Thiết kế các trò chơi bằng powerpoint cho học sinh lớp 10 tại trường trung học phổ thông nguyễn trường tộ

TABLE OF CONTENTS Contents Pages TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES ABSTRACT Chapter 1: INTRODUCTION 1.1 Rationale 1.1.1 Background of the study 1.1.2 Reasons for doing the research .10 1.2 Research aims 12 1.3 Scope of the research .12 1.4 Research questions 13 1.5 Structure of the research 13 Chapter 2: LITERATURE REVIEW 14 2.1 Games and language teaching and learning 14 2.1.1 What is a Game? 14 2.1.2 Game characteristics 15 2.1.3 Game and language teaching and learning 16 2.1.4 Types of language games .18 2.1.5 When to use games? 20 2.2 PowerPoint games and language teaching and learning 20 2.2.1 What is Microsoft PowerPoint? .21 2.2.2 What is PowerPoint game? 22 2.2.3 PowerPoint games and language teaching and learning .22 2.3 General situation of English learning and teaching in Vietnam 24 2.3.1 English learning and teaching in Vietnam 25 2.3.2 English learning and teaching at Nguyen Truong To Upper Secondary School 26 2.4 Summary 27 Chapter 3: RESEARCH METHODOLOGY 29 3.1 Research questions 29 3.2 Research design 29 3.2.1 Participants 30 3.2.2 Research instruments .31 3.2.2.1 Questionnaires 31 3.2.2.2 Classroom observations .32 3.2.2.3 Interviews 33 3.3 Data collection procedures .34 3.4 Data analysis methods 34 Chapter 4: FINDINGS AND DISCUSSIONS 36 4.1 Reality of designing and using PowerPoint games for English 10 at Nguyen Truong To Upper Secondary School 37 4.1.1 Teachers and students’ attitudes towards teaching and learning through PowerPoint Games 37 4.1.2 Frequency of using PowerPoint games 40 4.1.3 Patterns of classroom interaction used through PowerPoint games 41 4.1.4 Stages and parts of lesson where PowerPoint games are used 43 4.1.5 Teachers’ sources of PowerPoint games 47 4.2 Students’ and teachers’ expectations towards the use and design of PowerPoint games at Nguyen Truong To Upper Secondary School 48 4.2.1 Teachers’ expectations towards the use and design of PowerPoint Games 49 4.2.2 Students’ expectations towards the use and design of PowerPoint games in English classes .51 4.3 Advantages and disadvantages of teaching English to Grade 10 students via PowerPoint games .54 4.3.1 Advantages of teaching English to Grade 10 students via PowerPoint games 54 4.3.1.1 Benefits that teachers achieve when teaching English 10 through PowerPoint Games 54 4.3.1.2 Benefits that students achieve when learning through PowerPoint games 56 4.3.1.3 Benefits of PowerPoint games in comparison with traditional games .58 4.3.2 Disadvantages of teaching English to Grade 10 students via PowerPoint games 61 4.3.2.1 Difficulties that teachers encounter in using and designing PowerPoint games 61 4.3.2.2 Difficulties that students encounter when playing PowerPoint Games 65 4.4 Summary 67 Chapter 5: CONCLUSIONS AND IMPLICATIONS 69 5.1 Summary of the findings 69 5.2 Implications 70 5.2.1 For the educational administrators 71 5.2.2 For the students 71 5.2.3 For the teachers 72 5.3 Limitations of the study 74 5.4 Recommendations for further study .74 REFERENCES 76 APPENDICES LIST OF FIGURES Figure 4.1: Teachers' and students' attitudes towards teaching and learning through PowerPoint Games Figure 4.2: Teachers' frequency of using PowerPoint games in English classroom (Teacher questionnaire) Figure 4.3: Teachers' frequency of using PowerPoint games in English classroom (Student questionnaire) Figure 4.4: Classroom interaction used though PowerPoint Games Figure 4.5: Parts of lesson where PowerPoint games are used Figure 4.6: Stages of lesson where PowerPoint games are used LIST OF TABLES Table 4.1: Teachers’ Sources of PowerPoint Games Table 4.2: Teachers’ expectations towards the use and design of PowerPoint games Table 4.3: Students’ expectations towards the use and design of PowerPoint games Table 4.4: Benefits that teachers achieve when teaching through PowerPoint games Table 4.5: Benefits that students achieve when learning through PowerPoint games Table 4.6: Difficulties teachers encounter in teaching English via PowerPoint games Table 4.7: Difficulties teachers encounter in designing PowerPoint games Table 4.8: Difficulties teachers encounter in using PowerPoint games from other sources Table 4.9: Difficulties that students encounter when playing PowerPoint Games ABSTRACT This thesis was conducted with the aim of addressing criteria to design PowerPoint games for students of grade 10 at Nguyen Truong To Upper Secondary School To achieve that aim, the thesis presented the reality of learning and teaching English via PowerPoint games to explore the extent to which PowerPoint games are designed and used for English 10 at Nguyen Truong To Upper Secondary School Also, the study investigated the needs and expectations of the teachers and students in using and designing PowerPoint games Moreover, advantages and disadvantages of teaching English 10 via PowerPoint games were also presented to see the benefits of PowerPoint games and difficulties that students and teachers face when learning or teaching English 10 via PowerPoint games From the findings, proposals were made to improve the quality of PowerPoint games at Nguyen Truong To Upper Secondary School The respondents in this study were 100 students of grade 10 and five teachers who were teaching English 10 at Nguyen Truong To Upper Secondary School Three types of research instruments used: (1) two sets of questionnaires designed to gather opinions of teachers and students, (2) interviews for teachers, and (3) classroom observations The results obtained showed a generally positive motivation of students and teachers towards PowerPoint games as well as the learning and teaching of English through the use of PowerPoint games Also, this study found that both teachers and students had experienced some