Efl students attitudes and perceptions of technology based games in learning english at nguyen thai binh secondary school (masters thesis)

MINISTRY OF EDUCATION AND TRAINING BA RIA – VUNG TAU UNIVERSITY HOANG NGOC LAN EFL STUDENTS’ ATTITUDES AND PERCEPTIONS OF TECHNOLOGY-BASED GAMES IN LEARNING ENGLISH AT NGUYEN THAI BINH SECONDARY SCHOOL MASTER’S THESIS Ba Ria - Vung Tau, March 2023 MINISTRY OF EDUCATION AND TRAINING BA RIA – VUNG TAU UNIVERSITY HOANG NGOC LAN EFL STUDENTS’ ATTITUDES AND PERCEPTIONS OF TECHNOLOGY-BASED GAMES IN LEARNING ENGLISH AT NGUYEN THAI BINH SECONDARY SCHOOL MASTER’S THESIS Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 8140111 Supervisor’s name: Dr TRAN QUOC THAO Ba Ria - Vung Tau, March 2023 i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: EFL STUDENTS’ ATTITUDES AND PERCEPTIONS OF TECHNOLOGY-BASED GAMES IN LEARNING ENGLISH AT NGUYEN THAI BINH SECONDARY SCHOOL In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria - Vung Tau, March 2023 HOANG NGOC LAN ii RETENTION AND USE OF THE THESIS I hereby state that I, Hoang Ngoc Lan, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for thesis Ba Ria - Vung Tau, March 2023 Hoang Ngoc Lan iii ACKNOWLEDGEMENTS I would like to express my sincere thanks to those who have made great contributions to my thesis completion First and foremost, I would like to express my profound gratitude to Dr Tran Quoc Thao, my supervisor, for his valuable comments and suggestions during the whole research process His dynamism, enthusiasm, vision as well as his patience have deeply inspired me Without his support and guidance, this thesis would never have been completed Secondly, I am very grateful to the school board staff including the principal and the Postgraduate Institute of Ba Ria - Vung Tau University who have given me encouragement, support of time and finance, and permission to complete the course and implement this thesis there Thirdly, I am very grateful to Dr Ho Van Han - my homeroom teacher and my other teachers at Ba Ria - Vung Tau University who have given me support and encouragement to complete this course My sincere thanks also go to my friends and colleagues for all their help and motivation I would like to thank the research participants who have contributed to this study Last but not least, I warmly thank my family for their countless support, greatest sympathy, and unconditional love who have provided me strong spiritual and material support iv ABSTRACT It is universally acknowledged that technology-based games play an important role in the language teaching and learning process In many countries all over the world, technology-based games have applied to the process of teaching and learning English widely and effectively Nevertheless, when it came to the context of education in Vietnam, especially the English subject, examinations were mainly grammar focused Hence, teaching and learning English were purely examination-based This leaded to the fact that students lost their interest in acquiring the new language and failed to interact with foreigners That affected quite much to language knowledge, language skills and their studying emotion Therefore, the main aim of this paper is to explore EFL students' attitudes and perceptions of technology-based games in learning English at Nguyen Thai Binh Secondary school This study involved 86 students in grade who were having chances of studying with technology-based games in classrooms and taking part in answering the questionnaire and twelve students in responding to the semi - structured interview questions The data gained from the questionnaire was analyzed by SPSS software version 22 in terms of descriptive statistics (means, standard deviation and frequency) The findings of the study showed that learnerrelated factors had positive impacts on learning engagement for technology-based games The researcher then analyzed the data taken from the semi-structured interview to make the results of the study clearer These preliminary findings are hoped to contribute to a better understanding of the current perspectives of EFL students' perception of technology-based games in learning English, with a view to bringing some practical implications in