INTRODUCTION
Teaching grammar effectively involves various presentation techniques, but many students struggle to retain grammatical structures To enhance memory retention, new grammar should be taught within context, practiced, and regularly revised It is crucial for teachers to ensure that students fully understand new vocabulary, as this understanding significantly improves retention when introduced in a meaningful way.
To effectively present and revise new grammar concepts, teachers should utilize diverse techniques, including engaging games These games serve as excellent warm-up activities or can be employed during the final moments of a lesson, making the learning experience both memorable and enjoyable.
Games should be considered a central component of foreign language teaching rather than a trivial activity for idle moments According to Mr Richard, incorporating well-chosen and appropriate games at every stage of an English lesson can enhance the learning experience significantly.
When discussing the use of games in education, it's crucial to consider their appropriateness for the learning environment Teachers must carefully select games that align with students' age, level, and the educational materials being taught to ensure effective learning outcomes Not all games are suitable for every student; different age groups necessitate tailored topics and game formats For instance, younger children thrive on active games that involve movement, imitation, and teamwork Furthermore, games designed to practice specific grammatical structures should match students' existing abilities and knowledge If the tasks or topics are too challenging or unfamiliar, the games may hinder rather than enhance the learning experience.
Grammar games provide an enjoyable and engaging way for learners to recall grammar concepts Researchers unanimously agree that even if these games primarily create noise and entertainment, they are valuable in the classroom as they motivate students, enhance communicative competence, and foster fluency My teaching experience confirms that grammar games are indeed more effective for presentation and revision compared to other techniques.
Incorporating games into grammar lessons offers numerous benefits, including reduced anxiety that facilitates better input acquisition Games are not only motivating and entertaining but also provide shy students with valuable opportunities to share their thoughts and feelings Additionally, they allow learners to gain new experiences in a foreign language that may not be achievable in traditional lessons Furthermore, games introduce a refreshing change to standard classroom activities, helping to break the ice and present new concepts in a relaxed and enjoyable environment.
This research explores the effectiveness of using games to teach grammar to 10th graders at an ethnic boarding high school, aiming to enhance traditional teaching methods By integrating games into the curriculum, the study seeks to motivate students to memorize and apply language skills in context, ultimately transforming their learning experience.
CONTENT
THEORETICAL BACKGROUND
1 The role grammar in teaching and learning English
It is quite reasonable to see the importance of grammar according to
A solid grasp of grammar is essential for students, as it enables them to construct meaningful sentences rather than merely using isolated words for different purposes Mastery of functional language relies on the proper application of grammar, facilitating effective communication.
Teaching grammar is essential for helping students comprehend how language functions, as it goes beyond vocabulary to include understanding sentence structure and meaning A solid grasp of grammar prevents confusion when encountering complex expressions and enables effective communication in various real-life situations By integrating appropriate grammar techniques within meaningful contexts, educators can enhance students' communicative abilities while promoting accuracy in fluent language use.
If teachers neglect grammar instruction and fail to provide opportunities for students to enhance their grammatical skills, learners may face the risk of fossilization This occurs when they become comfortable with their current level of communication strategies and fluency, leading to a lack of motivation to further develop their linguistic abilities.
Larsen-Freeman (1986) emphasizes that grammar should be viewed as a skill rather than merely a body of knowledge Learners must not only acquire knowledge about language but also develop the ability to apply it in practical situations This highlights the necessity of engaging learning experiences to address knowledge gaps Grammar is considered the fifth language skill, complementing reading, writing, speaking, and listening Mastering grammar requires consistent practice, and it should be taught in conjunction with the ability to use it effectively in communication A solid understanding of grammar serves as a foundation for excelling in the four primary language skills, facilitating further advancement in language proficiency.
Grammar plays a crucial role in language study and is essential for effective language teaching and learning It is naturally acquired through meaningful input and interactive classroom opportunities Learners can enhance their grammatical competence in a conducive environment without needing to focus explicitly on language forms However, the effectiveness of this acquisition largely depends on the learning context Consequently, grammar instruction is vital in English Language Teaching, as advanced language skills are challenging to develop without a foundational understanding of grammar.
