HNUE JOURNAL OF SCIENCE Educational Sciences, 2021, Volume 66, Issue 5A, pp 14-20 This paper is available online at http://stdb.hnue.edu.vn DOI: 10.18173/2354-1075.2021-0211 THE BENEFITS OF USING GAMES IN THE ENGLISH LANGUAGE TEACHING CLASS Tran Thi Minh Phuong Faculty of English, Hanoi Pedagogical University Abstract The study aims to find out the benefits of using games in the language teaching class Through findings from diverse research, it can be concluded that games have many positive attributes to language learners Teachers can take learning contexts into consideration, review lesson objectives to choose relevant games for different purposes and then enhance teaching quality The study also discusses how to implement games in the language classroom and provides a category of common vocabulary games in learning language for reference Keywords: games, quality, teaching, benefits Introduction Although using games in language teaching class is not a new technique, teachers are still hesitant to use games in the classroom regularly because games are partly thought to be timeconsuming Teachers take time to prepare proper games in class and implement them in a lesson They have to consider the appropriate type for subject goals and students' proficiency Moreover, games can cause aggressiveness among students if they are not controlled effectively Students with high- esteem may not surrender failure They might feel disappointed and lose calmness when playing games However, for many researchers, a game is an indispensable part of the teaching language process In the advanced education system, games has been considered as an important component in teaching language Teachers from all over the world have employed games in the classroom to create an intimate learning atmosphere in the classroom and bring different feelings for students out of traditional learning subjects Games bring real-life situations into the classroom and they seem to connect students with the real world, provide opportunities for students to practice language Games also encourage learners to direct their energy towards learning language by providing them with meaningful contexts According to Haycraft (1978, p 94), games are an agreeable way of getting a class to use their initiative in English However, Gibbs (1978, p.3) describes games as activities carried out by cooperating or competing decision-makers, seeking to achieve within a set of rules and objectives In games, students have been explained the rules and how they use language to finish the game Most of the time, games are the combination of spiritual, physical strength and language intelligence in the language class, so students can achieve the comfort of spirit and language enhancement Bekiri (2003, p.1) states that when a lesson includes a game, it gives teachers a chance to help learners to acquire new learning forms and lexis effectively Students can review what they have learned and their experience in language to establish the Received October 8, 2021 Revised November 16, 2021 Accepted December 6, 2021 Contact Tran Thi Minh Phuong, e-mail address: tranthiminhphuong@hpu2.edu.vn 14 The benefits of using games in the english language teaching class best performances Then, during this process, new forms of language chunk and vocabulary will appear Lee (1979, p.3) expresses that games have a very clear beginning and ending and they are governed by rules Competition associated with games teaches participants to respect the rules and disciplines, from then they learn to obey the regulations Lee (1995) states that using games in the classroom support learning English from many perspectives It provides opportunities for targets of language practice, encourages students to communicate by using their four language skills, and creates a real-life situation for using language Ersoz (2000) states that games are encouraging and interesting in language class because they are amusing and fun to learners, and they can be used to give practices in all language skills and to practice all types of communication For these reasons, this article would review advantages of using games in the language teaching class and introduce to audience how games are carried out in these classes However, due to the Covid 19 pandemic, the use of games has changed greatly in format, from person to online, so the researcher would introduce to audience and readers some online games that are useful in teaching vocabulary, pronunciation, listening in English language classes This would help researchers to have further teaching source to deliver to their students Results of this research are gathered from diversity sources and previous studies, so it is a reference for readers and educators to look back on theories of the games and some typical models of online games available in the Internet Teachers and educators may have further studies to support for the research Content 2.1 The benefits of using games in English class When teachers use games in the class, they already set goals for games Moreover, games give teachers opportunities to create language contexts, in which language is used usefully and meaningfully Even though games are often associated with fun and entertaining, they have great pedagogical value, particularly in teaching and learning foreign language Hadfield views game as an activity with rules, goals and elements of fun It should be incorporated as an important part of syllabus This definition shows the importance of using games in language teaching class It is believed that games serve not only as an amusing activity but also as a technique to carry out many pedagogical tasks Games help students to make and sustain the learning effort They also help to encourage students to interact, communicate and create a meaningful context for language use In other words, game serves an environment where language users can practice a language with real purposes Games in language class involve all basic language skills and help participants to develop several skills They also encourage students to draw attention to analysis, synthesis and evaluation Games can foster a positive attitude towards the classroom experience- more attention, better attendance, better participation