Rationale
Vocabulary is the foundation of any language, essential for effective communication and language learning Wilkins (1972) highlighted that while grammar is important, vocabulary is crucial, as nothing can be conveyed without it Vermeer (1992) reinforced this by stating that success in foreign language learning is heavily reliant on vocabulary Words form the building blocks of language structure and serve as the raw material for sentence creation (Ross & Jan, 2007).
Vocabulary learning is a significant challenge for English as a Lingua Franca (ELF) students, as highlighted in this thesis Despite acknowledging its importance, many students exhibit low motivation towards vocabulary acquisition, often perceiving it as tedious and difficult Observations and interviews reveal that the exercises provided are frequently disconnected from students' interests, which may stem from ineffective teaching methods, particularly the traditional grammar-translation approach To enhance student engagement and transform vocabulary learning into a more enjoyable and beneficial experience, it is crucial for educators to implement innovative strategies that foster motivation and relevance in the learning process.
Games are an effective strategy for enhancing student motivation, particularly in vocabulary learning, as supported by various researchers who highlight their educational value A game-based learning environment fosters higher motivation levels, making the learning experience more engaging and enjoyable By incorporating games into the classroom, students become more active, autonomous, and energetic, allowing them to connect with their surroundings and actively participate in the learning process This learner-centered approach enables the teaching of all skills and components while ensuring that the content remains meaningful and appropriate for the learners' levels.
The rise of Internet technology has led to an increased adoption of online learning environments, where online vocabulary games are replacing traditional methods (Wichadee & Pattanapichet, 2018) These online games are designed to be more engaging while retaining the benefits of conventional vocabulary games, providing a source of entertainment that fosters student interaction and language acquisition By utilizing devices like mobile phones and laptops, students can actively participate in learning, moving away from passive classroom experiences Recognizing the low motivation levels among students in vocabulary learning, this research aims to create a relaxed and enjoyable atmosphere through the use of online games in English lessons The study investigates how online games can enhance student motivation in vocabulary acquisition and gathers their feedback on this innovative approach, with the hope of demonstrating the effectiveness of online games as a motivational tool in language learning.
Research aims
Vocabulary is fundamental to language learning, making it essential to motivate learners in this area This thesis addresses challenges in vocabulary teaching by conducting action research aimed at assessing student motivation levels and developing an effective action plan The study identifies low motivation as a key issue and introduces a new strategy involving online games to enhance engagement in vocabulary learning Over a 15-week period, these games were integrated into English lessons, followed by an evaluation of their impact on student motivation Additionally, student feedback on the use of these games in the classroom was analyzed to gauge their effectiveness.
Research questions
The above overall aims are expected to be fulfilled by addressing the following research questions:
(1) To what extent do online games have influences on students‟ motivation in learning vocabulary?
(2) What are students‟ opinions on the application of online games in English lesson?
The researcher strongly believes that online games can significantly enhance students' motivation in learning vocabulary and that students will have positive opinions about these games To test this hypothesis, the researcher compared questionnaire results on students' motivation levels before and after the implementation of online games using SPSS software Additionally, to assess students' opinions on the use of online games, questionnaires were collected and analyzed both overall and in relation to each aspect of the ARCS motivation model.
Scope of the study
This study aims to explore the specific influence of online games on students' motivation in vocabulary learning, rather than examining all aspects of online games' impact on language and skill development Given the importance of vocabulary acquisition and the noted lack of student motivation, the research focuses solely on the effects of Kahoot, a selected online game, as a tool for enhancing vocabulary learning Additionally, Keller's 2010 ASRCS motivation model is utilized to analyze the features of the application within the context of this study.
Method of the study
This action research involved 28 low-level students at a non-English major university in Hanoi, aiming to address their low motivation in vocabulary learning through online games over a 15-week period The research process was structured into four key steps: planning, implementing, observing, and reflecting on progress Data collection methods included classroom observations, survey questionnaires, and semi-structured interviews, which facilitated ongoing reflection throughout the study.
Significance of the study
This action research aims to address the vocabulary learning challenges faced by students, who struggle due to traditional teaching methods and monotonous practice exercises By introducing a new strategy, the study seeks to enhance student motivation and engagement in vocabulary acquisition, providing an immediate solution to their learning difficulties.
This study aims to provide valuable insights for writers, readers, teachers, and schools For writers, the research findings enhance both theoretical and practical knowledge in conducting studies Readers will benefit by gaining information and motivation for vocabulary learning through online games Teachers can utilize these findings to enhance their teaching methods, fostering increased vocabulary learning motivation among students Additionally, schools can leverage this research to improve the overall quality of their vocabulary teaching and learning processes.
Design of the thesis
This thesis consists of three parts:
Part A: Introduction presents the rationale for conducting the study a longing with its aims, research questions, methods, significance and design
Part B: Development including four chapters:
Chapter 1 - Literature Review conceptualizes the framework of the study including the key concepts A brief overview of the related studies are also provided
Chapter 2 - Research methodology presents the context, the methodology used in this study including the objects, data collection instruments, data collection procedure and analysis
Chapter 3 – Findings presents and gives a comprehensive analysis of the data Chapter 4 – Discussion gives on the findings of this study
Part C: Conclusion offers the summary of findings, implications, limitations, recommendations and reflection of the researcher.
