The employment of gamification to engage learners in ielts preparation course ma

VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE - 000 - THE EMPLOYMENT OF GAMIFICATION TO ENGAGE LEARNERS IN IELTS PREPARATION COURSE A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By BÙI THỊ HOÀ Supervised by ĐOÀN HUỆ DUNG, Ph.D HO CHI MINH CITY, NOVEMVER 2021 ACKNOWLEDGEMENTS I would like to express my thankfulness to those who have supported me throughout the time completing the Master’s course and conducting this thesis First, I owe a debt of gratitude to my supervisor, Dr Đoàn Huệ Dung, for being patient and giving me invaluable orientation and feedback throughout the stages of doing this research I am thankful for all the help from the staff and lecturers of the Faculty of English Linguistics and Literature when I was doing my courses, during my practicum trip, and when I was carrying out this thesis Next, I would like to show my gratitude towards the Board of Manager and colleagues of Au Viet language center for creating the best condition available for me to work with this thesis My genuine appreciation also goes to my dear friends, Mai Huong, Quynh Nhu, Thanh Truc, Hoa Canh, and several others, who have been continuous sources of motivation for me in taking the course and during the hard time when I was about to give up Last but not least, I am deeply indebted to my parents and sisters for their empathy and endless support, both mentally and financially Without their understanding and words of encouragement, I would probably face much more obstacles I appreciate the lessons from my own mistakes and failure I appreciate others’ criticism, words of encouragement, and constructive feedback They have all contributed to who I am now and what I will become in the future i STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: THE EMPLOYMENT OF GAMIFICATION TO ENGAGE LEARNERS IN IELTS PREPARATION COURSE in terms of the statement of Requirements for the Thesis in Master’s Program issued by the Higher Degree Committee The thesis has not been submitted for the award of any degree or diploma in any other situations Ho Chi Minh City, November 2021 Bùi Thị Hoà ii RETENTION OF USE I hereby state that I, Bùi Thị Hoà, being the candidate for the degree of Master in TESOL, accept the requirements of University of Social Sciences and Humanities relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of the thesis Ho Chi Minh City, November 2021 Bùi Thị Hoà iii TABLE OF CONTENTS TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER LITERATURE REVIEW 2.1 The International English Language Testing System (IELTS) 2.1.1 General information 2.1.2 The IELTS Academic test format 2.1.3 The IELTS Academic writing criteria 2.2 Teaching writing 2.3 Gamification and other categories of gaming 11 2.4 Gamification 12 2.4.1 Definitions of games 12 2.4.2 Definitions of gamification 13 2.4.3 Characteristics of gamification 15 2.5 Gamification in education 16 2.5.1 Reasons for gamification in education 16 2.5.2 How to integrate gamification in education 18 2.5.3 Potential problems of gamification in education 19 2.5.4 Notices regarding gamification in education 20 2.5.5 Game design elements 22 2.6 Studies related to gamification in education 22 2.7 Studies related to IELTS preparation 23 iv 2.8 Task evaluation- Evaluating the gamification activities 25 2.9 Conceptual framework 26 CHAPTER METHODOLOGY 28 3.1 Research approach and design 28 3.1.1 Participants 30 3.1.2 The researcher’s role 32 3.2 Research instruments and data collection procedure 33 3.2.1 Data collection procedure- Cycle 33 3.2.2 Data collection procedure- Cycle 35 3.2.3 Data analysis procedure 37 CHAPTER FINDINGS AND DISCUSSION 38 4.1 GENERAL FINDINGS 38 4.1.1 Learners’ engagement level in a course with activities using gamification 38 4.1.2 Learners’ views towards activities using gamification in IELTS preparation course 40 4.2 SPECIFIC FINDINGS- CYCLE 43 4.2.1 Identifying an area of focus- the need to pay more attention to writing activities 43 4.2.2 An action plan for cycle 45 4.2.3 Analysis and interpretation of data cycle 48 4.2.3.1 Learners’ engagement level in activities using gamification- cycle 48 4.2.3.2 Learners’ views towards activities using gamification in IELTS preparation course- cycle 49 4.3 SPECIFIC FINDINGS- CYCLE 51 4.3.1 Identifying an area of focus- Evaluation of cycle 51 4.3.2 An action plan for cycle 52 4.3.3 Analysis and interpretation