Teacher’s perception and practise toward using games in teaching vocabulary to students at apollo english center

INTRODUCTION

Background of the study

In the 21st century, globalization has heightened the significance of English, leading to its establishment as a compulsory subject in Vietnamese educational institutions from primary to university levels To cater to the growing demand for English proficiency, numerous language centers, such as Jaxtina, British Council, Language Link, Langmaster, and Alisa, have emerged across Vietnam Many parents enroll their children in these centers, attracted by the presence of native-speaking teachers, whom they believe can greatly enhance their children's language skills.

In learning English, mastering essential skills like listening, speaking, reading, and writing is crucial; however, a strong vocabulary foundation is paramount, as “without vocabulary, nothing can be conveyed” (Wilkins D., 2016, p.110-111) According to Mofareh A (2015), vocabulary acquisition plays a vital role in foreign language learning, with new word meanings frequently highlighted in both textbooks and classroom settings.

Effective English vocabulary teaching has seen the widespread application of game-based methods, recognized for their ability to alleviate stress and enhance learner motivation While there is a rich variety of games available, their success is not guaranteed; teachers must consider factors such as timing, game selection, and appropriate implementation processes Although numerous studies have explored game use in English language teaching, most focus on specific games targeting individual language skills like listening, speaking, reading, writing, and vocabulary Research has also extended to subjects like Math and History, with notable studies by Victor S (2017) and Limantoro et al (2018) on English grammar and writing Additionally, Ms Thao conducted research on vocabulary learning strategies involving English major students at the Banking Academy of Vietnam.

After securing an internship at Apollo Education and Training Organization, I observed that many young students struggle to learn new vocabulary, despite teachers employing games to facilitate the process Consequently, I aim to conduct this study to offer effective vocabulary teaching strategies for educators and learners alike.

This study focuses on the perceptions and practices of five native teachers at Apollo regarding the use of games for teaching vocabulary to young learners of English as a foreign language, rather than providing a general overview of the game and its educational applications.

Objectives of the study

Vocabulary plays a crucial role in learning and teaching a second language, yet many teachers struggle to find effective methods due to time constraints and limited resources Traditional schools often hinder teachers' ability to implement engaging vocabulary instruction, while English centers like Apollo English provide more flexibility and diverse strategies This study aims to explore two key objectives: first, to examine teachers' perceptions of using games for vocabulary instruction among young learners at the Apollo English center, Vu Tong Phan branch; and second, to analyze their practical application of games in teaching vocabulary Additionally, the study offers suggestions for English teachers and students majoring in English who aspire to incorporate games into their teaching practices.

The research questions

The study was conducted to address the following research questions:

1 How do teachers perceive using games to teaching English vocabulary to young learners?

2 What games do teachers employ the games to teach vocabulary in their classes?

3 How do teachers employ the games to teach vocabulary in their classes?

Significance of the study

This study investigates the perceptions and practices of five native teachers at Apollo English Center regarding the use of games in teaching English vocabulary The objective is to provide effective recommendations for both English teachers and English-major students, offering valuable insights into this teaching method This research aims to enhance the understanding of vocabulary instruction through engaging game-based strategies.

Aspiring English teachers can benefit greatly from exploring the use of games in vocabulary instruction, as it provides valuable insights into the practices of seasoned educators By examining how experienced teachers implement games in their lessons, students can acquire essential skills and strategies that will enhance their future teaching careers.

This study aims to enhance teachers' understanding of effective vocabulary teaching methods while introducing engaging games that replicate those found in English centers, ultimately benefiting students in traditional classroom settings.

Scope and limitation of the study

This study investigates the perceptions and practices of five native teachers at Apollo Vu Tong Phan regarding vocabulary instruction through games The participants include two male and three female educators from diverse countries, highlighting a range of teaching approaches in vocabulary acquisition.

The personal opinions of the teacher participants during the interviews may influence the study's findings, highlighting a potential limitation of the research.

The limitations of this study's participant numbers, attributed to online teaching during the COVID-19 pandemic, suggest that the findings may not be applicable to other contexts.

The structure of the thesis

The thesis divides into 6 chapters:

Chapter 1: Introduction provides an overview of the study.

Chapter 2: Literature review presents the background information of the study, including definitions Results of previous studies are also discussed in this chapter.

Chapter 3: Research Methodology describes locale of the study, samples and instruments of the study, as well as the procedure to collect and analyze the data of thí study.

Chapter 4: Findings presented the major themes that emerged from the analysis of the interviews with the participants as well as the class observations

Chapter 5: Discussion discuss the findings.

Chapter 6: Conclusion and Recommendation summarizes all the findings in the study and provides some recommendations for English teachers’ practice as well as further research.

LITERATURE REVIEW

Vocabulary and vocabulary teaching

Vocabulary is often perceived as merely the collection of words one must memorize to enhance communication and comprehension, as defined by resources like the Online Oxford Advanced Learner's Dictionary and Cambridge Dictionary However, vocabulary encompasses much more than individual words Research by Caro K and Rosado N (2017) highlights the complexity of word knowledge, emphasizing that a comprehensive understanding of a word involves various linguistic aspects, including pronunciation, spelling, and morphology, as well as its syntactic and semantic relationships with other words, such as antonyms, synonyms, hyponyms, and collocational meanings.

In this study, the term vocabulary is used interchangably without any differentiation between these two terms in order to make all the statements, findings and conclusions confusing and ambiguous

Vocabulary plays a crucial role in learning a foreign language, as it serves as the essential link connecting the four key skills: listening, speaking, reading, and writing.

2014) This is to say a lack of vocabulary knowledge would result in difficulties and challenges in the foreign language acquisition As stated by Alqahtani (2015),

Vocabulary knowledge is essential for foreign language learners, as a limited vocabulary can hinder effective communication Research by Caro and Rosado (2017) highlights that insufficient lexical knowledge can result in frustration and demotivation among EFL learners The significance of vocabulary in foreign language acquisition has garnered attention from numerous scholars and researchers in recent years, with notable contributions from Richards and Renandya (2002) and Aslan (2016).

Vocabulary knowledge is essential for language competency, serving as the foundation for speaking, listening, reading, and writing skills According to Wilkins (1972), the ability to form grammatical sentences is of little value without the necessary vocabulary to express ideas, highlighting that while grammar is important, it is vocabulary that truly enables communication.

Words can be classified based on various criteria, including phonological properties, social factors, and language history, as noted in the International Encyclopedia of the Social & Behavioral Sciences (2001) Traditionally, word classification focuses on parts of speech, which are divided into two main categories: Open class (nouns, verbs, adjectives, and adverbs) and Closed-system class (pronouns, articles, prepositions, conjunctions, demonstratives, and interjections) (Manh, 2013) This classification system was also utilized by Neil Smelser and Paul Baltes in their 2001 publication, where they referred to the two groups as "Content words" and "Function words."