LITERATURE REVIEW
Vocabulary in language learning and teaching
Vocabulary serves as a crucial connection among the four essential language skills: speaking, listening, reading, and writing Its definition encompasses diverse perspectives on both its nature and practical application.
Researchers and experts have varying perspectives on vocabulary in language learning Vocabulary, as defined by Hornby (1995), encompasses the total number of words in a language It includes all words acquired by individuals, whether incidentally or intentionally, through both indirect exposure and explicit instruction on specific words and word-learning strategies (Setiyaningsih, 2009).
1.1.1 The importance of vocabulary learning
Vocabulary is essential for the existence of any language, as it underpins all aspects of communication, including speaking, reading, listening, and writing Without vocabulary, language structure alone is insufficient for meaningful communication Mastering a foreign language relies more on a robust vocabulary than on grammar, as vocabulary enables a person to express a wide range of ideas, while grammar alone limits expression (Wilkins, 1972).
Traditionally, vocabulary was not treated as a distinct subject in education; rather, it was integrated into lessons focused on speaking, listening, reading, and writing However, with the introduction of methods like Competency-Based Approach (CBA) and Communicative Language Teaching (CLT), the importance of vocabulary teaching and learning has significantly increased, particularly in English as a Foreign Language (EFL) classrooms (Darfilal, 2015)
Recognizing the significance of vocabulary, schools should prioritize teaching the effective use of words to enhance understanding A vital role of any language program in the classroom is to foster the development of writing, speaking, reading, and listening vocabularies.
Mastering vocabulary is a crucial aspect of language learning, as it directly influences our ability to communicate effectively To engage in meaningful conversations, one must have a solid grasp of topic-related vocabulary Thus, vocabulary plays an essential role in enhancing the four core language skills: listening, speaking, reading, and writing.
Effective vocabulary teaching is an ongoing process that allows learners to encounter words repeatedly, enhancing their understanding and usage in a foreign language Engaging in meaningful activities for vocabulary practice significantly boosts memorization, offering learners better retention than traditional methods like oral drilling or flashcards (Cameron, 2001).
Engaging learners in activities that require them to think critically about words enhances their ability to remember them effectively To achieve long-term retention, it's crucial to connect new knowledge with existing information, utilizing working memory through methods such as comparison, combination, matching, sorting, visualization, and regular recall This approach necessitates diverse activities that challenge students' thinking and foster decision-making skills, ensuring a deeper understanding of vocabulary (Thornbury, 2002).
Vocabulary should not be learned in isolation; instead, it is essential to introduce new words within a meaningful context, as suggested by Nunan (1995) Later, learners should have opportunities to engage with these words outside of their initial context Kang (1995) emphasized that a context-embedded approach significantly enhances second language vocabulary acquisition, where learners are presented with target English words, their meanings, and example sentences through computer audio, allowing for repeated exposure Ultimately, vocabulary plays a crucial role in the teaching and learning process, and educators should introduce vocabulary to students from a young age This foundational knowledge enables learners to effectively master vocabulary and achieve their goals in speaking, reading, and writing a foreign language.
Motivation in learning vocabulary
Motivation plays a crucial role in learning new languages; however, there is a lack of consensus on its precise definition Although the term is commonly used in educational and research settings, the literature reveals a surprising disparity in interpretations of the concept (Dörnyei, 2001).
Motivation serves as the internal drive that compels individuals to pursue their goals When we perceive our objectives as valuable and appealing, we are more inclined to take action towards achieving them This phenomenon illustrates how motivation fuels our efforts to reach desired outcomes.
Motivation is a crucial element in the learning process, working hand in hand with learning to achieve success While learning equips individuals with new knowledge and skills, motivation serves as the driving force that encourages engagement in this process (Parsons, Hinson & Brown, 2001) According to Gardner's socio-educational model, motivation consists of three key components: effort, desire, and affect Effort reflects the time and energy dedicated to language study, desire represents the learner's aspiration for proficiency, and affect encompasses the emotional responses associated with learning a language (Gardner, 1982).
Motivation can be classified into different categorized as mentioned below Harmer (1991) categorized motivation into two types of Short-term goal and Long-term goal
Short-term goals are crucial for students aiming to achieve immediate success, such as passing exams or attaining high grades By setting specific objectives for the near future, students can enhance their focus and motivation, ultimately leading to improved academic performance.
Students often aspire to achieve long-term goals, such as securing better job opportunities or effectively communicating with speakers of the language they are studying These ambitions drive learners to enhance their skills and proficiency in their target language, ultimately paving the way for personal and professional growth.
Krashen (1988) divided motivation in term of relation between the second language ability consisting of two functions of Integrative motivation and Instrumental motivation
Integrative motivation refers to the desire to become an integral part of a community that speaks a second language This motivation stems from an interest in learning the language to connect, socialize, and engage with its speakers Individuals motivated integratively seek to understand and participate in the culture of the language, aiming to integrate themselves into that society.
