The effects of using games on learner motivation in learning english grammar at nguyen trai high school

INTRODUCTION

Background to the study

The globalization trend has significantly increased the importance of foreign languages, particularly English, leading to its mandatory inclusion in Vietnam's education system from primary to university levels Despite this emphasis, a 2021 analysis by the Ministry of Education revealed that out of 866,993 high school candidates, the average English exam score was only 5.84, with 40.27% scoring below average and some as low as 1 This indicates a lack of effectiveness in English teaching within Vietnamese high schools Various teaching methods have been explored to enhance English learning, with the game method gaining popularity as a stress-relief and motivation booster However, its success is not guaranteed, as teachers must consider factors like timing, game selection, and instructional processes for effective implementation While research on game-based learning in English education exists, most studies primarily focus on specific applications rather than comprehensive strategies.

2 individual games to teach certain language skills (listening, speaking, reading, writing, vocabulary, etc.)

The debate over the importance of grammar instruction in language learning continues among educators, students, and researchers While some argue that grammar is not essential, as children acquire their first language naturally without explicit rules, others emphasize that understanding grammar is crucial for developing the four key language skills: listening, speaking, reading, and writing.

Grammar instruction plays a vital role in enhancing language usability, particularly in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts A strong understanding of grammar is essential for learners' language development, as a lack of grammatical knowledge can severely hinder their progress (Widodo, 2006) Consequently, various methods and approaches have been developed to optimize grammar teaching and improve learning outcomes.

Rationale for the study

The traditional teaching method, often characterized by a teacher-centered approach, can lead to passive learning, as students primarily observe and listen without engaging in diverse learning models that foster critical thinking and self-motivation (Trianto, 2007) In contrast, game-based learning utilizes interactive games to enhance material absorption and stimulate interest in learning English This approach not only keeps students engaged and motivated but also boosts their creativity, making the learning experience more enjoyable and effective (Prensky).

(2010) stated that game-based games can stimulate children's emotional,

Research indicates that active engagement significantly enhances student learning, with Jin et al (2018) noting that students retain only 20% of what they hear and read, but can absorb 90% through practice Empirical studies support the idea that students learn most effectively when they participate actively in discussions and problem-solving activities The implementation of game-based learning and virtual reality has yielded positive outcomes in educational settings, demonstrating shifts in the roles of both students and teachers As students become more cooperative and engaged, teachers transition into facilitators of knowledge, as highlighted by Dinis et al (2017).

In the EFL context of Vietnam, particularly at Nguyen Trai High School, English grammar lessons are often perceived as dull, leading to students' difficulties in learning and a mechanical application of knowledge (Nguyen Thi Thuy Hien, 2019) Consequently, this lack of engagement diminishes their motivation and interest in grammar, highlighting the urgent need for reform in teaching methods This study, titled "The Effects of Using Games," aims to enhance students' progress in English, especially in mastering grammar, by incorporating more engaging and interactive learning strategies.

On Learner Motivation In Learning English Grammar At Nguyen Trai High School" was conducted.

Aims of the study

This research explores how 10th graders at Nguyen Trai High School assess their learning motivation following a game-based grammar course It also examines their attitudes toward the use of game-based learning in studying English grammar.

Research questions

To achieve the research objectives, the study focuses on clarifying the following specific research questions:

1 What are the students’ attitudes towards the implementation of game-based learning in learning English grammar?

2 What are the advantages and disadvantages of the implementation of game-based learning in developing students’ motivation in learning English grammar perceived by the students?

Scope of the study

This study investigates the impact of game-based learning on enhancing English grammar skills among 10th-grade students at Nguyen Trai High School Utilizing engaging and easily implementable games such as Snakes and Staircases, Guessing Games, and Word Jumble Race, the research aims to create a structured yet enjoyable learning environment These games are designed to be accessible for students, minimizing classroom disruption while promoting active participation Furthermore, the study aligns with the English 10 Global Success textbook, ensuring relevance to the curriculum.

To achieve the research objectives, both quantitative and qualitative data were collected on November 10, 2022.

Significance of the study

This study is important for both practical and theoretical reasons, as it aims to enhance 10th graders' active participation in their learning process By utilizing game-based learning, the research encourages students to quickly and effectively acquire new knowledge, particularly in English grammar The primary focus is on engaging 10th graders through games, which fosters a deeper understanding and retention of the material.

5 various skills such as critical thinking, problem-solving, and effective communication skills

Learning through games offers 10th graders the opportunity to collaborate in groups to achieve common goals, enhancing their teamwork skills and fostering a sense of community Research indicates that game-based learning provides innovative teaching methods, allowing educators to design more effective learning programs tailored to individual interests This approach not only promotes flexibility in studying but also creates a positive learning environment where students can develop essential skills Ultimately, game-based learning is recognized as an engaging educational method that helps teachers better implement effective strategies for 10th graders.

Definition of key terms

Game-based learning refers to a method that uses interactive and engaging games, simulations, or activities to increase student motivation and engagement while promoting learning outcomes

Perception is how something is interpreted or understood by an individual, in this case, the difficulties perceived by the students in learning English grammar through game-based learning

Motivation is a key factor in explaining the success or failure of any difficult activity We know that success in a task is due to the fact that someone is motivated

Organization of the Study

The study is organized into five key chapters Chapter 1 introduces the research by outlining its background, objectives, significance, research questions, scope, and limitations Chapter 2 reviews literature on game-based learning, highlighting its benefits, challenges, and the specific difficulties faced by EFL students in mastering English grammar Chapter 3 details the research methodology, including design, participants, data collection methods, and analysis techniques Chapter 4 presents the findings, focusing on 10th-grade students' attitudes towards game-based learning in English grammar and the challenges they encountered Finally, Chapter 5 summarizes the main findings, discusses their implications, and offers recommendations for future research.

LITERATURE REVIEW

Learning theories underpinning game-based learning and learner motivation

According to Skinner (1974), learning is observed through behavior influenced by external stimuli, treating the mind as a "black box" where only measurable responses are considered indicators of learning (Good & Brophy, 1990) Prominent figures like Bloomfield, Mowrer, and Skinner have supported this view, suggesting that language structures are internalized through reinforcement and reward Skinner (1957) posited that children learn language by imitating and associating words with meanings However, this behaviorist approach faces criticism from environmentalism for neglecting internal mechanisms (Yil, 2008; Escamilla and Grassi, 2000) and downplaying the role of mental processes (Johnson, 2004), with Noam Chomsky (1965) being a notable critic.

Chomsky challenged Skinner's argument by asserting that language acquisition in children cannot rely solely on linguistic input Instead, he proposed the theory of Universal Grammar, which is founded on the belief in an innate ability to learn language (Lemetyinen, 2012; Ellis, 2009).

Cognitivism, as described by Mergel (1998), emphasizes the mental processes underlying behavior, highlighting how learners consciously engage with information This theory focuses on the ways individuals think, understand, and acquire knowledge about the world around them It posits that understanding is derived from cognitive processes that occur within the human mind, influencing how people interpret external phenomena.

An individual's perception significantly influences their emotional and behavioral responses to life situations (Pendes & Resko, 2008) Cognitivism focuses on understanding the mental processes that shape these emotions and reactions, analyzing how people think, comprehend, and respond to different scenarios This field of study emphasizes cognitive activities such as sensation, perception, attention, coding, and memory, which behaviorists often overlook due to their unobservable nature (Jordan, Carlite).

Cognitivism is a learning theory that focuses on the psychological processes involved in acquiring knowledge, emphasizing the significance of cognitive structures and the learner's active role in learning It views learning as the processing of information and aims to enhance teaching methods to foster cognitive abilities, particularly in thinking development (Meier, 2011).

In cognitivism, a learner's cognitive strategy involves acquiring, processing, and transforming information within cognitive structures To enhance the learning process, teachers must guide and facilitate learners through targeted tasks that foster critical thinking and problem-solving skills.

Cognitive theorists view learning as an internal process that encompasses memory, thinking, reflection, abstraction, motivation, and synthetic perception They approach learning from an information processing perspective, where students engage various types of memory Information is initially received through the senses and enters the sensory store, but it only remains there for less than a second If this information is not transferred to working memory promptly, it will be lost.

According to Jordan, Carlite, and Stack (2008), cognitive development is influenced by four key factors, highlighting a shift in experimental psychology from focusing on observable behaviors to understanding the internal processes of the brain.

Experimental psychology, as noted by Jordan, Carlite, and Stack (2008), plays a significant role in cognitive development by focusing on the formation of memories through the use of syllables and nonsense words, a practice that began in the 1880s with Herman Ebbinghaus.

(ii) The shift from behaviorism to epistemology

According to Jordan (2008), not all learning can be explained and reflected through observable behaviors, sometimes we find unobservable behaviors

The factor results in controversial theories about language acquisition as evidence of human perception In this case, language is the outcome shaped by the stimulus-response (Jordan, Carlite & Stack, 2008)

(iv) Computers and Artificial Intelligence

The relationship between computers and cognitivism highlights the computer as a process executing cognitive functions, with the brain acting as a computational tool Cognitivism encompasses information processing and input-process-output models, positioning cognitive learning theory as a foundational element for designing Computer-Assisted Language Learning (CALL) materials (Collentine, 2000, p.3).

Constructivism marks a significant shift from behaviorism to cognitivism in education, emphasizing active learner engagement in knowledge construction Unlike traditional models that focus on predefined outputs and teaching methods, constructivism prioritizes how students receive, organize, and utilize information Learning is fostered through observation, reflection, experimentation, and interaction with the environment This approach enhances reasoning skills, critical thinking, negotiation, self-regulation, and mindful reflection, enabling learners to deepen their understanding of the world Key components of constructivist learning include a complex learning environment, social interaction, diverse concepts and learning styles, ownership of learning, and self-awareness in knowledge construction Ultimately, students should be empowered to construct their knowledge rather than passively receive it through instruction.

Constructivist learning emphasizes the active construction of knowledge rather than passive reception (Marlowe & Page, 2005) Learners engage in comparing new information with their existing knowledge, adjusting their understanding to achieve a balance between the two (McDevitt & Ormrod, 2002) This process fosters cognitive development by integrating prior knowledge with new experiences (Piaget, 1971) In constructivist education, the learner's perspective is crucial, portraying them as active seekers of knowledge (Almala, 2005) The focus is on applying acquired knowledge to real-life situations, enhancing its relevance and practicality.

Sociocultural theory emphasizes the pivotal role of language in intellectual development, asserting that social communication and interaction with various artifacts enhance thinking and perception (Le Pham Hoai Huong, 2011; Lantolf et al., 2020) This theory offers insights into learners' cognitive growth through the utilization of language, figurative tools, and artifacts like books and computers It has garnered global academic interest and is applied in three primary fields: educational psychology, teaching methods, and language acquisition By engaging with these tools and artifacts—ranging from textbooks to multimedia—individuals can generate new ideas, improve their practices, and innovate educational resources.

