INTRODUCTION
Reason for choosing the topic
Teaching, particularly English, is considered a challenging profession To achieve satisfaction and success in this field, educators must invest significant effort, practice, and experience more than ever before.
In today's world, proficiency in English is essential due to advancements in science and technology Traditionally, English teaching has focused on enhancing reading and writing skills, as these are the primary areas assessed in exams However, the inclusion of speaking and listening components has created confusion among both teachers and students Consequently, many students perceive English, particularly listening, as both crucial and challenging, prompting a desire for an engaging and effective learning environment To address this, educators must adopt modern teaching methods and utilize diverse resources to create a dynamic and enjoyable educational experience Engaging students in the subject matter fosters comfort, enhances learning, and facilitates easier language activation.
Teaching English listening skills in high schools remains a significant challenge due to time constraints and students' limited proficiency in vocabulary, grammar, and pronunciation Many teachers simplify the listening process, leading to passive engagement where students merely write down vocabulary and complete tasks while listening to a tape This approach fosters a harmful habit of passive learning, as some students resort to copying answers before class Consequently, these ineffective teaching methods fail to create an engaging atmosphere, causing students to feel bored and fatigued during listening lessons, despite recognizing the importance of listening skills.
This article discusses the implementation of games in teaching listening skills at Tri An High School, specifically focusing on the research topic "Using games to help grade 10 students engage, activate, and study during listening periods." The aim is to highlight the practical benefits that incorporating games into listening lessons can provide for both teachers and students.
Aims of the study
The major aims of the study are:
- To affirm the role of listening in teaching and learning English
- To emphasize the importance of motivation in teaching and learning listening
- To point out the application of games in teaching listening brings back many benefits to students in learning listening
- To contribute a small part to the improvement of teaching and learning at Tri An high school.
Scope of the study
Incorporating games into listening activities significantly enhances the motivation and engagement of grade 10 students at Tri A High School, specifically in class 10A1 These interactive tools not only activate students' interest but also facilitate effective learning, making listening periods more dynamic and enjoyable.
Research questions
The study will help to find the answers to the following questions:
1 What are the role of listening and the importance of motivation in learning listening?
2 What benefits can listening games bring to teachers and students?
3 What types of games should be used to help students engage, activate and study in listening?
RATIONALE OF THE RESEARCH
The role of listening in teaching and learning English
While learning English, learners are faced with a large number of difficulties
For example, they find it hard to comprehend recorded texts, direct speech, songs or even dialogues despite the fact that they have learnt English for many years
Listening is a fundamental skill in learning English, significantly influenced by factors such as accent, speech speed, and intonation patterns of native speakers This complexity often poses challenges for language learners, making it essential for students to engage in listening practice As highlighted by Doff (1988), effective listening directly enhances speaking abilities; without strong listening skills, developing speaking proficiency becomes difficult When learners can comprehend spoken English, they can communicate more easily with native speakers, listen to radio broadcasts, and study effectively Additionally, listening to spoken English serves as an excellent method for acquiring the language, including its structures and vocabulary.
The importance of motivation in teaching and learning listening
Motivation is the desire to study Strong motivation stimulates students to acquire, transform and use knowledge
According to Harmer (1998: 25), many students recall school lessons that lacked engagement, leaving them feeling disconnected and bored This lack of emotional involvement often resulted in ineffective learning experiences In contrast, lessons that were enjoyable, stimulating, or challenging not only provided more fun but also facilitated better learning outcomes.
Motivation plays a crucial role in achieving success in language learning A motivated learner is more likely to invest the necessary energy and time into their tasks, leading to better outcomes When students are engaged and enthusiastic, their learning experience is significantly enhanced compared to when they are disengaged This is particularly important in listening lessons, which can often be perceived as dull; therefore, teachers must stimulate students' interest and connect with their emotions to foster a more effective learning environment.
The application of games in teaching listening
Incorporating games into the classroom can significantly enhance student engagement and motivation, transforming a monotonous learning environment into a dynamic and enjoyable space By using games in teaching, educators can foster cooperation and interaction among students, making listening activities more interesting and challenging This approach not only sustains learners' interest but also enriches their overall educational experience.
Applying games in class also helps teachers to generate situations and contexts in which the language is practical, useful, functional and meaningful
Students desire to engage in discussions to better understand the perspectives of others and to articulate their own ideas effectively By participating actively, they can share information and contribute meaningfully to the conversation.