2 The importance of students’ motivation
Motivation plays a crucial and intricate role in the success of language learning, making it essential to explore various approaches to understanding motivation in this context By examining these methods, we can gain deeper insights that may enhance language acquisition outcomes.
Numerous studies have explored motivation in foreign and second language learning over the years, with researchers striving to clarify its meaning and significance in the learning process.
Learners’ motivation can change overtime and effect on their language learning Various studies have found that motivation is strongly related to success in language learning
Most studies on motivation in foreign and second language learning are heavily influenced by Gardner's (1985) definition, which describes motivation as a combination of effort, a desire to achieve learning goals, and a positive attitude towards the language being learned.
3 The application of games in teaching grammar
Teaching grammar through games is gaining popularity, transforming the learning experience for students Instead of the usual groans associated with grammar lessons, the announcement of a game-based approach brings smiles and excitement to the classroom This innovative method encourages active participation and movement, making English grammar more engaging and enjoyable for learners.
3.1 Benefits of teaching grammar with games
Games offer students the opportunity to extensively practice and internalize vocabulary, grammar, and structures The repeated exposure to target grammar in a fun and engaging way keeps students motivated, making them more likely to participate than with traditional deskwork Additionally, while playing, students concentrate on the activity, allowing them to absorb grammar concepts subconsciously.
Learning a language requires constant effort and that can be tiring, but Ersoz outline two good reasons why games should be included in the classroom:
- Games that are amusing and challenging are highly motivating
- Games allow meaningful use of the language in context
Games serve as a powerful motivational tool for students, as highlighted by Saricoban and Metin (2000), who emphasize that they not only enhance excitement through competition but also foster strong connections among students and between students and teachers.
While students often play games for enjoyment, teachers require more substantial justifications for their use in the classroom According to Khan (1996), educators must carefully select appropriate games, determine the optimal timing for their use, and align them with the syllabus or curriculum to maximize their educational benefits A successful language game should feature clear rules, a defined objective, and an element of fun to engage students effectively.
3.2 What kinds of games work best?
When selecting games for the classroom, teachers should avoid choosing options merely as "time fillers" without linguistic purpose While these games may entertain students, the limited time available for instruction makes it essential for games to serve dual purposes, maximizing educational value Games that lack a connection to educational goals may not be the best use of time However, it is possible to find enjoyable games that are also educationally effective To assess whether a game is educationally sound, consider the questions posed by Lin Hong (2002).
- Which skills do the games practice?
- What type of games is it and what is its purpose?
- Does the difficulty level of the game mesh with students’ ability level?
- Does the game require maximum involvement by the students?
- Do the students like it? Does the teacher like it?
To add to these questions:
- What specific vocabulary or grammar is the teacher introducing or practising with this game?
- Can the teacher keep control of class and play this game?
- What materials does the teacher need for the game and can obtain these easily?
- What controls, if any are needed, will the teacher have in place to ensure the students are on track?
Competition isn't always necessary in games; it's possible to enjoy play for its own sake without focusing on winners and losers To minimize competition, consider not keeping score, ensuring teams tie, downplaying the concept of winning, praising all participants, and allowing everyone to finish the game.
-The winners are those who finish, not those who finish first, and everyone finishes, ect
-Are the rules easy and clear?
SITUATION ANALYSIS
1 Nghe An Ethnic Boarding High School No.2
Nghe An Ethnic Boarding High School No.2 (NEBHS), established in 2010 in Nghe An province, has become a trusted institution for minority students across the region Currently, the school accommodates over 500 students across 16 classes in grades 10, 11, and 12, supported by a dedicated teaching staff of 45 teachers specializing in 14 subjects, including English as a compulsory course NEBHS is renowned for its strong academic performance, consistently earning awards in provincial exams The school boasts well-equipped facilities that contribute to its success, although it aims to enhance students' proficiency in both natural and social sciences, particularly in English, as most students show a preference for social subjects.
