INTRODUCTION
Rationale of the study
Effective communication occurs through various means, including body language, gestures, and verbal language, with the latter being the most crucial Verbal communication skills, particularly speaking, are essential in language learning, as they are often deemed the most significant among the four primary skills: listening, speaking, reading, and writing (Ur, 2000: 120) However, students and educators tend to focus more on writing, reading, and listening due to the demands of high school graduation exams, which emphasize grammar and vocabulary Consequently, when students transition to higher education, they often find mastering speaking skills to be a significant challenge.
As an English teacher with five years of experience, I have observed that many students struggle during speaking lessons, often becoming speechless or hesitant to communicate in English, despite their proficiency in other skills This challenge is not unexpected, as the effectiveness of classroom learning engagement is shaped not only by students' cognitive abilities but also by intricate motivational and emotional factors (Kubanyiova, 2006).
Learning a foreign language is most effective in a fun and relaxed environment, where students have ample opportunities for real-world communication Incorporating language games into foreign language teaching significantly enhances student engagement and motivation, while also providing teachers with a practical context for language use These games encourage learners to actively listen, speak, read, and write, fostering essential language skills In Vietnam, speaking is often the most challenging skill for students, which is why this study focuses on the impact of language games specifically on English speaking skills among non-major first-year students at a college in Bac Ninh Province.
The aims of the study
The study aims at improving students‟ motivation in speaking lessons at Viet Nhat College of Foreign Languages and Technology through using language games
To attain this aim, the following objectives need to be accomplished in the research:
- revealing factors that discourage students from taking part in speaking lessons and the factors that bring their low motivation in speaking class, and
- examining language games applied during speaking classes to enhance the students‟ participation and interest in speaking activities and measuring the effectiveness of language games by using action research.
Research question
At Viet Nhat College of Foreign Languages and Technology, the teaching and learning of English speaking skills face significant challenges This action research aims to explore effective strategies for enhancing these skills through the application of language games, guided by established principles The primary focus is to identify solutions that improve student engagement and proficiency in English speaking.
How effective are language games in increasing students’ motivation in speaking lessons?
Significance of the study
This study aims to highlight the importance of speaking skills for teachers at Viet Nhat College and to demonstrate how language games can enhance students' speaking abilities By understanding these impacts, educators can dedicate more time and effort to making speaking lessons more effective Additionally, students will discover appropriate strategies to improve their speaking skills.
This study aims to enhance English language teachers' understanding of the impact of games on student motivation during speaking lessons Additionally, it provides recommendations for effectively integrating language games throughout all stages of teaching speaking.
- Practical implications: The study provides language teachers and language learners many types of language games used at every stage of the Lifeline – Elementary textbook.
Scope of the study
This research, conducted at Viet Nhat College of Foreign Languages and Technology in Que Vo district, Bac Ninh province, focuses on the impact of language games on boosting motivation for oral performance among students.
The study involves 52 first-year non-major English students from Korean 1 and Chinese 1 classes, who are likely unfamiliar with their new learning environment and instructors after graduating high school By examining the impact of language games on speaking skills, this research aims to provide valuable insights for both students and teachers, enhancing the effectiveness of speaking instruction.
Methods of the study
This study employs a quantitative research method, utilizing questionnaire surveys, pre-tests, post-tests, and class observations as data collection instruments The questionnaire, which includes multiple-choice and open-ended questions, is administered to 52 students enrolled in Korean 1 and Chinese 1 courses at Viet Nhat College of Foreign Languages and Technology Additionally, class observations are conducted to gather further insights into the changes in student motivation resulting from the implementation of language games.
Design of the thesis
There are five chapters in this study They are presented as follows:
Chapter 1: Introduction – presents the rationale for choosing the topic, the aims, the significance, scope of the study, and the research questions
Chapter 2: Literature review – provides concepts relevant to the study such as theoretical background of speaking, language games and motivation Furthermore, the findings of the previous studies are also mentioned in this chapter
Chapter 3: Methodology –presents the subjects of the study and research instruments with the aims to collect data Specifically, questionnaire and class observations are used as the tools to collect data
Chapter 4: Results and Discussion – presents data analysis and discusses the results obtained from the data In addition, some strategies for students and teachers to apply effectively language games in speaking classes are also discussed in this chapter
Chapter 5: Conclusion – recapitulates what has been studied, points out limitations of the study and makes some suggestions for further research.
LITERATURE REVIEW
General issues
Speaking is a crucial skill for students learning English, as it involves conveying information and expressing thoughts and feelings through spoken language According to the Oxford Pocket Dictionary of Current English, speaking reflects the accuracy of statements and the speaker's perspective Additionally, the Collins Cobuild English for Advanced Learners defines speaking as activities that encompass giving speeches and talks to communicate opinions effectively.
Speaking is an interactive process of constructing meaning that involves both producing and processing information, as highlighted by Burns & Joyce (1997) and Brown (1994) It encompasses the ability to articulate sounds and words to express thoughts, ideas, and feelings (Tarigan, 1990) Despite its reliance on ordinary language, the complexity of speaking requires mastery of vocabulary, pronunciation, grammar, and fluency Therefore, achieving proficiency in these components is essential for learners, making speaking a vital tool for effective social interaction and communication.
In social contexts, individuals who can speak are more likely to assume social roles compared to those who cannot Speaking is crucial in language learning, as it distinguishes language proficiency among the four key skills: listening, reading, speaking, and writing According to Pattison (1992), the ability to speak a language is often what people refer to when they claim to know or learn a language Therefore, speaking should receive greater emphasis than writing, as learners need to communicate confidently to perform basic transactions effectively.
Byrne (1988) distinguishes three following phrases to develop learners‟ oral ability: the presentation phrase, the practice phrase and the production phrase
During the presentation phase of learning, teachers play a crucial role as the primary source of information, while students primarily engage by observing and listening This phase typically involves students passively receiving knowledge, with limited opportunities for active participation At the conclusion of this phase, students may be invited to practice through role-playing or dramatizing dialogues, as well as discussing key takeaways from prose based on prior responses.
