis and to present the thesis works as clearly as possible It was a great privilege and honor to work and study under her guidance I am extremely grateful for what she has offered me I would also like to acknowledge my debt to colleague teachers at Vietnam USA Society English Centers and Dong Do English Centers who have helped and shared their valuable comments and teaching experience related to the scope of this thesis Besides, I am grateful to learners at the above-mentioned language center, especially those who have taken part in the questionnaire This thesis would not have been accomplished without their support This thesis would not have been completed without the encouragement from my friends, Dr Pham Tran Chi at Cho Ray Hospital and Dr Anh Cao at Harvard University for their mental health and psychological support Last but not least, I would like to dedicate this thesis to my endlessly family members Their love and sympathy motivated me to complete this thesis III ABSTRACT The application of gamification in language teaching is perceived to have mass appeal among the learners in stimulating motivation, learner engagement, and social influence, especially in teaching vocabulary This study attempted to present a summary of the findings of state-of-the-art literature in the emerging field of gamification within the educational sphere of language instruction The study aimed to examine teachers' and learners' perceptions of gamification in teaching vocabulary, discover the language teachers' beliefs and practices of gamification in teaching vocabulary to young learners, and determine the learners' opinions on how gamification affects their motivation The study used a mixed-methods design to analyze both quantitative and qualitative data of questionnaire for learners, questionnaire for teachers, and teachers' interviews to investigate the real nature of learners' and teachers' conditions in the classroom for vocabulary teaching The findings of this study indicated that gamification was practical and had an effective impact on vocabulary teaching The finding in the interview for teachers showed that gamification supported learners to develop their motivation, interaction skills, and their learning achievement in the classroom Additionally, the learners' responses in the questionnaire showed they had positive attitudes towards integrating gamification in teaching vocabulary Therefore, the application of gamification contains a vital role in learning and teaching English vocabulary in Ho Chi Minh City Key words: Gamification, Vocabulary, Impact IV TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Vocabulary acquisition 2.1.1 Definition and the role of vocabulary in language learning and teaching 2.1.1.1 What is vocabulary? 2.1.1.2 The role of vocabulary in language teaching and learning 2.1.2 Factors influencing vocabulary acquisition 2.1.2.1ăLearners’ămotivation 2.1.2.2 Learning environment 2.2 Perspectives on teaching vocabulary 10 2.2.1 Techniques in using gamification to teach vocabulary to young learners 10 2.2.2 Principles of teaching vocabulary 11 2.2.3 Stages in teaching vocabulary 12 2.2.4 Difficulties in teaching vocabulary 14 2.3 Teaching vocabulary through gamification 14 2.3.1 What is gamification? 