Visual and symbolic tools, as highlighted by Orland-Barak & Maskit (2017), Hennessy (2011), and Johnson (2011), play a crucial role in helping learners organize and monitor their thought processes, including attention, problem-solving, planning, evaluation, and intentional learning Artifacts, defined as tools that can alter a person's perception (Niu et al., 2018), significantly influence learners' thoughts and actions during interactions Sociocultural theory underscores the mediating role of these artifacts in shaping the cognitive processes of users (Le Pham Hoai Huong, 2003, 2011), indicating that the use of tools or artifacts can transform individual thinking and social behaviors (McDonald et al., 2005).

Grammar teaching and learning

2.2.1 The concept and role of grammar teaching in foreign language classrooms

Grammar teaching can be categorized into two main definitions: a narrow definition and a broad definition, as outlined by Ellis (2006, p.84) The narrow definition refers to traditional grammar instruction focused on the presentation and practice of specific grammatical structures In contrast, the broad definition encompasses any instructional method that draws learners' attention to particular grammatical forms, aiding their meta-linguistic understanding and enhancing their comprehension and production skills, ultimately facilitating internalization.

Learning a language involves mastering its grammar, which plays a crucial role in the learning process (Takala, 2016; Greenbaum and Nelson, 2002) This has sparked a debate over the best methods for teaching grammar, specifically whether it should be presented explicitly through rules or learned through practical use ESL students often explore two primary approaches to grammar instruction: the inductive approach, which emphasizes discovering rules through examples, and the deductive approach, which focuses on direct rule presentation (Thornbury, 1999; Takala, 2016).

The deductive approach allows teachers to introduce new grammar topics by employing leading questions, effectively engaging students before presenting the day's lesson (2016: 18) In contrast, the inference model aligns with the traditional grammar-translation method.

In the 19th century, the classical grammar teaching method was called the

The Grammar Translation Method emphasizes the mastery of grammar rules, vocabulary memorization, text translation, and writing exercises Gaining popularity in the eighteenth and nineteenth centuries, this approach became a staple in foreign language education However, it prioritizes written language over spoken communication, aiming primarily to prepare students for advanced studies.

2001) This method had no theoretical foundation in language learning, and at the time people thought it could be learned like any other skill According to Brown

The Grammar Translation Method, popularized during 20th-century language teaching reforms, remains widely used in various educational contexts today This approach involves teaching entirely in the mother tongue and emphasizes vocabulary acquisition through isolated word lists It focuses on deductive instruction of grammatical forms and rules, with minimal attention given to the content of texts, which are primarily used for grammatical analysis The main activity involves translating sentences from the first language to the second, lacking emphasis on communication competence and pronunciation practice.

The direct method, prominent in the early 20th century, aims to replicate the natural language acquisition process of children learning their first language Unlike the grammar-translation method, it emphasizes oral communication exclusively in the target language, typically taught by native speakers Classes are often small and intensive, allowing for ample interaction and practical use of the language However, the high costs associated with maintaining such classes limit this method's application to private language schools, where student motivation tends to be higher Critics argue that the direct method lacks a solid theoretical foundation, attributing its success to the quality of teachers This approach discards traditional grammar instruction and interlanguage translation, focusing instead on practical grammar teaching through real-life vocabulary demonstrations, using objects or pictures Known as the "Berlitz Method," it continues to be employed in various Berlitz schools worldwide.

In the United States, the direct method of language learning did not achieve the same success as it did in Europe As noted by Brown (2001), capturing native speakers and providing opportunities for real-world language use is challenging (p 22) Between 1930 and 1940, American learners favored reading as the primary means of acquiring a foreign language, leading to a resurgence of Grammar Translation Methods However, the onset of World War II shifted the focus of language education in the country.

In today's world, reading skills alone are insufficient; individuals must also develop strong oral communication abilities to effectively engage with both allies and adversaries.

The US military developed innovative teaching methods through an intensive language course that prioritized oral communication, excluding grammar and translation This approach, influenced by the criticized direct method, laid the groundwork for the Sound-Language Method, which is rooted in linguistics and psychological theory By integrating structural linguistics from the mid-20th century with behavioral psychology, the method emphasizes imitation and modeling exercises within a phonological-linguistic framework New material is introduced through conversations, focusing on pronunciation, while instruction relies on imitation, memorization, and extensive practice Visual aids and audiotapes enhance learning, and the classroom exclusively uses the target language, with grammar taught through inductive analogy rather than explicit explanations The method aims to ensure students produce accurate sentences, which are immediately reinforced (Brown 2001, p.23).

In the late 1970s and early 1980s, communicative approaches to foreign language grammar emerged, emphasizing the importance of incorporating functional elements into the learning environment (Brown 2001, p.42) From 1980 to 1990, these communication methods evolved significantly, enhancing the understanding of language's communicative properties and creating a more authentic classroom experience with meaningful exercises Alongside grammatical and conversational skills, teachers began to integrate social, pragmatic, and cultural aspects of language into their curricula The focus shifted toward fostering students' fluency in speaking rather than perfection, aiming to equip learners with practical communication skills.

16 students with practical language skills that can be used outside the classroom, emphasizing its importance for lifelong learning This marks a shift in the teaching approach

While the communicative method is effective for teaching grammar, it has notable limitations To address these, a new approach called form-focused instruction has emerged, integrating formal grammar teaching with communicative practices This method emphasizes the distinction between explicit instruction on grammatical forms and meaning-focused communication, requiring students to recognize and process grammatical structures within context (Hinkel & Fotos 2002, p.5) In educational settings, focus on form involves deliberate discussions about grammar that may not connect to meaning, while casual discussions occur outside of meaningful language use However, some argue that teaching grammar devoid of meaning should not be classified as grammar instruction, as highlighted by Cook (2001, p.40), who critiques this separation.

-s ] does not shift attention away from grammar explanation for its sake to thinking about how grammar can contribute in the whole context of language teaching methodology”.

Game-based learning

Games are widely considered a subgroup of play According to Gray (2009, p

Play is defined as an activity that is self-chosen, self-directed, and intrinsically motivated, characterized by mental rules and imagination, all while being performed in a relaxed and alert state of mind This essence of play transforms into a game when structured elements are introduced.

Having a clearly defined goal, established rules, and a feedback mechanism is essential for effectively approaching objectives in gaming (McGonigal, 2011) Additionally, McGonigal emphasizes that gamers willingly engage in gameplay Gray (2009) highlights that there is no difference between game and play, describing formal games as scenarios where players navigate a pre-defined fictional context governed by explicit rules.

Game-based learning involves the integration of games into educational settings to achieve specific learning objectives These games can be categorized into entertaining games, which focus on fun and recreation, and educational games, which are specifically designed for teaching purposes The primary aim of game-based learning is to facilitate learning and promote behavioral change This approach is frequently associated with serious games, which also prioritize educational outcomes.

2016), but serious games are often comprehended in a broader sense Djibouti et al

(2011, p 120), for example, defined serious games as “any piece of software that merges a non-entertaining purpose (serious) with a video game structure (game).”

Serious games serve a variety of purposes beyond entertainment and education, impacting sectors such as government, healthcare, marketing, and corporate training Key applications include games designed for health improvement, advertising, educational training, scientific research, and even workplace productivity (Sawyer and Smith, 2008).

Game-Based Learning (GBL) is an effective teaching method that engages students by incorporating various elements of games, enabling them to learn and acquire specific skills through real-life situations (Fu et al., 2006; 2009).

When designing games for children, it's essential to adhere to specific guidelines to ensure they are age-appropriate and effective in achieving learning objectives Teachers should carefully select and evaluate the game's type and purpose to confirm that educational goals are met Keeping parents informed about the game's structure and objectives is crucial, as their involvement can significantly enhance children's learning outcomes Research indicates that collaboration between families and schools leads to better academic performance Additionally, allowing ample time for learning through play is important for obtaining accurate results (Guido, 2016).

Educational games are designed with varying difficulty levels that are interconnected, making them relevant to real-life situations These games empower children to make informed decisions when faced with similar circumstances in the future Additionally, some games foster collaboration between learners and educators, enhancing their relationship in ways that traditional learning experiences cannot (Kapp, 2012; Peters, 2016).

2.3.3 Advantages and disadvantages of using games in teaching English grammar

Gamification in language learning involves pedagogical methods that enhance student engagement and skill development (Flores, 2015) Online platforms are valuable tools for teachers in EFL classrooms, enabling the creation of digital games that facilitate language acquisition (Turgut et al., 2009) These digital games offer effective, enjoyable, and interactive ways to learn, providing timely feedback and fostering a dynamic learning environment (Kanthan et al., 2011) This modern approach to game-based learning helps educators engage students in a fun and productive manner.

Educaplay is an innovative online platform that facilitates the creation and sharing of diverse educational activities and resources, including interactive maps, dialogue analysis, transcription tasks, and engaging learning games like puzzles and crosswords With user-friendly tutorials, it enables educators to design activities that integrate text, images, and sound seamlessly Additionally, Educaplay features a vast library of learning resources contributed by other teachers, enhancing the collaborative educational experience.

Students engage in play to explore and develop concepts within real-world contexts, aligning with core constructivist principles of game-based learning (Yang, 2012) Research by Lenhert et al (2008) reveals that 97% of Americans aged 12 to 17 participate in digital gaming Yang (2012) utilized commercially available games to teach her students about economic life and global issues These games facilitate language acquisition by providing context for vocabulary and structures, promoting correct pronunciation and spelling Consequently, learners absorb the target language similarly to how they learn their mother tongue, often without conscious awareness (Cross, 2000).

Research has consistently demonstrated that digital games significantly enhance student motivation and achievement across various subjects Kebritchi et al (2010) found that computer games effectively promote learning motivation among students Similarly, Liu and Chu (2010) investigated the impact of popular digital games on learners' success and motivation in English grammar Papastergiou (2009) evaluated a computer game designed for computer science education and concluded that it provides a motivating learning environment for all students, regardless of gender Additionally, Huang (2011) utilized the game Trade Ruler to teach economic theory, further showing that digital games can boost students' motivation to learn Overall, substantial evidence supports the idea that digital games play a crucial role in enhancing learning motivation.

Digital games significantly enhance learners' performance by facilitating the acquisition of new knowledge and complex skills (Huang, 2011; Kebritchi et al., 2010; Liu & Chu, 2010; Yang, 2012) Research categorizes game applications into two types: the use of existing commercial software and the design of new educational software (Kebritchi et al., 2010; Papastergiou, 2009) While both categories effectively motivate learners, newly developed software tailored to specific instructional goals may better address course needs However, the application of various game design approaches in alignment with dynamic strategy processes remains an area requiring further exploration.