According to I.S.P Nation (2001), vocabulary can be categorized into four types: high-frequency words, academic words, technical words, and low-frequency words This classification is particularly relevant for English-major students at the Faculty of Foreign Languages at the Banking Academy of Vietnam By utilizing this vocabulary framework, English teachers can develop more effective vocabulary teaching strategies, which will be explored in greater detail in subsequent chapters of the study.

Vocabulary teaching strategies

The significance of vocabulary in foreign language learning is crucial, particularly for students who need to master approximately 3,000 high-frequency words along with various technical and low-frequency terms, especially in English specialization (Schmitt, 1997) While many teachers recognize the importance of vocabulary acquisition, they often lack familiarity with effective teaching strategies Sokmen (1997) emphasized that it is impossible for students to learn all new words solely in the classroom, advocating for independent vocabulary learning outside of formal education settings.

Vocabulary teaching strategies are a specialized subset of language teaching methods that have gained significant attention since the 1970s Researchers have extensively defined these strategies, with Oxford's definition being the most frequently referenced According to Oxford (1990), language teaching strategies encompass specific activities that teachers use to enhance the teaching process, making it easier, faster, more enjoyable, self-directed, effective, and applicable to new contexts Essentially, vocabulary teaching strategies involve a range of deliberate approaches and techniques employed by language educators to enrich and expand their students' vocabulary knowledge.

Using games in education

According to Jones (1980), games involve one or more players competing or cooperating under a defined set of rules Rogers (1981) emphasized that gaming is goal-oriented, rule-governed, and competitive, providing closure and engaging students Gibbs (1981) described games as activities where decision-makers cooperate or compete to achieve their objectives within established rules Rixon (1981) noted that games are structured activities with a clear beginning and end, culminating in a winner who signifies the conclusion of the game.

Games foster collaboration among players and encourage competition against opposing teams Engaging in gameplay allows young learners to practice language skills and reinforce patterns, enhancing their overall development Players can communicate through verbal language, gestures, and body movements, ensuring an enjoyable and dynamic experience (Rixon, 1981).

A variety of games can effectively support vocabulary teaching, including information gap games, guessing games, search games, matching games, matching-up games, exchanging games, and collecting games These engaging formats enhance language learning by promoting interaction and collaboration among students.

2.2.3 The importance of educational games

Games play a crucial role in enhancing language learning for young learners by making classes enjoyable and maintaining their engagement They foster an environment of meaningful communication, allowing students to interact before, during, and after gameplay (Wright, Betteridge, & Buckby, 2005) This interactive atmosphere facilitates comprehensible input, aiding in listening and reading comprehension (Krashen, 1985), as well as comprehensible output, which includes writing and speaking skills (Swain, 1993).

Games in language instruction can evoke emotions and make learning more engaging, especially when traditional methods feel serious and dry (Bransford, Brown, & Cocking, 2000; Ersoz, 2000) They effectively reduce nervousness and shyness, particularly in small group settings (Richard-Amato, 1988; Uberman, 1998) Additionally, games can incorporate all four essential language skills: speaking, writing, listening, and reading (Lee).

Games actively engage students in student-centered activities, fostering essential skills such as polite disagreement, collaboration, and seeking assistance (Jacobs & Kline Liu, 1996) They promote teamwork, competition, and turn-taking (Ersoz, 2000; Orlick, 2006) According to Gardner (1999), games tap into various intelligences, including visual intelligence through drawing, interpersonal intelligence through social interaction, and kinesthetic intelligence via hands-on elements like cards.

Games are popular among children because they enjoy playing, allowing young learners to interact, discover, and experiment with their surroundings, which enhances motivation and encourages language use (Lewis, 1999) To speak English fluently, young learners must understand language features and process information quickly, necessitating diverse and appropriate practice techniques (Harmer, 2008) Games are crucial in teaching vocabulary as they emphasize important words necessary for achieving game objectives (Allen, 1983) They create a fun, relaxed atmosphere that facilitates faster learning and better retention of words (Huyen Hang Nga, 2003; Uberman, 1998) Additionally, games engage children’s attention and enhance their classroom experience, making repetition enjoyable and reinforcing their learning of new vocabulary (Vernon, 2009).

Incorporating physical movements into games keeps young learners alert and engaged, as they can quickly become impatient and bored during lengthy lessons According to Vernon (2009), games that foster healthy competition encourage active participation without the need for coercion Therefore, selecting appropriate games can effectively promote a dynamic and competitive learning environment in the classroom.

Definition of perception

Perception serves as the fundamental way humans engage with their surroundings, forming the basis for all conceptual knowledge This essential aspect of awareness holds considerable importance in both philosophical and scientific studies.

Perception is defined by various researchers in distinct ways Robbins (1994) describes it as the process through which individuals organize and interpret sensory impressions to derive meaning from their environment Kotler (2000) elaborates that perception involves the selection, organization, and interpretation of information inputs to form a coherent understanding Additionally, Gibson et al (1996) characterize perception as a cognitive process that enables individuals to interpret and comprehend the world around them, emphasizing that it involves ascribing meaning to one's surroundings.

Perception is a multifaceted process involving the sorting, analysis, interpretation, and integration of stimuli through our senses, as defined by Fieldman (1999) Devito (1997) emphasizes that perception occurs when we become aware of various stimuli impacting our senses Furthermore, Chih-Lun Hung and Feng-Chin Li (2017) highlight the role of innovative teaching media in enhancing students' vocabulary mastery and enjoyment of learning English Barcelos (2003) adds that teachers' perceptions of language significantly influence their classroom practices.

The practice on using games in teaching vocabulary

When implementing vocabulary games for young learners, teachers should focus on two essential steps: grouping students effectively and providing clear explanations and instructions about the game These steps are crucial for ensuring an engaging and educational experience.

Scott & Ytreberg (2004) emphasize the significance of grouping young learners together, as they thrive in the presence of peers, which fosters cooperation However, it's important to note that students shouldn't always work in groups Phillips (1993) warns that groups larger than five can lead to chaos and reduced productivity A practical method for grouping involves having students count off in sequence, allowing those with the same number to form a group on the floor To enhance engagement, students can choose a group name to record their scores on the whiteboard In cases of uneven numbers, such as five students, one group may consist of three members while the other has two This strategic grouping technique cultivates both a cooperative and competitive environment among students.

2.5.2 Giving Explanation and Instruction about the Game

To achieve the desired educational outcomes when using games in the classroom, it is crucial for teachers to provide clear explanations and instructions Young learners need to understand how to play the games to effectively practice the targeted vocabulary Without proper guidance, the implementation of games can lead to wasted class time, as students may become confused and disengaged if they do not know the rules Therefore, effective communication from teachers is essential to maintain student interest and ensure successful learning experiences.

An overview of previous research

Researchers globally are actively exploring the use of games in vocabulary teaching This article aims to share valuable insights and findings from recent notable studies in this area.