Instrumental motivation refers to the practical benefits of learning a second language, such as enhancing career prospects, gaining prestige, accessing scientific and technical information, and fulfilling academic requirements This type of motivation emphasizes the tangible advantages that language skills can provide in professional and educational contexts.
In other studies, the motivation is further classified into two main categories as Extrinsic motivation and Intrinsic motivation
Extrinsic motivation is driven by the desire for rewards and the avoidance of punishment, compelling learners to engage in educational activities such as completing homework or striving for good grades This type of motivation encompasses both integrative and instrumental motivations, highlighting the importance of external factors in the learning process While extrinsic motivation can initially enhance student engagement and performance, it may lead to negative outcomes if students become reliant on external incentives When rewards are removed or if there is a lack of consequences, students may lose interest in attending classes and learning, as their motivation is not rooted in intrinsic desire but rather in the pursuit of external validation.
Intrinsic motivation is the inherent drive to learn for the sake of learning itself, as highlighted by Arnold (2000) This form of motivation arises when learners voluntarily engage with material they find valuable, fostering an internal desire for knowledge without relying on external rewards The presence of intrinsic motivation is beneficial, encouraging students to pursue learning out of personal interest and will According to Lightbown and Spada (1999), teachers have limited influence over students' intrinsic motivation due to their diverse backgrounds; thus, creating a supportive classroom environment is crucial for fostering this motivation.
According to Harmer (1991), factors that influence intrinsic motivation are: Physical condition, Method, The teacher and Success
The physical condition of a classroom significantly impacts the teaching and learning process, influencing students' motivation in both positive and negative ways Poor lighting and overcrowding can lead to decreased motivation, highlighting the importance of a conducive learning environment for effective language acquisition.
The teaching method significantly influences student motivation; engaging and confidence-building approaches can inspire enthusiasm, while dull and uninspiring methods may lead to demotivation.
The teacher: In this case, the teacher must show up her teaching as well as possible, in order to students interested in her English teaching
Success significantly influences students' motivation, with both extreme failure and success potentially leading to demotivation It is essential for teachers to establish achievable goals and tasks that cater to the capabilities of most students, fostering a sense of accomplishment and encouraging continued effort.
1.2.2 Methods to enhance motivation in learning
In the learning and teaching process, motivation plays a crucial role, encompassing both intrinsic and extrinsic factors Shodiqin suggests various strategies to enhance student motivation during language classroom activities, emphasizing the importance of fostering an engaging learning environment.
Giving score: Score, in this case, as a symbol from the value of learning activities Many students study hard to get a good score A good score for students are strong motivation
Competition: Competition can be used as an instrument to motivate the students are studying hard Competition both of individual or group, it can increase students achievement in learning English
Students are more likely to study diligently when they know a test is approaching, as assessments serve as effective motivation However, teachers should avoid administering tests too frequently, as daily testing can lead to student boredom To maintain engagement, it's important for teachers to communicate with students beforehand about upcoming tests, ensuring they are well-informed and prepared.
Reward: Reward, can be divided into two, those are:
Giving a praise: When there is a student who succeeds and finishes his/her work well, it necessary to give a praise Giving praise is a form of positive reinforcement
Punishment: Punishment is a negative reinforcement; it can be as instrument to motivate the students if the teacher gives it in good situation
The ARCS Motivational Model, developed by John Keller, emphasizes the importance of sustaining learner motivation throughout the instructional process This model consists of four key components: Attention, Relevance, Confidence, and Satisfaction, which are essential for promoting and maintaining motivation in education (Keller, 2010).
The application of online vocabulary games in EFL classroom
1.3.1 Definition and classification of games in language learning
There are many definition of games in the field of language teaching Allery
A game is defined as a competitive activity characterized by a specific setting and governed by rules and procedures, where learning emerges from gameplay rather than academic content (2004) According to Hunt and Cain (1950), a game involves a shared behavioral pattern among participants, highlighted by organizational elements that create a distinct and often recurring climax Importantly, players maintain their individual identities within the game, as success and failure are balanced, allowing participants to influence the outcome through their efforts, practice, and self-application.
Language games, as categorized by Littlewood (1981) and Hadfield (1996), can be divided into communicative and pre-communicative games, as well as cooperation/competitiveness games and techniques games Communicative games focus on successful interaction, encompassing functions like greeting, inviting, requesting, describing, and narrating, where outcomes are open-ended and unpredictable Conversely, pre-communicative games prioritize language accuracy, featuring structured activities that enhance specific linguistic skills, including syntax, vocabulary, spelling, and pronunciation, with a close-ended output to ensure correctness Cooperation games involve team-based activities that foster collaboration towards a shared objective, while techniques games, which are beneficial for engaging shy students, require all members to participate in tasks such as completing drawings, organizing items, or exchanging information Additionally, techniques games encompass activities like information gaps, problem-solving, and simulations, promoting active engagement and interaction among participants.