among students Games can improve learners’ retention, decision-making skills, comprehension off general principles and it can be a worthwhile teaching technique in language class A successful game in language class can both bring the amusement for learners but also pedagogical values, the appropriateness of games; therefore, can ultimately enhance the enjoyment and engagement of class members 2.1.1 Games promote language learner's interaction According to the Cambridge dictionary, interaction means an occasion when two or more people or things communicate with or react to each other So interaction involves the participation of at least two individuals to create conversation or react to others by using words or body language Saffer defines interaction as a transaction between two entities, particularly 15 Tran Thi Minh Phuong exchange of information between conversers It can happen in all environment and matches with communicators’ needs and desires In language teaching class, interaction comprises the nature of pedagogy and behaviour in classroom The interaction is divided into four types – system, tool, dialogue partner and media Each type of these possesses certain features and elements Teachers can adapt these types in the lesson properly Pair or group work are main ways to increase cooperation, and games can be played in pairs or groups So games provide an opportunity for participants to develop their interpersonal skills Two of the example skills that games can bring are the skill of polite disagreeing with the partners and the skill of asking other people for help These skills not only help learners in better collaboration with the other people in a group but also in their later life In classroom, learners will participate in the activities under teachers’ instructions; therefore, they are more active and freer to ask questions, discuss different problems, topics with their partners Thus, the competition in the language games gives students a natural opportunity to work together and communicate with each other 2.1.2 Games improve learners’ language acquisition Games are implemented in pair or group and given a certain limitation of time to execute Thanks to the motivation and interaction created by games, students can acquire knowledge faster and maybe more effectively in comparing with other learning methods Games have tendency to increase learners’ participation and attract attention of game players; from then they can help students to develop their abilities of using language as they are given chance to use language with real purpose and goal (Deesri, 2000, p 3), Celce-Murcia and Hilles (1988, p 132) strongly believe that when English learners participate in games, the language they use is task-oriented, and their aim is to practice the language instead of focusing on producing the correct speech Therefore, games provide learners with a chance to practice grammar communicatively From then, students are aware of using games to convey grammar and language they have learned effectively 2.1.3 Games increase learners’ satisfaction and achievement Games can be used in all basic language skills: listening, writing, reading and speaking, and in other skills of IT, critical thinking and communication So when students are set in the games, they have a chance to practice and review those language skills Moreover, games can motivate learners, and improve their language acquisition effectively As a result, games can make learners satisfied with their performance which is perhaps learners’ examining results, the ability of communication, knowledge of vocabulary or teamwork skills Results of games show how students' efforts are compensated In other words, that winning and losing in a game reflects how well students apply what they have learned and known into the game and collaborate with other members using proper skills and strategies to face challenges and obtain games’ targets Teachers use these features of games to motivate their students to make efforts and complete their goals not only in learning a language but also in other subjects and fields If teachers can elicit these features of games in teaching, it can increase clear progress in students' learning and perception 2.1.4 Games can create a bond between students and teachers Games in the language class can be considered as a bridge between teachers and students Under teachers’ instructions, students involved in games to discuss, collaborate with other members, apply what they have known to complete the games’ requirements and targets Through games, teachers can recognize students' character and capacity, their attitude and desire These will help learners to get close to students and provide more assistance to them In 16 The benefits of using games in the english language teaching class learning language, teachers should not allow students to discourage from the lesson Learning should not be dull and it needs to focus on memorization where students learn and grasp concepts through repletion or cramming Teachers can take advantages of the energy and innovative thinking that is provided by using different strategies in teaching to improve students' performances For these reasons, games should develop learners’ enthusiasm, engage students in learning, reduce monotonous learning methods and help students with focus, self-esteem and creativity Doing this help teachers to monitor students and create a close bond between them Thanks to a deep understanding of students, teachers can help them to make learning progress frequently 2.2 Ways to use games in language teaching class Games are often remembered as fun and enjoyable language teaching tools, however sometimes they can end badly and create negative influence to students These negative cases may happen if some students are so aggressive and competitive when participating in games and turn them into an unnecessary competition Or if someone does something that hurts other people or their feelings Therefore, when using games in class, teachers must keep them in mind and control them in the right way Teachers need to be sensible to observe participants' feelings and attitude and provide assistance if necessary It also means that teachers must make sure that every