Research indicates that language games foster an engaging and enjoyable learning environment Lee (1979) emphasized that these games can alleviate classroom boredom, enhancing students' interest and participation Ersoz (2000) highlighted that games are not only exciting but also require students to collaborate and share their knowledge to succeed In this relaxed setting, teachers play a crucial role in encouraging participation, leading to effective language acquisition as learners apply their previously practiced skills.

Language games are a student-centered teaching method that encourages active communication among participants To succeed in these games, individuals must engage in group discussions to collaboratively find solutions As noted by Rixon (1981), players utilize language to convey essential information needed to progress in the game This interactive approach not only fosters dialogue and expression of viewpoints but also empowers even shy or insecure students to participate, enhancing their communication skills and confidence.

21 to this type of activity In short, games are valuable and practical tools that should be applied in general English classes and English for particular technical subjects

While educational games in the classroom offer benefits, several studies highlight their limitations, such as time consumption that can hinder classroom progress (Ersoz, 2000) Teachers often struggle to manage time, content, and format during these activities, leading to challenges in foreign language instruction Additionally, heightened student excitement during games can disrupt other classes (Kebritchi et al., 2010; Huang, 2011; Yang, 2012) Games that do not align with students' abilities can be ineffective for both teachers and learners, as higher-performing students may receive undue praise, leaving lower-performing peers feeling marginalized Furthermore, some students may disengage, leading to boredom and wasted time (Yang, 2012).

Attitudes

Attitude is a central concept in social psychology, particularly regarding language, as it influences how individuals perceive and interact with different languages (Topala et al., 2014) Language behavior is shaped by these attitudes, which can significantly impact the restoration, preservation, or extinction of languages Research highlights three key components of attitude: cognition, emotion, and behavior The cognitive element encompasses the knowledge, beliefs, and values associated with language, forming the foundation of how individuals relate to linguistic diversity (Kara, 2010).

“emotion” or “emotion” is a comment on language (positive or negative) The third component is "behavior", a kind of behavior intention or action that can be taken

(possible behavior) against language Wenden (1991) asserts that these three components interact

The behavioral aspect of attitude (BAA) significantly influences an individual's actions and reactions in various situations According to Kara (2009), a positive attitude fosters constructive behaviors towards learning, encouraging students to engage deeply and strive for greater knowledge These students often exhibit increased enthusiasm for problem-solving, effectively integrate useful information into their daily lives, and connect emotionally with their learning experiences.

The cognitive aspect of attitude (CAA) pertains to language learners' beliefs in accepted knowledge and their comprehension of the language learning process This cognitive attitude can be distilled into four key steps: connecting existing knowledge with new information, generating new insights, evaluating this new knowledge, and applying it across diverse contexts (Topala et al., 2014).

Feng and Chen (2009) emphasized that learning is inherently an emotional process, shaped by various emotional factors Both teachers and students engage in diverse emotional activities, leading to increased productivity Recognizing that attitude plays a crucial role in language learning success, numerous studies have explored the impact of language attitude in this field.

In the past 50 years, the relationship between the importance of language use and

23 personal nature has become increasingly close (Saidat, 2010)

2.4.2 The role of attitude in learning English

Recent studies highlight the significant impact of attitudes on foreign language learning across diverse cultural contexts For instance, Shams (2008) explored students' attitudes, motivation, and anxiety regarding English learning, revealing that students exhibit a highly positive and enthusiastic attitude towards the language This finding underscores the importance of effectively using English in everyday life, as it indicates that most students embrace a favorable perspective towards learning English.

A study by Momani (2009) revealed that senior high school students have a positive attitude towards learning English as a foreign language, which correlates strongly with their reading comprehension scores Similarly, Al-Tamimi and Shuib (2009) found that petroleum engineering students in Yemen exhibited a positive attitude towards learning English, appreciating its relevance in their social and educational context, as well as showing an interest in the culture of English-speaking countries.

A study involving twenty-two Arab college students at Arizona State University examined their motivation to learn English as a second language, their attitudes towards Americans, and their future expectations for English learning (Suleiman, 1993) All participants had a minimum of five years of ESL experience The findings revealed positive feelings towards learning English and highlighted gender-related differences in motivation Additionally, a separate investigation involving 400 senior students from five high schools explored the correlation between attitudes towards English learning and academic achievement, confirming a significant relationship between the two (Fakeye, 2010).

A study revealed that achievement levels reached 24, indicating no statistically significant difference in attitudes between male and female students, suggesting that gender does not influence these outcomes.

Motivation in language learning

Research by Gardner (1985) indicates that motivation plays a crucial role in the success of second language learning, with higher motivation often correlating with greater language achievement and proficiency Despite its importance, measuring motivation can be challenging, as it is typically defined as the force or influence that drives an individual to take action or respond.

Motivation is a psychological trait that drives organisms to take action, as defined by Webster’s Dictionary It encompasses internal processes that encourage individuals to engage in various activities This drive for action is influenced by intrinsic factors such as needs, motives, and desires, while external incentives like rewards and reinforcement also play a crucial role in motivating behavior.

Aristotle, an ancient Greek philosopher, is one of the earliest proponents of motivation theory Aristotle implicitly realized that motivation is the result of an

Motivation is a dynamic function of the mind that involves a series of cognitive processes, including the initiation, direction, coordination, amplification, termination, and evaluation of desires and goals According to Dornyei (2001), this process allows individuals to select and prioritize their wishes, ultimately influencing their decisions and actions Understanding motivation helps explain why people choose to pursue specific outcomes.

Motivation is an intrinsic state that directs behavior and sustains effort towards achieving goals (Woolfolk, 2001) It drives individuals to take action and influences their choices based on various cognitive factors (Burden, 1997) Understanding motivation involves exploring why people decide to act in certain ways and how much effort they are willing to invest to reach their objectives.

The role of teachers is crucial in guiding learners to make informed decisions, as highlighted by Oxford and Shearin (1996), who emphasize the significance of motivation in second language acquisition Motivation directly influences students' use of language learning strategies, interaction with native speakers, and overall engagement in the target language It also affects their performance in achievement tests, mastery levels, and the retention of language skills post-learning Understanding students' motivation is essential, making it imperative to focus on motivational factors in second language teaching and learning.

Motivation in language learning is defined by various researchers, but it can be understood as a combination of effort, desire, and influence, shaped by both internal and external factors This study adopts Garner's (1982) definition, emphasizing that effort reflects the time invested in language acquisition, while desire represents the learners' aspiration to master the language, significantly impacting their emotional responses to the learning process.

Intrinsic motivation refers to engaging in an activity for its inherent satisfaction rather than for external rewards or pressures According to Ryan and Deci (2000), individuals driven by intrinsic motivation pursue actions for the joy or challenge they bring This type of motivation is evident in infants, who instinctively explore their environment by interacting with various objects Regardless of age, people often engage in activities like solving crossword puzzles, drawing, gardening, or enjoying novels and films for the sheer pleasure they provide Understanding intrinsic motivation also requires recognizing its contrast with extrinsic motivation, highlighting its unique role in human behavior.

Ryan and Deci (2000) define extrinsic motivation as a framework applied to activities aimed at achieving a distinct outcome, contrasting it with intrinsic motivation, which is driven by the inherent enjoyment of the activity itself They note that when external rewards are removed, learners may lose motivation and purpose, suggesting that reliance on external rewards can undermine intrinsic motivation However, some studies indicate that external motivation can be beneficial for individuals lacking motivation, particularly when accompanied by positive feedback.

2.4.3 The roles of motivation on learning English

Researchers hold varied perspectives on motivation types Lucas (2010) suggests that learners are fundamentally motivated to acquire oral and reading skills, with additional intrinsic motivation stemming from knowledge and personal achievements.

27 motivation has a significant impact not only on reading comprehension, but also on other aspects of reading, such as reading breadth (Guthrie, 1997) Tercanlioglu

(2001) holds that Turkish learners have a positive attitude towards reading because they read out of both intrinsic motivation and extrinsic motivation, while Ditual

Highly motivated learners exhibit a positive attitude towards English learning, influenced by both instrumental and integrative factors (2012) Class group dynamics significantly impact learners' motivation, as students tend to feel more comfortable when surrounded by motivated peers (Chang, 2010) Interestingly, even inattentive learners can inadvertently motivate their classmates, highlighting the complex interplay of motivation within the classroom environment.

Instrumental motivation plays a more significant role than integrative motivation in English as a Foreign Language (EFL) learning, as highlighted by Moskovsy and Al-Rabai (2009) Conversely, integrative motivation proves to be more effective in English as a Second Language (ESL) contexts Language learners are influenced by both types of motivation, with studies indicating that they exhibit a strong desire to learn English (Moiinvaziri, 2009) Additionally, motivated learners dedicate more time to studying foreign languages and demonstrate greater effectiveness in their language acquisition compared to those who lack motivation (Al-Otaibi, 2004).

Learners who are passionate about language learning can achieve high proficiency levels (Al-Hazemi, 2000) A supportive classroom environment is crucial for fostering motivation, as students feel more at ease when learning a new language (Macintyre, 1999) Conversely, challenging classrooms may hinder motivation, highlighting the need for teachers to cultivate effective and friendly learning atmospheres (Good and Brophy, 1994) Additionally, Ziahosseini and Salehi (2008) assert that extrinsic motivation does not influence the choice of language learning strategies, indicating that Iranian EFL learners are primarily intrinsically motivated Furthermore, Sadighi and Maghsudi (2000) identify two motivational types—integration and tools—that significantly impact the English proficiency of Iranian EFL learners.

28 are significant differences in English proficiency scores between integrative motivation learners and instrumental motivation learners.

Previous studies

While numerous studies have highlighted the advantages of incorporating games into English language teaching, they often overlook the challenges faced in this approach.

A study by Akour et al (2018) investigated the impact of game-based teaching methods on enhancing students' attitudes toward learning English, involving 90 Yarmouk University students during the Fall semester of 2017/2018 The findings indicated that mobile games significantly improve educational skills compared to traditional teaching methods The researchers developed a user-friendly educational mobile application that creates an engaging learning environment, featuring a rich database of diverse questions and answers, ultimately enhancing students' English learning skills.

Yurdaarmagan et al (2015) investigated the impact of digital game-based learning on high school students' performance and attitudes in computer science training They designed a simple matching game based on the ARCS Model for tutorial design, aligning the game content with the national curriculum The researchers conducted an experiment to assess student achievement through exams and evaluate motivation using the Motivated Strategies for Learning Questionnaire (MSLQ), involving 152 Grade students.