During the practice phase, learners engage actively in speaking through controlled and guided activities aimed at enhancing their vocabulary, grammar, and fluency They respond to the teacher's guided questions and collaborate with peers to explore new ideas related to the topic According to Ur (1996), to boost learners' speaking fluency, teachers should ensure that students are fully attentive, that the target language is clearly articulated and repeated, that learners grasp the meaning of new material, and that short-term memory of the content is established for future reference in the lesson.
In the final phase of learning to speak English, known as the production phase, learners are encouraged to communicate freely in real-life situations without relying on their teacher's assistance This phase includes various activities such as individual, pair, and group work, with pair and group activities being particularly effective as they allow all learners to engage in conversations, boosting their confidence and motivation Additionally, this collaborative approach can significantly save time To enhance speaking skills, it's crucial to follow a structured process, although challenges such as time constraints, learner types, and available materials may hinder implementation.
2.1.4 Characteristics of a successful speaking activity
There are many characteristics of a successful speaking activity which are introduced by Ur (1996) as follows:
In educational settings, it is essential for learners to engage in conversation, as a significant portion of the allotted time should be dedicated to learner talk While it may seem evident, it is common for teachers to dominate discussions, leading to lengthy periods of teacher talk and pauses Prioritizing student dialogue enhances the learning experience and fosters better communication skills.
- Participation is even: Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak and contributions are fairly evenly distributed
High motivation among learners drives their eagerness to speak, fueled by their interest in the topic and the desire to share new insights or contribute to achieving specific task objectives.
- Language is of an acceptable level: Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy
Despite the ideal criteria for classroom activities, few successfully meet all these standards Consequently, language teachers must strive to implement a diverse range of effective techniques to fulfill these essential criteria.
According to Ur (1996), there still exist some problems with speaking activities as follows:
Speaking in a foreign language often poses challenges for learners, as it demands real-time interaction with an audience Many students feel inhibited in the classroom due to fears of making mistakes, facing criticism, or losing face, which can lead to shyness and reluctance to participate.
Many learners struggle to find motivation to express themselves, often feeling pressured to speak despite having nothing to say This lack of inspiration leads to frustration, as they grapple with the guilt of not participating in conversations.
In large group discussions, low or uneven participation can hinder effective communication, as only one participant can speak at a time to be heard This often results in limited speaking time for each individual, exacerbated by certain learners dominating the conversation while others contribute minimally or remain silent.
In classrooms where students share a common mother tongue, they often prefer to communicate in that language This tendency arises because using their native language feels more comfortable and natural, making it easier for them to express themselves Additionally, speaking in a foreign language can feel unnatural, leading to a preference for their mother tongue during interactions.
When individuals converse in their native language, it becomes challenging for certain classes, especially those that are less disciplined or motivated, to adhere to the target language, particularly in small group settings.
In order for the learners to develop their communicative skills, it is advised that the language teachers should help the learners to overcome these problems with speaking activities
According to Webster (1977) believes “motivation in the act or process of motivating or is the condition of being motivated Whereas, Harmer (1983),
Motivation is an internal drive that propels individuals to pursue specific actions and achieve their goals It can be categorized as intrinsic or extrinsic and, while commonly associated with humans, it can also apply to animal behavior This study focuses on human motivation, which is often rooted in the need to minimize pain and maximize pleasure, as well as fulfilling specific needs like nourishment and rest Additionally, motivation may stem from deeper reasons such as altruism, selfishness, morality, or the instinct to avoid mortality It is important to distinguish motivation from related concepts like volition, optimism, and emotion.
In short, motivation can be briefly defined as the students‟ desire and need to learn, the driving force that make him work hard, pay attention to his learning
2.2.2 The role of motivation in Foreign Languages learning
METHODOLOGY
Description of the context of the research
3.1.1 An overview of Viet Nhat College of Foreign Languages and Technology
Viet Nhat College of Foreign Languages and Technology is situated in the Que Vo district, close to Bac Ninh city, and serves a student body of 1,052 across 39 classes, from first to third year The college employs a dedicated teaching staff of 42, offering 32 compulsory subjects, including English, which is taught by five experienced instructors with a minimum of three years of teaching experience.
3.1.2 The teaching program and materials
At Viet Nhat College, General English is one of the compulsory subjects in the curriculum The syllabus and the textbooks for General English including
Lifelines –Elementary” and Lifelines – Pre-intermediate by Tom Hutchinson are suggested by the Ministry of Education and Training
Lifelines – Elementary is the current text book used for teaching and learning
The General English curriculum for first-year students consists of two semesters, totaling 150 periods, with five 50-minute sessions each week.
The textbooks adopt a theme-based approach, featuring 24 units, each centered around a specific theme Each unit encompasses five components: Grammar, Vocabulary, Reading and Writing, Listening and Speaking, and Pronunciation However, the Speaking component is minimally emphasized, and college instructors often neglect to incorporate language games for teaching speaking skills.
3.1.3 Current situation of teaching and learning speaking skills at Viet Nhat College of Foreign Languages and Technology
It is said that students and teachers in high school pay more attention to other
High school students often prioritize writing, reading, and listening skills over speaking due to the focus on grammar and vocabulary in graduation exams This emphasis creates challenges for students when they transition to college, where speaking skills become essential Teachers frequently struggle to effectively implement their lessons, as individual assessments are difficult to conduct, hindering the evaluation of teaching methods Additionally, the diverse proficiency levels among students complicate lesson planning Many students at Viet Nhat College of Languages and Technology enter with limited English knowledge, as it is not their major or a requirement for university entrance, leading to a lack of motivation and interest in improving their speaking abilities.