14 2.3.2 Related literature in teaching vocabulary through gamification 15 2.3.3 The typical components of gamification 18 2.3.3.1 Point 18 2.3.3.2 Rewards 18 2.3.3.3 Leaderboards 19 V 2.3.3.4 Progress tracking 19 2.3.3.5 Game-based learning platforms 20 2.3.3.6 Other game elements 20 2.3.4 The impacts of using gamification on teaching vocabulary 21 2.3.4.1 Motivating learners to learn vocabulary 21 2.3.4.2 Enhancing social interaction 21 2.3.4.3 Developing vocabulary knowledge 22 2.4 Describing young learners 22 2.4.1 Who are young learners? 22 2.4.2 Young learners vocabulary strategies 23 2.4.3 Attitude of young learners toward gamification 24 2.5 Conceptual framework 25 2.6 Chapter summary 25 CHAPTER METHODOLOGY 27 3.1 Research questions 27 3.2 Research design 27 3.3 Piloting study 27 3.4 Research site and participants 31 3.4.1 Research sample of the teachers who answer the interview 32 3.4.2 Research sample of the teachers who answer the questionnaire 33 3.4.3 Research sample of the learners 34 3.5 Research instruments 34 3.5.1 Interview for teachers 35 3.5.2 Questionnaire for teachers 36 3.5.3 Questionnaire for learners 37 3.6 Data collection procedure 37 3.7 Procedure of data analysis 38 3.7.1 Qualitative analysis of interview data 38 3.7.2 Statistical analysis of questionnaires 39 3.8 Summary of the chapter 40 VI CHAPTER DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDINGS 41 4.1 Responses to interview from the teachers 41 4.1.1 The purposes of teachers using gamification to teach vocabulary 41 4.1.2 The strengths and weaknesses of using gamification in teaching vocabulary 42 4.1.2.1 The strengths of using gamification in teaching vocabulary 42 4.1.2.2 The weaknesses of using gamification in teaching vocabulary 46 4.1.3ăTeachers’ărecommendationsăonătheăuseăofăgamificationăinăteachingă vocabulary 48 4.2 Responses to the questionnaire from the teachers 50 4.2.1ăTeachers’ăopinionsătowardsăteachingăvocabulary 50 4.2.1.1 The reliability of the questionnaire 51 4.2.1.2ăTeachers’ăopinionsăaboutătheăimportanceăofăvocabularyăinălanguageă learning 52 4.2.1.3ăăTeachers’ăopinionsăofătheădifficultiesăwithătheălearner’săinălearningă vocabulary 53 4.2.2 Teachers’ăopinionsăofăapplyingăgamificationăinăteachingăvocabulary 55 4.2.2.1 Game elements using in teaching vocabulary 55 4.2.2.2ăTeachers’ăopinionsăofătheăimpacts of gamification on teaching vocabulary 57 4.3 Responses to questionnaire from the learners 62 4.3.1ăLearners’ăopinionsăofătheăvocabularyăinălearningăEnglish 62 4.3.1.1 The reliability of the questionnaire instrument 62 4.3.1.2ăLearners’ăattitudesătowardăvocabulary 63 4.3.2ăLearners’ăopinionsăofăusingăgamificationăinălearningămotivation 66 4.3.3 The impacts of gamification on learning motivation and enhancing learners's vocabulary 69 4.4 Discussion 73 4.5 Summary of the chapter 75 CHAPTER RECOMMENDATION AND CONCLUSION 76 5.1 Summary of main points 76 5.2 Conclusion 76 VII 5.3 Limitations and recommendations for further research 77 5.3.1 Limitations 77 5.3.2 Recommendations for educational administrators 78 5.3.3 Recommendations for further research 79 5.4 Summary of the chapter 81 REFERENCES 82 APPENDICES 88 APPENDIX 1: INTERVIEW QUESTIONS FOR TEACHERS (ENGLISH VERSION) 88 APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS (VIETNAMESE VERSION) 90 APPENDIX 3: QUESTIONNAIRES FOR TEACHERS (ENGLISH VERSION) 92 APPENDIX 4: QUESTIONNAIRES FOR TEACHERS (VIETNAMESE VERSION) 98 APPENDIX 6: QUESTIONNAIRE FOR LEARNERS (VIETNAMESE VERSION) 110 APPENDIX 7: INTERVIEW ANSWERING SAMPLE 115 APPENDIXă8:ăCRONBACH’SăALPHAăOFăTHEăQUESTIONNAIREăFORă TEACHERS 123 APPENDIXă9:ăCRONBACH’SăALPHAăOFăTHEăQUESTIONNAIREăFORă LEARNERS 124 APPENDIX 10: DETAILED DESCRIPTIVE STATISTICS OF THE QUESTIONNAIRE FOR TEACHERS IN EACH TYPES OF