student has a positive experience in games and the classroom will not become a place where students feel vulnerable or fail Another point that teachers should acknowledge is that not all the games fit the classroom environment and cause perfect effects for all students, and that finding the right games may be hard So, when teachers select a game, it is necessary to keep in mind that a good educational game should balance both fun and challenge (Sugar, 1998, p xvi) Students are joyful when taking part in the games but challenging enough to summon up their efforts and skills Then, the value of the games in teaching is meaningful A very important thing for teachers to remember is that games are not perfect tools for teaching, but one of effective methods that teachers use in class In a real language learning class, teachers need to be wise in choosing games because one game might be perfect for one teacher or a particular group of students but it can be terrible for another teacher or group of students (Sigurgeirsson, 1995, p 3) For this reason, teachers should consider and calculate carefully before they choose games in language class First of all, teachers need to look at their students participating in the games They must understand students’ language proficiency as well as personality, so they can assign appropriate games for learners According to Sigurgeirsson (1995), teachers should set out a goal for the chosen group of students and encourage them to participate vividly Selecting an appropriate game for a specific group of learners might be easy, but it can be challenging for teachers to choose games for different groups in a large class Therefore, they need to make sure that the game is relevant to the subject, that it fits their students' age, language level They should not choose a game that is too complicated because that might cause a loss of interest among students An easy game might led to unsatisfactory effect for students, and might not interest their attention Accordingly, teachers need to be witty and clever in choosing proper language games for the students Also, teachers must make sure that rules of games are explained clearly and all participants understand teachers’ instructions before they start the games The games will be a mess and can discourage students if they misunderstand what to 2.3 The classification of vocabulary games in language class 2.3.1 The criteria of game classification The use of games has now become more popular in teaching language Teachers not only employ games online but also create their games to suit the class context In language 17 Tran Thi Minh Phuong class, games can be divided into categories in many different ways by teachers' purpose According to Hadfield, there are two ways of classifying language games The first type is the linguistic game and the second is communicative one Each of these has its own features and function Linguistic games focus on accuracy, and they supply the correct antonym or spelling Communicative games lay the foundation for successful exchanges of information and ideas in which students can practice the words, phrases, chunks of the language they have learned or known Hadfield also offers to classify games into other categories: ordering, sorting, arranging information, information gap games, matching games, and role plays These games are specified and based on how they are carried out in the class Lee proposes games into ten categories that depends on how language is used in games The first one is called structure game which provides experience of using of particular patterns of syntax in communication Lee’ games also help participants to remember and apply rules of grammar and vocabulary into practice The second type is vocabulary games, in which learners’ attention is focused mainly on words' use This type of games helps learners to remember the meaning of words and how they are used in a specific context Other games relate to spelling and pronunciation, which help learners to practice the correct pronunciation of words, phrases or sentences and teach them to write words correctly Number games are also popular in language teaching because besides language achievement, they teach students to be flexible, wit and well- reacted to learning contexts Listen-and-do games: students follow instruction and under existed format; they listen and what is told Those games help to test students' listening skill and give students opportunity to check whether they can hear and understand the language spoken or not Games related to writing skills may be used in all subjects: they give students a chance to practice writing the target language and improve their writing skill Miming and role play are mainly used in speaking: they provide students with an opportunity to practice language but also cooperate with other people, improve their communication skills through the interaction in games Finally discuss games help student practice speaking with other learners to express their ideas, develop their critical thinking skill Sigurgeirsson (1995) has divided games into different groups which are diverse in format and types: introduction games, group games, scavenger hunt games, educational games, theoretical expression games, drawing and colouring games, educational card games, word games, story games and question games Under teachers’ will, educational games can be classified into other categories For example, a game can be divided basing on which group participants can fit, a division into listening- speaking- reading and writing can be a good idea for teacher to fully test these skills in a language class while other games can fit into many categories and make categorizing games more flexible 2.3.2 Common vocabulary games in English language class 2.3.2.1 Bamboozle Bamboozle is a great website to use when you have multiple students in your online classroom It is free and easy to use for both students and teachers They have over 500,000 games available to choose, covering vocabulary, grammar, tenses, and sentence structure Teachers can also create their own Baamboozle game if you can’t find one suitable for your lesson Bamboozle also enables students to compete against each other, as students win points for