Games play a crucial role in enhancing the learning experience by making it more engaging and enjoyable It is essential for educators to implement a diverse range of appealing games that stimulate students' curiosity, foster their interest, and encourage active participation in the learning process.
Why use games in teaching and learning listening?
Using games in teaching and learning listening brings many benefits
Firstly, they are really good aids for teachers because with them, a tedious and boring class becomes a brilliant setting for students, where skills are developed while they are playing
Secondly, games are highly motivating and entertaining With games, even reluctant and shy students want to participate in the activity to express their opinions and feelings
Learning a target language through games allows students to acquire it naturally, similar to how they learned their mother tongue, often without realizing they are studying This approach reduces pressure and stress, leading to a more effective and enjoyable learning experience.
Teachers should thoughtfully select games that align with the Grade 10 English curriculum, considering when and how to integrate them into lessons To ensure an engaging and effective learning experience, it's essential to establish clear rules, define the ultimate goal of the game, and maintain an enjoyable focus that prevents boredom.
Types of games used to teach grammar
Competitive games: the aim of this type of games is to finish the game as soon as possible before others
Communication games: They are used to exchange information Students get information and they must react on it
Cooperative games: these games are very important They create the cooperation among students
Code-control games: students must not make mistakes when playing these games because they are controlled If not, they will lose points
Aim: to warm- up and elicit the new lesson Interaction: the whole class
When to use: When teaching Unit 7, part C- Listening- WARM UP Time: 4 minutes
THE STUDY
Tri An high school and current situation of teaching and learning English at the
Tri An High School, established 16 years ago in a rural area, has consistently produced outstanding students who excel in the annual Dong Nai province exams The school's success can be attributed to its modern technology and well-equipped facilities While most students show a strong preference for natural sciences, the school is actively seeking innovative teaching methods to enhance engagement in both natural and social subjects, with a particular focus on improving English language skills.
The 10th form students in class 10A1
A study conducted at Trị An High School involved students from class 10A1, where English is a mandatory subject included in the final exam These students have a minimum of four years of English study at the lower secondary level, with some having nine years of experience While they excel in grammar exercises, they struggle with mastering the four essential language skills, particularly finding listening to be both crucial and challenging This difficulty contributes to a sense of boredom and lack of motivation during listening classes.
Analyzing results of class observation
The researcher observes 4 different lessons and carry out 4 experimental lessons in class 10A1 ( 36 students), 2 lessons with designing games and 2 lessons without games
Activity: TICK THE WORDS YOU HEAR Aim: to prepare students for the listening task (listen for the first time) Interaction: pair work
When to use: When teaching Unit 7, part C- Listening
+ Teacher asks students to work in 2 groups
+ Ask students to rearrange the letters to make the right words
+ The group that has more correct words in a shorter time will be the winner
+ Teacher asks students to work in pairs and delivers each pair a handout
+ Ask students to listen to the two radio news and then tick the words they hear
+ The pair that finishes first and has more correct answers will be the winner
Aim: to help students activate in the listening period
Interaction: the whole class When to use: When teaching Unit 7, part C- Listening
+ Teacher prepares 9 pictures containing the theme of the two radio news and 9 sentences describing the pictures
+ Ask students to work in 4 groups , each group is delivered a set of sentences
+ Representatives from each group will take turn to choose the picture and describe the picture so that his member will recognise the sentence that best match the picture
+ With a perfect match they receive 10 marks
+ The group with more correct sentences will be the winner
Picture 1: The heavy rain has caused floods all over the country
Picture 2: Many people have left their home because the rivers have risen
Picture 3: The rain has stopped, but It's still cloudy
Picture 4: poeple can't go out to work because of the strong wind and bad weather
Picture 5: A 90-year-old woman is still healthy