In 2016, Tri Ramadhani Aarti conducted a qualitative study on teaching English vocabulary through games at SMPN 14 Kota Bengkulu, focusing on students' perspectives The research involved interviews with 20 seventh-grade students, revealing overwhelmingly positive feedback about using games in vocabulary learning Students reported that games made learning enjoyable, engaging, and memorable, facilitating easier retention of new words Key findings indicated that games not only provide relaxation and fun but also foster friendly competition, maintaining student interest The study concludes that incorporating games into language lessons enhances learners' communicative competence through effective practice and review.

Pisut (2018) conducted a comprehensive ten-page analysis on the impact of vocabulary games on Prathom 6 students' vocabulary acquisition at Praram 9 Kanjanapisek School in Thailand The study utilized pre-test and post-test assessments, along with self-reflection forms, to evaluate the effectiveness of vocabulary games Results indicated a statistically significant improvement in vocabulary knowledge, with pre-test and post-test scores showing significance levels of 0.011 and 0.00, respectively The findings revealed that learners retained vocabulary effectively, achieving a high retention level at a significance of 0.1 Popular games among students included Crossword and Jigsaw, while storytelling and 20 questions games were deemed less suitable The study emphasized that games with clear instructions, simplicity, and shorter playtime foster greater participation and enhance vocabulary retention, whereas complex and lengthy games hinder engagement and memory.

Thirdly, a study investing on The Effects of Using Games to Reinforce

Neyadi's (2007) study on vocabulary learning in a primary girls' school in the UAE utilized a qualitative approach, involving interviews with twenty-nine Grade Six students, class observations, and a reflective journal The findings highlighted three key effects of using games for vocabulary practice: enhanced word memorization, increased student interaction, and improved motivation Games provided comprehensible input and facilitated peer interactions, shifting students from traditional teacher-centered methods to more engaging learning experiences This approach not only challenged students, requiring concentration and mental effort, but also allowed them to clarify word meanings in context Ultimately, the research concluded that incorporating games into vocabulary instruction significantly boosts learners' ability to memorize words effectively.

Forthly, a study of Gülin & Arda in 2011 named Effectiveness of Using

This study investigates the beliefs and practices of Turkish EFL teachers regarding the use of games in teaching English to young learners Data was gathered through a questionnaire featuring a five-point Likert scale, which allowed for the collection of teachers' opinions on the effectiveness of games in enhancing language learning in their classrooms.

A 2011 study explored the effectiveness of using games in teaching grammar to young learners, focusing on Turkish EFL teachers in primary schools The findings highlighted three key benefits: games provide numerous instructional advantages, engage young learners' energy in language learning, and cater to their imaginative and creative nature, allowing for subconscious learning Ultimately, Turkish EFL teachers acknowledge the pedagogical value of games in the classroom, agreeing that while explicit grammar instruction remains important, incorporating games as a teaching method is also advantageous.

A study by Onur K (2014) explored the views of Turkish EFL students on learning grammar through games, involving 49 elementary-level learners from Cumhuriyet University Data collected via semi-structured interviews revealed that game-based learning significantly increased students' motivation, positively influenced their attitudes towards English classes, and enhanced their self-confidence, leading to more effective and retainable grammar learning The study concluded that students found learning through games more effective than traditional methods, as they enjoyed the process while acquiring new knowledge Additionally, participants emphasized the need for clearer information regarding the game procedures and objectives, as well as the importance of grouping for maximizing the effectiveness of language learning games.

In 2019, Carolyn B conducted an analysis titled "Games People (Don’t) Play," focusing on the beliefs and behaviors of pre-service EFL teachers in Germany regarding digital game-based language learning (DGBLL) Utilizing a quantitative approach, the study surveyed 220 students from Leuphana University in Luneburg Findings revealed that while the cohort generally held positive beliefs about DGBLL, their actual engagement with it was limited Notably, favorable beliefs were found to be inversely related to prior formal schooling experiences, whereas current game playing positively influenced perceived English language skills and learning strategies Ultimately, the analysis indicated that German pre-service teachers showed a reluctance to incorporate digital tools into their teaching and learning practices.

In 2021, a study by Polyxeni K., Emmanuel F., Andreas O., and Ioannis D explored the perceptions of pre-service teachers regarding the barriers to implementing digital game-based learning in classrooms Utilizing both quantitative methods, through an online survey, and qualitative methods via open-ended questions, the research identified five key barriers to the introduction of digital game learning.

Barriers to game-based learning in schools include insufficient financial resources, a preference for traditional teaching methods, negative perceptions of digital games, inadequate ICT training, lack of infrastructure, and absence of supportive policies The research highlights that pre-service teachers identified two primary obstacles: external factors such as funding and internal factors related to the attitudes of policymakers and educators.

In 2014, Tuyet N.T., a teacher at Dong Cuong Primary School, conducted a study on the application of games in teaching English to primary school students The research aimed to highlight the significance of games in enhancing English language learning Utilizing a mixed-method approach, the study collected data through observation, experimentation, and surveys Participants included students from grades 3 and 4, demonstrating the effectiveness of interactive learning methods in language acquisition.

This study conducted at Dong Cuong Primary School highlights the significant role of educational games in teaching vocabulary Games support the development of all language skills, benefiting both teachers and students in the English learning process They create a fun and engaging learning environment, alleviating boredom and increasing students' interest in the subject Furthermore, games enhance motivation, serving as a catalyst for attracting students' attention They also foster cooperation and healthy competition among learners while providing instant feedback to assess knowledge In conclusion, incorporating games into English teaching proves to be an effective strategy for enhancing both teaching and learning outcomes.

After reviewing various studies that employed games for teaching vocabulary through diverse research methods and instruments, I found consistently positive conclusions regarding their effectiveness This research focuses on teachers' perspectives on using games for vocabulary instruction with young students at Apollo, an English Center in Vietnam The findings from previous studies reinforce my confidence in the outcomes of this investigation.

RESEARCH METHODS

Research locale

This study involved five native English teachers from the Apollo Education and Training Organization, specifically at the Apollo Vu Tong Phan branch located on the first and second floors of the Riverside Building at 349 Vu Tong Phan, Thanh Xuan, Hanoi Established in 1995, Apollo has been a key player in Vietnam's educational landscape.

Mr Khalid Muhmood and Ms Arabella Peters are dedicated to transforming the youth of Vietnam into global citizens through Apollo English The center offers a variety of English courses tailored for children aged 3 to 16, employing modern teaching methods and engaging activities With the guidance of professional foreign teachers, Apollo English has significantly boosted students' confidence in their English skills.

Research design

This study utilized a qualitative research design, as defined by Creswell (2003) as an inquiry process aimed at understanding social or human problems through various methodological traditions The researcher aims to create a comprehensive and nuanced understanding by analyzing words, presenting detailed perspectives from informants, and conducting the study in a natural setting A qualitative approach was chosen for three primary reasons.