of data- cycle 55 4.3.3.1 Learners’ engagement level in activities using gamification -cycle 55 4.3.3.2 Learners’ views towards activities using gamification in IELTS preparation course- cycle 57 4.3.4 Evaluation of cycle 58 4.4 DISCUSSION 59 4.4.1 Learners’ high engagement level in gamification activities 59 4.4.2 Learners’ positive views on the use of gamification activities 60 v CHAPTER CONCLUSION 62 5.1 CONCLUSION 62 5.2 LIMITATIONS 63 5.3 RECOMMENDATIONS 63 REFERENCES 65 APPENDICES 70 APPENDIX A: QUESTIONNARE FOR LEARNERS BEFORE CYCLE 1- WEEK 70 APPENDIX B: GENERAL PLAN CYLE 72 APPENDIX B (cont.): GENERAL PLAN CYLE 74 APPENDIX C: 77 ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES- WEEK 77 ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK 79 ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK 81 ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK 83 ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK 85 ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK 87 APPENDIX D: QUESTIONNAIRE FOR LEARNERS AFTER ACTIVITY 90 APPENDIX E: QUESTIONNAIRE FOR LEARNERS’ VIEW TOWARDS PERFORMANCE GRAPH 92 APPENDIX E: QUESTIONNAIRE FOR LEARNERS’ VIEW TOWARDS TEACHERS’ FEEDBACK 93 vi LIST OF ABBREVIATIONS ELT English Language Teaching IELTS International Language Testing System vii LIST OF TABLES Table 2.1 The IELTS Academic test format Table 2.2 Game elements definitions 13 Table 3.1 General information of participants .31 Table 3.2 Summary of activities plan and corresponding research tools .35 Table 4.1 Learners’ explanations for their engagement level, in accordance with purposes of gamification 39 Table 4.2 Learners’ suggestions on the use of gamification activities 42 Table 4.3 Summary of activity plan for cycle 44 Table 4.4 Summary of activity plan for cycle 53 Table 4.5 Level of learners’ engagement in gamification activities- two cycles 54 Table 4.6 Learners’ reasons for engaging in gamification activities- two cycles 55 viii LIST OF FIGURES Figure Conceptual framework of the employment of gamification 26 Figure The action research cycles 29 Figure 4.1 Level of learners’ engagement in gamification activities 38 Figure 4.2 Learners’ view towards the helpfulness of gamification activities 40 Figure 4.3 Learners’ explanations on the usefulness of gamification activities 41 Figure 4.4 Learners suggestions on writing activities before the study 44 Figure 4.5 Learners’ reasons for engaging in gamification activities- cycle 48 Figure 4.6 Learners’ view towards the helpfulness of gamification activities- cycle 49 Figure 4.7 Learners’ explanations on the usefulness of gamification activities- cycle 50 Figure 4.8 Learners’ suggestions on the use of gamification activities- cycle 51 Figure 4.9 Learners’ view towards the helpfulness of gamification activities-cycle 56 Figure 4.10 Learners’ explanations on the usefulness of gamification activities-cycle 57 ix mins Show students the game pin and Students go to kahoot.it, enter the instructions on how to play the game pin and wait for the game to game, points, etc start https://create.kahoot.it/details/writin g-types/f6d3e8a2-2fd0-4e80-8037-0 3a248e19374 10 mins Support students when needed Students choose the correct answer Encourage students to review what the teachers have said mins Check the students’ result, give Listen to the teachers’ feedback feedback and give points (Point system: the 1st : A, the 2nd: B, the 3rd: C) II CLASSROOM OBSERVATION NOTES- WEEK 2: Learners’ attitude Notes Suggestions for the next lesson/cycle Eager to join the activity Mobile phones and good T should remind Sts to internet Two sts who did not bring their connection are bring their cell phones required cell phones need to work in Consider changing to an pairs One st said it would affect students did not bring activity fairness which not their cell phones=> The T require many devices and lend them Sometimes there were problems are easily affected internet connection with the internet connection, which affects their scores Clarify point systems 78 by REMARKS: Do the students perform the activity in a manner intended by the design and implementation of the activity? Not at all Not very well Neutral Well Very well Are the students successful in achieving the learning outcome(s)? Not at all Not very well Neutral Well Very well ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK Activity: I Arranging separate phrases to make full sentences, paper-based ACTIVITY