In a study involving 10 students, participants were split into two groups: one engaged in game-based learning and the other taught through a traditional experimental method Quantitative data were collected, allowing for a comparison of scores between the two groups The findings indicated that students who utilized game-based learning demonstrated superior performance.

A study found that students engaging in a digital game-based learning model achieved superior results compared to those who learned through traditional lectures Additionally, many users reported a favorable attitude towards the integration of educational games in English grammar classes.

In the study "Improving ESL Learners’ Grammar with Gamified Learning" by Hashim (2019), the effectiveness of online language games in enhancing grammar skills among ESL learners was investigated Involving 30 secondary school students, the research utilized a quasi-experimental design with pre and post-tests to assess the impact of three gamified learning interventions: Socrative, PowerPoint Challenge Game, and Kahoot! The analysis revealed a significant improvement in grammar scores from the pre-test to the post-test, with no participants receiving grades of D or E after the intervention These findings underscore the effectiveness of gamified learning in teaching grammar to ESL students.

Ali, Muhammad & Ali, Waqar (2020) with the topic “Enhancing Adult

Learners' Attitudes for Learning English Grammar through Language Games”

This study explored the impact of language games on motivating adult learners to grasp English grammar Conducted with 31 male and 19 female first-year undergraduates at Islamia College Peshawar, aged 19 to 22 and native Pashto speakers, the research employed language games as a motivational strategy After a semester of grammar instruction, feedback was gathered from participants using a 25-item questionnaire addressing aspects such as interest, satisfaction, effort, tension, choice, usefulness, competition, and their overall learning experience The results indicate that language games effectively motivate both young and adult learners in mastering grammar.

Integrating 30 game-based learning activities into primary and high school curricula, as well as teacher education programs, is essential to address the motivational challenges faced by language learners in Pakistan Research indicates that both young learners and university students, particularly at Islamia College University in Peshawar, exhibit a significant lack of motivation for learning English grammar Despite being among the top students, many express skepticism about the relevance of English grammar to their fields, such as Physics or Chemistry This disinterest is often exacerbated by monotonous teaching methods that focus solely on grammar rules without connecting them to real-world applications Consequently, this lack of engagement presents considerable obstacles for educators striving to meet their pedagogical goals and to emphasize the importance of grammar in various academic disciplines.

There is a scarcity of research on 10th-grade students' attitudes and perceptions regarding the benefits and drawbacks of game-based learning in English grammar education, particularly at Nguyen Trai High School This study aims to address this gap.

This study aims to explore the attitudes of students at Nguyen Trai High School regarding the benefits and drawbacks of game-based learning, focusing on its impact on their motivation for grammar acquisition.

Conceptual framework

This thesis presents a theoretical framework to explore students' attitudes towards learning English grammar through game-based learning It integrates theories of game-based learning and learner motivation, alongside existing research The study will involve Grade 10 students at Nguyen Trai High School, who will receive English grammar instruction utilizing game-based learning techniques The primary aim is to assess the effectiveness of these techniques in enhancing students' attitudes towards learning English grammar.

The theoretical framework focuses on the attitudes and perceptions of 10th-grade students at Nguyen Trai High School regarding game-based learning in English grammar classes It examines three components of students' attitudes: cognitive, emotional, and behavioral The study aims to highlight the benefits of game-based learning, such as enhancing student interest, boosting motivation, improving knowledge acquisition in English grammar, fostering learner interaction, and promoting a learner-centered environment Additionally, it addresses potential drawbacks, including the challenges of designing games, managing class time, and effectively controlling the classroom during game implementation.

Chapter Two establishes a theoretical foundation for game-based learning and learner motivation, exploring the impact of digital games and image factors on English grammar acquisition It reviews relevant empirical studies and utilizes the success-value model to create a comprehensive theoretical framework for the research.

Game-based learning in English grammar class

Increase motivation Promote learner interaction

Increase their ability to acquire knowledge of English grammar

Time controlClass managementAttitudes

RESEARCH METHODOLOGY

Research design

This research employed a mixed-methods approach, integrating qualitative and quantitative methods to enhance understanding of complex educational phenomena As noted by Denscombe (2008), mixed research is particularly effective in fields such as education, health science, psychology, and sociology The primary aim of this methodology is to provide deeper insights by combining both research types, as highlighted by Creswell and Clark (2007) Greene, Caracelli, and Graham (1989) emphasized that mixed methods allow for the comparison of results, facilitating a broader investigation This study specifically explored the impact of game-based learning on motivating grade 10 students to learn English grammar at Nguyen Trai High School, making the mixed-methods approach highly suitable for this context.

Qualitative research is characterized by its focus on small sample sizes, providing in-depth descriptions and analyses of research subjects without the constraints of quantification According to Collis and Hussey (2003), its primary advantage lies in its ability to capture the full scope of participant feedback, distinguishing it from quantitative research However, the reliability of qualitative research outcomes largely hinges on the researchers' skills and abilities, which can impact the validity of the findings.

Qualitative research often relies on personal evaluations from researchers, making it more suitable for small sample sizes However, this approach can introduce risks, as highlighted in Bell's 2005 study, where results may not accurately reflect the views of a broader population The current study employs an inductive method to derive general theories and conclusions by focusing on specific details Data is collected and analyzed from a limited number of participants or projects deemed representative of the entire group, as noted by Denzin & Lincoln.

The primary limitation of the 2005 study is its reliance on a limited number of observations, raising concerns about the reliability of the conclusions drawn and the general theories proposed.

The qualitative research method is selected by the researcher to ensure that the survey questions posed are appropriate to the survey object and increase the rigor and reality

The author employed the Group Discussion technique for qualitative data collection in this study, involving five teachers from Nguyen Trai High School During the discussion, the researcher openly shared her research hypotheses, facilitating an exchange of ideas among the group Additionally, the teachers reviewed the student survey questionnaire to identify potential improvements.

The article examines the current state of game-based learning applications for teaching English grammar at Nguyen Trai High School, highlighting students' attitudes and motivation towards learning grammar when this innovative teaching method is employed by educators.

The researcher conducted qualitative research to develop a survey questionnaire aimed at evaluating the impact of attitudes and motivation on academic English learning among international program students The survey utilizes a 5-level Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), to measure responses accurately.

Participants were encouraged to provide honest responses to the questionnaire, which focused on their self-assessment of attitudes and motivations towards learning English grammar through game-based learning methods employed by teachers.

Table 3.1 Research design of the study

1 What are the students’ attitudes towards the implementation of game- based learning in learning English grammar?

2 What are the advantages and disadvantages of the implementation of game-based learning in developing students’ motivation in learning

English grammar perceived by the students?

Research Setting and Participants

The participants in this study were 10 th -grade students at Nguyen Trai High School To determine the respondents of this study, the researcher used a

36 convenience sampling method in which those individuals readily available were selected (Walker and Almond, 2010)

To evaluate students' attitudes and enhance English grammar learning through game-based methods, the author conducted a survey among 140 students from grades 10A1, 10A2, and 10A5, where English teachers have effectively implemented this approach Given that all participants have experienced game-based learning, their feedback on this teaching method is deemed reliable The descriptive statistics of the study sample provide insights into the effectiveness of this instructional strategy.

Figure 3.1 Gender structure of the research sample

A recent survey involving 140 students revealed that 52.86% of participants are female, while 47.14% are male, indicating a balanced gender distribution within the study sample.

❖ Number of years studying English

Figure 3.2 Number of years studying English

A survey conducted with 140 students revealed that 55% have studied English for 5 to 7 years, while 23.57% have more than seven years of experience, and 21.43% have studied for less than five years This distribution indicates that all participants possess a fundamental understanding of English, ensuring that the survey responses accurately represent the characteristics of the surveyed group.

❖ Student's assessment of the importance of learning grammar

For the question of collecting information about students' awareness of the importance of learning grammar in the English learning program, the specific results are as follows:

Number of years studying English

Less 5 yearsFrom 5 - 7 yearsMore than 7 years

Figure 3.3 Student's assessment of the importance of learning grammar

The survey results indicate that a significant majority of participants recognize the value of learning English grammar Among the 140 students surveyed, 47.14% consider grammar essential, while 22.86% view it as necessary Additionally, 19.29% believe it is important at an average level, and only 10.71% feel that learning grammar is not particularly necessary for them.

❖ Students self-assess their grammar ability

This study not only explores students' awareness of the importance of learning grammar but also examines their self-assessment of grammar skills The survey results reveal valuable insights into students' perceptions of their grammatical abilities.

The importance of learning English grammar

Not importantNormalImportantVery important

Figure 3.4 Students self-assess their grammar ability

The survey results indicate that the majority of participating students self-assess their English grammar abilities as average or sound Out of 140 students, 37.14% rated their grammar skills as average, while 32.14% considered them to be good Additionally, 16.43% acknowledged their grammar ability as poor, and 1.43% rated it as weak Conversely, 8.57% of students expressed confidence in their grammar skills, categorizing them as at a gender level, and 4.29% believed their abilities were excellent.

Instruments

Some research studies utilize questionnaires to gather quantitative data, which can be numerically represented and analyzed through statistical methods, as noted by Taherdoost (2016).

PoorWeakAverageGoodVery goodExcellent

According to Wilson (2011), questionnaire data collection has the following specific benefits:

⮚ They allow the gathering of accurate information related to the research problem

⮚ Questionnaire is a reliable and cost-effective means of collecting feedback from survey participants

Effective survey questionnaires are essential for gathering accurate data relevant to research problems, as highlighted by McClelland (1994) A well-designed questionnaire can yield efficient and precise information for research purposes To ensure accurate data collection, researchers should focus on two key factors: crafting questions that are directly related to the research issue and targeting the appropriate audience for the survey.

As claimed by (Somekh and Lewin, 2011) when designing a survey questionnaire, the following points should be noted:

⮚ Survey questions must be clear and do not use inappropriate technical language or language of the respondent

⮚ Survey questions do not lead respondents to specific answers

⮚ Survey questions should be designed to be simple

⮚ Avoid double questions (ask more than one question at a time)

⮚ Avoid questions that might be offensive or offensive to the respondent or that might intimidate the respondent

This research utilized a two-part questionnaire to assess students' attitudes towards learning English grammar through game-based learning The first part, an attitude questionnaire, was based on Gardner's theory and adapted by Ming, Ling, and Jaafar (2011) The second part focused on motivation, drawing from Gardner and Lambert's theory and the model by Choosri and Intharaksa (2011) Questions were structured on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (totally agree), to evaluate various criteria The survey questions on attitudes were categorized into three groups, including behavioral aspects.

This article explores students' perceptions of the advantages and disadvantages of using learning games in English grammar instruction, focusing on cognitive and emotional aspects The findings are categorized into two main groups: the benefits of incorporating learning games and the potential drawbacks associated with their use in teaching grammar.