the Vietnamese context, thereby improving the quality of the teaching English language for EFL students at Nguyen Thai Binh secondary school in particular and Vietnam in general Keywords: Attitudes, perceptions, technology - based games, EFL students v TABLE OF CONTENT CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Aims and objectives of the Study 1.4 Research questions 1.5 The scope of the study 1.6 Significance of the study 1.7 Definitions of the terms 1.7.1 Attitudes 1.7.2 Perceptions 1.7.3 Technology-based games 1.7.4 EFL students 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Technology in English language learning 2.3 Technology-based games in English language learning 10 2.3.1 Types of technology-based games in English language learning 10 2.3.2 How to hold technology-based games 20 2.4 Attitudes toward technology-based games in learning English language 21 2.4.1 Attitudes 21 2.4.2 The components of attitude 22 vi 2.4.3 Attitude models 24 2.5 Effectiveness of technology-based games in learning English language 26 2.6 Previous studies 31 2.7 Conceptual framework 35 2.8 Sumary 36 CHAPTER 3: RESEARCH METHODOLOGY 37 3.1 Introduction 37 3.2 Research design 37 3.3 Research site 39 3.4 Sample and sampling procedures 41 3.5 Research instruments 44 3.5.1 Questionnaire 44 3.5.2 Semi-structured interview 45 3.5.3 Pilot study 46 3.6 Data collection procedures 47 3.7 Data analysis procedure 49 3.8 Validity and reliability 50 3.9 Ethical issues 52 3.10 Summary 52 CHAPTER 4: RESULTS AND DISCUSSIONS 53 4.1 Introduction 53 4.2 Results 53 4.2.1 EFL students' attitudes toward technology-based games in learning English53 vii 4.2.2 EFL students' perceptions of effectiveness of technology-based games in learning English 62 4.3 Discussions 68 4.3.1 EFL students' attitudes toward technology-based games in learning English68 4.3.2 EFL students' perceptions of effectiveness of technology-based games in learning English 69 4.4 Summary 72 CHAPTER CONCLUSION 73 5.1 Summary of the main findings of the study 73 5.2 Pedagogical implications 74 5.2.1 Implications for the administrators 74 5.2.2 Implications for English teachers 75 5.2.3 Implications for EFL students 76 5.3 Limitations 76 5.4 Recommendations for the further research 77 REFERENCES 78 viii LIST OF ABBREVIATIONS NO ABBREVIATIONS MEANING EFL English as a Foreign Language SPSS Statistical Package for the Social Sciences I take part in Yes I I S03 technology-based find it games frequently, important so I can practice English more I can remember and use the structures better Technology- Technology- S04 Yes I think so based games give me based games play an important role in comfortableness enriching my and concentration English vocabulary They are very useful and effective I have chance to study and remember vocabulary belong to different topics groups TechnologyYes, I think S05 they are very important based games helped me increase my I would like I use the grammar better motivation when play technologybased games more studying English The interest of technology-based S06 Yes, they are games helps me very important concentrate and remember the lesson well Yes, S07 Vocabulary and technology - strutures are used based games many times in are necessary technology-based for me in games so I can Technologybased games help me develop reading and writing skills Technologybased games help me improve my reading skills I feel comfortable and relax after English classes with technology-based games Using technology-based games is an interesting method learning remember them English quickly to studying English My reading S08 Yes, of course They remind skills are vocabulary and improved structures which I thanks to learned technologybased games I made little of motivation and autonomy because I need new games everyday We shouldn't play technology- They make me S09 Yes They are necessary feel comfortable in playing games as well as studying English I can remember and write vocabulary better based games so much in classes because it is able to make students not pay attention to main content of the lessons It is really necessary to use technology-based Yes I find S10 these games necessary for me games in my learning English