difficulties in using and designing PowerPoint games in English classrooms such as the limited time, inappropriate content of the games or games design skills, etc The survey also showed some expectations from teachers and students to contribute to the success of learning and teaching English through PowerPoint games As a result, some implications were made with the hope to take advantages of PowerPoint games to improve the teaching and learning of English 10 at Nguyen Truong To Upper Secondary School Chapter INTRODUCTION This chapter describes (1) the background and setting of the research, (2) the rationale for conducting the research, (3) the scope of the research, (4) the research questions and (5) the structure of the research 1.1 Rationale 1.1.1 Background of the study In the Vietnamese context, much attention has been paid to English teaching and learning during the past thirty years Vietnamese have gone through various stages, rushing and elbowing their way through to learn an international language as a means of relating meaningfully to the wider world Therefore, English language has been considered one of the main subjects in the high school curriculum of the Ministry of Education and Training (MOET) in Vietnam since 1980 (Trinh, 2006) However, teachers and learners of English still face many difficulties in teaching and learning English Many workshops have been held to discuss how to teach English effectively and how to help students acquire the knowledge in the best way One demand of the educational reform process is ―active teaching and learning‖ which institutionalized in the revised Law on Education dated 27 on June 2005 that "method of education must promote the positive, initiative, creative thinking of learners‖ Applying information technology in learning and teaching English has been considered one of the good ways to improve the teaching quality According to Eggen and Kauchak (2004, p.414), ―research has identified positive effects of technology on motivation in at least four areas: self-esteem and self-efficacy, attendance, attitudes, and involvement‖ In Vietnam, the Ministry of Education and Training (MOET) has recently put great emphasis on taking advantage of the developments in IT to enhance teaching methodologies The Instruction No.58CT/TW by the Political Bureau (session VIII) dated 17 October 2000 stated that ―promoting the applications of Information Technology at all levels of education; IT must be considered an effective tool in providing potential assistance for the renovations of teaching and learning methods in every school subject‖ In 2006, Vo Thi Hong Le completed her M.A thesis entitled ―Computer – Assisted Language Learning: Impediments to success‖ to explore how the students at University of Social Sciences and Humanities, HCMC adjust themselves in learning English with the aid of multimedia computers and the interaction between the students and the multimedia computers Furthermore, there is some electronic software which can be used to supplement the teaching and learning process Among these software, PowerPoint by Microsoft has impressed teachers most for its function and convenience when it can ―save a lot of time for people who otherwise would have used other types of visual aid—hand-drawn or mechanically typeset slides, blackboards or whiteboards, or overhead projections‖ (Wikipedia, accessed 25 October 2011) PowerPoint also allows teachers to vary their teaching methods and break the routine (Ahmed, 2005) Additionally, PowerPoint can create vivid and interesting effects that we may feel difficult to with traditional method such as pictures, videos and animations Moreover, Steele & Johnson (2007) noted that using PowerPoint’s big screen allows all learners (at the front and back of the class) to see what is being introduced They argue that, when used appropriately, it can enhance the teacher’s instruction and learners’ motivation Also in 2006, Valerie Chan Sue Lin conducted his M.A thesis with the title ―The Use of Microsoft PowerPoint to learn English Language among UiTM Pre-Diploma Students‖ In his study, he examined the effects of using presentation software Microsoft PowerPoint to teach English to Pre-Diploma students who were following the BEL 040 course offered by MARA University of Technology, Malaysia He also investigated students’ motivation, attitude and anxiety when PowerPoint is used to learn English He found that students have positive attitudes towards using Microsoft PowerPoint to learn English Another way to promote students’ interests in studying English is teaching through games Many articles and books about games have been written to help teachers and students understand games’ benefits and how to use them For instance, in 1999, Hyacinth Gaudart wrote an article entitled ―Games as Teaching Tools for Teaching English to Speakers of Other Languages‖ to discuss the introduction of games as a teaching tool that teachers can use when teaching English to speakers of other languages The article describes some of the games that have been tried and tested, reactions of the students and teachers to the games, and some of the problems that students and teachers will face when attempting to use games in secondary schools in Malaysia Moreover, according to Thiagarajan (1999), Uberman (1998), Jacobs & Kline Liu (1996), games are not only used for fun but also for a lot of educational aims Games help the teacher to create contexts in which the language is useful and meaningful Games can provide intense and meaningful practice of language Most learners enjoy taking part in a game and in order to so, they must understand what others are saying or have written They must also speak, write or think to express their point of view and give answers Students learn best when they have the feeling that they can achieve And