1.3.2 The application of games in teaching vocabulary
Research supports the integration of language games in the classroom as an effective method for vocabulary learning Nowak (1994) emphasized that games enhance teaching and learning outcomes among students Huang (1996) noted that game-based learning fosters psychological and intellectual engagement, boosting communication, self-esteem, motivation, and spontaneity while reinforcing learning and confidence Uberman (1998) highlighted that games not only make language learning enjoyable but also facilitate incidental practice Additionally, Lee (1996) pointed out that games provide a refreshing break from traditional routines, motivating students and enhancing their language skills Overall, incorporating games into vocabulary lessons allows teachers to create dynamic contexts for students to communicate, exchange information, and express their opinions effectively.
The use of language games in vocabulary teaching is highly valued for their ability to engage and entertain students Experts in language teaching methodology widely agree that incorporating games into lessons effectively motivates learners Moon (2000) emphasizes that games tap into students' sense of fun, sparking their interest and providing a meaningful context for language use By playing games, students gain opportunities to use language more freely, enhancing their overall learning experience.
Games in the foreign language classroom enhance vocabulary retention by helping students recall language associated with game experiences (Rixon, 1992) They also promote socialization, teamwork, self-discipline, and respect for rules, fostering an environment of peer teaching and cooperative learning Additionally, classroom games cultivate skills such as cooperation, healthy competition, and graciousness in losing By incorporating vocabulary games, educators can make lessons more engaging, enjoyable, and effective.
While many researchers advocate for the benefits of games in language learning, Harmer (2001) cautions that not all games are effective Teachers must carefully evaluate whether a game can make English vocabulary engaging and significant for students Harmer argues that games can enhance the perceived importance of certain words, as achieving the game's objective often relies on using them Consequently, students are likely to focus more intently and actively recall previously learned vocabulary to succeed in the game.
1.3.3 The benefits of online vocabulary games
The advancement of Internet technology and online teaching tools has led to the integration of various online games in classrooms across all educational levels Students can effortlessly connect to the internet and log in to engage in interactive games, enhancing their learning experience Additionally, they have the option to download applications for gameplay on their mobile phones or laptops, making learning both accessible and enjoyable.
Online games foster an engaging learning environment that enhances user participation and enthusiasm As noted by Reeve (2012), engagement is crucial for effective learning, as it reflects a learner's active involvement and attentiveness Conversely, a lack of engagement can impede learning effectiveness Therefore, online games serve as a powerful tool to motivate learners, boost their enthusiasm, and assess their comprehension, as highlighted by Simões, Redondo, and Vilas (2013).
Students experience confrontation, which fosters a sense of achievement or failure, while also receiving immediate feedback (Kapp, 2012) This timely and relevant feedback encourages learners to incorporate it into their studies and revise the material they have learned.
Online vocabulary games are increasingly utilized in language classrooms to transform traditional learning methods These interactive tools engage students actively, moving away from passive learning where they rely solely on the teacher for vocabulary acquisition By incorporating these games, educators aim to enhance student participation and improve vocabulary retention in a dynamic and enjoyable way.
METHODOLOGY
Action research
Action research has become increasingly significant in English language teaching as a method for enhancing classroom practices and facilitating educational change Defined by Dick (2002) as a simultaneous pursuit of action and research, it encourages educators to reflect on identified problems and seek improvements in their teaching contexts McNiff (2010) describes it as practitioner-based, self-reflective research that involves a continuous evaluation of ideas to ensure they are progressing in a desirable direction Schmuck (1997) emphasizes that action research aims to study real school situations to enhance the quality of actions and outcomes, thereby improving professional judgment and achieving educational goals Skytt (2000) highlights that it allows teachers to systematically investigate specific problems within their professional settings, fostering planned and documented professional growth Through this cyclical process, teachers identify issues, implement solutions, and evaluate their effectiveness, making necessary adjustments along the way Mills (2007) notes that action research is a systematic investigation by teachers aimed at collecting data on their teaching and students' learning, ultimately fostering reflective practices and positive changes in the educational environment Burns (2010) further asserts that action research involves teachers actively engaging in reflective and critical exploration of their teaching, using subjective approaches to enhance their practices and knowledge.
Although definitions of action research may vary, they share similar features as follows: (1) It is conducted by classroom teachers rather than outside researchers;
(2) It is targeted to make changes.
Research design
This study aimed to boost student motivation in vocabulary learning through an action research approach, specifically utilizing the Kemmis and McTaggart model as outlined by Burns (2010) The research was structured around a four-step action plan, which included planning, acting, observing, and reflecting.
The action research model consists of four key stages: Planning, Action, Observation, and Reflection In the Planning stage, educators develop a clear and informed strategy aimed at enhancing existing classroom practices, focusing on specific goals, meaningful activities, and realistic objectives The Action stage involves implementing this plan, allowing researchers to observe the relationship between their goals, activities, and outcomes During the Observation stage, the effects of the implemented actions are monitored within their educational context Finally, the Reflection stage encourages educators to analyze these effects, providing a foundation for future planning and informed actions in an ongoing cycle of improvement.
Participant selection
The study involved 28 Vietnamese students enrolled in an English class at a non-English major university in Hanoi This action research was carried out during the second semester of the 2017 academic year.