Action research
3.2.1 What is an action research?
Action research, as defined by Mills (2003), is a systematic inquiry carried out by teacher researchers to collect information about their school's operations, teaching methods, and student learning The primary aim is to gain insights, enhance reflective practices, implement positive changes in the school environment and educational practices, ultimately leading to improved student outcomes.
Action research, as defined by Kemmis and McTaggart (1988), is characterized by being practitioner-led, collaborative, and focused on initiating change This approach is particularly beneficial for teacher professional development, enabling educators to enhance their teaching practices by identifying and addressing their challenges through a scientific methodology.
3.2.2 Rationale for the use of an action research
Action research empowers teachers to enhance specific aspects of their teaching practices within a defined timeframe, fostering opportunities for reflection and planning The primary objective of this research, conducted by an English teacher during the first semester of the 2018-2019 school year, was to address a significant issue in her speaking class where student engagement was low, and many exhibited poor speaking performance The study aimed to determine whether language games could effectively stimulate students' speaking abilities and encourage greater participation during lessons.
This research was conducted in my classroom to enhance professional development by modifying my teaching methods, with the goal of boosting student motivation and improving their performance in English.
To carry out this study, an action research is chosen by the researcher This action research is implemented basing on the 7 steps proposed by Nunan (1992) as follows:
Step 1 Problem identification–identifying the problems (week 1 and week 2):
The researcher conducted a pre-test to evaluate the speaking abilities of students at Viet Nhat College of Languages and Technology With five years of teaching experience, she observed that the scores were significantly low, highlighting a common issue across all speaking classes Many students displayed a lack of interest in speaking, often remaining silent throughout lessons As a result, the assessment was deemed ineffective, failing to motivate both active and passive learners.
Step 2 Preliminary investigation –collecting data through a variety of means (week 3 and week 4): The researcher gave students pre-task survey questionnaire to find out the causes of low participation and motivation, what teaching method is most likely to suit them After defining the difficulties encountered when students join speaking classes, which are low, uneven participation among group members and poor cooperation, she then introduced the language games to solve these problems
Step 3 Hypothesis –developing research questions: The researcher conducted classroom observation and had some discussion with students about the reasons for ineffective learning of speaking in order to form the hypothesis of the study basing on the initial data collected: applying language games in motivating non-major English first year students in speaking lessons The research questions then were set up, followed by the theoretical background for the study
Step 4 Intervention – devising strategies and innovation to be implemented (From week 5 to week 10): Based on the analysis of the data collected from Questionnaire 1, the researcher wrote the lesson plans and prepared for plan implementation Speaking lesson plans for unit 5 (lesson 3), 6(lesson 4),7(lesson 5),8(lesson 6),9(lesson 7), and 10(lesson 8) were designed In these speaking lessons, language games were used as a main technique to motivate the students to speak
Sample games used in teaching speaking
Warm-up activities are brief and engaging games that teachers use to prepare students for new lessons These activities aim to energize and stimulate students' minds, enhancing their readiness to learn Ideally, warm-ups should last between three to five minutes, providing an effective transition into the main lesson.
Type of games: Matching games Classroom management: Group work Material: Pictures and card Time: 5 minutes
In a dynamic classroom activity, the teacher organizes students into groups of four or five, providing each with pictures and name cards of various leisure activities The groups compete to swiftly match the activities with their corresponding names, with the first team to finish correctly declared the winner Following the competition, the teacher engages the students by asking about their preferences for leisure activities, encouraging them to share which activities they enjoy most.
Card 1: go swimming Card 2: go fishing Card 3: play cards Card 4: listen to music Card 4: go out with friends Card 5: go skating
Card 6: go shopping Card 7: surf on the Internet Card 8: sleep
Card 9: reading books Card 10: watch films on YouTube
Type of games: Sorting, ordering or arranging games Material: energy posters and hand out
Class management: Pair work Time: 5 minutes
The teacher instructs students to collaborate in pairs, providing them with posters displayed on the blackboard or distributed as handouts Students are then tasked with matching daily activities to the corresponding images.
The pre-speaking stage is essential for preparing students to speak effectively, lasting between five to fifteen minutes based on the lesson's needs This phase focuses on equipping students with the necessary tools for speaking, encouraging thought and reflection, and allowing them to plan and organize their ideas before engaging in conversation.
Type of games: Labeling game Class management: Whole class Material: Picture Time: 5 minutes
The teacher presents a collection of images depicting various rooms, including the living room, bedroom, bathroom, and kitchen Students are tasked with matching these pictures to corresponding name cards Following this activity, they are encouraged to describe the different rooms in a house, enhancing their vocabulary and speaking skills.
What do you often do at the living room/bedroom/bathroom/kitchen?
What do you have in your living room/bedroom/bathroom/kitchen?
Type of games: Guessing games Class management: Group work Material: Pens, paper Time: 5-7 minutes
In a classroom activity, the teacher splits students into two groups, A and B, and explains the game rules One member from each group stands facing away from the board, where the teacher writes a previously learned action word or expression The other students in each group must use actions, facial expressions, and sounds to help their representative guess the word The first student to correctly identify the word earns a point for their group Students take turns as representatives, and after several rounds, the group with the highest score wins.
The main phase of a speaking lesson involves students utilizing language input from the pre-speaking stage to articulate their personal feelings, ideas, and viewpoints During this time, they engage in conversations, discussions, and storytelling about various events This stage typically lasts between twenty to thirty minutes, allowing ample opportunity for students to practice and refine their speaking skills.
Type of games: Role-play Class management: Group work Material: handouts Time 15 minutes
Description of the research
This action research involves 52 first-year non-major English students from two classes, Korean 1 and Chinese 1, who may be unfamiliar with their new learning environment and teachers after transitioning from high school The study aims to assess the impact of language games on speaking skills, providing valuable insights for both students and teachers to enhance the learning and teaching process in speaking.