Picture 6: She has climbed Mount Whitney in California 23 times
Picture 7: At 4418 metres,Mount Whitney is the highest mountain in California
Picture 8: She says the view from the top is wonderful
Picture 9: She says the mountain keeps her young and healthy
Aim: to warm- up and elicit the new lesson Interaction: the whole class
When to use: When teaching Unit 12, part C- Listening- WARM UP Time: 4 minutes
+ Teacher asks students to work in 4 groups and do the crossword puzzle with
+ Teacher prepares a crossword puzzle with 6 pictures, each picture is covered by a white paper contained a number according to the number of the sentence below
+ Each group takes turns to choose the number and fill in the blank in the sentence which they have chosen
+ With each correct answer, they will receive 10 marks and with the correct guess about the theme ( the vertical letter), they will have 20 marks
+ The group with the highest mark will be the winner
Horizontal words illustrated with pictures:
1 Music sets the tone for important _s and special occasions
4 They are _ music singers (The Beatles)
6 Michael Jacson is called the King of _ music
Activity: Kim‟s Game Aim: to introduce to students some songs written by Van Cao and make them interested in the topic
Interaction: Group work When to use: When teaching Unit 12, part C- Listening
The vertical word : Van Cao, a famous Vietnamese musicican
Activity: Rearrange the sentences in the correct order Aim: to prepare students for the listening task (listen for the first time) Interaction: pair work
When to use: When teaching Unit 12, part C- Listening
+ Teacher explain the rule of the game
The teacher displays a poster on the board featuring a selection of songs by the renowned composer Van Cao, including "Ngay Mua," "Suoi Mo," "Buon Tan Thu," "Tien Ve Ha Noi," "Thu Co Lieu," and "Ca Ngoi."
Ho Chu Tich, Ben Xuan, LangToi, Truong Ca Song Lo, Song Lo, Truong Chi, Thien Thai, Cung Dan Xua
+ Students look at the poster and try to remember
+ Then teacher puts the poster down the table and gives students 1 minute to discuss the answers
+ Teacher calls on 4 representatives from 4 groups to go to the board and write down their answers
+ Teacher reposts the poster to check the answers
+ The group with many correct songs will be the winner
+ Teacher asks students to work with a partner
+ Teacher deliver each pair a set of sentenses and asks them to number the sentences in the order they hear
+ The fastest pair with correct orders will be the winner
Teacher’ sentences a - Let me see if we can play one of the songs for you b - But I think the best Vietnamese musician of all times is Van Cao
Activity: LUCKY SONG GAME Aim: to help students activate in listening periods Interaction: group work
When to use: When teaching Unit 12, part C- Listening
- POST- LISTENING Time: 5 minutes c - Our programme tonight is “ My favorite musician” d - Can you tell us about the Vietnamese musician you like best, please?
+ Teacher asks students to work in 4 groups
In this engaging classroom game, the teacher presents eight songs by the renowned composer Van Cao, highlighting that among these, three are designated as "lucky songs." Students who select a lucky song automatically earn 10 marks without needing to answer any questions Conversely, if they choose one of the other songs, they must respond to the teacher's inquiries, with each correct answer earning them 8 marks.
+ The group with highest marks will be the winner
CUNG DAN XUA SUOI MO LANG TOI
NGAY MUA BEN XUAN THIEN THAI CA NGOI HO
Truong Ca Song Lo: When was “ Tien Quan Ca” written?
Cung Dan Xua: Lucky song Suoi Mo: What is the guest of the show?
Lang Toi: Who wrote “ Tien Quan Ca”?
Ngay Mua: Lucky song Ben Xuan: Why does Quang Hung like “ Tien Quan Ca”?
Thien Thai: Quang Hung just like Van Cao, not other musicians True or false?
Ca Ngoi Ho Chu Tich: Lucky song
* Findings Students’ English speaking time
In class, the majority of students actively participate during games, collaborating with their peers to complete tasks efficiently This engagement allows them to speak English and interact more, leading to an impressive 60%-70% increase in their active learning time.
Despite the teacher's signals to stop, many students continue to engage with the questions, creating a lively and noisy classroom atmosphere The level of cooperation and competition among students is notably high, ranging from 75% to 80%, and they consistently show eagerness to participate in more activities during class.
In a typical classroom setting, the teacher introduces a new lesson and prompts students to answer questions from their books Following this, students engage in listening activities resembling a listening test, where they primarily listen and take notes Once the listening tape concludes, the teacher invites several students to share their answers on the board, after which feedback and corrections are provided.