2 English teachers at Nghe An Ethnic Boarding High School No.2
At NEBHS, the teaching process is significantly influenced by its six English teachers, five of whom are female, aged between 35 and 48, with teaching experience ranging from 7 to 12 years Their training primarily follows the traditional Grammar-Translation method, and while only a few have pursued retraining courses to enhance their skills, all teachers exhibit enthusiasm for their careers, each boasting a minimum of three years of English teaching experience.
3 The 10th -form students observation classes
My school, situated in Vinh city, serves students from remote and mountainous regions of Nghe An province, facing significant challenges in education Many students live far from the district center and come from economically disadvantaged families, resulting in limited learning conditions Despite these obstacles, the opportunity for education remains available to them.
The school offers 16 classes for over 500 students in grades 10 to 12, primarily aged between 15 and 20 Most students have been studying English since the 6th grade.
Students at NEBHS represent diverse ethnic groups, including Thai, Mong, Tho, Thanh, and Kinh, and come from various regions of the province They benefit from scholarships funded by national and provincial budgets However, many ethnic students face challenges due to a lack of adequate teaching and learning materials in their primary and secondary education As a result, teachers at NEBHS must exert extra effort compared to their peers in other upper secondary schools to ensure effective learning These educators work diligently to help students catch up with general knowledge across subjects while also teaching ethnic languages to enhance comprehension of the lessons.
4 Tieng Anh 10 textbook and its grammar points
Although this is the last year we use this textbook, the researcher still choose Tieng Anh 10 textbook for general students for this study
The content of this study relates to Grammar in "Language Focus", The book includes 16 units with the following grammar points are:
Unit 1: The present simple; adverbs of frequency; the past simple
Unit 2: Wh-questions; Gerund and to + infinitive
Unit 3: The past perfect; the past perfect vs the past simple
Unit 4: Used to + infinitive; which as a connector
Unit 5: The present perfect; the present perfect passive; who, which, that Unit 6: The present progressive (with a future meaning); be going to
Unit 7: The present perfect; because of and in spite of
Unit 8: Reported speech: statements; conditional sentence type 1
Unit 9: Should; conditional sentence type 2
Unit 12: to + infinitive to talk about purposes; wh-questions
Unit 13: It is/was not until that ; a/an and the
Unit 14: Will vs going to; will: making prediction; will: making offers
Unit 15: Non-defining vs, defining relative clauses; although as a contrasting connector
Unit 16: Comparatives and superlatives; making comparisons
SURVEY
1 Analyzing result of survey questionnaires
1.1 Analyzing result of survey questionnaire for teachers
Teachers' answers from survey questionnaire (see appendix 1) show that:
A recent survey on students' motivation for learning English grammar reveals that only 14% of teachers believe their students have a strong liking for the subject, while 36% think their students have a moderate interest Notably, around 50% of teachers observe that their students have minimal enthusiasm or dislike grammar altogether Overall, this indicates that students' motivation for learning English grammar is relatively low.
Chart 1: Students' motivation for grammar learning
- When being asked about difficulties in teaching grammar, the teachers answer like this:
Teachers' difficulties in teaching grammar %
Other difficulties (e.g looking for the suitable, games, ) 15.6
Table 1: Teachers' difficulties in teaching grammar
A survey on teachers' usage of grammar games in the classroom reveals that only 36.4% frequently incorporate these activities, while 57.1% use them occasionally, and a mere 7.5% seldom include them in their teaching This data highlights the varying levels of engagement with grammar games among educators.
Chart 2.: Frequency of using grammar games in class
In spite of acknowledging above difficulties, most of teachers agree that grammar games bring many benefits This is showed in Table 2
4 developing students' independence and confidence 56.2
5 developing ability of students' using new structures in context 55.6
6 developing ability of students' memorizing new structures in context 28.3
Table 2: Advantages of games in teaching and learning English grammar
1.2 Analyzing result of survey questionnaire for students (see appendix 2)
A total of 185 students from 10th grade participated in the questionnaire, comprising 87 boys (47%) and 98 girls (53%) All participants are aged between 16 and 18 years and have studied English for four years, with their learning outcomes primarily reflecting an average proficiency level.