QUESTIONS 126 APPENDIX 11: DETAILED DESCRIPTIVE STATISTICS OF THE QUESTIONNAIRE FOR LEARNERS IN EACH TYPES OF QUESTIONS 130 APPENDIX 12: INTERVIEW QUESTIONS FOR TEACHERS OF THE PILOTING STUDY 136 APPENDIX 13: QUESTIONNAIRES FOR TEACHERS OF THE PILOTING STUDY 137 APPENDIX 14: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (ENGLISH VERSION) 143 APPENDIX 15: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (VIETNAMESE VERSION) 149 VIII APPENDIX 16: INTERVIEW ANSWERING SAMPLE OF THE PILOTING STUDY 155 IX PART 2: QUESTIONNAIRE ABOUT THE IMPACTS OF GAMIFICATION ON LEARNING MOTIVATION, AND ENHANCING LEARNERS' VOCABULARY Instructions for this section: In this section, there are five big questions Each question is divided into a few different points All you need to is read the questionnaire carefully, decide which level is right for you, and circle/check it in the appropriate box If you want to change the answers, please delete the old answers and circle them with the new ones 4.1 Features of gamification that help learners to learn vocabulary well Gamification enhances SD D N A SA 5 5 vocabulary learning 4.1.1 Increase learners interest in learning vocabulary 4.1.2 It makes learners feel less bored when learning vocabulary 4.1.3 4.1.4 Reduce learners anxiety when learning vocabulary Allow learners to use language on a regular basis 4.1.5 Helping learners remember vocabulary easier and longer 4.2 Features of gamification enhance the learners' learning motivation Gamificationăenhancesătheălearners’ă SD D N A SA 5 learning motivation 4.2.1 Encourage learners participating in group work, pair work,ầ 4.2.2 Shortening the distance between teachers and learners 4.2.3 Encouraging learners to actively participate in class activities 145 4.2.4 Encourage learners to participate 5 timidly in classroom activities 4.2.5 Learners feel more motivated when they receive prizes and badges through game components 4.2.6 Maintain learners' motivation to learn vocabulary 4.3 Gamification makes learners learn vocabulary well and get better results Gamification makes me learn vocabulary SD D N A SA 5 5 better 4.3.1 Learners learn better when participating in activities related to game components 4.3.2 Learners find it fun to learn and apply game components 4.3.3 Applying gamification in vocabulary learning helps me to achieve expected results 4.3.4 I always try to get the best results when participating in game components 4.4: Learners' attitudes toward using gamification in learning vocabulary SD D N A SA I am satisfied with the way I learn through 5 Your attitudes toward using gamification in learning Vocabulary 4.4.1 Gamification can help me apply the knowledge I have learned 4.4.2 the use of gamification 4.4.3 I think the application of gamification is very useful for me 146 4.4.4 I hope that teachers can apply teaching 5 SD D N A SA 5 Classmates often make noise while playing 5 methods based on the application of gamification in the future 4.4.5 Using gamification helps me learn vocabulary better than traditional teaching methods 4.5 Disadvantages of using gamification in the classroom Your attitudes toward using gamification in learning Vocabulary 4.5.1 Little time spent using gamification in class 4.5.2 The competitive environment in the classroom makes me feel tired and uncomfortable 4.5.3 The gamified application becomes inconvenient when the class has a large number of learners 4.5.4 games 4.5.5 The game sometimes makes it difficult for the learners because the instructions are not clear 4.6: Prospects of using gamification for vocabulary learning in the future Question Prospects of using gamification for SD D N A SA vocabulary learning in the future 4.6.1 Gamification will bring many benefits to me in vocabulary learning 147 4.6.2 The potential for gamification in 5 vocabulary learning is enormous 4.6.3 I hope that gamification is also applied in learning other English language skills THANK YOU SO MUCH FOR YOUR SUPPORT! 