A study on the practices of using games in teaching grammar to students at nguyen dinh chieu high school dong thap province

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES –––––––––– NGUYEN THI NGUYET HA A STUDY ON THE PRACTICES OF USING GAMES IN TEACHING GRAMMAR TO STUDENTS AT NGUYEN DINH CHIEU HIGH SCHOOL, DONG THAP PROVINCE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60 14 10 MASTER OF EDUCATION Supervisor: PHAM HOA HIEP, D.Ed HUE, 2013 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ –––––––––– NGUYỄN THỊ NGUYỆT HÀ KHẢO SÁT VIỆC SỬ DỤNG TRÒ CHƠI TIẾNG ANH TRONG VIỆC DẠY NGỮ PHÁP CHO HỌC SINH TRƯỜNG THPT NGUYỄN ĐÌNH CHIỂU, TỈNH ĐỒNG THÁP CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HÒA HIỆP HUẾ, 2013 Luận văn Thạc sĩ với đề tài: “A STUDY ON THE PRACTICES OF USING GAMES IN TEACHING GRAMMAR TO STUDENTS AT NGUYEN DINH CHIEU HIGH SCHOOL, DONG THAP PROVINCE” học viên Nguyễn Thị Nguyệt Hà thực báo cáo Hội đồng chấm luận văn Thạc sĩ thông qua Thư ký Ủy viên (đã ký) (đã ký) Phản biện Phản biện (đã ký) (đã ký) Huế, ngày tháng năm 2013 Chủ tịch Hội đồng (đã ký) DECLARATION The thesis entitled “A Study on the Practices of Using Games in Teaching Grammar to Students at NDC High school, Dongthap Province” is conducted under the supervision of Dr Pham Hoa Hiep, an English instructor of College of Foreign Languages of Hue University I declare that the information reported in this study is the result of my own work except as cited in the reference The findings and statistics are completely true Researcher NGUYỄN THỊ NGUYỆT HÀ i ACKNOWLEDGEMENTS This study has, in many senses, been accomplished with the help and encouragement of many people Therefore, I hereby would like to express my appreciation to all of them Firstly, I wish to express my sincere gratitude to my supervisor, Dr Pham Hoa Hiep, for his invaluable inspiration, assistance and guidance during the time I tried to complete this thesis Without his help, this study would not have been completed I also thank my colleagues and students in Nguyen Dinh Chieu High-school for their help with the survey questionnaire Furthermore, I would like to express my gratitude to my old classmates Truong Thi Bich Lien and Nguyen Thi Phuong Thao at Cantho University who helped me analyze data using the software SPSS Last but not least, I would like to show my deepest appreciation to my beloved family whose support and encouragement made me overcome all difficulties in carrying out the thesis September, 2012 NGUYỄN THỊ NGUYỆT HÀ ii ABSTRACT This thesis aims to investigate students’ perceptions of teaching and learning grammar, the impact of using grammar games on students’ learning as well as their attitudes towards the game-integrated grammar instruction at Nguyen Dinh Chieu High-school in Dong Thap province The data were collected by means of pre/post-questionnaires, pre/post-tests, and indepth interviews Sixty-four pre/post-questionnaires, sixty-four pre/post-tests for students were delivered, returned and then processed by the SPSS version 16.0 In addition, interviews were carried out with six students of the experimental group after the intervention so as to have insights into the participants’ opinion and get further information about the impact of using games in teaching English grammar The findings show that there has been an appreciation on the positive effect of games in grammar instruction toward the participants Concretely, after the intervention, all the participants were aware of the power of games, the usefulness as well as the effectiveness of using games in teaching English grammar The overall findings revealed a significant difference between teaching grammar through games and teaching grammar without games They indeed indicated the definite pedagogical value of games and the obvious benefits of using games in teaching grammar However, game-integrated grammar instruction tended to present some shortcomings due to some difficulties in organizing games Based on findings, relevant suggestions are made to improve the use of games in English grammar instruction iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS .ii ABSTRACT .iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER INTRODUCTION .1 1.1 Background of the research 1.2 Research purposes 1.3 Research scopes 1.4 Research significance 1.5 Structure of the thesis CHAPTER LITERATURE REVIEW 2.1 