Students answers from questionnaire show that:
A majority of students enjoy English, albeit at varying levels, with 35.7% expressing a preference for doing exercises, indicating that teachers often provide review activities to reinforce grammar concepts or prepare for assessments However, only a small percentage, 11.9%, show interest in learning new grammar structures, as summarized in Table 3.
Skills: listening, speaking, reading, writing 18.9
Table 3: Frequency of students' interest in English lessons
Following grammar lessons, only 43.8% of students fully comprehend the material presented in class, while 55% report occasional difficulties in immediate understanding, and 1.2% struggle to grasp the content at all These statistics indicate a low level of effectiveness in students' comprehension of the lessons.
Chart 3 Students' understanding of the lesson
- Students' learning method plays an important part in mastering teachers' lectures and applying new knowledge Students' activities in grammar lessons are summarized in table 4
Approximately two-thirds of students actively listen to teachers' lectures and take notes, while only 23.3% engage in contributing their ideas This indicates that student participation in discussions and the exploration of new concepts is minimal, highlighting a passive learning approach that heavily depends on teacher instruction.
- pay attention to teachers' lectures 85
- positively take part in the activities teachers require 58.9
- attentively write down the lesson in the notebook 71.9
- try to learn new structures in class 15.6
Table 4: Students' activities in grammar lessons
- 53.5% of the students like the teaching method of their teacher, 25.8% of the students like very much and 11.7% don't like it
Chart 4: Students' attitude to teaching method
- When asked if they spent time on learning grammar at home, 54.7% answer yes, 42.1% sometimes, 3.2% no
Chart 5: Students' time for learning grammar at home
- Students' answers about frequency of teachers' using grammar games are showed in Table 5 In general, teachers and students have similar comments: grammar games are only sometimes used in lessons
Table 5: Students' comments on teachers' frequency of using grammar games
2 Analyzing result of class observation
Besides teachers and students' questionnaires, the researcher also observe 4 different lessons and carry out 4 experimental lessons in class 10A1 (40 students),
2 lessons with grammar games, 2 without grammar games
The teacher teaches the grammar lesson after the part "Pronunciation", for example the grammar points in Unit 8, pages 89 + 90, Tieng Anh 10
This unit includes the following grammar points and the time for teaching them of about 35 minutes:
- Reported speech: statements (exercises 1 + 2, pages 89 +90)
- Conditional sentence type 1 (exercises 3 + 4, page 90)
The teacher uses the grammar games below:
*Game 1: (8 minutes - to present "The Reported speech: statements” before practicing exercise 1, exercise 2: students' homework)
The teacher gives a direct sentence and an indirect/reported one with 2 pictures to illustrate, for example:
Direct sentence: It looks great on you
Indirect sentence: He said it looked great on me I'll take them all
The picture draws a man and a woman in the clothes store
The teacher divides the students into four groups to analyze the differences in form and meaning between two sentences They are tasked with explaining how to convert direct speech into indirect speech The group that provides the clearest and most accurate answers will be declared the winner.
The teacher comments, explains and draws out the form of that grammar structure
*Game 2: (8 minutes - practicing exercise 1 through this game)
The teacher assigns individual tasks to students, where each student takes turns completing one sentence by speaking and writing it on the board Those who perform well are given the opportunity to select the next student to continue the sentence, with the stipulation that no student can be chosen more than twice The teacher provides feedback and praises students for accurately completing their sentences.
*Game 3: (6 minutes - to present Conditional sentence type 1 before practicing exercise 3)
In a classroom activity focused on conditional sentences, the teacher presents a Type 1 conditional example, such as "If it is nice, we will go on a picnic." Students are then divided into four groups to analyze the verb tense and form in each clause of the sentence They must deduce the meaning and usage of this conditional structure The group that provides the clearest and most accurate answer is declared the winner, promoting engagement and understanding of conditional sentences.
The teacher comments, explains and draws out the form of that grammar structure
*Game 4: (7 minutes – practicing exercise 3 through this game)
The teacher uses the similar game as Game 2
*Game 5: (6 minutes – practicing exercise 4 through this game)
The teacher displays five sentences on the screen that require the conjunctions "when" or "if" to be completed correctly, but some sentences contain errors Students are then paired up to identify and correct these mistakes, while also explaining the functions of "when" and "if." The pair that completes the task accurately and quickly is declared the winner.