then, the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered For the necessity of games and for the benefit of PowerPoint, it is not a surprise that PowerPoint games (i.e games developed and presented with the PowerPoint tool in the office pack) are receiving a lot of concern from teachers and educators It leads to the birth of many websites that teachers can share, download and upload their PowerPoint games In Vietnam, violet.vn is a common website for teachers and students to share teaching and learning materials such as lesson plans or PowerPoint games Nowadays, more and more teachers use PowerPoint games when they want to give students meaningful and cheerful moment in the classroom and it might be speculated that PowerPoint games will be getting more and more popular This is the general situation of the English teaching and learning in Vietnam at high school level The specific detail concerning why the study is done will be discussed below 1.1.2 Reasons for doing the research Nguyen Truong To Upper Secondary School has been transformed into a public school recently This event encourages students and teachers in general and English group in particular to improve their teaching and learning Many meetings and seminars have been held to improve or to renovate the English teaching method However, according to the annual statistics on the percentages of graduating in my school in the recent years, the English result was still lower in comparison with other subjects and with the average mark of the whole Thua Thien Hue province According to the annual statistics on the percentages of graduating students in my school from 2008 to 2010, approximately 30 percent of students got under-average mark in English in the final national examination As an English teacher at Nguyen Truong To Upper Secondary School, I felt this result rather negative for both English teachers and the graduating students The result also indicated that it is necessary to find out a solution for the problems in teaching and learning English at Nguyen Truong To Upper Secondary School There are probably three reasons for students’ weakness in English, which I have observed during my teaching: the heavy curriculum with a lot of vocabulary and grammar points, the low English background of students and their beliefs and attitudes towards English While the first two reasons require efforts from many sources of administrators and educators, we think that the third problem could be solved by teachers ourselves From what I have seen from my own experience, my students often think that English is difficult and boring Many students study English just because it is a compulsory subject It is the teachers’ responsibility to encourage, to motivate and to show students that English is not difficult, English is interesting and it is necessary as well 10 difficult to solve 27% of the students showed that their teacher’s instructions were too fast for them to catch up with Background and font page color should also be considered when there were 24 students who agreed that the background and color of the games were not clear enough Additionally, a small number of 11 students had difficulties when playing and solving the game because of the distractions from too many images and sounds on the slides In summary, teachers’ and students’ attitudes in using PowerPoint games for language teaching are positive However, it can be seen from the survey that using games in language teaching is affected by many other factors besides teachers’ and students’ interests Therefore, there was a difference between teachers’ and students’ expectations and the reality of using game in English classrooms This findings show the main obstacles that teachers at Nguyen Truong To Upper Secondary School need to overcome when using games for language teaching Games are useful and teachers should their best to help students to improve their learning as indicated in a proverb ―Let my playing be my learning, and my learning be my playing‖ (Huizinga, cited in Botturi & Loh, 2008, p.1) 4.4 Summary With the findings from the survey, it could be seen that although the students’ and teachers’ awareness and attitudes to PowerPoint Games were quite positive, their learning and teaching through PowerPoint Games met some difficulties Both students and teachers almost totally agreed that PowerPoint Games were important and useful in teaching and learning English because of many benefits In terms of the reality of using and designing PowerPoint Games for English 10 at Nguyen Truong To Upper Secondary School, there were many factors affecting the use and design They could be subjective such as teachers’ lack of PowerPoint skills, the teachers’ unclear instructions or objectives such as the limitation of time for English teaching and learning or the large class These elements were found to cause many difficulties for teachers as well as students in teaching and learning through 67 PowerPoint Games The findings also provided some expectations by the teachers and the students in using and designing PowerPoint Games in order to make the lesson easier and better The findings provided profound information to answer the first three research questions about PowerPoint Games using and designing They were also a basis for the researcher to draw out implications about how PowerPoint games will be designed and used for grade 10 students at Nguyen Truong To Upper Secondary School, which is presented in the next part The next chapter will present a conclusion including the summary of the findings, some implications for pedagogical aspects and recommendations for further studies 68 Chapter CONCLUSIONS AND IMPLICATIONS This chapter provides firstly a brief summary of the major findings of the research Secondly, it offers some implications regarding how to improve the learning