each correct answer It has a cool feature which students enjoy, where points can be swapped and stolen from their classmates which always goes down well The games work where students choose a number on a grid and answer the question by either answering with a complete sentence or choosing the correct option and winning points accordingly With Bamboozle, you can also put your students into teams if you have a big online class and they can work as a team to answer questions The games can be used to 18 The benefits of using games in the english language teaching class introduce new topics or review current or previous work to check students’ understanding and also works really well as an ice breaker for new students and classes 2.3.2.2 FluentU FluentU can be used for all levels of students in language teaching class, thus teachers can choose forms and levels of games suitable to their wishes FluentU takes real-world videos— like music videos, movie trailers, news and inspiring talks, and turns them into personalized language learning lessons More interesting, FluentU transforms authentic, entertaining English videos into fun online games to practice English Unlike traditional language learning sites, FluentU uses a natural approach that helps learners to ease into the English language and culture over time Students will learn English as it is spoken in real life FluentU has a variety of engaging content from popular talk shows, nature documentaries and funny commercials, learners can listen to clip and answer the questions given This makes it really easy to watch English videos There are captions that are interactive That means students can tap on any word to see an image, definition and useful information 2.3.2.3 ESL Crossword Puzzles ESL Crossword Puzzles can be used for all levels of students in language class as well Crossword puzzles are great for people who like a challenge, and for English language learners they are a good way to test your reading comprehension and vocabulary skills Teachers can fully take the advantages of this source to provide a reservoir for students to their vocabulary In ESL Crossword Puzzles, students can challenge themselves with word problems that were created especially for English language learners The website is comprehensive and has a variety of crossword puzzles and difficulties to choose from, making it great for students of all skill levels Teachers just choose students’ level from the menu at the top of the homepage linked above What’s especially helpful is that students are also able to choose from various themes, including common words in English, medical vocabulary, English words from other languages As a results, students have a large body of vocabulary learning sources to access to expand their vocabulary quickly and effectively 2.3.2.4 “Scrabble” Online This game is designed mainly for intermediate and advanced level students “Scrabble” might not be a game designed specifically for learning English, but it is a great way to test students’ vocabulary knowledge with friends Originally designed as a board game, learners can now play “Scrabble” online with friends or against the computer All students need to is enter their age to play The rules to play “Scrabble” are simple Players choose seven letters in the form of tiles and use them to make words All tiles touching one another have to make a real English word, and players have to build words using the letters from other words that have already been laid down Every square has a letter and number written on it that represents the points that learners get for using that letter As players play online, they can chat with the other players: just type messages in the chat space to the right of the Scrabble board “Scrabble” can get very challenging toward the end, even for native English speakers, so learners not become frustrated if they struggle to make a word and have to pass on a turn Conclusions Games have been used dominantly in many language classes thanks to their educational functions and value The use of games does not only helps students to use language properly but 19 Tran Thi Minh Phuong also to educate them to have an important skill such as communication, critical thinking or train their persistence, determination Therefore, games are useful and meaningful teaching technique that teachers should use to boost the quality of their teaching Teachers should consider different features and format of games to adapt to the class context and suit students' proficiency as well as disciplines’ subjects By using games regular in teaching language, students will be encouraged and engage more in their language learning process REFERENCES [1] Bekiri, R., 2003 Playing with the questions-A game for young learners The Internet TESL Journal (August, 8) [On-line serial]: Retrieved on 05-March-2008, at URL: http://iteslj.org/Lessons/Bekiri-QuestionGame/ [2] Celce-Murcia, M., & McIntosh, L (Eds.)., 1979 Teaching English as a second or foreign language (pp.54- 55) Newyork: Newbury House [3] Dan Saffer 2010 Designing for interaction: creating innovative applications and devices New Riders [4] Deesri, A., 2002 Games in the ESL and EFL class The Internet TESL Journal (September 9), [On-line serial]: Retrieved on 05-March-2008 [5] Hadfield J., 1999) Beginners' communication games J.Hadfield – Longman [6] Haycraft, J., 1978 An introduction to English language teaching Harlow: Longman [7] Haycraft, John, 1997 An Introduction to English Language Teaching England: Longman [8] Lee, S.K., 1995 Creative Games for the Language Classroom Forum vol 33 (1) [9] Lee, W R., 1979 Language teaching games and contests Oxford: Oxford University Press [10] Lee W R, 1991 Language teaching: Games and Contests / W.R Lee – Oxford: Oxford University Press [11] Musigrungsi, S., 2002 An investigation of English grammar teaching in government secondary school in educational region Unpublished master's thesis, Prince of Songkla University, Thailand [12] Riedle C, 2008 Web 2.0: helping reinvent education / C Riedle 20 ... language with real purpose and goal (Deesri, 2000, p 3), Celce-Murcia and Hilles (1988, p 132) strongly believe that when English learners participate in games, the language they use is task-oriented,