In 2018, a study was conducted involving students who were just starting English Course 1, having an initial TOEIC score of 150 The course is designed to last fifteen weeks, aiming for a target score of 250 on the TOEIC test The researcher assumed the role of the teacher responsible for implementing the intervention during this period.
Materials
The main materials used for was the English Discoveries Workbook - Course
1 The syllabus consists of 15 units which are covered in the duration of 15 weeks
(3 periods per week, 1 week per unit) The package includes the main Course book, English Discoveries online practices, Handouts, PowerPoint slides, and audio tapes.
Intervention
This study focuses on the online game Kahoot, highlighting its features along with the advantages and disadvantages of using it in educational settings Additionally, the reasons for implementing quiz games as an effective intervention strategy are discussed.
Online games have increasingly replaced traditional methods in language education, largely due to advancements in technology One notable example is Kahoot, a widely-used game-based classroom response system that enhances student engagement and learning outcomes.
Since its introduction in 2013, Kahoot has gained popularity among teachers as an engaging online game that enhances student involvement and knowledge assessment By transforming dull classes into lively, interactive environments, Kahoot effectively boosts student enthusiasm and motivation to learn, making it a valuable educational tool.
Advantages and disadvantages of Kahoot
Kahoot is a free and accessible platform for teachers across all subjects and educational levels, requiring no advanced skills or complicated equipment Teachers can easily create an account to design their own quizzes or modify existing ones to suit their students' needs The platform is user-friendly for students as well, as it doesn't require account registration or app downloads; they simply need a device with an internet connection to enter a game pin and participate using smartphones, tablets, or computers Kahoot enhances engagement with its interactive features, including points, leaderboards, instant feedback, and rewards, while its vibrant music and colors boost excitement and energy in the classroom.
While online games offer several advantages, it's important for educators and students to recognize their limitations One significant drawback is the restriction on the number of characters allowed in questions and responses, which can hinder effective communication Additionally, the format does not permit educators to pose open-ended questions or receive comprehensive answers, potentially limiting the depth of discussion.
Kahoot! offers three creation options: multiple choice quizzes, discussion questions, and surveys While discussions and surveys gather student opinions without definitive answers, quizzes were chosen for this study due to time constraints, allowing for efficient assessment and engagement.
Kahoot transforms quizzes into an engaging experience for learners, motivating them to achieve high scores for leaderboard recognition Students have the flexibility to retake quizzes or download games for offline use Educators can utilize Kahoot for both graded and ungraded assessments to gauge students' knowledge and retention, making it ideal for warm-up activities, post-lecture reviews, and unit material revision Teachers can easily download and analyze student performance data, while adjustable response times help train students to answer questions more quickly, preparing them for future tests Instant feedback allows educators to provide immediate clarification when necessary.
Instruments
This classroom action research utilized a combination of quantitative and qualitative methods to gather comprehensive data The quantitative approach focused on performance metrics, attitudes, observational data, and statistical analysis, while the qualitative methods incorporated open-ended questions, interviews, observations, document analysis, and recorded speech By employing diverse instruments, the researcher effectively collected both types of data to enhance the study's findings.
The following instruments were used in this study
A questionnaire is a collection of questions aimed at gathering information from respondents regarding their knowledge and beliefs In this study, two types of questionnaires were utilized, based on motivational measurement tools created by John Keller, specifically designed to assess the four components of the ARCS model Both questionnaires employed Rating Scale Questions and were used to address two research questions: the impact of online games on students' motivation and their perspectives on using these games for vocabulary learning.
2.5.1.1 Questionnaire on Motivation in learning vocabulary
The primary tool utilized in this study was a modified Questionnaire on Motivation in Learning Vocabulary, adapted from Keller's Course Interest Survey (2006) This questionnaire consisted of 12 Likert scale questions designed to assess students' motivation levels in vocabulary acquisition, adhering to the IMMS scoring guidelines established by Keller.
In a study conducted in 2006, participants completed the Questionnaire on Motivation in Learning Vocabulary twice: once as a Pre-intervention assessment and again following the intervention as a Post-intervention assessment For detailed information, refer to appendices A and B.
2.5.1.2 Questionnaire on the Use of online games
The Questionnaire on the Use of Online Games, adapted from John Keller's Instructional Materials Motivation Survey (IMMS), was administered at the end of the course to assess student opinions on online game usage This tool, tailored for self-paced learning, consists of 36 Likert scale questions aimed at measuring learner perceptions in line with the IMMS scoring guide (Keller, 2006) For detailed insights, refer to Appendix C.
An interview is a vital communication process involving interaction between interviewers and interviewees The effectiveness of an interview largely depends on the conditions surrounding it, as a successful interview occurs when the interviewee is willing to share the necessary information.