The participants have 2 English classes a week, one lasts for 3 periods and the other, last for 2 periods The textbook for their first course of general English is Lifelines –
The researcher employs a quantitative method for data collection, utilizing questionnaire surveys, class observations, and pre-test and post-test assessments The questionnaire includes multiple-choice and open-ended questions, administered to 52 students enrolled in Korean 1 and Chinese 1 at Viet Nhat College of Foreign Languages and Technology Additionally, class observations are conducted to gather further insights into the changes in student behavior and performance.
„motivation during the application of language games
To gather accurate and dependable data for analysis, the researcher distributed anonymous survey questionnaires to students at the end of the semester, following a series of structured speaking lessons involving language games These questionnaires aimed to assess students' preferences for the language games, serving as an effective and time-efficient tool for collecting feedback without compromising student confidentiality.
In the first week of the research, a pre-intervention survey questionnaire was administered to 52 students to assess their attitudes towards speaking skills, motivation, learning styles, anxiety during speaking lessons, reasons for learning English, and factors contributing to their reluctance to speak English in the classroom The findings from this questionnaire provided valuable insights into the underlying reasons for students' low motivation and participation in speaking classes.
+ Post-intervention survey questionnaire(see Appendix2)
The researcher utilized a questionnaire to assess students' attitudes towards speaking skills and their evaluation of teaching methods after six weeks of implementing language games in speaking classes This included students' opinions on the appropriateness of the language games, their level of participation in recent lessons, and the overall effectiveness of these games Prior to completing the questionnaires, the researcher dedicated 15 minutes to guide the students in answering and clarifying any difficult terms, ensuring that they fully understood the questions.
Class observation serves as a vital data collection method for this research Observations were carried out in Korean 1 and Chinese 1 classes during the first semester of the 2018-2019 academic year.
Field notes, which are detailed and non-judgmental descriptions of observations, are crucial for recording data in educational research The observation form utilized to assess student participation and on-task behavior was developed by Peacock in 1997 The researcher conducted all observations independently, monitoring all six tables in the classroom during each lesson To ensure clarity, the researcher created a structured observation sheet outlining the research objectives and keys for data interpretation.
Observations were carried out both prior to and following the intervention, allowing the researcher to compare and analyze data from observation sheets This analysis highlighted the differences between pre-treatment and post-treatment results, enabling the researcher to conclude the extent of improvement in students' speaking skills and their increased motivation in the speaking class.
To evaluate the effectiveness of language games, individual scores from pre-speaking tests were recorded before the intervention, followed by post-speaking tests conducted after the implementation of the games This pre-test and post-test approach aimed to provide a clear comparison of students' speaking abilities before and after the intervention.
+ Pre- test is used to establish a base of the subjects‟ speaking which was used as a covariance in the statistical analysis of post-test result
The post-test serves to assess whether the initial cohort retains its gains or continues to progress, as well as to determine if the second cohort achieves similar improvements to the experimental group By comparing post-test scores with pre-test scores, researchers can identify any statistically significant differences, which are crucial for accepting or rejecting the research hypothesis.
+ Pre-test and Post- test samples :
The researcher distributed small pieces of paper containing speaking card numbers, prompting students to respond to the questions associated with those cards.
Part I: Introduce yourself Part II: Answer some general questions such as: Can you play a musical instrument?
Do you play any sports?
Part III: Topic Talk about the person you like most in your family
Part I: Introduce yourself Part II: Answer some general questions such as: What do you do in your spare time? What are you good at?
Part III: Topic Talk about your hobbies
The data collected from the classroom observation was analyzed to find out the frequency of participation of each student in every activity
The second observation sheet included various interaction categories designed to assess participation and motivation during language games Qualitative analysis of the questionnaires revealed significant improvements in students' speaking skills as a result of engaging in these games.
The changes towards greater participation and motivation of the students can be easily seen in the tables which were made from the collected observation forms of activities
The study examined students' reflections on language games used in speaking lessons, focusing on their participation, motivation, and the enhancement of their speaking skills The findings highlight the positive impact of language games on student engagement and skill development.
DATA ANALYSIS AND DISCUSSION
Data collected from preliminary investigation stage- Questionnaire 1
4.1.1 Students’ attitude towards the speaking skill and the causes of students’ low motivation in speaking classes
Table 1: Students’ attitude towards speaking skill
1 How significant is English speaking skill to you?
2 How often are you reluctant to speak English in the classroom?
D I only speak when the teacher tell me to do this 9.6 The information about students „attitude towards speaking skill can be found in Table 1 As can be seen 80.6% of the students claim that speaking skill is important to them while 19.2% think that speaking skill is slightly important It is clearly seen that students have high attitude towards speaking skill
Nevertheless, most of them feel reluctant to speak English in class 90.4% of the students always feel unwilling to speak English in class Among these students,
A significant number of students exhibit reluctance to participate in speaking activities, with 18 students consistently hesitant, 19 frequently unwilling, and 10 occasionally reluctant to speak Only 5 students reported that they speak when prompted by the teacher These statistics highlight a concerning trend of high unwillingness among students in speaking classes.
It can be concluded that most of the students consider English speaking is very important
Despite the importance of speaking activities in class, a limited number of students are eager to engage in them To understand the underlying reasons for this reluctance, we need to examine the responses to questions 3, 4, and 5 in Questionnaire 1.
Table 2: Students’ motivation, learning styles, anxiety in speaking lessons
Question 3 3 What are you likely to do in English speaking class?