* Findings Students’ English speaking time
Compared with lessons with games, here students have less chance to speak English, only about 20%- 30% because they spent more time on doing and rewriting the correct answers
Class atmosphere here is serious and silent like they are in an exam room, unlike the lessons with games
After the lesson, both the teacher and students feel tired and boring because there is no competition, no cooperation during the lesson so competition and cooperation is about 25%- 35%.
EFFECTIVENESS OF USING GAMES IN TEACHING AND
Real situation of teaching and learning listening at Tri An high school
A recent study reveals that students at Tri An High School struggle to develop effective listening skills, despite years of practice in the classroom The typical listening lessons consist primarily of students listening to recorded scripts or answering questions related to the materials, leading to a perception that these sessions are unengaging As a result, students often find themselves merely listening, checking answers, and taking notes, which detracts from their overall learning experience.
Lack of interaction and engagement opportunities in the classroom leads to minimal learning of the target language Consequently, students struggle to apply what they have learned during lessons, hindering their ability to activate their language skills effectively.
Many teachers at this school recognize the advantages of incorporating games into listening instruction, yet only a small number actually implement them during listening sessions Due to limited time for practice, educators emphasize the importance of students focusing on textbook tasks to avoid gaps in knowledge This approach often leads to a serious and monotonous atmosphere for both teachers and students.
Teacher observations reveal that students greatly enjoy games and prefer more game-based activities in their lessons Engaging in games transforms them from passive to active listeners, enhancing their learning experience This interactive approach not only accelerates their understanding but also improves retention and makes learning enjoyable.
From observing, the researcher finds that the ultimate value of games in teaching and learning listening is very important for today‟s education.
Benefits gained through using games in teaching and learning listening
Research indicates that incorporating games into listening lessons significantly enhances students' English communication skills, allowing them to gradually develop all four language skills Additionally, games foster an active and engaging learning environment, increasing student motivation to practice and utilize the target language Thus, using games in grammar instruction proves to be an effective and appealing teaching method.
In summary, the motivation of students in the lessons with games is higher that of the lessons without games
Table: Comparison of students‟ motivation through lessons
Motivation Using games Not using games
Activity: JUMBLED WORDS AND WHO IS HE?
Aim: to warm- up and engage students in the new lesson Interaction: group work
When to use: When teaching Unit 1, part C- Listening- PRE-
GAMES DESIGNED TO HELP STUDENTS ENGAGE,
In the English grade 10 textbook, listening activities are strategically placed after each unit, ensuring that the theme of the unit aligns with the listening topic This approach allows students to become familiar with the relevant vocabulary, enhancing their comprehension and retention of the material.
The examples of games below are chosen to engage and activate students, therefore helps them study better in the textbook of English grade 10 by the researcher
* UNIT 1: A DAY IN THE LIFE OF …
The teacher instructs students to form groups of seven to rearrange a set of letters into meaningful words Each group must fill in the correct word in the provided sentences and then guess the identity of the person described.
+ For each correct word, they get 10 marks and for the correct guess, they get
+ The group with highest mark will be the winner
Activity: PICTURE DESCRIBING GAME Aim: to help students activate in the new lesson Interaction: group work
When to use: When teaching Unit 1, part C- Listening- POST-
3 He usually has meal at a _
Suggested answer: CYCLO, DRIVE, PASSENGER, FOODSTALL
3 He usually has meal at a foodstall
+ Teacher prepares 6 sets of pictures about Mr Lam
The teacher assigns students to work in six groups, instructing them to describe a picture and write their observations in their notebooks Once completed, they return the notebook to the teacher and receive a new picture, continuing this process until all pictures have been described.
+ The first group to describe all the pictures correctly will be the winner
Activity: NOUGHTS AND CROSSES Aim: To use some information to talk about Sally Interaction: the whole class
When to use: When teaching Unit 3, part C- Listening- POST-
- Teacher divides the students into team A and team B Put a noughts and crosses grid (9 squares) on the board like this one
- Teacher explains the rules of the game:
+ Someone from team A chooses the word or phrase and makes a sentence about Sally using that information If it is correct, teacher puts a cross in that square
+ Team B plays in the same way
- The team that has the first row of 3 noughts or crosses in any direction is the winner
Activity: GUESSING WORD Aim: To engage students in the new lesson before listening Interaction: the whole class
When to use: When teaching Unit 6, part C- Listening- WARM-UP Time: 8 minutes
+ Teacher write on the board the word containing 6 letters a picture relating to that word
+ Teacher asks students to work individually and tell them that they are going to guess the word base on the given picture
+ The first student with the correct guess will be the winner
Activity: TRUE- FALSE SENTENCES Aim: To help students activate in the new lesson after listening Interaction: the whole class
When to use: When teaching Unit 11, part C- Listening- POST-
+ Teacher divides the class into 4 groups
In an engaging classroom activity, the teacher reads eight sentences about Cuc Phuong National Park, repeating each sentence twice before pausing Students from each group then select True or False cards to mark their answers on the board, promoting active participation and comprehension of the park's features.