Semi-structured interviews are a unique format that involves in-depth discussions where respondents answer predetermined open-ended questions This interviewing method is widely used for both individual and group settings, allowing for comprehensive insights Typically, these interviews are conducted only once, making them a valuable tool for qualitative research (Jamshed, 2014)
The researcher employed a semi-structured interview guide, designed to facilitate a smooth interview process by outlining key questions and topics for exploration Open-ended questions were formulated based on the ARCS model of motivational design (refer to Appendix D) During the interviews, the researcher took notes and utilized a recorder to verify the information gathered.
This research utilized observation to assess student participation in vocabulary learning activities It focused on two types of observation: participant and non-participant The writer engaged directly with the community, categorizing this as participant observation, which involved direct observation methods.
Over a fifteen-week period, the researcher closely monitored the intervention, documenting students' participation in both class discussions and activities Detailed field notes were recorded after each lesson using the Teacher Observation Record, which are available in Appendix E.
The study procedure
Prior to the introduction of online games, students completed a Questionnaire on Motivation in Learning Vocabulary as a pre-intervention survey to assess their motivation levels in vocabulary acquisition.
At the start of the course, pre-intervention questionnaires were administered to gather essential data The insights gained from these questionnaires informed the design of online games, which were integrated into the English curriculum as a strategy for vocabulary instruction This approach aimed to foster competition among students, boost their motivation, and improve their vocabulary acquisition.
To enhance vocabulary learning and retention, vocabulary quiz games were integrated into each lesson as an engaging intervention Participants actively participated in online vocabulary quizzes to support their learning and review of essential vocabulary.
Introduce and implement the games
During the initial meeting, the researcher outlined the objectives and rationale behind her study, ensuring that students were clearly informed about the integration of online games into the course This introduction included detailed explanations of the games' purposes, guidelines, rules, assessment criteria, and the necessary technical devices, such as an internet-connected smartphone or laptop, that students needed to bring.
It was also noted that their participation in the project was voluntary
Before the game begins, students must register at https://kahoot.it to receive a game PIN for participation After entering their chosen usernames, players will be displayed on a list Kahoot's real-time activities allow questions and quizzes to be projected on screen, enabling players to select the best answers by quickly tapping the corresponding color blocks Once all players have responded, the correct answers are revealed after each question At the end of the game, students can review their progress and points, with a maximum of 1,000 points available per question, based on response accuracy and speed (Byrne, 2013) The total scores for each player are displayed on the screen at the conclusion of the quiz.
The purpose of the quizzes was explained to students as a means to assess their understanding of vocabulary, with the assurance that quiz scores would not impact their final grades but serve as a progress check Overall, the use of online games allows students to practice what they have learned in previous lessons while also making the learning process enjoyable and engaging.
Students are required to bring a smartphone or laptop with internet access to participate in the games during each lesson To streamline the process and save preparation time, it is also advisable for them to download the necessary app on their devices.
Week 2 – 15: Implement the Online games
Starting in week 2, the teacher integrated Kahoot online games into her class, utilizing them for a total of fourteen weeks These interactive games were used either as warm-up activities at the beginning of lessons or as review sessions at the end Throughout the implementation of this intervention, the participating students engaged in a total of fourteen quiz games on Kahoot!, enhancing their learning experience.
Observing: The descriptive filed notes from observations were taken and kept after each lesson
To ensure effective observation, observation recorders were prepared in advance The researcher took detailed records and descriptive field notes during the observation, which were promptly typed upon returning home Additional records were also maintained as needed.
These information were saved as teacher‟s journals and kept for data analysis
Reflecting: The writer as Teacher Researcher presented reflective thinking after implementing the action plan
At the conclusion of the course, students completed two survey questionnaires: the Questionnaire on Motivation in Learning Vocabulary, mirroring the Pre-intervention survey to assess differences in results, and the Questionnaire on the Use of Online Games, aimed at evaluating student attitudes towards game usage Additionally, semi-structured interviews were conducted, with responses recorded for subsequent data analysis.
Data collection procedure
Data for the survey questionnaire was collected during the first week and again at the fifteenth week, with student motivation interviews recorded at the fifteenth week for subsequent data analysis Additionally, observations were conducted throughout the course.
Data analysis method and procedure
After fifteen weeks of implementing an intervention aimed at enhancing students' vocabulary development, we analyzed the collected student response records to present findings that address the research question.
2.9.1.1 Questionnaires on motivation in learning vocabulary
This study investigates the impact of online games on students' motivation to learn vocabulary by analyzing data collected from a "Questionnaire on Motivation in Learning Vocabulary" administered before and after the introduction of online games.
The 2010 ARCS Measurement Survey scoring guide by Jon Keller was utilized to interpret the results, employing a response scale from 1 to 5 Students indicated their level of agreement with coding questions, selecting 5 for "strongly agree," 4 for "agree," 3 for "uncertain," 2 for "disagree," and 1 for "strongly disagree."
The pre- and post-intervention survey data were analyzed using SPSS, focusing on the mean scores and standard deviations A paired samples t-test was employed to compare the motivation scores before and after the intervention, with a significance threshold set at a p-value of 0.05 Results with a p-value less than 0.05 were considered significant, while those above 0.05 were deemed insignificant Findings were presented in tables and charts, highlighting the effects of online games on students' motivation for vocabulary learning.