PLAN WEEK 3: A Gamification element(s): Leader board Achievement Challenge Mechanics (earning badges, point systems, scores, and time constraints) B Learning objective(s): - Identify main features of a line graph - Sentence structures describing a line graph Total length of the activity: 25 mins D Description of activity: GROUP Teacher’s role Length 10 mins T revises structures Learners’ activity used describing a line graph 79 in Listen to the teacher attentively Explain rules and deliver handouts mins Listen to the teacher attentively Give students separate phrases of a model writing they previous learned Form groups in the book Work in groups 10 mins Support students when needed Arrange separate phrases to make full sentences Encourage students Matching these separate sentences to form a full essay (5 sentences Each sentence is divided into parts.) Check the students’ result, give Listen to the teacher attentively mins feedback and give points Point system: fastest group:2 A, 2nd: A, 3rd: B (note: 2B= 1A) III CLASSROOM OBSERVATION NOTES WEEK 3: Learners’ attitude Notes Suggestions for the next lesson/cycle Eager to join the activity All the separate phrases are The activity seems time printed in cells which are in consuming The classroom atmosphere is more active during the group work period the same size to make sure the students cannot base on anything else to match the Consider dividing sentences to larger phrases so it is easier for students sentences REMARKS: the Do the students perform the activity in a manner intended by the design and implementation of the activity? 80 1.Not at all Not very well Neutral Well Very well Are the students successful in achieving the learning outcome(s)? 1.Not at all Not very well Neutral Well Very well ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK Activity: Wheel of names (Expand ideas using given discourse markers) I ACTIVITY PLAN WEEK 4: A Gamification element(s): Constant feedback Achievement Challenge Mechanics (earning badges, point systems, scores, and time constraints) B Learning objective(s): - Students practice using linking words/ phrases to expand ideas and achieve Cohesion & Coherence criteria - Students learn outlines and useful structures in writing an essay in Writing task Total length of the activity: 25 C.Description of activity: INDIVIDUAL WORK Length Teacher’s role Learners’ activity Before lesson Insert selected discourse markers to wheel of names 10 mins T explains outline of an Listen to the teacher attentively essay in Writing task T review discourse markers 81 learned in previous lessons mins T show the wheel with Have some time to think and use the given some common discourse discourse markers to present their ideas, markers and randomly which are related to the essay choose a phrase for each student Listen to students’ ideas Present their ideas 10 mins and give feedback Listen to peers’ ideas and feedback from the teacher II CLASSROOM OBSERVATION NOTES WEEK 4: Learners’ attitude Notes Suggestions for the next lesson/cycle Eager to join the activity The students can learn from Consider their The classroom atmosphere is friends’ ideas the and ideas in the order that they feedback from teachers more active with the use of wheel of names arranging appear in the essay (instead of in the order of They can also improve their students’ seats) speaking skill REMARKS: Do the students perform the activity in a manner intended by the design and implementation of the activity? 1.Not at all 2 Not very well Neutral Well Very well Are the students successful in achieving the learning outcome(s)? 1.Not at all Not very well Neutral 82 Well Very well ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK Activity: Arranging separate sentences to form a full essay describing pie charts, paper-based I ACTIVITY PLAN WEEK 5: A Gamification element(s): Leader board Achievement Challenge Mechanics (earning badges, point systems, scores, and time constraints) B Learning objective(s): - Identifying main features of an essay describing pie charts - Sentence structures describing pie charts Total length of the activity: 30 minutes C.Description of activity: GROUP WORK Teacher’s role Length Learners’ activity Before lesson Prepare handouts 10 mins T explains outline of a Listen to the teacher attentively Writing part essay, give Sts some useful structures in an essay describing a pie chart mins Explain rules and deliver Listen to the teacher attentively