Points of view about grammar teaching 2.1.1 Definitions of grammar 2.1.2 Methods of teaching grammar .8 2.1.3 The role of grammar in language teaching 15 2.1.4 Teaching and learning grammar 17 2.2 An outline of the use of English games in grammar teaching 19 2.2.1 Definition of language games 19 iv 2.2.2 Characteristics of games 19 2.2.3 Types of language games 20 2.2.4 Criteria for selection of games 23 2.3 Teaching English through games in the Vietnamese context 24 2.4 Conclusion 25 CHAPTER RESEARCH METHODOLOGY 26 3.1 Research design 26 3.2 Participants 26 3.3 Materials 27 3.3.1 Grammar in textbook 27 3.3.2 Language games 28 3.4 Research instruments 28 3.4.1 Questionnaires 29 3.4.2 Pre-test and post-test 30 3.4.3 Interviews 33 3.5 Procedures 34 3.5.1 The procedures of language game intervention 34 3.5.2 The procedure of data collection 35 CHAPTER FINDINGS AND DISCUSSIONS 37 4.1 Results from the questionnaire 37 4.1.1 Students’ perceptions towards learning grammar 37 4.1.2 Students’ perceptions towards using games in grammar learning 40 4.1.3 Students’ agreement towards the suggestions of using games in grammar learning 41 v 4.2 Results from the pre-test and post-test 44 4.2.1 Pre-test 44 4.2.2 Post-test results 46 4.3 Results from interview 47 4.3.1 Students’ attitudes towards learning grammar 47 4.3.2 Students’ attitudes towards using games in teaching grammar 48 4.3.3 Students’ attitudes towards learning English grammar through games 48 4.3.4 Students’ attitude towards the reality of using grammar games 49 4.3.5 Students’ attitude towards the instruction of grammar games 50 4.4 Discussions of the findings 51 4.4.1 Students’ perceptions of teaching and learning grammar 52 4.4.2 The impact of using grammar games on students’ learning 54 4.4.3 Students’ attitudes towards the game-integrated grammar instruction 54 4.5 Summary 54 CHAPTER SUMMARY AND IMPLICATIONS 55 5.1 Summary of the findings 55 5.1.1 Students’ perceptions of teaching and learning grammar 55 5.1.2 The impact of using grammar games on students’ learning 56 5.1.3 Students’ attitudes towards the game-integrated grammar instruction 56 5.2 Pedagogical implications 56 5.3 Limitations and recommendations for further research 57 5.4 Conclusion 58 REFERENCES 59 vi LIST OF ABBREVIATIONS AV: Average Value CG: Controlled group EFL: English as a foreign language EG: Experimental group ESL: English as a second language GCSE : General Certificate of Secondary Education L1: First Language M: Mean P-value: Probability Value SPSS: The Statistics Package for the Social Science : Alpha vii 16 17 18 19 20 làm tăng hứng thú học tập học sinh Các trò chơi nên có tranh ảnh sinh động, tình rõ ràng để học sinh vừa học vừa chơi Sử dụng trị chơi giảng dạy ngữ pháp khơng cần thiết vơ ích, chẳng có ý nghĩa khơng thực tế Tơi cảm thấy thoải mái với chương trình thiết kế kỹ cho việc sử dụng trò chơi để dạy ngữ pháp Nội dung trò chơi nên phù hợp với lứa tuổi học sinh Ngữ pháp khả ngôn ngữ học sinh tăng lên nhờ vào việc sử dụng trò chơi tập trung vào ngữ pháp 73 5 5 APPENDIX QUESTIONS FOR INTERVIEW (English Version) Do you like studying English grammar? Does your teacher use games in grammar lessons? Do you enjoy learning grammar through games? Why or why not? Do you have any difficulties in learning grammar with games? What are your suggestions for the game-integrated grammar instruction? QUESTIONS FOR INTERVIEW (Vietnamese Version) CÂU HỎI PHỎNG VẤN Em có thích học ngữ pháp tiếng Anh hay khơng ? Giáo viên em có sử dụng trị chơi dạy ngữ pháp hay khơng? Em có thích học ngữ pháp tiếng Anh qua trị chơi hay khơng? Tại có / Tại khơng? Em có khó khăn việc học tiếng Anh qua trị chơi? Em có đề xuất việc học tiếng Anh qua trị chơi? 74 APPENDIX GRAMMAR TEST Nam usually go to school in the morning A B C D She practices to speak English everyday, so she speaks English very well A B C D My brother didn’t watched a film on TV yesterday A B C D His father ………… a peasant a Am b is c are d be My mother enjoys …………the housework a Doing b does c to d We …… five lessons yesterday a Has got b have c has d had He ……….to school late because the clock didn’t go off a Go b going c went d gone After lunch, my father often takes ……short rest a An b the c a d no article Pupils …… go to school on Sundays a Doesn’t b didn’t c don’t d aren’t 10 In the past, farmers mainly …… with a buffalo a Plough b to plough c ploughing d ploughed 11 It’s no use ……him a Advising b advise c to advise d advised 12 The weather generally ….quite hot in July and August a Got b gets c to get d get 13 They postponed …………an elementary school because of lack of money a Build b building c to build d built 14 The river is meters wide (make question for the underline words) a How long is the river ? b How far is the river ? b How wide is the river ? d How often is the river ? 