2.9.1.2 Questionnaires on the Use of online games
Jon Keller's 2010 ARCS Measurement Survey scoring guide serves as a framework for analyzing survey results, allowing for scoring on both individual subscales and a total scale score The response scale ranges from 1 to 5, with varying minimums, maximums, and midpoints across subscales due to differing item counts An alternative scoring method involves calculating the average score for each subscale and the total scale, facilitating easier comparisons by dividing the total score by the number of items Since the survey is situation-specific, there are no established norms or expectations for a normal distribution of responses As more data becomes available from various applications, descriptive statistical information will be published, with scores derived from summing responses across subscales and the total scale (Keller, 2010).
In the analysis of responses, it's essential to recognize that items marked as reverse require a negative interpretation To accurately calculate the total responses, these items must be reversed: a score of 5 translates to 1, 4 to 2, 3 remains 3, 2 to 4, and 1 to 5 This means that if a student selects "strongly disagree," it is treated as "strongly agree," aligning with Keller's ARCS Measurement Survey Similarly, "disagree" converts to "agree," and "agree" turns into "disagree," while "uncertain" retains its value This reversal ensures that the data reflects the intended meaning of each response accurately.
After coding and analyzing the survey results using SPSS, a scale reliability test was performed to assess the IMMS outcomes Subsequently, the analysis focused on students' attitudes towards online games, evaluating both general perceptions and specific aspects of the ARSC model, which includes Attention, Relevance, Satisfaction, and Confidence.
To enhance the study's reliability, interviews were conducted with participant students following the games The interview questions were crafted in alignment with the ARCS model of motivational design The accompanying table outlines the open-ended questions utilized for qualitative assessment and their connection to the ARCS model.
Model Questions Relationship to ARCS Model
What did you like the best about the game?
Whether the students prefer visual stimuli and humor, for example shapes, colors and sound
How did the game relate to learning vocabulary?
How the students can learn/revise vocabulary via the games
What made you continue to play the game?
Students are more likely to stay motivated in their learning when they believe they can achieve success in the game It's essential for them to perceive the game as balanced—not too easy, yet not overly challenging.
How did you feel about your score at the end of the game?
Were the students happy with the score or not? If they are happy with score, they remained motivated to learn
The writer conducted observations to understand student behavior regarding attention, engagement, and participation in the classroom After a fifteen-week intervention, the collected data from notes and observation records were analyzed to evaluate the outcomes.
FINDINGS
Survey questionnaire
3.1.1 Questionnaire on Motivation in learning vocabulary
To assess the impact of online games on students' motivation for vocabulary learning, a "Questionnaire on Motivation in Learning Vocabulary" was administered to participants both before and after the course The data collected from these pre- and post-intervention surveys were analyzed using SPSS software to determine the effectiveness of the intervention.
The overall mean score and other descriptive statistics of students‟ motivation in learning vocabulary before and after the treatment of online games are shown in table 3.1 as below
Table 3.1 Descriptive statistics of students’ motivation in learning vocabulary
Mean N Std Deviation Std Error
The analysis of the data revealed a significant increase in student motivation following the intervention, with a post-intervention average score of 4.0692 (SD = 0.56759) compared to a pre-intervention average score of 2.8483 (SD = 0.23798) Figure 3.1 illustrates the comparison of mean scores for each questionnaire item, clearly indicating that motivation levels were higher in the post-intervention phase across all evaluated items.
Figure 3.1 Descriptive statistics of Pre-test and Post-test on motivation in learning vocabulary
To determine the statistical significance of the difference in motivation levels before and after the intervention, a Paired samples t-test was conducted The results, detailed in Table 3.2, reveal a p-value of less than 0.0001 (p = 000), indicating significant changes in students' motivation levels for learning vocabulary following the implementation of online games.
Table 3.2 Comparison of motivation between pre- and post-intervention
Paired Samples Test t df Sig (2- tailed)
The findings demonstrate that online games significantly enhance students' motivation in vocabulary learning, supporting the hypothesis that such digital tools can positively influence their engagement and learning outcomes.
3 1.2 Questionnaire on the Use of online games
With quantitative method, data from Questionnaires on the use of Online games was collected and analyzed to clarify the students‟ opinions in using Online games to learn vocabulary
The reliability of the ARCS model scales was assessed using SPSS, with Cronbach's alpha serving as the measure of internal consistency A score of 0.7 or higher is deemed acceptable As indicated in the table below, all scales demonstrated satisfactory reliability, with values exceeding 0.7.
It can be seen form table 3.3 that the overall reliability of all the scales on standardized Cronbach Alpha was 0.96 (n( on 36 items) In particular, there were
The study assessed various constructs using survey questionnaires, revealing strong reliability across multiple dimensions Specifically, the attention-related questions demonstrated an acceptable reliability coefficient of 0.86 Questions pertaining to relevance showed a reliability of 0.81, while those related to confidence achieved a higher reliability of 0.88 Additionally, satisfaction-related questions exhibited the highest reliability at 0.90 Overall, these findings indicate that the scales effectively measured their respective concepts, confirming the good reliability of the survey instruments used.