The teacher comments, explains the difference between when and if, then calls some students to give more examples
- Time for students to speak English:
In grammar games, students frequently collaborate in groups, striving to complete tasks quickly by accurately answering the teacher's questions This active engagement allows students to speak 70-79% of the time, with many raising their hands to respond correctly, prompting applause from their peers They effectively incorporate new grammar points into meaningful sentences and demonstrate strong cooperation by exchanging ideas and discussing answers Additionally, groups often compete to respond, sometimes without waiting for the teacher's signals, highlighting that cooperation and competition account for 80-90% of their interactions.
Class atmosphere is noisy and lively The time for a grammar game of about
10 – 15 minutes seems not enough for the students When the teacher gives signals to stop the game, some students still try to answer
At the beginning of the lesson, the teacher engages two students to review previous material, setting the stage for a new learning approach known as the communicative method This approach involves three stages: first, the teacher introduces grammar structures through situational dialogues; next, students practice exercises from their books in pairs or groups to enhance their communicative skills; finally, students engage in independent practice with various exercises like matching and gap-filling, although no games are incorporated into the lesson.
Time for students to speak English:
Compared with the lessons with grammar games, here students have less chance to speak a lot of English: only about 50 – 59% because students spent more time rewriting the true answers
The classroom environment is characterized by a serious and quiet atmosphere, contrasting with the more engaging setting of grammar games As a result, both teachers and students frequently experience feelings of nervousness and fatigue following lessons Additionally, the competitive spirit is notably low, with only 40-50% of the atmosphere fostering competition.
In summary, student motivation is significantly influenced by the classroom atmosphere and the opportunities provided for speaking English Classes that focus solely on grammar without incorporating games tend to lack vibrancy, resulting in reduced student engagement In contrast, lessons that include interactive games offer more chances for students to practice their English speaking skills, enhancing overall motivation and participation.
Motivation Use grammar games Not use grammar games
Time for students to speak
Table 6: Comparison of students' motivation through lessons
To evaluate the effectiveness of grammar games in student learning, the researcher analyzed the number of correct answers from students after conducting four experimental lessons The findings are summarized in Table 7.
Use grammar games Not use grammar games
Number of students who answer correctly
Table 7: The number of students answers teacher's questions correctly
FINDING SOLUTIONS
1 Measures to overcome difficulties when using grammar games in class
Incorporating grammar games into teaching is essential for engaging students and ensuring they select games appropriate for their skill level, lesson content, and available time Teachers must clearly explain the rules of these games to facilitate understanding Additionally, schools should enhance learning environments by providing comprehensive audio-visual resources and reducing class sizes It is also crucial for educators to find innovative ways to encourage shy students to participate and share their thoughts Ultimately, when students enjoy the learning process, it reflects positively on the effectiveness of the teaching, fostering a more dynamic classroom experience.
Students must consistently complete homework and prepare for lessons before attending class, focusing on vocabulary and communicative skills It's essential for them to participate actively and share their ideas without hesitation When teachers demonstrate activities, students should pay close attention Additionally, engaging in extracurricular activities that combine learning with relaxation can enhance their confidence, creativity, and overall engagement in the learning process.
2 Tips for Using Grammar Games in Class Successfully
To effectively manage a classroom, observe students during the initial days to determine the optimal activity duration for their engagement Preparing all materials in advance ensures a smooth transition between activities, minimizing downtime This approach is crucial for maintaining control, as unoccupied students can lead to disruptions in the classroom.
When students become noisy or restless, it's essential for the teacher to shift activities promptly Additionally, the teacher should be mindful of their expectations regarding activities that involve fine motor skills to ensure effective engagement and learning.
To engage all learning styles, teachers should diversify the activities used in grammar instruction, even when incorporating games By varying the tasks and expectations for students, educators can create a more inclusive and effective learning environment.