and teaching English through PowerPoint games at Nguyen Truong To Upper Secondary School It also presents the implications based on what the teachers and students have suggested for improvement of the use of PP games Finally, the chapter addresses the possible limitations of the study and offers recommendations for further study 5.1 Summary of the findings The findings aim to answer the three research questions of the study; namely, To what extent are PowerPoint games designed and used for English 10 at Nguyen Truong To Upper Secondary school? What are teachers and students’ needs and expectations? What are the advantages and disadvantages of teaching English to Grade 10 students via PowerPoint games? The findings also address the reality of teaching and learning English through PowerPoint games at Nguyen Truong To Upper Secondary School, as well as the expectations of the learners and teachers, in order to offer some recommendations towards how to improve the teaching and learning of English via PowerPoint games in the school The findings indicated that most students (75%) and all teachers (100%) in the survey enjoyed learning and teaching through PowerPoint games They also agreed that PowerPoint games have many benefits for the teaching and learning The two benefits that all teachers agreed upon were that PowerPoint games supply the students with a lot of vivid images and sound and they can create comfortable, 69 interesting atmosphere in the English classrooms which motivate students to learn better However, in reality, the use of PowerPoint games in English classrooms is still limited There were three main reasons for this limitation The first one was that teachers had some difficulties when organizing games in classrooms, such as the class size was large and students made a lot of noise or teachers had limited time for teaching The second one belonged to teachers’ difficulties in designing games such as teachers did not have enough time for designing (80%) or they did not have enough PowerPoint skills The last reason was identified with PowerPoint games which teachers did not design by themselves as these games’ content and lay-out were difficult for them to adjust to fit their students, and teachers could not always find what they need Regarding the students, most of them (73%) wished their teachers used PowerPoint games frequently because games created relaxing classroom atmosphere, and help them remember the new language items easier and deeper, and so on Nonetheless, students saw some limitations in the use of PowerPoint games in their classrooms; for example, some games concluded many lexical and grammar points, some games did not give opportunities for many students to take part in or too many images and sounds from the games distracted their attention For these main difficulties, both students and teachers had their own expectations of each other in order to get an ideal PowerPoint game for English classrooms All the difficulties and desires will be the main ideas for finding the most effective ways to improve the learning and teaching via PowerPoint games for students of grade 10 at Nguyen Truong To Upper Secondary School 5.2 Implications Based on the ideas from scholars in the literature review and the findings at Nguyen Truong To Upper Secondary School, some implications for the educational administrators, teachers and students may be made as follows: 70 5.2.1 For the educational administrators Although the role of the educational administrators is indirect in the use and design of PowerPoint games at Nguyen Truong To Upper Secondary School, it is important to get them involved in improving the teaching and learning of English Satisfying the expectations of the teachers and students is very necessary Firstly, the administrators should create a favorable learning environment by providing necessary facilities for teachers and students To encourage the use of PowerPoint games in English classrooms, the multimedia room’s facilities such as computer monitor, television set, projector, speakers should be maintained and upgraded frequently to meet the standard criteria Secondly, the schools should encourage the application of information technology into language teaching and learning by organizing meetings and seminars for teachers to learn and share necessary skills of IT These meetings and seminars not only improve the teachers’ use and design of PowerPoint games in particular but also enhance teachers’ capacities of applying other IT achievements into language teaching Lastly, it would be highly appreciated if the administrators could conduct a serious project for teachers of English and IT to design a full and systematic set of PowerPoint games for teachers to use for teaching English at Nguyen Truong To Upper Secondary School This set of games will not only save teachers’ time and effort of creating games but also suitable for the particular students at Nguyen Truong To Upper Secondary School; thus, it will improve the effectiveness of the language teaching and learning 5.2.2 For the students As shown in the findings in chapter 4, a half (50%) of the students at Nguyen Truong To Upper Secondary School had difficulties in playing PowerPoint games because they thought there were many new words and grammar points in the games To some extent, it showed students’ limitation in English vocabulary and grammar 71 knowledge Therefore, the students should understand how important English is and hence become more active and hard-working In addition, the students should not depend solely on the teachers in their learning; rather, they should raise their awareness of the importance of learning a language They can also improve their English learning by taking advantages of the development of information technology nowadays With PowerPoint knowledge studying at