+ The group with more correct answers will be the winner
1 The first national park in Vietnam is Cuc Phuong
2 It was in 1962 that Cuc Phuong National Park was put into operation
3 It covers Ninh Binh and Hoa Binh provinces
4 Only scientists come there to do their research on nature
5 There are no measures or plans to protect wildlife in this park
6 The number of species of flora is 450 and fauna is 2,000
7 Quen Voi is the name of a cave relating to a historical event
8 The Muong ethnic minority living in Cuc Phuong earn their living by bee keeping and farming
Activity: PICTURE GAME Aim: To help students activate in the new lesson after listening Interaction: the whole class
When to use: When teaching Unit 11, part C- Listening- POST-
+ Teacher asks students to work in pairs
+ Tell them that they are going to replace the picture by a word in the handout given by teacher
+ The first pair to finish will be the winner
Activity: CROSSWORD PUZZLE Aim: To help students engage in the new lesson
Interaction: the whole class When to use: When teaching Unit 13, part C- Listening- WARM- UP Time: 5 minutes
+ Teacher prepares a crossword puzzle with 5 sentences,
+ Teacher asks students to work in 4 groups and do the crossword puzzle by choosing the sentence and complete it with one word
+ Each group takes turns to finish the puzzle
+ With each correct answer, they will receive 10 marks and with the correct guess about the theme ( the vertical letter), they will have 20 marks
+ The group with the highest mark will be the winner
1 When you want to see movies, you go to _
2 You love English I _ you study English very well (Your word begins with letter “S”)
3 We will have an English test _ Friday
4 Do you want to go _ with us in the park, Susan? (Your word begins with letter “P”)
5 The English teacher said: “If you don‟t know meaning of that word, you can _ it (Your word begins with letter “G”)
CONCLUSION
Teaching listening skills to 10th-grade students can be challenging due to their limited vocabulary and insufficient understanding of English structures Additionally, their previous listening techniques often fall short of meeting their needs, leading to disinterest or boredom during lessons To make listening activities more engaging and enjoyable, incorporating games and interactive approaches can effectively capture students' attention and enhance their learning experience.
This study highlights the significant advantages of incorporating games into teaching and learning listening skills, benefiting both teachers and students By placing students at the center of the learning process, they can grasp language concepts in a more accessible way, alleviating feelings of frustration or discouragement The aim is to implement effective and engaging methods that connect listening skills to real-life situations My experience with using games in listening sessions has yielded positive outcomes, prompting me to share this report to assist teachers and students at Tri An High School in enhancing their English language proficiency.
Incorporating games into listening lessons can significantly enhance student engagement and motivation This approach not only makes learning more enjoyable but also facilitates better understanding and retention of material By utilizing interactive activities, educators can create a more accessible and effective listening experience for their students.
RECOMMENDATIONS AND SUGGESTIONS
Recommendations
To effectively utilize games in teaching English, especially in enhancing listening skills, educators must equip themselves with innovative teaching methods Additionally, they should engage in studying relevant materials and collaborating with colleagues to share experiences and insights.
Preparing games for listening activities may require significant time and creativity from teachers, but the effort is worthwhile Educators should invest time in selecting materials that align with the lesson's timing, level, and content to enhance the learning experience.
When using games in helping students engage or activate in the listening periods, teachers need to give clear and easy rule to students to understand
Considering all the above recommendations, teachers can help students in general and shy ones in particular to enjoy the lessons and develop their listening skills gradually.
Suggestions for further research
To enhance student engagement and learning during listening periods, further research is needed on the effectiveness of games tailored to various learner types and levels This includes implementing interactive activities and techniques specifically designed for teaching listening skills using English textbooks for grades 11 and 12.