The qualitative method aims to enhance our understanding of human behavior and experiences, as noted by Bogdan and Biklen (2007) This approach aligns with the objectives of this study, which focuses on exploring teachers' perceptions of using vocabulary games and their practical application in teaching English vocabulary to students at Apollo English Center.

The researcher opted for a qualitative design to investigate subjective meanings within a specific sociocultural context, allowing participants to articulate their teaching experiences from their own perspectives (Creswell, 2014, p 28) This approach was driven by research questions that emerged from the conceptual framework and literature review.

Thirdly, the qualitative design will help the researcher to “investigate a phenomenon in a “holistic” instead of “reductionistic” manner” (Lichtman, 2010, p

Marshall and Rossman (2011) emphasize that researchers can grasp the diverse realities shaped by participants by conducting interviews and observing their interactions within specific contexts This approach also involves considering the impact of sociocultural and historical norms on these interactions.

Engaging in qualitative design allows researchers to gather rich descriptive data, which is essential for exploring phenomena with limited existing knowledge (Hoepfl, 1997; Leedy & Ormrod, 2013) This study specifically examines teachers' perceptions and practices regarding the implementation of vocabulary games in teaching English vocabulary to students at Apollo English Center.

Participants

This study involved five native teachers, both male and female, from the Apollo English center at the Vu Tong Phan branch, identified as T1, T2, T3, T4, and T5 According to Patton (2002), a qualitative study emphasizes the importance of a purposefully selected sample that possesses specific characteristics, rather than requiring a statistically representative one, to facilitate an in-depth exploration of key themes.

Table 3.3: Profile of the participants

Teacher Age Gender Level of class Time teach at Apollo T1 31 Female Kindergarten+Primary 1 years 5 months

T5 31 Female Kindergarten+Primary 1 years 6 months

Data collection, Instruments, and Procedure

The pre-observation interviews aimed to gather essential background information about teacher participants to better understand their approaches to vocabulary games Key topics included their educational backgrounds, teaching experience in English, self-assessments of English proficiency, expertise in vocabulary instruction, and attitudes towards using games in teaching Conducted in Apollo Vu Tong Phan, Hanoi, Vietnam, these interviews were audio recorded and lasted approximately one hour for each participant.

According to Dürnyei (2007), the semi-structured interview format allows for pre-set questions while also providing the flexibility to ask additional questions based on emerging topics during the conversation Examples of the pre-observation interview questions can be found in Appendix A.

Interviewing is a widely utilized method for data collection, allowing researchers to delve into participants' thoughts and narratives (Creswell, 2012; Patton, 2002) It facilitates the exploration of individuals' interpretations of their world and their perspectives on various situations (Cohen, Manion, and Morrison, 2007) Given that this study focuses on teachers' perceptions and practices regarding the use of games in education, employing interviews is an effective approach to analyze these aspects.

The researcher utilized semi-structured interviews to explore participants' experiences and perceptions, allowing them to express their views in their own words (Esterberg, 2002) This interview format enables the interviewer to ask key questions and probe for additional information based on the context (Creswell, 2014; Ritchie et al., 2014; Lichtman, 2010; Fontana & Frey, 2003) As a result, it provides opportunities for interviewees to elaborate on important issues and cover topics comprehensively For instance, Benson (2011) highlighted the use of semi-structured interviews in researching teachers' perceptions of using games to teach English vocabulary to young students The interviews focused on teachers' understanding of game-based vocabulary instruction, its benefits and challenges, their practical experiences, difficulties faced, and suggestions for improving this teaching method Key topics and potential eliciting questions are detailed in Appendix B.

According to Litchman (2010), interview protocols were established to guarantee that no crucial steps were overlooked and that all interviews were conducted consistently In this study, these protocols were utilized, encompassing details such as the location, date, time, interview questions, and follow-up probes (Creswell, 2007).

Utilizing comprehensive measurements enables researchers to explore all relevant aspects and obtain more in-depth insights, resulting in reliable and consistent data (Creswell, 2012) Conducting interviews facilitates interviewees in articulating their thoughts fully, thereby enhancing the quality of the gathered information.

Each teacher participant was observed delivering two 30-minute lessons, highlighting the significance of observation in understanding language teacher cognition (Borg, 2006) These observations offered concrete evidence of teachers' practices in teaching English vocabulary through games Conducted via the Zoom platform, the lessons were recorded using OBS Studio, with additional field notes taken by the researcher Access to the recorded lessons was facilitated through accounts provided by the LXO and the manager of Apollo Vu Tong Phan.

Observations are essential for gathering first-hand, open-ended information about people and places in a research setting, as noted by Creswell (2012) They enhance the understanding of the research context, allowing researchers to notice routine behaviors that may go unnoticed by those being observed This method is valuable for recording real-time behaviors and uncovering insights that traditional questionnaires or interviews may not reveal (Cohen, Manion).

In a study by Morrison (2013), the researcher utilized observations to gain insights into teachers' practices of using educational games for teaching English vocabulary This approach complemented data collected from interviews and enhanced understanding of the research site and its cultural context It facilitated the identification of factors influencing teachers' perceptions and practices, as well as the interplay between these elements in the context of game-based vocabulary instruction Acting as a non-participant observer, the researcher logged into the Zoom Room using the shared password, allowing for an in-depth exploration of teachers' performances, discussions, and students' engagement with online exercises.

Post-Observation Stimulated Recall Interviews

The information gathered during the observations was examined to come up with questions for a second interview with each participant According to Kim

In a 2011 study, stimulated recall interviews were conducted using transcribed excerpts from observed lessons and teaching materials to facilitate discussions on teachers' vocabulary approaches and influencing factors Participants were encouraged to reflect on their teaching practices, allowing them to express their thoughts in a free and open-ended manner, as noted by Borg (2006) Each interview, recorded after the observations, averaged 10 minutes in duration For further details, examples of the interview questions can be found in Appendix A, part 2.

In order to develop the research questions, the researcher arrange a survey that used qualitative methods to examine the participants It includes a pre- observation interview, observation and recall interview

Referring to interview questions, there are 18 open-ended questions in total:

This article presents 14 essential questions designed for pre-observation interviews that explore participants' perceptions of using games in vocabulary teaching Additionally, it includes questions for recall interviews conducted after observations, focusing on the teacher's practices when implementing games for vocabulary instruction These interviews aim to gather insights into the effectiveness and impact of game-based learning strategies in enhancing vocabulary acquisition.

Open-ended questions are essential for gauging participants' perspectives on using games for vocabulary instruction Unlike closed questions, these inquiries elicit varied responses that reflect individual perceptions and emotions, allowing for a deeper understanding of their views This approach encourages more than just one-word answers, fostering richer dialogue and insights into the effectiveness of game-based learning for vocabulary acquisition.

Open-ended questions require respondents to provide detailed interpretations rather than simple "Yes" or "No" answers, allowing researchers to gain deeper insights into participants' perspectives This approach facilitates the collection of valuable information that can enhance the study's development Since all participants are foreigners, the questions are presented in English to ensure clarity and comprehension.