To ensure that games are effective for both teachers and students, it is essential to foster an environment of mutual respect from the outset Teachers should clearly communicate their expectations for respectful behavior and provide encouragement while establishing clear and manageable rules for each game When students feel respected and safe, they are more likely to engage actively in the activities, maximizing their educational experience.
Establishing a routine is essential for a smooth class experience, even with limited weekly student interaction Teachers should create a clear schedule outlining the types of activities, such as games, stories, or songs, planned for each class session Additionally, it's important to allocate time at the end of the class for students to clean up, gather their belongings, and for the teacher to recap the lesson, praise the students, and say goodbye.
Nurturing students daily is essential for teachers, as it fosters a positive learning environment By being encouraging, patient, and kind during games and activities, teachers can build strong relationships with their students This rapport not only makes students appreciate their teacher as a person but also boosts their enthusiasm for the class and the lessons planned for each day.
Incorporating games into grammar lessons can create an enjoyable and effective learning environment for both teachers and students By ensuring that the games are engaging and focused on teaching the specific grammar skills, educators can foster a classroom atmosphere where students are enthusiastic about mastering grammar concepts.
3 Examples of grammar games in Tieng Anh 10 textbook
Games can effectively engage students at various points during a lesson, whether as a warm-up, a break during challenging topics, or as a fun activity at the end of class With countless games available, teachers can choose from a wide array to enhance learning I have successfully implemented several of these games to teach grammar and vocabulary in the 10th-grade curriculum.
To effectively utilize games in the classroom, teachers must carefully select games that align with their educational objectives It is crucial to determine the purpose of the game, ensuring it serves a meaningful role in foreign language teaching rather than merely making lessons more engaging Additionally, the game's difficulty level should match the students' language proficiency; otherwise, it may become either too challenging or too simplistic, leading to disengagement Games should facilitate grammar practice and reinforce specific language skills while promoting social interaction among learners, as young students often thrive through peer engagement Furthermore, incorporating elements of cooperation and competition can enhance the learning experience Teachers should also consider classroom size, available equipment, and time constraints when selecting games Ultimately, a thoughtful approach to game selection is essential, as an ill-suited game can detract from the learning experience.
Time for teaching grammar in this part is about 30 – 35 minutes Because the time is not much, each game used to teach each grammar point only lasts from 5 to
In just 15 minutes, teachers can enhance grammar practice by selecting 2 to 4 engaging exercises that incorporate games Transforming these exercises into fun activities is essential for effective learning Additionally, prior to practicing specific grammar points, teachers should conduct brief games to review or introduce these concepts Some of the exercises can also serve as valuable homework assignments for students, reinforcing their understanding of grammar.
Here are some interesting games I have applied in teaching grammar points for 10 th graders 10A2, 10C1 at Nghe An Ethnic Boarding high school No.2
Sample 1 Shoot with Sticky balls
This engaging game is designed to review tenses and irregular verbs, as featured in units 1 and 3 of the 10th-grade English textbook Instead of traditional question-and-answer formats, teachers can create a circle marked with scale points ranging from 10 to 50 Students will use a sticky ball to aim for points, making learning interactive and fun.
Procedure: Divide class into 2 big groups
- Give the question in the past tense and call one student at random to answer the question in the past tense
- Ask students to throw the sticky ball to the circle of marks
- Which group has the higher total of marks will be the winner
In this engaging game, participants are asked a question in the past simple tense, requiring them to accurately recall past events to earn the opportunity to shoot Points can range from 10 to 50, adding a competitive edge This versatile game can be played with various objects, such as large balls, small balls, or even crumpled paper, making it adaptable for different settings.
The "Find someone who " activity is designed to help students practice gerunds and infinitives through engaging question-and-answer interactions This activity serves as an effective introduction to these grammatical concepts, allowing learners to familiarize themselves with gerunds and infinitives in a fun and interactive way.
Give one copy of the worksheet to each student
Go through the items on the worksheet and elicit the questions the students need to ask in order to do the activity, e.g 'Do you love watching horror films?'
Demonstrate the activity by writing the first item on the board and adding a 'Name' and 'More information' column beside it
Ask a student in the class 'Do you love watching horror films?'
If the student answers 'No, I don't', repeat the question with other students until one of them says yes