15 She likes listening to music because it is relaxing (make question for the underline words) a Why she like listening to music ? b Why does she likes listening to music? 75 b Why she likes listening to music ? d Why does she like listening to music ? 16 While we ….the street, the policeman ……at us a Crossed / shouted c cross / shouted b c were crossing / shout d were crossing / shouted 17 He never …… anybody …… his room a Allows / enter b allows / to enter c allow / entering d allow / to enter 18 Because it is interesting (find the suitable question) a Why you go to Ho Chi Minh city ? b Why you get up late ? c Why you enjoy studying Physics ? d Why you waste your time playing game ? 19 “ You should go home now” – “ I will wait here until Mary …… Tomorrow” a Will come b comes c come d would come 20 I’d rather ………at home than …….out in the rain a To stay / to go b stay / to go c stay / go d to stay / go 76 APPENDIX LESSON PLAN UNIT 6: AN EXCURSION Period 36 SECTION E: LANGUAGE FOCUS Aims: - pronunciation - Grammar:  The present progressive (with future meaning)  Be going to Technical items: grammar, writing Teaching aids: computer, textbook, poster Procedures: TIME CONTENTS ACTIVITIES 8’ WARM UP: Choose the correct verb -Teacher divides class into forms by playing game: Bowling Alley two groups and asks sts to choose the correct verb forms -sts listen and as teacher demands -T corrects and announces the winner It’s better to avoid during the rush hour to travel traveling travel Click the pin with the verb that complete the sentence and let’s see if you are a good bowler 29 November 2012 YES! 29 November 2012 Would you like ………… your holiday with my family in Dalat? The children are looking forward to …………… on holiday spending go to go YES! YES! 29 November 2012 29 November 2012 Nam agreed……………… his younger brother to the zoo this weekend The girl denied ………… the news take to take to tell YES! 6’ telling tell taking 29 November 2012 spend to spend going YES! 29 November 2012 I PRE-STAGE: Pronunciation: / ə / and / : / /ə/ / :/ Teacher bird About early 77 -T explains how to pronounce these sounds -T asks sts to listen and repeat these sounds Together church Today shirt Practice reading sentences: -Was it Barbara’s camera? -T reads and sts repeat -Her father is learning German with a -T calls some sts to read teacher individually -The girls work in the church on Thursday 8’ 6’ II THROUGH –STAGE: GRAMMAR: The Present Progressive (with Future meaning) and Be going to -T explains the new lesson Example: -Sts listen attentively -The first term is coming to an end soon -We are going to enjoy good weather with lots of sunshine Usage: -The Present progressive is used to say what we have already arranged to - “Be going to” is used to say what we have decided to (but perhaps not -T asks sts to copy down arrange to it) PRACTICE Exercise 1: Choose the correct forms of the verbs Keys: 1.are you doing is getting married 3.are you ging to am going to be is going to 6’ Exercise 2: The Present Progressive or Be going to Keys: 1.are going 2.are having is going to catch 4.Are you putting 5.isn’t going to give up 9’ III POST-STAGE GAME: Fill in the blanks 78 -T divides class into groups and asks groups to write the answers on the board The group writing correct answer in the shortest time is the winner -T gives feedback -T asks sts to revise the usage of Present Progressive and Be going to -T asks sts to the exercise in pairs -T calls sts to give the answers -T corrects -T divides class into two groups -T instructs sts how to play game -Sts listen and take part in playing games -T gives feedback on sts’playing Help me please to make magic and find a pearl 2’ -T asks sts to some work HOMEWORK: at home -Revising the lesson -Sts listen and take notes -Sts exercise in notebook -Preparing the next lesson: Test yourself B (textbook, p.72) APPENDIX Results of pre-test Descriptive Statistics N Minimum Maximum Mean Std Deviation