No Questionnaire items Label Source

I actively join the grammar class when the teacher uses the game-based learning

AB_1 Ming, Ling and Jaafar (2011)

1.2 I often play games that help me practice my English grammar AB_2 Papastergiou,

I pay more attention to classroom activities through game- based English grammar learning

I participate directly in English classroom activities through game-based English grammar learning

I spend more time on challenging tasks to complete assignments on time when the teacher uses a game in English grammar class

I can memorize grammar structures easily when the teacher applies game-based learning in the

I can gain an understanding of English grammar when the teacher applies game-based learning in the English grammar class

Game-based learning helps me use English grammar appropriately

2.4 Game-based learning helps me improve my English grammar AC_4

English grammar lessons through game-based learning are attractive

Learning English grammar becomes easier thanks to game- based learning

Using game-based learning in English grammar class creates a positive learning atmosphere

I feel motivated to learn English grammar through game- based learning

Students' perceptions of the advantages and disadvantages of using learning games in developing students’ motivation in learning English grammar

Games-based learning encourages learners to maintain an interest in the subject

1.2 Games provide a learner- centered learning environment AD_2 Turgut, Y., &

1.3 Games help increase learners' motivation AD_3 Gülin and

1.4 Games that promote learner interaction AD_4 Turgut, Y., &

The game helps learners increase their ability to acquire knowledge of English grammar

It is challenging to design games suitable for students’

Time allocation for the English grammar class is not enough to use game-based learning

Classroom management in game-based English grammar learning is problematic

The interview method, as described by Nguyen (2010), is a primary data collection technique that allows researchers to gather insights on customer opinions and intentions While it provides valuable qualitative data, it also presents challenges such as high costs, time consumption, and the potential for dishonest responses from interviewees Various types of interviews, including face-to-face, public, focus group, telephone, and mail interviews, each come with their own unique advantages and disadvantages, making it essential for researchers to choose the appropriate method for their specific needs.

This study utilized semi-structured interviews to gather qualitative data from 10 randomly selected students out of 140 in grade 10 at Nguyen Trai High School The purpose of these interviews was to explore the participants' perceptions regarding the advantages and disadvantages of game-based learning in English grammar classes, aiming to enhance their learning motivation.

Data collection

After completing the survey questionnaires, the researcher randomly selected 10 students from a pool of 140 participants at 10 Nguyen Trai high schools for interviews Prior to the interviews, the purpose was explained, and participants were informed that the sessions would be recorded for comprehensive data analysis Conducted in Vietnamese and later translated into English, the interviews ensured clarity for both participants and the researcher Given the complexities of the ongoing epidemic, the interviews were facilitated using Microsoft Teams.

The researcher employed a convenience sampling method and collected data using an online questionnaire via Google Forms, a widely-used and user-friendly tool that is free to access This platform not only facilitates easy data collection but also allows for efficient summarization and analysis by automatically linking responses to Google Sheets Consequently, this software proves to be a valuable resource, enabling the researcher to save both time and money without the need for advanced tools.

Data Analysis

The research utilized SPSS 16.0 software to analyze data collected from a questionnaire Descriptive statistics, such as mean and standard deviation, were employed to assess students' attitudes toward game-based learning in the context of learning English grammar.

To establish the minimum and maximum lengths of a 5-point Likert scale, the mean range was computed using the formula (maximum–minimum)/n, resulting in (5-1)/5 = 0.8 Likert (1932) provided a framework for interpreting the intervals of these mean values.

In this study, interviews were conducted in the participants' native language to eliminate any potential confusion regarding the questions and answers The data collected from ten recorded interviews served as the foundation for the results.

47 transcribed into very Vietnamese by the author, then translated into English (Details of interview content in very Vietnamese and translation into English) in a subtle way

Various methods and techniques exist for analyzing qualitative data, often linked to study designs and data collection methods This article focuses on one fundamental technique in qualitative research: data classification Effective data classification is essential for organizing and interpreting qualitative findings.

In qualitative data analysis, the process of coding involves transforming raw data, such as transcripts from individual interviews, into meaningful units This process accurately captures the content of the interviews and allows researchers to classify observed patterns into coherent groups based on shared characteristics These groups are then named and aggregated according to their relationships, leading to the generation of relevant topics In this study, the author categorized the interview data according to specific themes related to the semi-structured interview questions, which included evaluating the suitability of the research model and measurement scales, the realities of teaching and learning writing skills, and the application of writing strategies in executing writing tasks.

Codes and encryption play a crucial role in data analysis, serving as clear criteria to define concepts and characteristics These codes can be established before data collection or developed during the coding process In qualitative research, coding often emphasizes the inductive discovery of themes, ideas, and categories, aiding researchers in data organization and interpretation (Chenail, 2008) In this study, data is explicitly labeled from the first student to the tenth student (STU1 → STU10).

Table 3.3 Information encryption qualitative data content

Advantages of using English grammar learning games ADV

Disadvantages of using English grammar learning games

Figure 3.5 Data collection and analysis procedures

Validity and reliability

The validity and reliability of research scales are crucial for producing meaningful results According to Whiston (2012), validity is defined as the extent to which the data collected is suitable for the intended purpose of the measuring instrument It encompasses the appropriateness, meaningfulness, correctness, and usefulness of the inferences drawn by the researcher Therefore, ensuring validity is essential when preparing or selecting an instrument for research use.

Validity, as defined by Pallant (2007), pertains to the extent to which a test or scale accurately measures its intended construct Utilizing a validated measurement instrument is crucial for ensuring the reliability of the results obtained.

Report and Interpret the results

To ensure the validity of current research, the researcher sought the opinions and assessments of supervisors before distributing questionnaires primarily to pilots This step is crucial for establishing construct validity, which reflects how well the instrument measures the intended concepts or behaviors Additionally, the researchers meticulously examined the key elements of effective mind-mapping and explored strategies for successfully implementing mind-mapping activities in English classes.

In addition, researchers particularly find out factors that demonstrate learning engagement in English classrooms

Content validity, as defined by Bollen (1989), is a qualitative measure that assesses whether the items in a measuring instrument accurately represent the intended phenomenon It evaluates how well each item contributes to the overall purpose of the instrument To ensure content validity, a Likert-scale questionnaire was utilized to assess participants' attitudes towards the instruction.

Reliability is the consistency of scores or answers obtained from a research instrument across different administrations and item sets It indicates the degree to which repeated use of the same instrument yields similar results under stable conditions Ensuring the reliability of the measuring instrument is essential for producing robust study results, making it imperative for researchers to select reliable tools for their research.

In this study, the researcher utilized Cronbach’s alpha to assess the reliability of the survey instruments Developed by Cronbach in 1951, the Cronbach’s alpha coefficient serves as a crucial tool for evaluating the internal consistency of measurement scales.

The study's questionnaire was piloted with twenty students who matched the characteristics of the main participants A Cronbach's alpha value of 0.7 or higher indicates good internal consistency, and in this case, the reliability of the questionnaire questions was found to be an impressive 0.966, demonstrating excellent reliability.

When utilizing Likert-type scales, it is essential to calculate and report Cronbach’s alpha coefficient to ensure internal consistency reliability of the scales or subscales employed (Gliem & Glime, 2003) This study applied Cronbach’s Alpha coefficient to evaluate the reliability of the questionnaire survey, adhering to the widely accepted guidelines for assessing internal consistency (George & Mallery, 2003).

It is good to have a “Cronbach’s alpha” value equal to or greater than 0.7 and a “Corrected Item-Total Correlation” value equal to or greater than 0.3 for each item

If the “Corrected Item-Total Correlation” value of any question item is below 0.3,

Cronbach’s alpha Internal Consistency α ≥0.9 Excellent

51 this might lead the researcher to consider removing this item away from the questionnaire (Pallant, 2005)

In the third chapter of the thesis, the researcher outlines the research design and methods, detailing both qualitative data collection tools, such as semi-structured interviews, and quantitative tools like questionnaires This chapter also provides an in-depth overview of the data collection and analysis processes, while addressing the validity and reliability of the research.

RESULTS AND DISCUSSION

RESEARCH RESULTS

4.1.1 The students’ attitudes toward learning grammar through game-based learning

Research Question #1: The students’ attitudes toward learning Grammar through Game-Based Learning

The analysis of questionnaire responses and semi-structured interviews aimed to address research question #1, focusing on students' attitudes toward game-based learning for English grammar skills This section reveals students' perceptions of learning grammar through game-based methods, highlighting three key components: cognitive, affective, and behavioral The findings include mean scores, standard deviations, and descriptive analyses, providing a comprehensive overview of student attitudes.

Table 4.1 presents the descriptive statistics that summarize the attitudes of 10th-grade students toward using game-based learning to enhance their English grammar skills, providing a comprehensive overview of their perspectives.

Table 4.1 The students’ overall attitudes toward learning Grammar through Game-Based Learning

Items No Central Tendency and

The descriptive statistics presented in Table 4.1 reveal students' perceptions of using gaming applications to enhance their English grammatical skills Overall, students exhibited moderate attitudes toward game-based learning across three dimensions: behavioral (M = 3.64, SD = 1.0), cognitive (M = 3.60, SD = 1.0), and emotional (M = 3.67, SD = 1.0) Their mean scores, ranging from 3.41 to 3.80, indicate a generally favorable attitude towards incorporating games into English grammar learning.

After completing the questionnaire, semi-structured interviews were conducted with a randomly selected group of 10 out of 140 participating students to ensure clear communication with the respondents.

A total of 54 interview questions were developed in Vietnamese to complement the questionnaire The interviews aimed to enhance the quantitative data on English students' attitudes toward using games for improving their grammar skills Most participants provided valuable insights and expressed their willingness to incorporate games into their future English learning to enhance their grammar proficiency.

The study aims to explore the attitudes of 10th-grade students at Nguyen Trai High School regarding game-based learning techniques for English grammar The findings from the questionnaire and semi-structured interviews reveal students' positive behavioral attitudes towards these innovative learning methods.

The initial five questions were designed to assess students' attitudes and behaviors regarding their actions in learning Analysis of the completed questionnaires revealed that students held a positive view of using games for studying English grammar, with a mean score of 3.64 (SD = 1) for behavioral characteristics This score was the second highest, just below the emotional component, which had a mean score of 3.67 (SD = 1).