handouts Form groups 83 Work in groups 10 mins Support students when Arrange separate phrases to make full sentences needed Encourage students Matching these separate sentences to form a full essay (5 sentences Each sentence is divided into parts.) Check the students’ result, Listen to the teacher attentively mins give feedback and give points Point system: fastest group:2 A, 2nd: A, 3rd: B (note: 2B= 1A) II CLASSROOM OBSERVATION NOTES WEEK 5: Learners’ attitude Notes Suggestions for the next lesson/cycle Seems less eager to join the The students can learn from Consider activity (compared to the first their time) friends’ ideas more creative and activities feedback from teachers The activity is conducted The classroom atmosphere is They can also improve their in the lesson right before more active during the group teamwork skill the long activity holiday traditional Consider factor REMARKS: Do the students perform the activity in a manner intended by the design and implementation of the activity? 1.Not at all Not very well Neutral 84 Well Very well this Are the students successful in achieving the learning outcome(s)? 1.Not at all Not very well Neutral Well Very well ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK Activity: Arranging separate phrases to make full sentences I ACTIVITY PLAN WEEK 6: A Gamification element(s): Leader board Achievement Challenge Mechanics (earning badges, point systems, scores, and time constraints) B Learning objective(s): - Identifying main features of an essay describing a process - Sentence structures describing a process Total length of the activity: 30 mins C.Description of activity: GROUP WORK Teacher’s role Length 10 mins T revises structures Learners’ activity used in Listen to the teacher attentively describing a process Explain rules and deliver handouts mins Listen to the teacher attentively Give students separate phrases of a model writing they previous learned Form groups in the book Work in groups 10 mins Support students when needed Arrange separate phrases to make full sentences Encourage students Matching these separate sentences 85 to form a full essay (5 sentences Each sentence is divided into parts.) Check the students’ result, give Listen to the teacher attentively mins feedback and give points Point system: fastest group:2 A, 2nd: A, 3rd: B (note: 2B= 1A) II CLASSROOM OBSERVATION NOTES- WEEK 6: Learners’ attitude Notes Suggestions for the next lesson/cycle Less eager to join the All the separate phrases are Consider activity more creative printed in cells which are in activities the same size to make sure The classroom atmosphere is more active after the group work period, teacher shows when a the the students cannot base on anything else to match the Consider showing video before the activity sentences video describing the process REMARKS: Do the students perform the activity in a manner intended by the design and implementation of the activity? 1.Not at all 2 Not very well Neutral Well Very well Are the students successful in achieving the learning outcome(s)? 1.Not at all Not very well Neutral 86 Well the Very well ACTIVITY PLAN- CLASSROOM OBSERVATION NOTES - WEEK Activity: Wheel of names (Expand ideas using given discourse markers and phrases) I ACTIVITY PLAN- WEEK 7: A Gamification element(s): Constant feedback Achievement Challenge Mechanics (earning badges, point systems, scores, and time constraints) B Learning objective(s): - Students practice using linking words/ phrases to expand ideas and achieve Cohesion & Coherence criteria - Students learn outlines and useful structures in writing an essay in Writing task Total length of the activity: 25 C.Description of activity: INDIVIDUAL WORK Length Teacher’s role Learners’ activity Before lesson Insert selected discourse markers to wheel of names 10 mins T explains outline of an Listen to the teacher attentively essay in Writing task T review discourse markers learned in previous lessons mins T show the wheel with Have some time to think and use the given some common discourse discourse markers to present their ideas, markers and randomly which are related to the essay choose a phrase for each 87 student Listen to students’ ideas Present their ideas 10 mins and give feedback Listen to peers’ ideas and feedback from the teacher II CLASSROOM OBSERVATION NOTES WEEK 7: Learners’ attitude Notes Suggestions for the next lesson/cycle Eager to join the activity The students can learn from their The classroom atmosphere is friends’ ideas and feedback from teachers more active with the use of wheel of names They can also improve their speaking skill The order of ideas is based on the order appear in the essay REMARKS: Do the students perform the activity in a manner intended by the design and implementation of the activity? 