Table 3.3 Scale reliability based on Cronbach’s alpha
Scale Cronbach's Alpha N of Items
The results of survey on the students opinions towards use of online game Kahoot! was treated with mean and interpreted as various levels as follows:
Table 3.4 Range of motivation level
The analysis of student opinions on online games reveals five distinct levels of perception: Very High (4.51-5.00), High (3.51-4.50), Moderate (2.51-3.50), Low (1.51-2.50), and Very Low (1.00-1.50).
The overall mean score of Questionnaires on the use of Online games were collected and presented in table as below
Table 3.5 Overall mean scores of students’ evaluation
The overall mean score for the online game application was 4.41, indicating a high level of student satisfaction, as scores ranged from 4.51 to 5.00 Additionally, the number of respondents at each evaluation level is detailed in the table below.
Table 3.6 Numbers of respondents in each level
A recent study involving 28 participants revealed that over 50% reported high to very high motivation levels when using online games in English lessons In contrast, more than 20% exhibited moderate motivation, while less than 20% indicated low to very low motivation levels These findings suggest a positive correlation between online gaming and student engagement in language learning.
Figure 3.2 Percentages of respondents in each level
A study revealed that out of 28 survey participants, approximately 80% exhibited high to very high motivation levels for learning vocabulary through online games.
Game evaluation in each scale
The mean scores for Attention, Relevance, Confidence, and Satisfaction, as displayed in the table above, indicate notable differences in motivation levels across these four scales.
Figure 3.3 illustrates that the highest mean score was 4.32 for Relevance, followed by Attention at 4.23 and Satisfaction at 4.14, while the lowest mean score recorded was 3.41 for Confidence.
Figure 3.3 Descriptive statistics of Game evaluation in each scale
Semi-structured interview
To enhance quantitative findings, semi-structured interviews were conducted face-to-face, utilizing a qualitative approach Students responded to open-ended questions focused on the four scales of the ARCS model The results of the interviews were presented according to each scale, providing valuable insights into the participants' perspectives.
Students were asked how the game captured their attention, revealing that the clarity and organization of the questions displayed on the screen were significant factors in their engagement Additionally, many students noted that the colorful shapes used for answer options and the sound effects during the game also contributed to maintaining their interest.
Students were surveyed to explore how games aid in vocabulary revision, specifically through the question: "How did the game relate to learning vocabulary?" The findings revealed that many students found the game to be highly beneficial and relevant to their classroom learning as well as their independent studies However, some students indicated that the game's relevance was primarily linked to their classroom experiences.
A survey was conducted to assess student satisfaction with the feedback and scoring provided after each question in a game The findings revealed that the majority of students found the immediate feedback helpful for understanding correct answers, learning from mistakes, and maintaining motivation However, some students expressed dissatisfaction, stating that instant feedback interrupted their focus and suggested that feedback should be delivered only at the end of the game to enhance challenge and motivation.
Students were surveyed about their confidence and motivation to learn while playing the game They expressed that the game was appropriately challenging, striking a balance between being too easy and too hard Most students indicated that the questions were manageable and not overly complicated Interestingly, many students highlighted the importance of vocabulary learning as a key reason for their continued engagement, while others were motivated by curiosity about their final scores and whether they had won the game.
Observation
Observations of students prior to the implementation of online games revealed a significant lack of motivation in learning vocabulary Key issues identified included students' inattentiveness during lessons, frequent side conversations, and distractions from mobile phones, leading to passive participation in class These behaviors indicated a broader problem with motivation in learning English, which was further confirmed by the low pre-test results To address this lack of engagement, the researcher aimed to enhance student motivation by incorporating vocabulary instruction through online games.
Initially, the researcher anticipated a smooth integration of online games into the classroom; however, challenges emerged during the intervention While some students showed enthusiasm for the vocabulary online quizzes, others expressed disinterest and questioned their practicality At the start of the implementation, student engagement and participation in vocabulary learning were lower than expected To address this, the teacher continuously refined her teaching methods by providing detailed explanations and incorporating various media to enhance student engagement Over the weeks, as students became more interested in the games, their motivation to learn vocabulary improved, evidenced by increased attention and active participation in class activities Ultimately, fewer students voiced complaints about difficulties, and more expressed excitement about their learning experiences.
The implementation of online games in vocabulary teaching significantly boosted student motivation, as evidenced by increased classroom engagement Observations revealed that students became more active participants in the learning process, demonstrating heightened attention, frequent responses, and collaboration with peers They actively sought assistance from the teacher and engaged in discussions to support one another Ultimately, the use of online games led to greater student involvement in vocabulary learning by the end of the course compared to the beginning.
Research findings from survey questionnaires, semi-structured interviews, and observations indicate that the use of online games significantly enhances students' motivation to learn vocabulary Specifically, students exhibited a high level of enthusiasm for acquiring essential vocabulary through online gaming Additionally, the evaluation of online games by students aligned positively with the ARSC model, reflecting high scores in Attention, Relevance, Satisfaction, and Confidence.
Discussion and reflections on the results were presented in next chapter.