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

PEOPLE'S COMMITTEE OF BINH DUONG PROVINCE THU DAU MOT UNIVERSITY ************** NGUYEN PHU THIEN PHUONG THE EFFECTS OF USING GAMES ON LEARNER MOTIVATION IN LEARNING ENGLISH GRAMMAR AT NGUYEN TRAI HIGH SCHOOL SPECIALIZED: ENGLISH LANGUAGE NO.: 8220201 MASTER'S THESIS BÌNH DƯƠNG - 2023 PEOPLE'S COMMITTEE OF BINH DUONG PROVINCE THU DAU MOT UNIVERSITY ************** NGUYEN PHU THIEN PHUONG THE EFFECTS OF USING GAMES ON LEARNER MOTIVATION IN LEARNING ENGLISH GRAMMAR AT NGUYEN TRAI HIGH SCHOOL SPECIALIZED: ENGLISH LANGUAGE NO.: 8220201 MASTER'S THESIS SUPERVISOR: Dr DUONG MY THAM BÌNH DƯƠNG - 2023 CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “THE EFFECTS OF USING GAMES ON LEARNER MOTIVATION IN LEARNING ENGLISH GRAMMAR AT NGUYEN TRAI HIGH SCHOOL” In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of the Faculty of English Language, Thu Dau Mot University Binh Duong, August 2023 Nguyen Phu Thien Phuong i ACKNOWLEDGMENT Throughout the entire study process, I would like to convey my heartfelt gratitude to my supervisor, Dr Duong My Tham, for her compassion, guidance, insightful comments, and consistent support This thesis would not have been finished without her strong support and direction I'm thankful to THU DAU MOT UNIVERSITY, the Postgraduate Institute, and the Faculty of English Language for giving me the chance to go to college and for always being there for me when I had problems while I was studying Dr Tran Thanh Du, Dean of the Faculty of English Language, has always made everything useful for me and my fellow students During the learning process, my classmates and I could not have completed all of our tasks on time without his assistance In addition, I would like to express my gratitude to all of my English teachers who provided me with effective cooperation and assistance with data collection and the pilot project at Nguyen Trai High School Nguyen Phu Thien Phuong ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGMENT ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii ABSTRACT viii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Rationale for the study 1.3 Aims of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of key terms 1.8 Organization of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Learning theories underpinning game-based learning and learner motivation 2.2 Grammar teaching and learning 12 iii 2.3 Game-based learning 16 2.4 Attitudes 21 2.4 Motivation in language learning 24 2.5 Previous studies 28 2.6 Conceptual framework 31 Chapter Summary 32 CHAPTER 3: RESEARCH METHODOLOGY 33 3.1 Research design 33 3.2 Research Setting and Participants 35 3.3 Instruments 39 3.4 Data collection 45 3.5 Data Analysis 46 3.6 Validity and reliability 48 Chapter Summary 51 CHAPTER 4: RESULTS AND DISCUSSION 52 4.1 RESEARCH RESULTS 52 4.1.1 The students’ attitudes toward learning grammar through gamebased learning 52 4.1.2 The advantages and disadvantages of the implementation of game-based learning in developing students’ motivation in learning English grammar 62 4.2 DISCUSSION 68 iv 4.2.1 The students’ attitudes towards learning grammar through game-based learning 68 4.2.2 The advantages and disadvantages of the implementation of game-based learning in developing students’ motivation in learning English grammar 71 Chapter Summary 74 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 75 5.1 CONCLUSION 75 5.2 PEDAGOGICAL IMPLICATIONS 78 5.2.1 Defining Clear Learning Objectives from Game-Based Learning Games 78 5.2.2 Preparation before organizing the game 79 5.2.3 Game Instructions 80 5.2.4 Conducting the game 80 5.2.5 Involvement of learners 81 5.2.6 Teacher's comments at the end of the game 82 5.2.7 Reflecting and Evaluating the Effectiveness of Game-Based Learning 82 5.3 LIMITATIONS 83 5.4 RECOMMENDATIONS FOR FURTHER STUDIES 84 REFERENCES ix APPENDIX xiv v LIST OF TABLES Table 3.1 Research design of the study 35 Table 3.2 Scale labeling 41 Table 3.3 Information encryption qualitative data collection 48 Table 3.4 Cronbach’s Alpha coefficient 50 Table 4.1 The students’ overall attitudes toward learning Grammar through Game-Based Learning 53 Table 4.2 The student’s behavioral attitudes toward learning Grammar through Game-Based Learning 54 Table 4.3 The student’s cognitive attitudes toward learning Grammar through Game-Based Learning 57 Table 4.4 Percentage of students’ emotional attitudes 59 Table 4.5 The advantages of the implementation of game-based learning in learning English grammar 62 Table 4.6 The disadvantages of the implementation of game-based learning in learning English grammar 65 vi LIST OF FIGURES Figure 2.1 Conceptual framework 32 Figure 3.1 Gender structure of the research sample 36 Figure 3.2 Number of years studying English 37 Figure 3.3 Student's assessment of the importance of learning grammar 38 Figure 3.4 Students self-assess their grammar ability 39 Figure 3.5 Data collection and analysis procedures 48 vii ABSTRACT English learning continues to create new avenues for inspiring language learners English learners should also learn to use games to develop their English skills, which are essential in learning the English language Grammar is the sound, structure, and meaning system of language All languages have grammar, and each language has its grammar However, this language focus is considered to be difficult and boring for high school students This study aimed to investigate towards the implementation of game-based learning in learning English grammar of 10 graders at Nguyen Trai high school as well as their perceptions of the advantages and disadvantages of game-based learning in learning English grammar One hundred and forty students in grade 10 at Nguyen Trai high school participated in the mixedmethods study Using the mixed-methods research design with a survey questionnaire as the primary data collecting instrument and the semi-structured interview, the study obtained significant findings and accomplished its objectives The quantitative data collected from the questionnaire were processed by Statistical Package for the Social Sciences 20.0 (SPSS 20.0) The findings from the quantitative and qualitative data indicated that the majority of participants had positive sentiments regarding the use of games inside the classroom In addition, the study revealed that students exhibited a favorable disposition towards acquiring English grammar The researcher garnered affirmative reception regarding the advantages associated with employing games; however, there also existed a few drawbacks in regards to integrating them into English grammar lessons Both advantages and disadvantages indicated that motivation has a very important role in learning English as a foreign or second language successfully Keywords: motivation; attitudes; English grammar; 10 graders; game-based learning; advantages and disadvantages viii