1.Not at all 2 Not very well Neutral Well Very well Are the students successful in achieving the learning outcome(s)? 1.Not at all Not very well Neutral 88 Well Very well APPENDIX D: QUESTIONNAIRE FOR LEARNERS AFTER ACTIVITY WEEK: _DATE: _ Dear students, Please help me to evaluate the activity we have in the lesson today Your responses would be a great help for me to evaluate and improve the next lesson plans You can use Vietnamese (Các bạn học viên thân mến Các bạn vui lịng giúp đánh giá hoạt động buổi học ngày hôm Phản hồi bạn giúp ích nhiều để đánh giá cải thiện học Các bạn dùng tiếng Việt để trả lời.) What have you learned after today’s activity (the learning objectives)? (Bạn học từ hoạt động buổi học ngày hơm (mục tiêu học gì?) Do you find the activity today helpful? (Please circle the number according to your opinion)(Bạn có thấy hoạt động hữu ích khơng? Vui lịng khoanh trịn số phù hợp với ý kiến bạn) Not helpful at all Not very helpful I’m not sure Helpful 5.Very helpful (1-Khơng có ích; 2- Khơng có ích lắm; 3- Khơng chắc; 4- Có ích; 5- Rất có ích) 3.In what ways is the activity helpful? What can you learn? (Please skip this question if you not find it helpful)(Cụ thể hoạt động có ích nào? Bạn học gì? (Vui lịng bỏ qua câu bạn thấy khơng có ích) Do you find yourself engaged in the activity? (Please circle the number according to your opinion) (Bạn thấy mức độ tham gia bạn vào hoạt động nào?Vui lòng khoanh tròn số với ý kiến bạn) 89 Not at all Not very engaged I’m not sure Engaged Really engaged Không tham gia; 2- Không tham gia nhiều; 3- Khơng lắm; 4- Có tham gia; 5Tham gia nhiều) Why? (Why not?) (Tại sao? Tại không?) What else you think of the activity today? (Bạn nghĩ khác hoạt động hôm nay?) Suggestions on how to improve the activity: (Đề xuất để cải thiện hoạt động:) THANK YOU FOR YOUR COOPERATION! 90 APPENDIX E: QUESTIONNAIRE FOR LEARNERS’ VIEW TOWARDS PERFORMANCE GRAPH Dear students, Please help me to evaluate the performance graph that I have showed in the lessons so far Your responses would be a great help for me to evaluate and improve the next lesson plans You can use Vietnamese (Các bạn học viên thân mến Các bạn vui lịng giúp đánh giá việc sử dụng bảng theo dõi hoạt động viết cô dùng thời gian vừa qua Phản hồi bạn giúp ích nhiều để cô đánh giá cải thiện học Các bạn dùng tiếng Việt để trả lời.) Do you find the performance graph helpful in engaging you in the writing activities? (Please circle the number according to your opinion) (Bạn có thấy việc sử dụng bảng theo dõi hoạt động viết hữu ích việc khuyến khích bạn tham gia vào hoạt động viết khơng? Vui lịng khoanh trịn số phù hợp với ý kiến bạn) Not helpful at all Not very helpful I’m not sure Helpful 5.Very helpful (1-Khơng có ích; 2- Khơng có ích lắm; 3- Khơng chắc; 4- Có ích; 5- Rất có ích) Why? (Why not?) (Tại sao? Tại không?) What else you think of the performance graph? (Bạn nghĩ khác việc sử dụng bảng theo dõi hoạt động viết?) THANK YOU FOR YOUR COOPERATION! 91 APPENDIX E: QUESTIONNAIRE FOR LEARNERS’ VIEW TOWARDS TEACHERS’ FEEDBACK Dear students, Please help me to evaluate the way that I have given feedback on your writing skills so far Your responses would be a great help for me to evaluate and improve the next lesson plans You can use Vietnamese (Các bạn học viên thân mến Các bạn vui lịng giúp đánh giá việc đưa phản hồi, nhận xét cô kỹ viết bạn Phản hồi bạn giúp ích nhiều để đánh giá cải thiện học Các bạn dùng tiếng Việt để trả lời.) Do you find the feedback helpful in engaging you in the writing activities? (Please circle the number according to your opinion) (Bạn có thấy việc đưa phản hồi, nhận xét kỹ viết bạn hữu ích việc khuyến khích bạn tham gia vào hoạt động viết khơng? Vui lòng khoanh tròn số phù hợp với ý kiến bạn) Not helpful at all Not very helpful I’m not sure Helpful 5.Very helpful (1-Khơng có ích; 2- Khơng có ích lắm; 3- Khơng chắc; 4- Có ích; 5- Rất có ích) Why? (Why not?) (Tại sao? Tại không?) What else you think of the way that I have given feedback on your writing skills so far? (Bạn nghĩ khác cách đưa phản hồi, nhận xét cô kỹ viết bạn?) THANK YOU FOR YOUR COOPERATION! 92