Before conducting interviews and observations, the researcher ensured that all teacher participants received detailed information via email regarding their rights, including informed consent, confidentiality, and beneficence Participants were informed about the study's aims, potential risks, and benefits, while measures such as anonymity and pseudonyms were implemented to protect their privacy Consent forms allowed the researcher to record and utilize the information shared during interviews, and participants were given the opportunity to review their transcripts, with the right to remove any uncomfortable information Data was collected using a voice recorder app on a smartphone, which was kept in flight mode during recordings, and securely stored with a password Observations were conducted via Zoom, with notes taken throughout After transcribing the recordings and verifying accuracy, a summary of the results was shared with all participants, emphasizing the researcher’s commitment to balancing data accuracy with the reputations of the center and its staff Finally, all collected data was organized in Excel for analysis.

Data analysis

Data collection and analysis are interrelated processes, as highlighted by Wellington (2000), who noted that early data analysis can shape subsequent data collection efforts For example, during analysis, researchers may revisit participants to gather additional insights Merriam (1998) further emphasized that continuous data analysis aids researchers in determining when enough data has been gathered In this study, after interviewing Teachers #4 and #5, the researcher concluded that no new information emerged regarding teachers' perceptions and practices of using games for vocabulary instruction, leading to the decision not to involve more teachers in the study.

The researcher employed Thematic Analysis (TA) to systematically identify and present patterns within the data According to Braun and Clarke (2006), TA is a method that not only describes data with meaningful details but also delves deeper to address various facets of the research topic This analytical approach ensures a comprehensive understanding of the data while maintaining clarity and coherence.

The study employs the Thematic qualitative data analysis model, which consists of six key steps: first, familiarizing oneself with the data; second, coding the data to generate initial codes; third, searching for themes; fourth, reviewing those themes; fifth, defining and naming the themes; and finally, producing the report This structured approach aligns with the fundamental method of qualitative analysis as outlined by Braun & Clarke (2006).

Figure 1: The phases of Thematic Analysis Source: https://www.fiverr.com/waseem_khan_soc/conduct-thematic-analysis-in- very-professional-manner

In the initial phase of the research, the investigator gained an in-depth understanding of the data by conducting all interviews and taking notes during observations Additionally, the researcher transcribed all recorded data, allowing for a comprehensive exploration of the material Subsequently, the data collected from interviews with teacher participants were systematically organized, coded, analyzed, and synthesized using Excel.

After collecting data, the researcher imported six pages of text transcripts into Excel for thorough examination, identifying relevant sections that pertain to the study.

To explore the teachers' implementation techniques, the interview data regarding their usage of games in teaching vocabulary were merged with observation data of the instructors' activities on Zoom Platform

The study compared teachers' perceptions and practices of teaching vocabulary through games with previous research outlined in the literature review It analyzed factors influencing these perceptions and practices to identify reasons for similarities and differences Based on this analysis, recommendations were made to address challenges in implementing games for teaching English vocabulary at Apollo Vu Tong Phan, along with suggestions for future research.

This chapter presents the qualitative research findings from interviews and observations aimed at understanding teachers' perceptions and practices regarding the use of games for teaching vocabulary at the Apollo Vu Tong Phan Center The study involved five teachers as participants.

This chapter is divided into four key sections: Section 4.1 explores teachers' perceptions of utilizing games for vocabulary instruction, while Section 4.2 examines their practical approaches to integrating games into vocabulary teaching Finally, Section 4.3 provides a summary of the research findings discussed throughout the chapter.

Teacher’s perception of using games in teaching vocabulary

This article is organized into three key subsections: Section 4.1.1 explores teachers' familiarity with incorporating games into their teaching methods; Section 4.1.2 discusses the benefits of using games to enhance vocabulary learning; and Section 4.1.3 addresses the challenges faced when implementing games in vocabulary instruction.

4.1.1 Teachers’s familiar with using games in teaching vocabulary

Five teacher participants expressed varying interpretations of using games in education Most agreed that incorporating games is an effective method for both educating and entertaining students Three out of five teachers acknowledged familiarity with the concept of educational games in teaching One teacher noted, “Games are a great way for students to have fun and enjoy each lesson while learning at the same time, which will help them progress in their English skills.” Another teacher added, “I do not find it strange to use games in teaching vocabulary They are easier ways of explaining concepts and help students understand while also providing entertainment.”

Two teacher participants expressed unfamiliarity with the term "using games in teaching vocabulary." T1 suggested that games enhance learning by creating relevant contexts for language use, enabling students to practice speaking, writing, listening, and reading skills T2 emphasized that games provide an enjoyable learning experience, which can lead to better retention of new knowledge and overall skill improvement.

The term "educational games" is unfamiliar to two out of five teachers, highlighting the need for educators to develop a deeper understanding of utilizing games for vocabulary instruction To enhance comprehension of subsequent interview questions, teachers who lacked knowledge about educational games were provided with a general overview of the concept in the context of teaching vocabulary.

4.1.2 The benefits of using games in teaching English vocabulary

Teacher participants highlighted several potential advantages of incorporating games into vocabulary instruction for English language learners These benefits can be divided into two main categories: those that support students and those that assist teachers.

Participants in the study identified six key benefits of utilizing games for teaching English vocabulary to young learners These advantages, detailed in Table 4.1.2.1, highlight the effectiveness of vocabulary games in enhancing the learning experience for EFL students.

Table 4.1.2.1 Benefits of using vocabulary games to teach English vocabulary to

Enhancing improvements in students’ English pronunciation All teachers

Increasing students’ engagement in learning vocabulary T5, T2

Facilitating students’ interactions with peers and teachers T3

Remember more words in certain topic in a short time and remember for a long time

Five participants highlighted the effectiveness of vocabulary games in enhancing non-native students' English pronunciation These games offer opportunities for pronunciation and listening practice, allowing students to hear and repeat new words while engaging with peers As one participant noted, "The vocabulary games provide students with pronunciation of the new words," enabling them to listen and replicate sounds in a fun environment Another added, "In the vocabulary games, students can listen to their friends pronounce the words and quickly repeat after them."

Teaching vocabulary through games significantly enhances students' engagement and enjoyment, which can facilitate their English as a Foreign Language (EFL) learning According to participant T3, this method leads to improved vocabulary retention and provides students with valuable opportunities to practice new words Participant T1 also emphasized that games offer a fun way for students to practice their vocabulary skills.

Vocabulary games significantly enhance student engagement in learning Participants noted that incorporating elements like images, sounds, and animations makes vocabulary lessons more exciting and interactive One teacher highlighted that the immediate feedback provided by game features allows students to quickly check their answers, making the learning process more enjoyable compared to traditional methods like paper tests, which require waiting for feedback This timely reinforcement fosters a more dynamic and motivating learning environment.