148 APPENDIX 15: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (VIETNAMESE VERSION) B NG H I KH O SÁT (PILOTING STUDY) Các em h c sinh thân m n! sjsssssssssssssssssssssssssssssssssssssssssssssssssssssssss Chúng ti n hành m t nghiên c u v i t a đ “Tác đ ng c a vi c ng d ng thành ph n c aătròăch iătrongăvi c gi ng d y t v ng cho tr em t i Thành Ph H Chí Minh” - Tên ti ng Anh lƠ: “The impacts of gamification on teaching vocabulary to young learners in Ho Chi Minh City” Cơu tr l i c a em s giúp hi u rõ h n v vi c ng d ng thành ph n c a trò ch i vƠo vi c gi ng d y Các em tr l i b ng cách đánh d u () vào ô mà em ch n Câu tr l i c a em s đ h i c chúng tơi gi bí m t vƠ khơng đ c dùng vào m c đích nƠo khác Các cơu đơy khơng có giá tr hay sai Chân thành c m n s h p tác c a em PH N 1: THÔNG TIN CÁ NHÂN VÀ THÔNG TIN CHUNG: Thơng tin cá nhân: 1.1 Gi i tính:  Nam  N 1.2  10 -11  12-13 tu i: T m quan tr ng c a t v ng vi c h c ti ng Anh: 2.1 Em có ngh r ng t v ng quan tr ng v i vi c h c ti ng Anh khơng?  Có  Khơng 2.1.1 Theo em, vai trị c a t v ng vi c t o u ki n cho vi c h c ti ng Anh thƠnh cơng lƠ nh th nào?  Chút (0%-25%)  Quan tr ng (25%-50%  Khá quan tr ng (50% - 75%)  R t quan tr ng (75%-100%) 2.1.2 Nh ng y u t bên d i nƠo sau đơy có th đánh giá đ c m c đ quan tr ng c a vi c h c t v ng đ giúp em h c t p thu n l i h n?  Giao ti p  H c luy n t p k n ng ngơn ng (nghe, nói, đ c, vi t) 149  Ti p c n nh ng tài li u tham kh o đ m r ng ki n th c  T t c nh ng ý nêu 2.2 Em đánh giá ki n th c t d ng l p h c? R tt t 2.3 Em có mu n c i thi n kh  R t mu n  Mu v ng c a em m c đ nƠo, tr c trò ch i đ cs  Khá t t  Trung bình Y u n ng t v ng c a h n n a khơng? n  Bình th ng  Khơng mu n 3.S d ng thành ph nătrịăch iăđ t ngăc ngăđ ng l c cho h c sinh vi c h c t v ng 3.1 Em ngh nh th v vi c s d ng y u t trò ch i đ d y h c t v ng l p h c?  Bình th  Khơng quan tr ng Khá quan tr ng ng  R t quan tr ng 3.1.1 VƠo giai đo n c a h c em mu n giáo viên s gi i thi u trò ch i cho em?  Giai đo n gi i thi u  Giai đo n th c hành  Giai đo n c ng c  C giai đo n 3.1 Em ngh nh th v vi c ng d ng thành ph n trò ch i đ lƠm t ng đ ng l c h c t p t v ng cho h c sinh:  R t thích  Thích  Bình th ng  Khơng thích 3.2 Em mu n t n su t xu t hi n thành ph n trò ch i đ c gi i thi u l p nh th nào?  Không bao gi  ôi  Th Luôn ng xuyên 3.3 Các lo i thành ph n trò ch i ho t đ ng nƠo giáo viên th ng s d ng đ gi ng d y t v ng l p h c c a em? (Các em có th ch n nhi u ph ng án cho cơu này)  S d ng m th ng đ khen th  S d ng nh ng ph n th ng h c sinh ng b t ng (quà t ng vƠ m th ng) đ th sinh  S d ng b ng x p h ng đ thúc đ y t t h c sinh tham gia  S d ng cúp th ng, danh hi u, huy hi u đ khen th 150 ng h c sinh ng cho h c  Tham gia làm vi c nhóm, làm vi c  Tham gia đóng k ch l p 3.4 Theo em, vi c s d ng thành ph n trò ch i đ gi ng d y t v ng có hi u qu khơng?  