pretestCG 32 4.5 9.0 6.372 9562 pretestEG 32 3.3 8.8 6.272 1.3142 Valid N (listwise) 32 79 APPENDIX Pilot reliability of questionnaire Case Processing Summary N Cases Valid % 30 44.1 Excluded 38 55.9 Total 68 100.0 a a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 836 20 Item Statistics Mean Std Deviation N q1 4.33 606 30 q2 4.57 626 30 q3 4.20 761 30 q4 4.50 572 30 q5 4.27 583 30 q6 4.07 785 30 q7 4.13 681 30 q8 3.87 973 30 q9 3.27 1.258 30 q10 4.07 828 30 q11 4.60 563 30 q12 4.47 629 30 q13 4.17 950 30 q14 4.20 887 30 q15 4.47 819 30 q16 4.27 640 30 q17 3.97 765 30 q18 4.07 907 30 80 Case Processing Summary N Cases Valid % 30 44.1 Excluded 38 55.9 Total 68 100.0 a q19 3.93 640 30 q20 4.40 855 30 Item-Total Statistics Cronbach's Scale Mean if Item Deleted Scale Variance if Corrected ItemItem Deleted Total Correlation Alpha if Item Deleted q1 79.47 56.257 366 831 q2 79.23 57.495 218 836 q3 79.60 53.421 536 823 q4 79.30 55.803 448 829 q5 79.53 56.671 336 832 q6 79.73 53.857 476 826 q7 79.67 52.989 656 819 q8 79.93 50.478 617 818 q9 80.53 53.775 250 845 q10 79.73 53.720 458 827 q11 79.20 55.614 479 828 q12 79.33 54.575 537 825 q13 79.63 54.240 344 833 q14 79.60 54.179 383 831 q15 79.33 53.885 449 827 q16 79.53 55.292 448 828 q17 79.83 52.213 648 818 q18 79.73 52.064 540 822 q19 79.87 55.361 440 828 q20 79.40 59.697 -.035 850 81 APPENDIX Pilot the ability of pre-test Case Processing Summary N Cases Valid a Excluded Total % 30 90.9 9.1 33 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 811 20 Pilot the ability of post-test Case Processing Summary N Cases Valid a Excluded Total % 30 90.9 9.1 33 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha 773 N of Items 20 82 APPENDIX Independent Samples Test Levene's Test for Equality of t-test for Equality of Means Variances 95% Confidence Interval Sig (2F Sig t df Mean Std Error of the Difference tailed) Difference Difference Lower Upper precluster1 Equal variances 8.780 004 1.075 62 286 16250 15112 -.13959 46459 1.075 56.505 287 16250 15112 -.14017 46517 assumed Equal variances not assumed APPENDIX 10 One-Sample Test Test Value = 95% Confidence Interval of the Difference t df Sig (2-tailed) Mean Difference Lower Upper postcluster1CG 355 31 725 03750 -.1780 2530 postcluster1EG 11.708 31 000 61250 5058 7192 83 APPENDIX 11 Independent Samples Test Levene's Test for Equality of t-test for Equality of Means Variances Sig (2F postcluster1 Sig t df tailed) Mean Std 95% Confidence Error Interval of the Differen Differen ce ce Difference Lower Upper Equal variances 6.846 011 -4.877 62 000 -.57500 11790 -.81069 -.33931 -4.877 45.337 000 -.57500 11790 -.81242 -.33758 assumed Equal variances not assumed APPENDIX 12 Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Mean Sig (2- Differe Std Error F precluster2 Sig t df tailed) nce Difference Difference Lower Upper Equal variances 081 777 1.247 62 217 16875 13528 -.10167 43917 1.247 61.924 217 16875 13528 -.10167 43917 assumed Equal variances not assumed 84 APPENDIX 13 Paired Samples Test Paired Differences 95% Confidence Interval of the Mean Pair precluster2CG postcluster2CG Std Std Error Deviation Mean 05000 65402 Difference Lower 11562 Upper -.18580 28580 Sig (2t df 432 tailed) 31 668 APPENDIX 14 One-Sample Test Test Value = 95% Confidence Interval of the Difference t df Sig (2-tailed) Mean Difference Lower Upper precluster3CG 1.052 31 301 15000 -.1407 4407 precluster3EG -.393 31 697 -.04375 -.2708 1833 85 APPENDIX 15 Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Sig (2- F postcluster3 Sig t df Mean Difference Std Error tailed) Difference Difference Lower Upper Equal variances 12.542 001 -4.302 62 000 -.50000 11622 -.73233 -.26767 -4.302 45.228 000 -.50000 11622 -.73405 -.26595 assumed Equal variances not assumed APPENDIX 16 Independent Samples Test Levene's Test for Equality of t-test for Equality of Means Variances 95% Confidence Interval of the Sig (2F posttest Sig t df Mean Std Error tailed) Difference Difference Difference Lower Upper Equal variances 026 872 -2.757 62 008 -.7219 2618 -1.2452 -.1985 -2.757 61.506 008 -.7219 2618 -1.2453 -.1985 assumed Equal variances not assumed 86 APPENDIX 17 Paired Samples Test Paired Differences 95% Confidence Interval of the Mean Pair pretestEG - posttestEG -1.0531 Std Std Error Deviation Mean 1.4819 87 Difference Lower Upper 2620 -1.5874 -.5188 Sig (2t -4.020 tailed) df 31 000