A participant noted that vocabulary games led by teachers can enhance student interactions with both peers and instructors T3 emphasized, “In addition to the stressful lessons, my students feel happy and excited to participate in vocabulary games, allowing us to interact in a fun way, even during Zoom sessions.”

One participant expressed the view that incorporating games into vocabulary learning significantly enhances students' retention They emphasized that without engaging activities, students struggle to remember new words The use of entertaining games not only keeps students interested but also facilitates quicker vocabulary retention.

Incorporating games into vocabulary instruction significantly enhances students' retention of words related to specific topics According to Teacher 2, "Most of my students can remember all new words in class after playing vocabulary games, and they can repeat the words I mentioned in the next lesson." This approach not only aids in immediate recall but also promotes long-term memory of vocabulary.

Teacher participants believed that incorporating games into vocabulary instruction can significantly enhance students' English as a Foreign Language (EFL) learning They noted that games provide effective vocabulary learning methods and foster interaction among peers and teachers during lessons Additionally, participants felt that vocabulary games could boost student engagement and further develop their English language skills.

Teacher participants provided the following two benefits of using games in teaching vocabulary to students Those are illustrated in Table 4.1.2.2 Benefits of using vocabulary games for teachers

Table 4.1.2.2 Benefits of using vocabulary games for teachers

Enabling teachers to design as well as encouraging students’ participation in learning activities

Improve teachers’ development of technological knowledge and skills

Three teachers highlighted that incorporating vocabulary games into their lessons significantly enhances their ability to design engaging online activities and boost student participation at Apollo This approach not only allocates dedicated class time for language practice but also increases student interest in vocabulary learning through interactive games and multimedia resources.

• “In this pandemic time, online games are mostly used in class With the application of Internet, the vocabulary games are more appealing to students

Thus, it is easier for teachers to require students to take part in the game activities.” (T 2)

• “I try to use games that the students will find fun and exciting to encourage them to take part.” (T 1)

• “Thanks to design games tools like available sources on the Internet, some vocabulary games are controlled by me, with students shouting answers and telling me what to do.” (T 4)

Incorporating games into vocabulary instruction not only enhances student engagement but also offers teachers valuable opportunities to enhance their technological skills Participants noted that vocabulary games serve as a practical means for educators, especially those with limited ICT knowledge, to expand their understanding of technology in teaching As one teacher expressed, "Using games in teaching provides me and my colleagues the chances to know, learn, and improve ourselves." Another emphasized the wealth of online resources available, stating, "I find the internet very useful in creating vocabulary games creating games helps me improve my ability to use the Internet."

Teacher’s practices in implementing games in teaching vocabulary

This section presents the research findings on teachers' practices in utilizing games for teaching English vocabulary to students at Apollo The results are derived from interviews with the teachers and observations of their teaching activities conducted via the Zoom platform over five consecutive lessons.

The study on teaching vocabulary through games on the Zoom platform revealed that none of the participating teachers implemented the pedagogical practices intended for this method Interviews and observations indicated that the primary goal of using vocabulary games was to enhance students' vocabulary learning abilities.

Teacher participants employed two key strategies to enhance vocabulary learning through games Firstly, they implemented reward systems, such as stars, to motivate students' participation Interviews revealed that all teachers frequently awarded stars to students who engaged actively in games, with T4 stating, “After you guys take part in the vocabulary games and answer correctly, I will give you a star by clicking on the Apollo’s website - My Alex, and when you have a certain number of stars, you will receive a gift like a schoolbag or sticker delivered to your home.” Additionally, T1 emphasized the importance of enthusiasm, saying, “I show excitement first and introduce the game with a lot of enthusiasm, that encourages students to participate.” Secondly, teachers detailed the rules of the vocabulary games in an engaging manner, which sparked students’ interest and encouraged voluntary participation.

In interviews, three participants shared their efforts to motivate students to utilize online vocabulary study game tools and software These tools, including Kahoot, Quizizz, and Blooket, are integrated and accessible through the lesson slides on Zoom.

• T1: “I use games like bamboozle, kahoot This depends on what I want to achieve at the end Visuals, alphabets, sounds help in giving students the bigger picture and broadening their understanding.”

Teacher participants noted that only a subset of students effectively utilized vocabulary games as intended Two educators expressed that these games contributed to heightened student engagement in the classroom and led to noticeable improvements in English pronunciation.

All participating teachers observed that a significant number of students were reluctant to engage in vocabulary games, despite encouragement and requirements to participate One teacher noted that only about 20 percent of students showed genuine interest in these games, while another remarked that initial excitement faded quickly, leading students to participate without actively utilizing the tools provided to answer questions effectively.

Many teachers identified two primary reasons for students' lack of engagement in vocabulary games Firstly, they noted that students faced significant challenges in accessing these games, primarily due to slow Internet connections and incompatible computer software.

• “Because most of my students are too small to know the way to use some tool requiring type password, so it’s hard for them to join to play” (T1)

Many students reside with their grandparents and lack access to a computer for playing vocabulary games They often have to wait for their parents to return home before they can participate in these educational activities.

Some students have reported difficulties accessing a game quiz link I provided, as they are unable to open the link or enter the password This issue may stem from their computers lacking the necessary software to support the application.

Three teacher participants observed that their students exhibit low motivation for learning vocabulary through games They attributed this lack of motivation to student laziness, noting that students often do not pay attention to the rules, resulting in confusion about game usage Additionally, some students are reluctant to seek parental permission to use devices for engaging in educational games like Kahoot.

4.2.2 Monitoring students’ ability of learning vocabulary

In the recall interviews, all the teacher participants mentioned their use of vocabulary games to monitor students’ ability in vocabulary learning For example, they discribed their practices as follows:

Each week, I check the Apollo website to track student participation in vocabulary games, including the number of sign-ins, completions, and accuracy rates I then report these findings to the Chief Strategy Officer (CSO), detailing the total stars earned by the students Based on their performance, I distribute rewards from the Apollo English center, as accumulating more stars enhances their vocabulary learning experience during class games.

Teachers utilize the Apollo website to track student participation in games by counting their stars, reflecting a common practice in their instructional approach.

To track your stars, I will rely on the standard online results following each game Please note that if you do not participate in the games, your stars will be deducted, and you will be ineligible for any gifts.

Three participants reported issues with exporting and using game tools online, with the most prevalent concern being the lengthy download times for the games.

My busy teaching schedule leaves me with little time to create my own games, so I often resort to downloading vocabulary games from educational websites However, to find the most suitable games for my lessons, I end up spending one to two hours searching and downloading, which can be quite frustrating.

Technical errors in creating games are considered as another problem One teacher explained the problem as follows:

Summarize the research result in the chapter

This section outlines the research findings regarding teachers' perceptions and practices related to using games for vocabulary instruction Key insights derived from interview and observation data are summarized in alignment with the research questions.

What are teachers’ perceptions toward using games in teaching vocabulary to students at Apollo?