Có  Không PH N 2: B NG CÂU H IăTÁCă NG C A THÀNH PH NăTRọăCH Iă N NGăC ăH C T P VÀ VI C NÂNG CAO KH N NGăT V NG C A H C SINH H ng d n cho ph n này: Trong ph n có câu h i l n M i câu h i đ c chia thành vài ý nh khác T t c nh ng em c n lƠm lƠ đ c k cơu h i kh o sát quy t đ nh xem m c đ phù h p v i b n thân khoanh trịn khung thích h p N u em thay đ i câu tr l i em có th xóa câu tr l i c vƠ khoanh trịn vào khung m i 4.1 c tính c a thành ph nătrịăch iăgiúpăíchăr t t t cho vi c h c t p t v ng? Câu Thành ph nătrịăch iănơngă R t Khơng Trung ng R t khơng đ ng ý l p ý đ ng cao vi c h c t v ng đ ng ý ý 4.1.1 T ng s h ng thú c a h c sinh đ i v i vi c h c t v ng 4.1.2 Làm cho h c sinh không nhàm chán, mà c m th y tho i mái h c t v ng 4.1.3 Gi m s lo l ng c a h c sinh h c t v ng 4.1.4 Cho phép h c sinh s d ng ngôn ng m t cách th ng xuyên 4.1.5 Giúp h c sinh nh t v ng d h n vƠ lơu h n 4.2ă c tính c a thành ph nătrịăch iălƠmănơngăcaoăđ ngăc Câu Thành ph nătrịăch iănơngăcaoă R t Khơng không đ ng ý đ ngăc ăh c t p c a h c sinh đ ng ý 4.2.1 Khuy n khích h c sinh h c t p theo nhóm, theo c p,ầ 4.2.2 Làm gi m kho ng cách gi a giáo viên h c sinh 151 ăh c t p c a h c sinh? Trung ng R t l p ý đ ng ý 5 4.2.3 Khuy n khích h c sinh ch đ ng tham gia tích c c h n vƠo ho t đ ng tham gia l p 4.2.4 Khuy n khích h c sinh r t rè tham gia vào ho t đ ng l p 4.2.5 H c sinh c m th y có đ ng l c nhi u h n nh n đ c gi i th ng, huy hi u thông qua thành ph n trị ch i 4.2.6 Duy trì đ ng c c a h c sinh vi c h c t v ng 5 5 4.3 Thành ph nătròăch iălƠmăchoăh c sinh h c t Câu Thành ph nătròăch iălƠmă R t không đ ng ý cho h c sinh h c t p t t h n 4.3.1 H c sinh h c t p t t l n tham gia ho t đ ng liên quan đ n thành ph n trò ch i 4.3.2 H c sinh c m th y r t vui h c v n d ng thành ph n trò ch i 4.3.3 Khi em đ c th c hành l p thông qua trò ch i, em h ct th n 4.3.4 Em c g ng đ t đ c k t qu cao nh t tham gia thành ph n trò ch i p t tăvƠăđ t k t qu t tăh n?ă Không Trung ng R t đ ng ý l p ý đ ng ý 5 5 4.4:ăTháiăđ c a h căsinhăđ i v i vi c s d ng thành ph nătròăch Câu Tháiăđ c aăemăđ i v i vi c R t Không Trung đ ng ý l p s d ng thành ph n trị khơng đ ng ý ch iătrongăvi c h c 4.4.1 Các y u t thành ph n trò ch i có th giúp em v n d ng ki n th c em đ c h c 4.4.2 Em hài lòng v i cách th c h c t p thông qua vi c s d ng thành ph n trò ch i 152 iătrongăvi c h c ng R t ý đ ng ý 5 4.4.3 Em ngh r ng vi c ng d ng thành ph n trị ch i r t h u ích cho em 4.4.4 Em mong mu n giáo viên có th ng d ng ph ng pháp gi ng d y d a theo vi c ng d ng thành ph n trò ch i t ng lai 4.4.5 Vi c s d ng thành ph n trò ch i giúp em h c t t h n ph ng pháp gi ng d y truy n th ng 5 4.5 Nh ng b t l i s d ng thành ph nătròăch iătrongăl Câu Nh ng b t l i s d ng thành R t Không không đ ng ý ph nătròăch iătrongăl p h c đ ng ý 4.5.1 Th i gian s d ng thành ph n trò ch i l p q 4.5.2 Mơi tr ng c nh tranh l p h c làm em c m th y m t m i, khó ch u 4.5.3 Trị ch i s tr nên b t ti n l p có đơng h c sinh 4.5.4 H c sinh th ng làm n ch i trò ch i 4.5.6 Trị ch i đơi gơy khó cho h c sinh h ng d n không rõ ràng p h c: Trung ng R t l p ý đ ng ý 5 5 Câu 4.6: Tri n v ng c a vi c s d ng thành ph nătròăch iătrongăt ngălai:ă 4.6.1 Tri n v ng c a vi c s d ng R t Không Trung ng R t không đ ng ý l p ý đ ng thành ph nătròăch iătrongă đ ng ý ý t ngălai 4.6.2 Thành ph n trò ch i mang l i nhi u l i ích cho h c sinh 4.6.3 Ti m n ng c a vi c s d ng thành ph n trò ch i gi ng d y r tl n 153 4.6.4 Em hi v ng thành ph n trò ch i c ng đ c áp d ng nh ng môn h c khác 154 APPENDIX 16: INTERVIEW ANSWERING SAMPLE OF THE PILOTING STUDY INTERVIEW SAMPLE ậ PILOTING STUDY CODE DATA Interviewer: Good evening! Thank you very much for accepting our interview invitation How are you today? Interviewee: Yeah, I’m good! Thanks for asking Really nice to