Table 4.2 The student’s behavioral attitudes toward learning Grammar through Game-Based Learning

AB_1 I actively join the grammar class when the teacher uses the game-based learning

AB_2 I often play games that help me practice my English grammar

AB_3 I pay more attention to classroom activities through game-based English grammar learning

AB_4 I participate directly in English classroom activities through game-based English grammar learning

AB_5 I spend more time on challenging tasks to complete assignments on time when the teacher uses a game in English grammar class

In the behavioral component labeled as AB, students showed strong agreement on several items related to game-based English grammar learning Specifically, they reported a high frequency of playing games that aid in practicing English grammar, with an average score of 3.70 (SD=1.0) for item AB_2 Furthermore, a significant majority concurred that this approach enhances their participation in classroom activities, reflected in an average score of 3.68 (SD=1.0) for item AB_4.

Participants expressed a positive attitude towards game-based learning in English grammar classes, believing that it encourages them to spend more time on challenging tasks to complete assignments on time (M=3.66; SD=0.90) They also noted that game-based learning fosters active participation in class (M=3.52; SD=1.0) and effectively captures students' attention during classroom activities (M=3.64; SD=1.1) Overall, these findings suggest that the integration of games in grammar instruction enhances student engagement and learning outcomes.

To enhance the quantitative data, qualitative insights from semi-structured interviews were analyzed The results from the questionnaire align with the interview findings, indicating that a majority of respondents favor the incorporation of games in English language learning.

56 grammar These statements are reinforced qualitatively by the remarks of other respondents They offered the following comments:

Playing games has significantly improved my understanding of English grammar They help me learn about grammatical structures, their proper usage, and how to organize them effectively Despite facing initial challenges due to my limited experience, I find the process both fascinating and beneficial.

English grammar can be quite challenging and often feels tedious in class However, my English teacher brings excitement to our lessons through engaging games like "snakes and staircases" and "guessing games." These activities capture my interest and motivate me to tackle difficult grammatical concepts, ultimately enhancing my understanding of various English sentence structures.

Research indicates that incorporating games into grammar teaching can positively influence students' behavioral attitudes Playing games in the classroom facilitates better management, as it allows for smoother transitions between activities, such as calming students or encouraging silence Games capture students' attention more effectively, leveraging their natural inclination for enjoyment to enhance focus This approach not only supports the learning of grammar but also improves classroom dynamics, as students become more engaged and enthusiastic about the learning process.

The integration of games into teaching and learning is poised to transform traditional classroom environments, enhancing student engagement and motivation This innovative approach not only improves academic performance but also fosters greater confidence among students.

57 b) The students’ Cognitive toward learning Grammar through Game-Based Learning

The analysis of questionnaire data regarding the cognitive dimension, which encompassed four items (AC_1, AC_2, AC_3, AC_4), is presented in Table 4.3 to evaluate English majors' cognitive attitudes toward learning grammar through game-based learning methods Additionally, qualitative insights from semi-structured interviews were utilized to provide a deeper understanding of the cognitive dimension's results.

Table 4.3 The students’ cognitive attitudes toward learning Grammar through Game-Based Learning

I can memorize grammar structures easily when the teacher applies game-based learning in the English grammar class 3.64 0.9

I can gain my understanding of English grammar when the teacher applies game-based learning in the English grammar class

Game-based learning helps me use English grammar appropriately 3.51 1.1

Game-based learning helps me improve my English grammar 3.59 1.0

DISCUSSION

4.2.1 The students’ attitudes towards learning grammar through game-based learning

Research Question #1: The students’ attitudes towards learning Grammar through Game-Based Learning

The study assessed student perceptions of grammar acquisition through game-based learning, revealing that most participants found this approach enjoyable and beneficial for the classroom environment They reported that game-based learning facilitated easier retention of grammatical structures and improved their semantic abilities Overall, students believed that this method simplified grammar recall and enhanced their ability to use words correctly, aligning with findings from Sukkrong and Teo (2010) on first-year students at Nakhon.

A study conducted at Si Thammarat Rajabhat University explored the impact of using games in teaching English grammar on students' attitudes The findings revealed that students found it easier to learn and memorize new syntax when grammar was taught through games Games promote student-centered learning, requiring active participation from learners According to Crookall (1990), the use of games transforms the roles and relationships between learners and teachers, encouraging students to take an active role in their educational journey.

Games offer learners the opportunity to take control of their own learning experiences, creating meaningful contexts for language use By focusing on the game's message rather than the language itself, students engage in unconscious learning, similar to how they acquire their mother tongue (Cross, 2000) Additionally, games simulate real-life situations within the classroom, allowing learners to practice language in practical contexts Celce-Murcia (1979) emphasizes that in games, the use of language is prioritized over mere practice, effectively bridging the gap between classroom learning and real-world application.

Students reported increased enjoyment and motivation in learning grammar through game-based methods, aligning with Kunnu, Uipanit, and Sukwises (2016), which found that upper primary school children were more engaged and had more fun learning grammar in a game-oriented environment compared to traditional methods The study highlighted that students felt more positive about their involvement in the learning process when given opportunities for interactive activities This finding is supported by Wang, Shang, and Briody (2011), which revealed that grade 6 EFL students exhibited greater willingness to participate in learning activities when vocabulary was taught through games.

Additionally, the students acknowledged that learning through game-based learning improved the environment in the classroom This was in line with Yahoui's

A 2012 study highlighted the effectiveness of language games in grammar instruction, showing that they create favorable learning conditions and a fun classroom environment Games are particularly suitable for young learners, who naturally engage in play as part of their lives According to Nedomová (2007), young learners can only focus for 10-20 minutes before losing interest, especially when grammar teaching relies heavily on rules and memorization Teachers recognize that these learners thrive on physical activity and learn best through hands-on experiences Additionally, young learners draw from their prior knowledge and skills, enabling them to build on what they already know Thus, incorporating games into grammar teaching is the most effective approach to harness their learning potential.

Incorporating games into lessons provides an effective opportunity for teachers to help young learners acquire new vocabulary and language structures Simple games are preferred, as complex rules can be challenging for children to grasp Additionally, including praise and encouragement in gameplay is essential, as young learners thrive on attention and positive reinforcement It's also important to keep games brief, as young learners have limited attention spans and can only focus for short periods.

Students reported improved retention of grammar concepts after engaging in game-based learning, aligning with Al-Shaw's (2014) research that highlights games as an effective tool for grammar instruction The study demonstrated a significant enhancement in students' memory of syntax following game-based activities.

4.2.2 The advantages and disadvantages of the implementation of game-based learning in developing students’ motivation in learning English grammar

Research Question #2: The advantages and disadvantages of the implementation of game-based learning in developing students’ motivation in learning English grammar

Incorporating games into the classroom significantly enhances student motivation and engagement, leading to improved participation, even among shy learners Research by Erzos (2000) highlights that games can inspire students to learn English as a foreign language, while McCallum (1980) notes that well-introduced games are among the most effective motivational techniques Avedon (1971, cited in Deesri, 2002) reinforces this by stating that games not only boost motivation but also encourage students to invest more effort compared to traditional methods Overall, games effectively stimulate student interest, fostering a willingness to learn and engage in classroom activities.

Incorporating games into language classes enhances student engagement and significantly reduces shyness Many learners experience stress and anxiety due to the pressure of mastering an unfamiliar language and the fear of criticism from teachers However, games effectively alleviate this anxiety, fostering a positive learning environment that boosts self-confidence, as students feel less apprehensive about making mistakes.

72 or criticism while practicing the target language freely (Crookal, 1990, p.112) Additionally, students produce because they take the risk; as stated in observation

Students often feel that they are simply playing when teachers incorporate games into grammar lessons, leading them to unknowingly participate in assessments This playful approach encourages students to take risks in their learning, while also providing teachers with valuable opportunities to correct pronunciation and monitor individual progress.

English serves as an effective tool for enhancing students' linguistic outcomes and grammar proficiency According to Pound (2005), the principle of "learning by doing" emphasizes that children learn best through active engagement By incorporating games that encourage action and movement, students can acquire a richer vocabulary and grammatical structures For instance, after participating in the "know each other" game, students successfully conducted a survey, demonstrating their ability to ask and answer personal questions In contrast, a similar topic taught through dialogue yielded poorer results, highlighting the significant impact of interactive learning methods on language acquisition.

Chuang's (2007) study highlights the impact of game-based learning on grammar, revealing that students often experience anxiety due to negative emotions like depression and nervousness, particularly when facing criticism from peers or losing games This anxiety is especially prevalent in group settings, as demonstrated in classroom projects where games such as "the best answer" and "snakes and stairs" led to heightened stress when participants made mistakes.

The competitive nature of group games in the classroom can inadvertently lead to increased anxiety among students, particularly when they feel pressured to perform for their team This pressure often results in blame and complaints from peers when mistakes are made, causing some students to withdraw from participation due to fear of judgment Despite the motivation that competition can inspire, the fear of making errors can diminish students' willingness to engage, as they prefer to remain silent rather than risk negative feedback Additionally, even with established rules against blaming others, the inherent tension and peer pressure in these competitive environments make it challenging to eliminate such behaviors, ultimately impacting the overall classroom dynamic.

The duration of gameplay poses a significant challenge in utilizing game-based learning for grammar instruction Extended game time is essential to maintain student engagement, as shorter games tend to diminish attention spans This issue is corroborated by research from Anderson (1983), Bloom (1976), and Fisher et al (1980), which highlights that time factors can influence students' perceptions, performance, achievements, and attitudes Ideally, games designed for 10 to 15 minutes should be appropriately timed to enhance learning outcomes.

In just 5 to 6 minutes, students showed growing interest, but the need to finish quickly posed a challenge The researcher concluded that understanding students deeply is essential for teachers to effectively navigate various situations Additionally, it is vital to consider the duration of each activity to enhance engagement and learning outcomes.

74 should last so that teachers can maximize the learning potential of games and other activities

CONCLUSION AND RECOMMENDATIONS

CONCLUSION

5.1.1 Students’ attitudes towards learning combined with games in learning English grammar

A study on students' attitudes towards Grammar Learning through Game-Based Learning utilized a questionnaire with 13 closed-ended questions and semi-structured interviews The results indicated that participants believe games are effective for teaching and practicing grammar, as they help reduce anxiety and facilitate the acquisition process Incorporating games into grammar lessons enhances student motivation by making learning enjoyable Additionally, games provide a practical framework for language practice, catering to students' real-life needs, such as travel They also promote student-centered classrooms, fostering autonomy in learning Furthermore, games particularly benefit introverted or shy students by allowing them to engage in small groups, which helps them feel more comfortable and motivated Overall, games emerge as a valuable tool for teaching and learning English grammar.

Games enhance the learning experience by making it more engaging and interactive, allowing students to practice grammar skills in enjoyable ways Activities like Scrabble and Bananagrams boost vocabulary and spelling, while games such as Mad Libs and Sentence Scramble focus on sentence structure and grammar rules These language games foster a positive learning environment, increasing student interest and participation in English grammar lessons Additionally, incorporating language games into teaching strategies promotes active learning, enabling students to collaborate in pairs or small groups and express their thoughts freely This approach significantly benefits the teaching of foreign languages, particularly English grammar.