(You can choose more than one response)
A Keeping silent all the time 23.1
C Volunteering to answer as much as possible 7.7
D Knowing the answer but too shy to volunteer 55.8
E Speaking something when the teacher asks me 73.1
G Speaking when you feel like 61.5
I Speaking to enhance my communication skill 21.1 When asked to talk about what students are likely to do in a speaking lesson, 23.1% said that they kept silent all the time so as not to disturb the others Most of the students (76.9 and 73.1%) claimed that they only answered the simple questions and only spoke when being asked by the teacher 29(55.8%) out of 52 students admitted that they know the answer, but they were too shy to volunteer 30 students used mother tongue in speaking lessons The lowest percentage of the respondents (7.7%) was seen volunteer to speak as much as possible, while 67.3% said that they wanted to enhance their communication skill through speaking activities These figures show that the students‟ poor motivation, passive learning, and anxiety make a big influence on speaking outcome
Question 4 What are your reasons for learning English speaking?
Chart 1: Students’ reasons for learning English
A English is essential for my future career
B It is obligatory to study English speaking at our school
C I find it interesting to learn speaking English
D I want to communicate in English
In a survey of 52 students, only 14 expressed a liking for English speaking skills, while the same number desired the ability to communicate in English However, a significant 31 students recognized the importance of English speaking for their future careers.
A survey of 32 students revealed that many learn English primarily due to its mandatory status in schools While some recognize the importance of English for their future careers, the majority study the language solely because it is a compulsory subject.
Question 5 What factors make you unvoluntary to speak English in the classroom ?
Chart 2: Factors that make students involuntary to speak English in the classroom
A Being not interested in English speaking
B Learning target is for tests (not for communication)
C Being afraid of losing face with my classmates
E Not receiving enough enthusiasm from the teacher in English speaking class
F Not having anything to say
G Having stressful atmosphere in speaking lessons
J There is nothing that stimulates me to speak
The researcher sought to identify the factors contributing to students' low motivation in speaking English by asking, "What factors make you reluctant to speak English in the classroom?" A significant number of students, specifically 35, reported a lack of stimulation to engage in speaking activities, alongside experiencing a stressful atmosphere during speaking lessons.
A survey revealed that 34 students felt shy during English speaking lessons, with 32 attributing their shyness to boring teaching methods Additionally, 30 students indicated a lack of interest in speaking English, while others noted that their learning goals were primarily focused on passing tests rather than enhancing communication skills Factors such as fear of losing face among classmates and a limited vocabulary were also mentioned by 20 and 25 students, respectively Only 3 students criticized their peers for lacking enthusiasm, while 15 students admitted to having nothing to contribute during speaking activities.
The results from Questionnaire 1 highlight key insights into student motivation for learning English speaking A significant number of students are motivated to improve their speaking skills due to upcoming semester assessments, and over half recognize the importance of English speaking However, many express reluctance to participate in speaking activities, primarily due to a lack of stimulating factors, a stressful classroom environment, and uninspiring teaching methods These findings are crucial as they support the hypothesis that incorporating language games could enhance student motivation in speaking lessons, guiding future interventions.
Intervention
The intervention was conducted with the target of testing the hypothesis mentioned above, then comes to an answer to the question:
- How effective are language games in increasing students’ motivation in speaking lessons?
Data from the intervention stage
The implementation of language games was evaluated through an observation sheet (Appendix 3) to assess student motivation and participation Additionally, students' feedback on the use of language games was gathered using Questionnaire 2.
4.3.1 Data collected from observation sheet
Observation sheet looks at overall class motivation The data can be seen in Chart 3 and Appendix 3 and Appendix 4
Chart 3: Observation sheet that looks at overall class motivation
The results indicate that students were highly engaged in the lessons, finding the activities enjoyable and interesting Their attention was particularly focused on speaking activities, demonstrating a high level of concentration Crucially, the teacher's organization of these speaking activities was well-suited to the students' needs.
Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8
4.3.2 Data collected from the questionaire 2
Following the implementation of information gap activities, the researcher conducted a survey with 52 students to assess their attitudes towards language games and evaluate the effectiveness of these games in the classroom setting.
Question 1 : Are the games easy to apply?
Chart 4: Students’ evaluation on how easy the language games are
The pie chart indicates that 78.9% of students found it easy to apply the games, while 15.4% experienced some difficulty, and only 5.7% found it challenging This suggests that students generally grasped how to implement the activities effectively Additionally, the information provided in the handouts positively influenced student understanding, and working in pairs allowed them to assist each other in completing the tasks.
Question 2: Are the games appropriate to your level?
Chart 5: Students’s evaluation on how appropriate the language games are
Very difficult Difficult Not very easy Easy
Rather appropriate appropriate Very appropriate
A significant 96.2% of students believe that language games are well-suited to their proficiency levels, which has greatly enhanced their motivation to participate in speaking activities during class.
Question3 Do you like language games given by your teacher during the speaking lessons?
Chart 6: Students’ feeling on how much they like the language games
A recent survey revealed that 57% of students expressed a strong liking for the games provided by their teacher, while 32.8% found them acceptable Notably, only 9.5% of students remained indifferent, and none reported a negative impression of the games This positive feedback brings considerable joy and excitement to the researcher.
Question 4 What do you do during language games application?
Chart 7: Students’ level of participation in recent speaking lessons
I like them very much They are Ok
I don’t like them at all
Involve the games only when being asked
Taking part in the games only when feeling interested
Do not join the games
A notable 76.9% of students actively participated in the games, while 15.4% engaged only when prompted, and 7.7% joined when they felt interested The high level of interest in the games indicates that they are engaging enough that no student declined to participate.
Question 5 How do you feel after playing the games?
Chart 8: Students’ feeling after playing the games
The research findings are highly encouraging, revealing that 77% of students experience increased motivation in speaking lessons after participating in games Additionally, 19.2% of students who do not feel motivated still find the games to be a relaxing experience, while only 3.8% of students remain indifferent.
Question 6 How motivating do language games bring to you?
Chart 9: Students’ level of motivation in recent speaking lessons
Not motivating Slightly motivating Rather motivating Very motivating
This chart is easily understood after the researcher collects the result in question number 6
Out of 52 students, 35 report feeling highly motivated and eager to participate in additional activities during lessons Meanwhile, 12 students find the games somewhat motivating, and 5 feel only slightly motivated Notably, the researcher has identified no students who are unmotivated after the games, marking a significant achievement in fostering engagement.