meet you today! Interviewer: I’m glad to hear that All right, now I’m going to tell you what we are going to today Interviewee: Okay Interviewer: As you know, we are conducting a study on teachers' using gamification to teach vocabulary for young learners in classrooms Our thesis's title is: "The impacts of gamification on teaching vocabulary to young learners in Ho Chi Minh City." Our study aims to examine what teachers think about the usage of using gamification in classrooms, so it can help us understand more about gamification in applying for teaching vocabulary Therefore, we would like to ask you some questions about your opinion on gamification Are you clear with our research and its purposes? Interviewee: Okay! I understand Interviewer: That’s great! Have you ever heard of gamification? nterviewee: Yes, I have, gamification is adding game mechanics into nongame environments to engage or enhance the learning experience Interviewer: Yay, great, that’s correct Let me tell you briefly about that Gamification commonly employs 155 NOTE game design elements to improve user engagement, organizational productivity, flow, learning, knowledge retention, learners' recruitment and evaluation, ease of use, physical exercise, and more With gamification, learners can interactively work with given questions through their gadgets We will ask you some questions related to gamification in teaching vocabulary for young learners during the interview Interviewee: It sounds great! Interviewer: And our interview should take about 15 minutes Would that be convenient for you? Interviewee: Yes, it’s fine with me Interviewer: Your feedback will significantly contribute to the success of this study We are committed to protecting the privacy of the information you provide and only use this information for research purposes Interviewee: Great! Can we start now? Interviewer: Yes! Of course I am! + Motivate Interviewer: Have you ever used gamification to Potential learners, teach vocabulary in any of your classes before? engage Interviewee: Yes! I use gamification in many different Purposes learners, activities in classrooms These gamified activites are enhance really practical and efficient learners to Interviewer: How often you use gamification in your join in classrooms? class Interviewee: I use gamification mostly in all my classes, + Keep and it depends on the classroom features learners Inteviewer: Could you please list any special features of active gamification? 156 theme: Interviewee: I use to motivate learners, engage and enhance them to join in classroom activities more It keeps them active Yahầ.! Interviewer: So, when you use gamification in teaching vocabulary in the classroom? How often? Interviewee: Well at the beginning of the lesson, I usually use gamification to review the last topic Then I revise the lesson of the day to make sure all of the learners understand and engage in the lesson well It is, indeed, very beneficial Interviewer: Oh Nice So how often you use gamification in class? Interviewee: I use gamification in all of my classes and I apply it all the time Interviewer: So you like gamification and you use it all the time because it makes the lesson entertaining? Right? Interviewee: Yes! That’s right! And it keeps the learners engage as well Interviewer: Can you tell me how much time you spend on using Gamification? Interviewee: About 10 minutes for each class Interviewer: 10 minutes, okay! Noted that Interviewer: The next question I would like to ask is: Can you describe some activities when you apply gamification in teaching activities? 