Technology- Technology- based games based games help The chosen help me improve me as well as games, I can my language other students feel skills relax practise pronunciation, grammar Besides, I usually practise doing exercise with my friends in other schools Technology- Many structures Yes, they are S11 and vocabulary necessary and are used in useful technology-based based games give I read and write better technologyS12 based games to improve my English I have chances to practise and know more new structures through technology-based games participate in studying games Yes, I need me motivation to activities My reading and writing skills are improved clearly I total agree with this interesting method APPENDIX F NỘI DUNG CUỘC PHỎNG VẤN Bạn có nghĩ Các trị chơi Bạn cải Bạn nghĩ trị chơi cơng nghệ giúp thiện việc sử dụng trị cơng nghệ bạn cải thiện sử dụng chơi cơng nghệ cần thiết cho tiếng Anh trị chơi cơng việc học MÃ bạn theo nghệ tiếng Anh? SỐ việc học tiếng cách việc học tiếng Anh khơng? nào? Anh? Trị chơi cơng Trước 01 02 nghệ khơng khó Em nhận thấy em khơng em có nghĩ vậy, thể tham gia vào bây trò chơi nghệ hữu ích em thường xun để với em thấy chúng cải thiện tiếng cần thiết Anh em Vâng tất Trị chơi cơng nhiên nghệ đa dạng với Chúng chủ đề khác quan trọng Em mở với em rộng cải thiện trị chơi cơng việc ghi nhớ từ vựng Từ vựng ngữ pháp em cải thiện Trò chơi cơng nghệ kích thích em tự chủ việc học tiếng Anh Em muốn nhiều hoạt động học tập áp dụng vào trị chơi cơng nghệ việc học tiếng tiếng Anh Anh Em tham gia Vâng, em 03 nhận thấy chúng quan trọng vào trị chơi cơng nghệ thường xun em luyện tập thêm tiếng Em nhớ sử dụng cấu Chúng hữu trúc ngữ pháp ích hiệu tốt anh Trị chơi cơng Vâng, chúng 04 quan trọng Trị chơi cơng nghệ cho em thoải mái tập trung nghệ đóng Em có hội vai trị quan học tập ghi trong nhớ nhiều nhóm việc làm giàu từ với chủ vốn từ tiếng đề khác Anh em Vâng, em 05 nghĩ chúng quan trọng Trị chơi cơng nghệ giúp em tăng cảm xúc học tiếng Anh Sự hứng thú Vâng, trị 06 trị chơi cơng Em sử dụng ngữ pháp tốt Trị chơi cơng chơi cơng nghệ giúp em tập nghệ giúp em nghệ quan trung nhớ phát triển kỹ trọng với em học tốt đọc viết Em thích chơi trị chơi công nghệ thêm Em cảm thấy thoải mái thư giãn sau tiết học tiếng Anh với trị chơi cơng nghệ Từ vựng cấu Vâng, trị 07 trúc sử chơi cơng dụng nhiều Trị chơi cơng nghệ cần trị chơi cơng nghệ giúp em thiết với em nghệ em cải thiện kỹ việc học nhớ chúng đọc tiếng Anh cách nhanh Sử dụng trò chơi công nghề phương pháp thú vị để học tiếng Anh chóng Vâng, tất 08 Chúng gợi nhớ nhiên lại từ vựng chúng quan cấu trúc mà em trọng học Kỹ đọc Em có động em lực chủ động cải thiện nhờ em cần trị vào trị chơi chơi công nghệ ngày Chúng ta không nên chơi trị Chúng làm em chơi cơng nghệ cảm thấy thoải mái chơi trò 09 Vâng, chúng quan trọng nhiều Em nhớ tiết học chơi viết từ vựng chúng có khả học tiếng tốt khiến học anh sinh khơng ý vào nội dung học Vâng, em 10 thấy chúng cần thiết với em Thật cần thiết để sử dụng trò chơi cơng nghệ việc học tiếng Anh Trị chơi công nghệ giúp em cải thiện kỹ ngôn ngữ Trị chơi cơng nghệ giúp em bạn khác cảm thấy thư giãn em Em luyện phát âm, ngữ pháp Bên cạnh đó, thơng qua trị chơi cơng nghệ, em thường luyện làm tập với người bạn trường khác Vâng, chúng 11 cần thiết hữu ích với em Trị chơi công Nhiều cấu trúc ngữ pháp từ vựng sử dụng trò nghệ cho em Em đọc động lực để tham viết tốt gia vào hoạt động học tập chơi cơng nghệ Em có hội 12 Vâng, em luyện tập biết cần trò chơi thêm cấu công nghệ để truc thông cải thiện tiếng qua trị chơi cơng Anh em nghệ Kỹ đọc Em hoàn toàn viết em đồng ý với cải thiện phương pháp thú rõ rêt vị APPENDIX G QUALITATIVE DATA ANALYSIS Reliability Statistics Cronbach's Alpha N of Items 830 45 APPENDIX H RESULTS OF THE SURVEY No Statements Cognitive component 10 Learning English with technology-based games helps me to enrich structures Learning English with technology-based games helps me to enrich my vocabulary Learning English with technology-based games helps me to use the word in a certain context Learning English with technology-based games helps me to enhance my grammar Learning English with technology-based games helps me to improve the pronunciation Learning English with technology-based