5.1.2 Advantages and disadvantages of implementing game-based learning in developing students’ motivation in learning English grammar

The pros and cons of using game-based learning to learn English grammar were assessed both in the questionnaire and in the semi-structured interview with the students’ perspectives

Game-based learning in English grammar classes offers significant advantages, notably enhancing student motivation and engagement The inclusion of games fosters positive attitudes among students, encouraging even shy individuals to actively participate and express themselves in English due to the enjoyment derived from the activities This interactive approach not only boosts participation but also strengthens students' overall learning experience.

Incorporating 77 classroom activities, particularly games, significantly enhances student motivation and engagement while reducing shyness In language classes, students often experience stress and anxiety about mastering unfamiliar languages, fearing reprimand for mistakes However, games alleviate this anxiety, fostering positive emotions and self-confidence as students practice without the fear of criticism This environment allows teachers to effectively correct pronunciation and monitor progress Furthermore, English plays a crucial role in developing students' language skills and grammar, as children learn best through active participation and hands-on experiences that deepen their understanding.

A game that provides children with lots of chances to do, act, and move allows them to acquire a greater number of meaningful words and structures

Implementing games for learning grammar can lead to significant disadvantages, particularly in terms of students' attitudes Challenges such as anxiety and depression often arise from losing a game or facing criticism from peers, especially during group activities While games can foster competitiveness and make classes more engaging, they can also heighten stress for students who fear making mistakes This pressure to perform can lead to blame and complaints within teams, causing some students to withdraw and lose motivation Ultimately, the fear of negative judgment may prevent students from participating altogether, undermining the intended benefits of gamified learning.

The duration of a game significantly influences students' perceptions of their performance and achievements, making it crucial to provide adequate game time for effective class progression When games are too short, such as a planned 10 to 15-minute activity reduced to just 5 to 6 minutes, students often feel disappointed and rushed This highlights the importance of teachers understanding their students to manage classroom dynamics effectively Moreover, considering the duration of each activity is essential for maximizing the learning potential of games and other educational activities.

PEDAGOGICAL IMPLICATIONS

Game-Based Learning (GBL) is an innovative teaching method that integrates games into the educational process, enhancing student engagement and making learning enjoyable This guide outlines a three-step approach for implementing GBL in the classroom, which includes preparation before class, interactive activities during class, and follow-up after class By adopting these steps, educators can cultivate a game-based learning environment that encourages active participation and supports student achievement.

5.2.1 Defining Clear Learning Objectives from Game-Based Learning Games

Before implementing digital learning games, it's essential to establish clear learning objectives that align with the curriculum Educators should identify the specific skills or knowledge areas the game needs to target By defining and confirming these objectives, educators can ensure they choose game-based learning tools that fulfill educational standards and enhance the learning experience.

There exists a wide array of games that educators may use to facilitate the process of gamifying the classroom Regrettably, there exists a disparity in the quality of game-

Educators should focus on incorporating high-quality digital learning games in the classroom, as these games offer significant educational benefits Superior classroom games provide accurate information, effective teaching strategies, and comply with established educational standards, ensuring a valuable learning experience for students.

5.2.2 Preparation before organizing the game

To effectively implement games in the classroom, teachers must thoroughly understand the rules and clearly communicate them to participants, specifying roles for individuals, pairs, groups, or teams Preparation of engaging materials is essential, including eye-catching visuals like colorful pictures and aesthetically pleasing text Additionally, incorporating sound effects and visuals in presentation slides can enhance student interest By focusing on these elements, teachers can stimulate curiosity and encourage active participation in educational games.

When planning classroom games, teachers should carefully time each activity, as the duration can vary based on the game's type and the number of students involved According to Lewis & Bedson (1999), games should ideally last between 5 to 20 minutes It's crucial for educators to select games that align with the students' language proficiency; if a game is overly challenging, it may lead to disengagement, while an overly simple game can result in disappointment.

Teachers should select language games that are tailored to each student's needs, ensuring they are original and engaging to foster positivity, independence, and creativity These games should encourage students to actively participate and utilize their knowledge in dynamic, competitive environments Additionally, for engineering students, it is crucial to choose language games that align with their specific fields of study, enhancing their learning experience and engagement.

Instructing students on how to play the game is essential to prevent confusion and ensure engagement Once preparations are complete, the teacher must effectively introduce the game, capturing students' attention to encourage active participation To guarantee a successful experience, all instructions should be clear, concise, and easy to understand Key actions for teachers when introducing games include providing straightforward guidance and fostering an inviting atmosphere for learning.

- Introduce the purpose of the game Without understanding the purpose, many students will think the activity is unimportant and give up or participate enthusiastically

- Explain the game's rules, how to score, and the maximum time for each game

For students to effectively participate in a game, it is crucial that they comprehend the teacher's instructions beforehand To ensure adherence to the rules, teachers can display written guidelines on the board or demonstrate the game with a responsible student, thereby clarifying expectations for the entire class The teacher's role in introducing the game is essential, as students must focus on the instructions to fully understand the game's requirements and rules.

Teachers should minimize their intervention during language games, allowing students to fully engage and practice their skills Rixon (1988) emphasizes that teachers should support students without judgment, focusing on facilitating rather than assessing their participation During gameplay, teachers should circulate among groups to ensure students grasp the rules and gameplay, providing guidance as needed to enhance their understanding and experience.

Teachers must develop strong organizational and game management skills to effectively control classroom games, as the excitement and engagement of students depend significantly on the game controller's abilities The success of language games is not solely based on their content; rather, it also relies on the teacher's ability to use voice and gestures to foster enthusiasm and encourage active participation among students.

As students become familiar with the game, the pace of play accelerates, creating a more exhilarating atmosphere Teachers have the option to extend the playing time if needed, but it's essential to conclude the game before students become fatigued.

Not all students engage in classroom activities at the same pace; some may feel timid or hesitant To encourage participation, teachers should incorporate "think time," allowing students a few moments of quiet reflection before games Additionally, providing visual prompts or designating a confident student to lead can foster a more inclusive environment While active students are typically eager participants in language games, it's crucial for teachers to ensure balanced teams, mixing agile and timid members This approach promotes equal engagement and enthusiasm, keeping the entire class involved in the learning process.

In a diverse classroom, students exhibit varying personalities, with some actively engaging in activities while others remain passive To foster inclusivity, teachers should implement games and activities that ensure equal participation, compelling all team members to contribute to specific tasks Additionally, it is crucial to support shy and slower students, helping them build confidence in their participation Offering more opportunities for success can encourage these students to engage more fully in classroom dynamics.

Encouraging students to engage in games that incorporate elements of luck, such as Bingo, can enhance their learning experience For those who are reluctant to play, teachers should highlight the educational benefits of games, emphasizing their value beyond mere entertainment Additionally, teachers can motivate students to play with family members and appoint certain students as referees to maintain fairness during gameplay.

5.2.6 Teacher's comments at the end of the game

Teacher feedback after language games is crucial, as it provides students with valuable insights into their performance Most students appreciate hearing positive reinforcement and constructive criticism regarding their mistakes After the game, teachers should summarize the performance and offer comments that address both individual and team errors It is important for teachers to focus on fundamental issues related to vocabulary, grammar, and pronunciation to help students improve their language skills effectively.

LIMITATIONS

Game-based learning (GBL) offers numerous advantages, including improved critical thinking, problem-solving skills, and increased motivation among students However, it also faces several limitations that warrant attention One key issue is the lack of accurate evaluation methods, as GBL is still an emerging field, leading to potential inaccuracies in assessing its effectiveness Additionally, creating complex GBL platforms demands substantial financial investment, along with considerable time and resources for teacher training Furthermore, GBL is often limited to specific subjects, such as math and language, which restricts its applicability across diverse learning areas Finally, integrating GBL into existing curricula poses challenges for educators, as it requires adjustments to lesson plans and careful time management to ensure effective implementation.

RECOMMENDATIONS FOR FURTHER STUDIES

To fully harness the potential of Game-Based Learning (GBL) in the classroom, future research should target four key areas Firstly, studies should assess how different types of games, such as simulation and role-playing games, influence learning outcomes Additionally, investigating the long-term effects of GBL is crucial for understanding its impact on student learning and skill development beyond immediate evaluations Furthermore, examining individual differences—such as gender, age, and prior knowledge—will help determine how these factors affect the efficacy of GBL Lastly, comparative studies contrasting GBL with other teaching methods are essential to evaluate their relative effectiveness and identify best practices for implementing GBL in educational settings.

Addressing research gaps in game-based learning (GBL) enhances our understanding of its benefits and limitations, allowing for the development of effective strategies to integrate games into the educational process.

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Please provide some personal information by filling in this form

- Years of studying English: Less5 years From 5-7 years More than 7 years

- How do you think about the importance of learning English grammar?

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- How do you self-assess your grammar ability?

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Tick the box that suits you

I actively join the grammar class when the teacher uses game-based learning xv

I often play games that help me practice my

I pay more attention to classroom activities through game-based

English classroom activities through game- based English grammar learning

I spend more time on challenging tasks to complete assignments on time when the teacher uses a game in English grammar class

I can memorize grammar structures easily when the teacher applies game- based learning in the

I can gain an understanding of English grammar when the teacher applies game- xvi based learning in the

Game-based learning helps me use English grammar appropriately

Game-based learning helps me improve my

English grammar lessons through game-based learning are attractive

Learning English grammar becomes easier thanks to game-based learning

Using game-based learning in English grammar class creates a positive learning atmosphere

English grammar through game-based learning

III Students' perceptions of the advantages and disadvantages of using learning games in learning English grammar

1.1 Games-based learning encourages learners to xvii maintain an interest in the subject

Games provide a learner- centered learning environment

1.3 Games help increase learners' motivation

1.4 Games that promote learner interaction

The game helps learners increase their ability to acquire knowledge of

It is challenging to design games suitable for students’ English grammatical competence

English grammar class is not enough to use game- based learning

Classroom management in game-based English grammar learning is problematic

Thank you so much for taking part in the survey! xviii

- Số năm bạn đã học tiếng Anh: Ít hơn 5 năm Từ 5-7 năm Hơn 7 năm

- Bạn nghĩ gì về tầm quan trọng của tiếng Anh:

Không quan trọng Bình thường Quan trọng Rất quan trọng

- Bạn tự đánh giá như thế nào về khả năng tiếng Anh của mình:

Tệ Yếu Trung bình Tốt Rất tốt Xuất sắc

Bình thường Đồng ý Rất đồng ý

Tick vào ô trống phù hợp với bạn

Tôi tích cực tham gia lớp học ngữ pháp khi giáo viên sử dụng xix phương pháp học tập dựa trên trò chơi

Tôi thường chơi các trò chơi giúp tôi thực hành ngữ pháp tiếng

Tôi chú ý nhiều hơn đến các hoạt động trong lớp thông qua việc học ngữ pháp tiếng Anh dựa trên trò chơi

Tôi tham gia trực tiếp vào các hoạt động trong lớp học tiếng

Anh thông qua việc học ngữ pháp tiếng

Anh dựa trên trò chơi

Tôi dành nhiều thời gian cho các nhiệm vụ thử thách để hoàn thành bài tập đúng hạn, đặc biệt khi giáo viên áp dụng trò chơi trong lớp học ngữ pháp tiếng Anh.