Question 7 In your opinion, is the use of language games to motivate students in speaking lessons effective?
Chart 10: Students’ evaluation of the effectiveness of language games
Although no student feels unmotivated after the game, there is still 3.9% of them said that the use of language games in the speaking lesson is ineffective
Question 8 What are the benefits of language games to your speaking skill?
Chart 11: Students’ ideas on the benefits of language games
Language games reduce my anxiety and shyness during the lessons
Language games bring me more chance to speak
Language games make speaking lesson less difficult
Language games make speaking lessons more enjoyable and fun
According to the chart, 52 students believe that language games enhance the enjoyment and fun of speaking lessons Slightly fewer, 48 students feel that these games help reduce anxiety and shyness during lessons Additionally, 40 students think that language games provide more opportunities to speak, while a smaller group of 20 students indicates that these games make speaking lessons less challenging.
Question 9 The use of language games in speaking lessons is not effective, what do you think the reasons are? (Please specify some)
Two students expressed their views on the effectiveness of language games in speaking lessons, finding them lacking One student preferred not to participate, opting instead to remain seated at their table, while the other believed that language games should be limited to vocabulary acquisition rather than developing speaking skills.
Question 10 What stage(s) the teacher should apply the language games?
Chart 12: Students’ desires on what stages language games should be applied
Warm ups Pre-speaking While- speaking Post- speaking
A significant 67.3% of students prefer to engage in games at the beginning of lessons, while the interest in playing games at various stages of the speaking process—pre-speaking (11.5%), while-speaking (7.7%), post-speaking (9.7%), and any stage (3.8%)—shows relatively minor differences among the groups.
Question 11 What should the teacher do to make the application of language games more effective?
Chart 13: Students’ suggestions on What the teacher should do to make the application of language games more effective
A Teachers should explain and give a demonstration of what to do to students clearly and understandably
B Teachers should make use of a variety of language games
C Teachers should exploit the language games which are suitable for students’ level
A comprehensive study involving 52 students revealed that 100% believe teachers must clearly explain and demonstrate language games for effective application Additionally, 50 students emphasized the importance of utilizing a variety of language games, while 40 students urged teachers to fully exploit these games to enhance learning experiences.
A B C D which are suitable for students‟ level
Question 12 How often do you wish to take part in language games?
Chart 14: Students’ desire on how often they join the language games
The pie chart illustrates student participation in games, revealing that 61.6% of students always wish to engage, while 23.1% often participate Additionally, 11.5% of students, totaling 6 individuals, sometimes join in the games, and only 3.8%, or 2 students, express no desire to participate at all.
4.3.3 Data collected from the tests 4.3.3.1 Data from the pre-test
The researcher carried out the pre-test at the start of the first semester The participants are 24 students from class Korea 1 and 28 students from class Chinese
1 who had the same test designed by the researcher The result was stated in the following table
Students of class Korea 1 Result of pre-tests Students of class
Chinese 1 Result of pre-tests
The analysis of the data reveals that the average score for students in Class Korea 1 is 5.5, while Class Chinese 1 has a slightly higher average score of 5.54 These findings indicate that the speaking skills of both classes in the pre-tests are comparable and relatively low.
3.3.3.2 Data from the post-test
CONCLUSION
Main findings
A study conducted in the Korea 1 and Chinese 1 classes at Viet Nhat College of Languages and Technology revealed that the use of language games significantly enhances student participation and motivation during speaking tasks The findings highlight the positive impact of interactive learning methods on student engagement.
Students in speaking classes often enjoy participating in language games, which serve as a natural incentive for reviewing learned material and acquiring new knowledge in an engaging way These games create a relaxed atmosphere, facilitating genuine language acquisition as learners apply previously practiced skills When teachers introduce these games, students are eager to join in, highlighting the effectiveness of language games as a motivational tool in speaking classes.
The comparison of data from pre-task and post-task survey questionnaires revealed that students are more interested and engaged in speaking classes when language games are utilized These games foster a fun learning environment, significantly boosting students' enthusiasm for learning and encouraging active participation in class Consequently, language games serve as a powerful tool to inspire students to speak more confidently.
Language games significantly enhance student cooperation by requiring collaboration in pairs, groups, or as a whole class to achieve game objectives and maximize points These interactive activities encourage students to engage in discussions and utilize language across various contexts, fostering communication skills Even shy or less confident students are drawn into these games, benefiting from the support of more skilled peers, which helps them build confidence in expressing their opinions Ultimately, these games promote proactivity and autonomy, allowing students to take charge of their communication skills.
This obviously promotes opportunities for communication among students and then improves students‟ speaking skill
Language games offer numerous benefits for users, serving not only as a source of relaxation but also as an effective teaching tool These enjoyable activities help students overcome boredom and foster a love for speaking English By making speaking exercises more accessible, language games reignite students' interest in conversation Additionally, they reduce shyness and anxiety, boosting confidence in English speaking Ultimately, language games provide valuable opportunities for students to practice their speaking skills, significantly enhancing motivation in language classes.
In conclusion, the findings indicate that language games serve as an effective teaching technique that enhances student motivation in speaking classes The positive outcomes of this study confirm that these games significantly boost the motivation of first-year non-major English students at Viet Nhat College of Foreign Languages and Technology during speaking lessons.
Recommendations based on the findings
At Viet Nhat College of Languages and Technology, teachers can enhance English speaking lessons by incorporating language games, which serve to motivate students and create a more enjoyable learning environment These interactive games are essential for fostering communication among students, making them a vital method for engaging learners in the classroom.