157 Interviewee: I’m using badge, ranking, trophy, bonus, asking learners to work in group, in pair, role plays, or I tell story to them) Interviewer: Oh! That’s great What’s else? Interviewee: I also other oline games like: Quizziz, Kahoot, and Puzzle Interviewer: Great, so that’s all, right? Interviewer: Yah! + Appeals Interviewer: How you feel about gamification Potential to people’s when teaching vocabulary for young learners? Themes: desires Interviewee: Gamification appeals to people's desires: Strengths +Engage get rewarded, self-expressing, achievement and and learners competition - because everyone wants to be often Weaknesses + Makes Gamification helps to engage learners - makes the the classroom atmosphere more vibrant classroom Interviewer: So, what else? atmosphere Interviewee: It also creates motivation that motivates more children to be more involved vibrant Inteviewer: Okay, so that’s all, right? + Creates Interviewee: Yes motivation + Learners Interviewer: What are the strengths and weaknesses Potential don’t of using gamification in teaching vocabulary for young Themes: wanna learners in the classroom? classwork Interviewee: Sometimes learners don’t wanna and + Difficult classwork, and at some points, they just want to play Weaknesses Strengths to many games So it is difficult for me to many games, and games they’re lazy to actual works, and they just wanna play games over time Interviewer: So that’s all? 158 + Lazy to Interviewee: Yes actual work + Keep Interviewer: The last question for you is: Do you Potential them busy have any recommendations for teachers about using Themes: and interest Gamification in teaching vocabulary for young learners? Suggestions in class (So any part in Gamification that you think your teachers activities should stop using? Or any useful part/ application that + Get you think other teachers should continue using?) learners Interviewee: I just think about the learners who are not pay focusing, so you can stop using it I think gamification is attention to also a good thing because some learners will get bored the lesson so quick in learning, and you need to keep them busy and + Control interest in classroom activities the class Interviewer: So anything that the teacher should avoid? and keep Interviewee: Sometimes the class are getting out of learners control, so you need to get them pay attention to the focus lesson at such, so I think that you could stop the gamification to control the class and keep learners focus Interviewer:Anything else? Interviewee: I think that’s all! Interviewer: Hihi I totally understand And I think that’s everything we need for the interview Thanks again for your time and presence in our research Interviewee: Don't mention it It’s my honor to be part of your project Nice to meet you! Interviewer: Thank you and see you again 159 ...STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis submitted today entitle: THE IMPACTS OF GAMIFICATION ON TEACHING VOCABULARY TO YOUNG LEARNERS IN HO CHI MINH CITY in terms of the. .. attitudes towards integrating gamification in teaching vocabulary Therefore, the application of gamification contains a vital role in learning and teaching English vocabulary in Ho Chi Minh City Key... Teachers’ăopinions? ?of? ?applying? ?gamification? ?in? ?teaching? ?vocabulary 55 4.2.2.1 Game elements using in teaching vocabulary 55 4.2.2.2ăTeachers’ăopinions? ?of? ?the? ?impacts of gamification on teaching