games helps me to enhance my speaking skills Learning English with technology-based games helps me to improve my listening skills Learning English with technology-based games helps me to develop my reading skills Learning English with technology-based games helps me to enhance my writing skills I can interact and communicate with teammates a lot in English in technology-based games playing activities 10 12 57 6 67 22 52 14 59 17 52 11 23 47 9 56 12 16 50 23 51 10 12 55 Affective component 11 12 13 14 15 I feel more confident in learning English with technology-based games I enjoy learning English with technology - based games I find it enjoyable to study English with my classmates through technology-based games I enjoy learning English vocabulary with technologybased games I feel happy to see that I can pronounce correctly 15 52 11 19 47 22 51 12 54 13 52 14 11 54 18 51 18 54 21 51 19 53 16 53 12 18 51 I find it interesting to increase my understanding of 16 grammar in learning English with technology-based games 17 18 19 20 I enjoy practicing speaking skills in learning English with technology-based games I find it interesting to practice listening skills in learning English with technology-based games I am enjoyable to practice reading skills in learning English with technology-based games I feel interested to practice writing skills in learning English with technology-based games Behavioral component 21 22 I would like to take part in technology-based games in learning English I want to continue using technology-based games in learning English 23 24 25 26 27 28 29 30 I would like to play technology-based games with my friends in learning English I would like to introduce my friends some technology based games in learning English I want to have more new types of technology - based games in learning English I want my English teachers to organize many kinds of technology-based games in English classes I want my English teachers to organize technologybased games in English classes regularly I would like to have more modern equipment to support using technology-based games in learning English I want to become a good technology-based games player in learning English I would like to have more experiences for playing technology-based games in learning English 13 54 16 52 5 15 52 14 56 11 26 48 5 17 52 20 49 18 52 16 53 18 52 7 19 52 24 47 Language knowledge 31 32 33 34 Technology-based games help me remember vocabulary Technology-based games help me improve my ability of using vocabulary Technology-based games help me systematize my vocabulary I remember grammar well thanks to technology-based games 35 Technology-based games give me chances to practise grammar 5 15 53 23 48 9 20 48 Language skills 36 37 38 39 40 Technology-based games help me improve listening skills My reading skills are improved thanks to technologybased games Technology-based games help me write better I speak English more fluently thanks to technologybased games I communicate in English with others better 12 21 45 26 42 23 43 11 57 8 15 54 Students’ learning motivation 41 42 43 44 45 Technology-based games motivate me to use English in English language learning Technology-based games help me concentrate on what is taught Technology-based games get engaged in the learning activities Technology-based games help me get more confident in English language learning Technology-based games help me understand the lessons easily 10 21 46 17 54 25 43 APPENDIX I MEAN OF ATTITUDES AND PERCEPTIONS Descriptive Statistics No N Minimum Maximum Mean Std.Deviation 86 3.66 819 86 3.81 742 86 3.55 787 86 3.77 728 86 3.79 748 86 3.64 775 86 3.83 794 86 3.59 922 86 3.66 707 10 86 3.69 837 11 86 3.57 959 12 86 3.53 900 13 86 3.76 700 14 86 3.58 970 15 86 3.84 819 16 86 3.64 975 17 86 3.66 819 18 86 3.56 872 19 86 3.64 748 20 86 3.77 707 21 86 3.84 728 22 86 3.70 806 23 86 3.65 975 24 86 3.56 922 25 86 3.64 949 26 86 3.85 707 27 86 3.66 707 28 86 3.59 933 29 86 3.65 787 30 86 3.50 922 31 86 3.65 819 32 86 3.60 917 33 86 3.71 748 34 86 3.58 768 35 86 3.63 938 36 86 3.69 781 37 86 3.62 837 38 86 3.52 872 39 86 3.50 872 40 86 3.51 922 41 86 3.67 933 42 86 3.70 806 43 86 3.58 854 44 86 3.73 735 45 86 3.60 812 Valid N (listwise) 86