To effectively motivate students in speaking lessons, teachers should implement language games that are clearly instructed, engaging, and relevant to the learning topic These games must capture students' attention and demonstrate their significance in the learning process, encouraging greater participation in speaking activities.
When selecting language games for teaching speaking skills, teachers must be mindful to choose activities that align with students' interests, learning styles, proficiency levels, and lesson objectives Effective language games yield positive outcomes when integrated with suitable activities that enhance engagement and learning.
5 3 Some suggestions for using games to motivate students in speaking classes
Students often engage in games for enjoyment, while teachers seek compelling justifications for their use in the classroom It is essential for educators to carefully select appropriate games, determine the optimal timing for their implementation, and connect them effectively to the curriculum Additionally, understanding how various games can enhance students' language skills is crucial This article will present strategies for utilizing language games as a motivational tool to encourage student participation in speaking activities.
Incorporating games into foreign language teaching is essential, as they serve not only as engaging warm-up activities but also as effective tools for maximizing learning during any available time at the end of lessons.
It is suggested that games be used at all stages of the lesson, provided that they are suitable and carefully chosen
Games serve multiple functions within the language curriculum, lacking fixed stages for their implementation Traditionally, they have been utilized as warm-ups at the start of classes, time-fillers towards the end, or as occasional enhancements to introduce variety More significantly, games can play a vital role in enriching the language learning experience, forming a substantial component of the curriculum.
+ Timing: The teachers need to estimate the time of game before running a game
Games should have a duration of five to twenty minutes, encompassing preparation, presentation, gameplay, and post-game activities To maintain student engagement, it's crucial to avoid lengthy game sessions, as prolonged play can lead to diminished interest Ideally, games should conclude at their peak to maximize enjoyment and effectiveness.
When incorporating language games into speaking lessons, teachers must consider the difficulty level of the games to ensure they are appropriately challenging without discouraging students It's essential to select games that cater to a diverse range of abilities, allowing both advanced and less confident students to participate Additionally, the games should be relevant to the lesson's content, as their effectiveness diminishes with repetitive use To maintain student engagement and maximize learning, teachers should utilize a variety of language games throughout their lessons.
When initiating a game, it's essential for teachers to clearly explain the rules to students, as this significantly contributes to their success Simply reading the rules or providing a written copy is insufficient; each game requires a thorough introduction that includes a detailed explanation of the rules rather than a mere recitation.
When giving instructions, using a few words in the mother tongue can quickly clarify tasks for students Throwing students into an unfamiliar activity without proper preparation can lead to confusion, requiring teachers to spend additional time addressing issues It is essential for teachers to demonstrate a brief segment of the game, actively using the language or skill it aims to practice, as methodologists suggest that demonstrations are more effective than lengthy explanations Additionally, making the demonstration engaging and lively motivates students to participate in the game.
Effective classroom management can enhance the enjoyment and rewards of language games when executed properly The organization of these games varies significantly based on specific objectives and the type of game being played Some games are designed for pairs or small groups, while others involve teams or the entire class competing against the teacher.
To minimize noise and disruption during pair and group work, students should initially partner with their immediate neighbors This arrangement allows for face-to-face contact and comfortable seating, which significantly enhances the effectiveness of collaborative activities.
5.4 Limitations and suggestions for further research
The research findings, based on a limited sample of only 52 students from Viet Nhat College of Foreign Languages and Technology, are specific to this institution's teaching and learning context To enhance the validity of the results, future studies should involve a larger sample size with similar backgrounds.
Other data collection tools such as: video recorder, journals should be exploited in further research
This study acknowledges that it does not encompass all applications of language games across the four language skills and elements Future research could explore how language games can effectively motivate students in writing, listening, and reading lessons.
Conclusion
After five years of teaching English at Viet Nhat College of Foreign Languages and Technology, the researcher observed a lack of motivation among students in English speaking classes This prompted her to identify issues affecting student participation in speaking lessons Consequently, she aimed to validate these problems and explore effective methods, such as language games, to enhance student motivation and engagement in learning.
The author conducted an experiment to enhance student motivation in speaking English through language games during lessons Initially, the researcher identified the core problem and formulated a hypothesis regarding its cause Classroom observations revealed that students exhibited a lack of interest in speaking lessons, demonstrated poor speaking performance, and were only willing to participate in speaking activities when prompted by the teacher.
The researcher identified the causes of issues in teaching and learning English by conducting a literature review on language games She evaluated the students' speaking competence through a pre-test, gathering data on their performance.
The initial phase of the study revealed poor student participation and low motivation in speaking lessons, identified through a pre-intervention questionnaire and informal discussions The analysis highlighted key factors contributing to this issue, including a lack of stimulating activities, a stressful classroom environment, student shyness, and the teacher's unengaging instructional methods.
The researcher hypothesized that incorporating language games could address issues in her speaking classes To test this theory, she conducted a six-week experiment, integrating language games into her speaking lessons Throughout the intervention, data on student perceptions of the teacher's language game techniques were gathered using a post-intervention questionnaire, a post-test, and class observations.
In the final phase of the study, the researcher assessed the impact of the intervention through data analysis The findings revealed that the students demonstrated a heightened interest in the language games utilized during speaking classes, leading to significant improvements in their participation and learning motivation.
This research demonstrated significant results in using language games to motivate first-year non-major English students at Viet Nhat College of Foreign Languages and Technology However, limitations such as small participation and restricted intervention time were identified In the next cycle of action research, the researcher plans to broaden participation by implementing language games in additional classes to evaluate if similar outcomes can be achieved Additionally, the author intends to conduct further action research to examine the effects of language games on students with varying intelligences.