Việc áp dụng phương pháp học tập qua trò chơi trong lớp học ngữ pháp tiếng Anh giúp tôi dễ dàng ghi nhớ các cấu trúc ngữ pháp.

Tôi có thể hiểu ngữ pháp tiếng Anh khi giáo viên áp dụng cách học dựa trên trò chơi trong lớp học ngữ pháp tiếng Anh

Học tập dựa trên trò chơi giúp tôi sử dụng ngữ pháp tiếng Anh một cách thích hợp

Học tập dựa trên trò chơi giúp tôi cải thiện ngữ pháp tiếng Anh của mình

Các bài học ngữ pháp tiếng Anh thông qua trò chơi học tập rất hấp dẫn

Anh trở nên dễ dàng xxi hơn nhờ học tập dựa trên trò chơi

Sử dụng học tập dựa trên trò chơi trong lớp học ngữ pháp tiếng

Anh tạo ra một bầu không khí học tập tích cực

Tôi cảm thấy có động lực để học ngữ pháp tiếng Anh thông qua học tập dựa trên trò chơi

III Nhận thức của sinh viên về ưu nhược điểm của việc sử dụng trò chơi học tập trong học ngữ pháp tiếng Anh

Học tập dựa trên trò chơi khuyến khích người học duy trì hứng thú với môn học

Các trò chơi cung cấp một môi trường học tập lấy người học làm trung tâm

Trò chơi giúp tăng động lực của người học xxii

Các trò chơi thúc đẩy sự tương tác của người học

Trò chơi giúp người học tăng khả năng tiếp thu kiến thức về ngữ pháp tiếng Anh

Việc thiết kế trò chơi phù hợp với năng lực ngữ pháp tiếng Anh của học sinh là một thách thức

Phân bổ thời gian cho lớp ngữ pháp tiếng

Anh là không đủ để sử dụng phương pháp học tập dựa trên trò chơi

Quản lý lớp học trong việc học ngữ pháp tiếng Anh dựa trên trò chơi là một vấn đề

(Rất cảm ơn bạn đã tham gia khảo sát!) xxiii

1 Have you ever used games in teaching English grammar to students? If so, tell us about the game you used and the results you got

2 In your opinion, what role do games play in teaching and learning English grammar?

3 What specific types of games have you used in teaching grammar? Why did you choose those games?

4 During the use of games, what challenges have you encountered? How did you overcome those challenges?

5 What benefits have you observed when applying games in teaching grammar? How have the students responded to learning through games?

6 How do you adapt games when learning grammar and daily learning activities?

7 In cases where games didn't work as expected, what adjustments have you made to enhance their effectiveness?

8 Please share a successful case of using games in teaching grammar What are you most happy and proud of in that case?

9 Based on your experience, what advice do you have for your teachers who want to apply games to teaching English grammar?

10 Do you feel that applying games to teaching English grammar is really effective? xxiv

1 Bạn đã từng sử dụng trò chơi trong việc dạy ngữ pháp tiếng Anh cho học sinh chưa? Nếu có, hãy cho chúng ta biết về trò chơi bạn đã sử dụng và kết quả nhận được

2 Theo bạn, trò chơi có vai trò gì trong việc giảng dạy và học tập ngữ pháp tiếng Anh?

3 Có những loại trò chơi cụ thể nào bạn đã sử dụng trong việc dạy ngữ pháp? Tại sao bạn chọn những trò chơi đó?

4 Trong quá trình sử dụng trò chơi, bạn đã gặp phải những thách thức gì? Làm thế nào để bạn giải quyết những thách thức đó?

5 Bạn nhận thấy những lợi ích nào khi áp dụng trò chơi trong việc giảng dạy ngữ pháp? Học sinh đã có phản hồi thế nào về việc học qua trò chơi?

6 Làm thế nào để bạn thích ứng với các trò chơi khi học ngữ pháp và hoạt động học tập thường ngày?

7 Trong trường hợp trò chơi không hoạt động như mong đợi, bạn đã áp dụng biện pháp điều chỉnh nào để nâng cao hiệu quả của chúng?

8 Hãy chia sẻ một trường hợp thành công khi sử dụng trò chơi trong việc giảng dạy ngữ pháp Bạn cảm thấy vui mừng và tự hào về điều gì nhất trong trường hợp đó?

9 Dựa trên kinh nghiệm của bạn, bạn có những lời khuyên gì cho các giáo viên của bạn muốn áp dụng trò chơi vào việc dạy học ngữ pháp tiếng Anh?

10 Bạn có cảm thấy việc áp dụng trò chơi vào dạy học ngữ pháp tiếng anh thực sự hiệu quả không? xxv

Unit 1: FAMILY LIFE Lesson 1: Getting Started – Household chores

1 household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình

2 chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)

Task 3: Fill in the table

In each activity, each step will be represented as follows:

- To introduce the unit topic (Family life); - To introduce some vocabulary and grammar points to be learned in the unit

* T divides Ss into 4 groups and gives instructions:

Watch the video clip and recall the household chores performed by Mr Bean Each group should send one member to the board to list the names of these chores.

*** Ss work in pairs to discuss the answer after watching the clip, and then one representative from each group writes the answer on the board

**** T confirms the correct answers Suggested answer: 1 Mop the floor 2 Clean the toilet 3 Wash the clothes / Do the laundry 4 Clean the house 5

To help students use key language more appropriately before they read and listen

* T asks Ss to look at the photos to guess the meaning of new words

** Ss say the Vietnamese meaning of the word 1 household (n) /ˈhaʊs.həʊld/ 2 chore (n) /tʃɔːr/

*** Other Ss correct if the previous answers are incorrect

**** T shows the Vietnamese meaning, says the words aloud, and asks Ss to repeat them

- To get students interested in the topic

- To get students to learn some vocabulary in the unit

Review and Improve the knowledge of Tenses:

Present Simple and Present Continuous

* T asks Ss to look at the picture (p.8 - 9) and answer the questions:

To practice reading for specific information

- To develop students' knowledge of vocabulary for household chores

● Who are they? ● Where are they? ● What are they doing?

** Ss do the task individually *** Ss share their answers with a partner

**** T checks their answers with the whole class

Suggested answers: Nam and Minh are two friends

They are at Nam’s home Nam is cooking

* T has the Ss read the conversation in pairs

**** T collects common mistakes and gives comments

Read the conversation again and decide whether the following statements are true (T) or false (F)

* T asks Ss to work individually to read the statements and underline the keywords, then share their ideas with a partner who sits next to them

** Ss do Task 2 individually first

*** Ss share and discuss with their partners the keywords

**** T corrects their answers as a class

1 Nam’s mother is cooking now

2 Everybody in Nam’s family does some of the housework

3 The children in Minh’s family don’t have to do any housework

* T asks Ss to scan the conversation and locate the keywords to find the answer for each question with the partner who sits behind them

- To help students identify present simple and present continuous and how they are used in sentences

** Ss do the task in pairs

The teacher engages students by having them share their answers with the class, confirming the correct responses while guiding them to correct any false statements The teacher then writes the accurate sentences on the board for clarity Key points include: 1 False → Nam is currently cooking 2 True 3 True.

TASK 3: FILL IN THE TABLE

Write the verbs/verb phrases that are used with the words or phrases in the conversation in 1 (p.9)

* T has Ss locate the verbs or phrasal verbs in the conversation, and find the nouns or noun phrases after each verb/ phrasal verb to do the matching

*** Ss share their answers with a partner

**** T checks and gives the correct answers to the whole class, and has them say the meaning of each collocation

Answers: 1 put out the rubbish

Complete the sentences from the conversation with the correct forms of the verbs in brackets (p.9)

* T has Ss read each sentence, and try to think of a verb or an auxiliary verb that will complete the gap

** Ss do the task individually *** Ss share the answers with a peer

**** T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences

- To help students practice talking about activities that raise students’ awareness of their responsibilities -

To practice teamwork - To give students authentic practice in using the target language

The teacher divides the class into four groups, with each student taking turns to approach the board Students examine a picture prepared by the teacher and must describe it using either speech or gestures, allowing their group to guess the image The group that accurately describes the picture using Present Simple and Present Continuous tenses the most will be declared the winner.

Engage students in activities that enhance their understanding of family responsibilities while practicing the Present Simple and Present Continuous tenses Encourage discussions and role-playing scenarios that highlight daily family duties, fostering a sense of accountability Incorporate interactive exercises that require students to describe ongoing actions and habitual behaviors related to their family roles This approach not only reinforces grammatical skills but also cultivates a deeper appreciation for familial responsibilities among students.

* T gives Ss clear instructions to ensure Ss can do effectively

- Divide Ss into 4 main groups

- Ask Ss to work in groups to discuss and make a poster of activities to raise Ss' awareness of their responsibilities towards their family and practice

8mins xxx the tenses they have learned: Present Simple and Present Continuous

- Observer Ss while they are discussing, note their language errors

- T let each representative of each group go to the board and present their poster

- To help students memorize the target language and skills that they have learned

- To inform students what the final product of the project should be and how students can prepare for it

* T asks Ss: What have you learned today?

- Some lexical items about household chores

1 Exercises in the workbook 2 Project preparation

- Have Ss look at the last page of Unit 1, the Project lesson and ask them what the topic of the project is

- Tell them the project requirements: Do research on Family Day in Vietnam or other countries in the world

+ Suggest activities, and provide the reasons and expected results of the activities;

+ Present their plans in the last lesson of the unit

- Remind Ss that besides brainstorming activities, they:

+ Can search for ideas on the Internet, in the newspaper, etc for reference

+ Should use photos/pictures to illustrate their ideas

- Put Ss into groups and have them choose their group leader Ask them to assign tasks for each

T-S 2 mins xxxi member, making sure that all group members contribute to the project work

- Help Ss set deadlines for each task xxxii xxxiii xxxiv xxxv xxxvi xxxvii xxxviii xxxix xl xli xlii xliii xliv xlv xlvi xlvii