school, students can invent language games by themselves or they can use the Internet to study English and take part in some English competition online to review and test their knowledge In short, it is advisable for students to study and practise English as much as possible 5.2.3 For the teachers Teachers play a very important role in the process of teaching and learning of English With some changes and renovations in the teaching, a teacher could improve students’ interest in English and help them study better As shown in the findings, most students enjoyed PowerPoint games; therefore, the following tasks should be conducted by teachers to make the use of PowerPoint games in English classrooms more effective Firstly, teachers should conduct a small survey in each class at the beginning of a school year to collect information regarding the expectations and background of the students Through the survey, teachers will ―know‖ the students, it means understanding the students’ cares and concerns It is important because understanding students’ needs help teachers apply appropriate teaching methods and encourage students to participate in classroom activities Then, learners would most likely develop a positive attitude towards learning as they know their interests are taken into consideration Secondly, teachers should use PowerPoint games more often in the classrooms to meet students’ expectation To this, it is important that teachers improve PowerPoint skills to design interesting and suitable games for the students PowerPoint provides convenient functions such as adding sound and images, slide 72 transition, hyperlinks and animation effects Taking advantages of these functions helps teachers create amazing games that attract most students For teachers who often take the games from other sources such as from the internet or from their colleagues, PowerPoint skill helps teachers modify a game more easily when necessary Lastly and the most importantly, a PowerPoint game should be carefully designed to fit students’ background and interest if teachers want to take advantages of its potential benefits Basing on the findings in chapter 4, the researcher provides the following criteria for teachers in using and designing PowerPoint games for students of grade 10 at Nguyen Truong To Upper Secondary School (1) The games should have clear and simple playing rules Sometimes a game seems more difficult to play than it really is because of the way the rules are presented Therefore, each game often needs a proper explanation and sometimes teachers should implement a demonstration to make sure that all students understand what to (2) The tasks of the games should have moderate level of challenge Students may get bored with a too easy game and feel frustrated at a too difficult game (3) There is an average level of vocabulary and grammar in the games Sometimes, teachers should check the vocabulary before the game to make sure most students can understand the contents of the games (4) There is a variety of interaction forms Changes in interactions forms between different games make students more active and get students talking to one another rather than always addressing their remarks to the teacher (5) The games should contain vivid, cute images and sounds An efficient use of visuals in the classroom can help students take part in the game more eagerly However, avoid distracting students’ attention with too many images and sounds It is necessary to keep the background and font 73 page in the games clear (6) The games give chances for as many students as possible to take part in Teachers should also find ways to encourage students to play, especially the shy students Teachers may have a game played in groups or have gifts for winners (7) Games should have contents related to the lessons This helps students study something when playing rather than just playing for fun Out of all the things you could say or show, choose the things you should say and show to accomplish your purpose (8) Some games in their original version last from 15 to 30 minutes However, games conducted at Nguyen Truong To Upper Secondary should have suitable playing time of about minutes A game which is timeconsuming may make the teachers rush after that to finish the lesson in time Additionally, to make these points clearer, the researcher provides a sample game ―Hidden Picture‖, which basically ensure above requirements The use and purpose of the sample game can be seen in Appendix 5.3 Limitations of the study While conducting the study, I also realized an inevitable limitation of the research The study was conducted with only 100 students out of a total of over 400 students of grade 10 Furthermore, the researcher did not conduct an interview with any students As the consequence, the findings of this study might not be generalized to all students of grade 10 at Nguyen Truong To Upper Secondary School However, the study might act as a probe towards the possible improvement in English teaching and learning via PowerPoint games at Nguyen Truong To Upper Secondary School 5.4 Recommendations for further study Teaching and learning English is very challenging for both teachers and students at Nguyen Truong To Upper Secondary School Therefore, it is necessary to find out the best ways to improve teaching’s effectiveness As indicated above, 74 further research on this topic should be conducted on a larger scale, for example on the three grades so that the situation of teaching and learning English via PowerPoint games can be more deeply explored Another suggestion is that basing on findings from this study, a research could be implemented to find out particular types of games which are suitable for teachers and students at Nguyen Truong To Upper Secondary School These 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