Teachers in this study exhibited varying understandings of educational games, viewing them as enjoyable tools that enhance vocabulary learning While they acknowledged the benefits of games—such as improving language practice, increasing student engagement, facilitating peer and teacher interactions, and enhancing pronunciation—challenges to implementation were also noted These challenges included low motivation, limited access to ICT resources, difficulty in understanding game rules, insufficient efforts to implement games effectively, and increased workloads, all of which are influenced by the institutional context.

What are teacher’s practices of using games in teaching vocabulary to students at Apollo?

Teachers primarily utilize vocabulary games to enhance and monitor EFL students' vocabulary learning However, their practices often reflect a limited focus on leveraging games for transformative improvements in teaching and learning, which is crucial for effective vocabulary instruction This gap underscores the growing advocacy for integrating games into vocabulary teaching Research findings highlight the necessity for professional development and continuous support for teachers to enhance the effectiveness of vocabulary game implementation.

DISCUSSION

Teachers’ perception toward using games in teaching vocabulary

The current study aligns with existing literature, revealing that teachers have a positive perception of using games for vocabulary instruction Participants acknowledged that while teaching vocabulary through games offers numerous benefits, it also presents certain challenges.

Incorporating games into vocabulary teaching offers numerous advantages for students, such as enhanced language practice, increased engagement in learning, and improved interactions with peers and teachers Additionally, games contribute to better English pronunciation and aid in vocabulary retention These benefits align with the findings of Tri R (2016) and Pisut, emphasizing the effectiveness of gamified learning approaches in vocabulary acquisition.

2018) stated in their research For example, Tri R reported in his research that

Games provide relaxation and enjoyment for students, facilitating the easier learning and retention of new English vocabulary Pisut (2018) noted that learners demonstrated high retention levels when engaging with vocabulary games However, teachers often overlook the potential of games to enhance students' motivation and communicative abilities, as highlighted by Neyadi (2007) and Tuyet N T (2014) This suggests that educators typically view games from a didactic perspective, missing the opportunity to leverage this effective method for vocabulary acquisition Therefore, it is essential to emphasize learners' individual and collaborative engagement in vocabulary learning through games and to improve teacher development in this area.

Incorporating games into vocabulary teaching offers significant benefits for educators, including fostering student engagement in learning activities and enhancing teachers' technological skills This research highlights a novel perspective on the effectiveness of games in vocabulary instruction, suggesting that English teachers can leverage this approach to improve both student learning and their own teaching capabilities While previous studies by Goundar (2015) and Hadi & Xihuang Guo (2020) primarily focused on the advantages for English learners, this study emphasizes the implications for instructional strategies employed by teachers.

Teachers face several challenges when integrating games into vocabulary instruction, including students' low motivation, limited access to ICT resources, and difficulties in understanding game rules Additionally, educators encounter obstacles such as insufficient commitment to implementing vocabulary games, inadequate ICT skills, challenges in setting up games and instructions, and increased workloads The challenges are further compounded by financial resource constraints, highlighting a broader unawareness of the potential benefits of using games for vocabulary teaching Addressing these issues requires a comprehensive solution that considers both teachers' and students' needs in effectively utilizing vocabulary games in the learning process.

Teachers’ practice of using games in teaching vocabulary to students 47

The analysis of teachers' use of games in vocabulary instruction reveals two key benefits: enhancing students' vocabulary acquisition and enabling effective monitoring of their vocabulary learning progress.

Teacher participants experienced significant benefits from using vocabulary games in their practice However, they also encountered challenges that hindered their ability to effectively implement this method As a result, teachers infrequently incorporate games into their vocabulary instruction.

Teachers generally recognize the benefits of using games to teach English vocabulary, yet there are notable discrepancies in their actual practices While many educators express a preference for game-based learning, they infrequently implement this approach in their classrooms This contrasts with other studies that suggest teachers who favor this method tend to use it more regularly Challenges such as a lack of understanding of the method's effectiveness, time constraints, and the extensive preparation required for game activities often lead teachers to rely on traditional teaching methods Additionally, without the necessary skills to manage game-based lessons effectively, teachers may struggle to maintain control, further complicating the integration of games into their teaching.

CONCLUSION AND RECOMMENDATIONS

Summary the findings of the thesis

Teachers in this study expressed a positive perspective on the use of games in education, viewing them as an effective method for making lessons enjoyable while enhancing vocabulary learning They highlighted that games create a relaxed environment conducive to language practice, boost student engagement, and promote interaction among peers and teachers Additionally, games aid in improving English pronunciation and vocabulary retention, while allowing teachers to foster student participation and develop their own technological skills However, teachers also identified challenges such as low student motivation, limited access to ICT resources, difficulty in understanding game rules, and increased workload, which hinder the effective implementation of vocabulary games in the classroom.

Teachers predominantly employed vocabulary games to motivate and assess students' English as a Foreign Language (EFL) vocabulary learning Their practices reflected a general belief in the effectiveness of games for vocabulary instruction; however, there was a noticeable lack of focus on leveraging games to drive significant improvements in teaching and learning methods This oversight contrasts with the primary goal of vocabulary instruction and the growing support for integrating games into vocabulary teaching.

Research highlights that English teachers require professional development and continuous support to enhance the effectiveness of vocabulary games in teaching English vocabulary.

Conclusion

Based on the theoretical frame and empirical knowledge, the research fulfilled the scope of study and the research questions

Teachers at the Apollo Center demonstrate a positive perception of vocabulary learning strategies, recognizing the benefits of using vocabulary games in their instruction They are familiar with these games and have actively incorporated them into their teaching practices to enhance student learning.

Teachers predominantly utilize games to enhance and assess students' English as a Foreign Language (EFL) vocabulary learning While the effectiveness of games in vocabulary instruction is evident, it's crucial for educators to determine the most effective ways to implement this approach for their students' benefit.

Engaging students in vocabulary learning through games is an effective method that fosters a comfortable and enjoyable learning environment, enhancing their motivation Group-based online games not only create a friendly atmosphere but also promote collaboration, allowing stronger students to support their peers, which boosts confidence and encourages open expression of ideas This collaborative approach increases overall interest and motivation in the classroom, which are crucial for successful knowledge acquisition As highlighted by Byrne (1980), learning motivation is essential for making student learning meaningful and effective, and the correlation between success and motivation indicates that achieving learning goals further enhances students' drive to engage in the learning process.

Recommendations

6.3.1 Recommendations for decreasing challenges when applying this method

Games serve as an effective tool for enhancing vocabulary learning, as students often engage more with interactive activities than traditional explanations To maximize the benefits of vocabulary games, teachers should select appropriate activities that cater to both individual and group dynamics, ensuring that game instructions are clear and logically structured Utilizing native language support, especially for younger learners, can aid comprehension It's crucial to consider students' proficiency levels and cultural backgrounds when implementing these games, ensuring they are accessible and beneficial for all learners, including those with lower language abilities As noted by Riahipour & Saba (2012), games are not merely time-fillers; they hold significant educational value.

Using language games in the classroom should not be a limited activity reserved for spare moments or homework; instead, they should be central to foreign language teaching According to Lee (1991), games are not mere fringe activities but essential components of effective lessons Wright, Betteridge, and Buckby (1984) emphasize that games provide meaningful language practice and should be integrated throughout the teaching process, rather than being relegated to specific occasions They can effectively enhance all language skills—reading, writing, listening, and speaking—across various teaching stages, including presentation and repetition As Aghlara and Hadidi (2011) note, games engage young learners by capturing their attention and motivating them, while Dolati and Mikaili (2011) highlight their potential to involve even quieter students in the learning process Overall, when carefully selected and appropriately used, games can be a vital part of the curriculum at any stage of language instruction.

6.3.2 Recommendations for the future research

Despite significant research into the use of games for teaching vocabulary, this area still requires more attention from scholars Current studies face limitations, such as the omission of commonly mentioned strategies by participants in questionnaires Future research should incorporate participant feedback and explore the effectiveness of games in vocabulary instruction Conducting vocabulary mini-tests to compare students taught through games versus those who are not can provide valuable insights into the benefits of game-based learning in vocabulary acquisition.

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APENDICES Apendix A: Participant Information and Consent Forms

Participant information for research project _Teacher’s interview and classroom observation_

Researcher: Hoang Thi Mai Student, Banking Academy

Supervisor: Dr Hoang Quoc Thinh Banking Academy

This graduation thesis by Hoang Thi Mai aims to investigate teachers' perceptions and practices regarding the use of games for teaching vocabulary to young learners at Apollo Vu Tong Phan.

You are invited to participate in this project because you are currently teaching English language for young learners at Apollo Vu Tong Phan

Your participation will involve one audio recorded interview The interviews will be carried out via Zoom flatform and will take approximately 15 minutes

The interview will be scheduled at your convenience following online classroom observations and will focus on several key areas: your insights and experiences in teaching vocabulary, your understanding of the use of games in English instruction and their benefits, your technological skills and how you apply them to create effective vocabulary games, the process of implementing games for vocabulary teaching, and your current practices in using games for this purpose The observations are intended to assess your approach to vocabulary teaching through games rather than to gather data from your students.

The observations online teaching focus on your vocabulary teaching strategies, the interaction among students when playing games.

Participation in this project is completely voluntary, allowing you the freedom to withdraw at any time without any consequences Your choice to participate or not will not affect your current or future relationship with the researcher or your center.

While the study may not directly benefit you, it aims to enhance understanding of vocabulary teaching methods This research is expected to assist BA students, particularly those majoring in English, and lecturers in developing effective strategies for incorporating games into vocabulary learning and teaching.

Participating in this project involves minimal risks, such as potential discomfort when answering interview questions and the inconvenience of having me present in your classrooms.

You are not obligated to answer any interview questions that make you uncomfortable To ensure minimal disruption to your teaching, I will discuss all observation activities with you in advance These activities will be meticulously planned to respect your daily routines and will only proceed with your consent.

All information collected from interviews and classroom observations will be kept confidential, with no individual names required in the responses If names are mentioned, they will be replaced with pseudonyms and codes during transcription and analysis Participants will receive a copy of their interview transcription for verification prior to its use in the project Only the researcher will have access to the audio recordings, which will be destroyed at the project's conclusion Participants may request to stop the recording at any time and can also ask for the recordings to be returned If a participant decides to withdraw, any identifiable information collected will be destroyed upon request.

All data gathered will remain anonymous and will solely be utilized for this study The university's name will not be disclosed in any publications resulting from this data collection Additionally, the data will be securely stored and accessed only by the researcher for the specific purposes of this project.

We would like to ask you to sign a written consent form (enclosed) to confirm your agreement to participate

Questions / further information about the project:

If have any questions or require any further information please contact me:

Thank you for helping with this research project Please keep this sheet for your information

Consent form for research project -Teacher’s interview and classroom observation-

Hoang Thi Mai maihoang100800@gmail.com

By signing below, you are indicating that you:

• Have read and understood the information document regarding this project

• Have had any questions answered to your satisfaction

• Understand that if you have any additional questions you can contact the research team

• Understand that you are free to withdraw at any time, without comment or penalty

• Understand that the project will include:

• Observations of my activities online classes

• Agree to participate in the project

Please return this sheet to the investigator

• Background questions on teacher’s age, the name of the Center,

• What kind of classes do you teach at Apollo ?

• How long have you been working at Apollo ?

2 The definition of educational games in teaching

Using games in teaching English can be an effective method that not only entertains but also enhances children's language skills Incorporating games into lessons supports engagement and motivation, making learning more enjoyable and interactive Ultimately, the use of games in education serves to improve students' proficiency while fostering a positive learning environment.

3 Perception of teacher in using games to teach vocabulary to young learners

• What are the benefits of using games in teaching vocabulary?

Probe: -What benefits do your students gain when learning vocabulary through games?

• Do you prefer using games in teaching vocabulary? Why/ Why not?

• What difficulties have you experienced when using games to teach vocabulary? If yes, what are the difficulties?

Probe:- Do you have an increased workload when preparing vocabulary games along with preparing new lessons, marking for students?

-Is the supporting tool: Internet, … useful for you to create vocabulary games?

-Do you think it is hard to explain some rules of the game for your students?

-Which challenges do you think come from teachers themselves? For example, do you think that you have sufficient skills to create good/ suitable games for students?

• How do you encourage your students to take part in playing vocabulary games ?

Probe:- What do you do to set up a game in your lessons?

-What do you do to encourage students to join the game online?

• What factors facilitate or hinder your use of this method?

Probe:- Do your students participate in your vocabulary games enthusiastically?

-Is it a disadvantage if you do not employ educational games to teach vocabulary?

• Why do you often use games to teach vocabulary to your students?

• Do you usually use games as a tool for teaching vocabulary? If yes, how? /If no, Why not?

• Do you have problems when using “that game”? If yes, what?

• Do you think your student can memorize the new words easily after playing games? Why?

Time and date: Teacher: Class:

- How to analyze the rule of games

- How do students take part in games ?

- How do teachers interact with students through games?

HQC VItN NGAN HANG D{>c I~p - T1_1ã do - H~nh phuc

Ha N(Ji, ngay 25 thcing 05 niim 2022

NH~N XET CUA GIANG VIEN HU'ONG DAN

H9 va ten: Hoang Qu6c Thinh

Trinh d9, chuc danh khoa h9c: Ti~n si Don vi cong tac: Khoa Ngo~i ngfr

Hucmg dfin sinh vien: Hoang Thi Mai Lap: 21AATCA

Ma sd sinh vien: 21A7510095 Nganh: Ngon ngfr Anh

Tend~ tai hu6ng dful: Teacher's perception and practice toward using games in teaching vocabulary to students at Apollo English Center