1 Ha Thi Huong Son.(2002) A study on using language games to motivate eleventh form students in Ha Noi in speaking activities Minor thesis, VNU-ULIS,
2 Do Huu Truong (2014) How to motivate the first year students at
Haiphong Polytechnics College in speaking activities Master‟s thesis, VNU-ULIS,
3 Pham Thi Quyen (2006) Using language games to develop speaking skills for 10th students at secondary in Ha noi Minor thesis, VNU-ULIS, Ha Noi
4 Arini Siska Savitri (2013) The use of language games to improve the students’ speaking ability of class VII A of SMP MA’ARIF TERPADU MUNTILAN in the academic year of 2012/2013 Minor thesis,Yogyakarta State University
5 Zemmit Saliha (2015) Using Games as a Strategy to Enhance EFL
Students’ Speaking Skill Minor thesis, Mohamed Kheither University of Biskra
6 Sikapang (1993) Stimulation the students to speak English by using games in the classroom Ujung Pandang
7 Tom Hutchinson, Minh Thu (2011) Life line - Elementary 1 st edition, Culture and Information Pulishers
8 Burns, A., Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research
9 Gardner,R.C.& Lambert,W.E (1972) Attitudes and Motivation: Second
10 Harmer, J (1991).The Practice of English Language Teaching.Longman Group UK Ltd
11 Harmer, J (1999).The Practice of English Language Teaching 2 nd ed,
12 Hymes, D H (1972) “On communicative competence” In: J B Pride and J Holmes (Eds.).Sociolinguistics: Selected Readings Harmondsworth:
13 Rixon, S (1981).How to Use Games in Language Teaching London: Macmillan Publishers
14 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press
15 Ur, P (2000) A Course in Language Teaching Practice and Theory
16 Wright, A., Betteridge, D & Buckly, M (1983).Games for Language
Learning Cambridge: Cambridge University Press
17 Hadfield, J (1987), Elementary Communication Games, UK: Thomas
18 Wright, A.; Betteridge, D & Buckly, M (1983) Games for language learning Cambridge University Press
19 Oxford Pocket Dictionary of Current English, Third Edition Published in 2009
20 Collins Cobuild English for AdvancedLearners, 4th Edition Published in 2007
21 Carrier, M.et al (1985).Take 5 games and activities for language learning UK: Thomas Nelson and Sons
22 Tarigan, Hendri Guntur (1990) Speaking As A Language Skill
23 Kubanyiova (2006) Developing a Motivational Teaching Practice in EFL TeachersinSlovakia: Challenges of Promoting Teacher Change in EFL Contexts Journal Articles
24 Kanfer, R., & Heggestad, E D (1997) Motivational traits and skills: A person-centered approach to work motivation Research in Organizational
25 Bowman, B., Burkart, G., & Robson, B (1989) TEFL/ TESL: Teaching
English as a Second Language USA: Centre of Applied Linguistics
26 Mc Cabe (1992) Language Games to Play with Your Child: EnhacingCommunicationfrom Infancy through Late Childhood New York: Insight
27 Arifin, Azwar (2003) Some Games Used to Teach Vocabulary to young learners TEFL Journal, Volum XIV, Number 2, August 2003
28 Nunan,D (1992).Research Methods in Language learning Cambridge: CUP
29 Pattison,P (1992) Developing Communication Skills Cambridge: CUP
30 Byrne, D.(1988) Teaching oral English: Longman
31 Byrne, D.(1991) Teaching oral English: Longman
32 Rixon, S (1981).How to Use Games in Language Teaching London: Macmillan Publishers
33 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press
34 Ur, P (2000) A Course in Language Teaching Practice and Theory
35 Mill, G.E (2003) Action research: A guide for the teacher researcher
Upper Saddle River, NJ: Merrill, Prentice Hall
36 Kemmis, S & Mc Taggart, R.(Eds) (1988) The action research planner, third edition Victoria: Deakin University
37 John & Liz, S (2000) Lifeline- Elementary Oxford: Oxford University Press
PRE-INTERVENTION SURVEY QUESTIONNAIRE (QUESTIONNAIRE 1)
This questionnaire is designed for my research into motivation in speaking activities in the classroom Your answer is used for research purposes only Thank you for your cooperation
1 How significant is English speaking skill to you?
2 How often are you reluctant to speak English in the classroom?
D I only speak when the teacher tell me to do this
3 What are you likely to do in English speaking class?
(You can choose more than one response)
A Keeping silent all the time
C Volunteering to answer as much as possible
D Knowing the answer but too shy to volunteer
E Speaking something when the teacher asks me
I Speaking to enhance my communication skill
4 What are your reasons for learning English speaking?
(You can choose more than one response)
A English is essential for my future career
B It is obligatory to study English speaking at our school
C I find it interesting to learn speaking English
D I want to communicate in English
5 What factors make you unvoluntary to speak English in the classroom?
(You can choose more than one response)
A Being not interested in English speaking
B Learning target is for tests (not for communication)
C Being afraid of losing face with my classmates
E Not receiving enough enthusiasm from the teacher in English speaking class
F Not having anything to say
G Having stressful atmosphere in speaking lessons
J There is nothing that stimulates me to speak
POST-INTERVENTION SURVEY QUESTIONNAIRE (QUESTIONNAIRE 2)
This questionnaire aims to investigate the impact of language games on motivating first-year non-major English students during speaking lessons at Viet Nhat College of Languages and Technology Your responses will be used solely for research purposes, and all information collected will remain confidential The researcher encourages you to answer the questions accurately and honestly by circling the letters A, B, C, etc., corresponding to your choices.
Thank you for your cooperation
1 Are the games easy to apply?
2 Are the games appropriate to your level?
3 Do you like language games given by your teacher during the speaking lessons?
C I don‟t like them at all
4 What do you do during language games application?
B Involve the games only when being asked
C Taking part in the games only when feeling interested
D Do not join the games
5 How do you feel after playing the games?
6 How motivating do language games bring to you?
7 In your opinion, Is the use of language games to motivate students in speaking lessons effective?
If you choose “yes”, please answer question 8, 10, 11, 12
If you choose “no”, please answer question 9, 10, 11, 12
8 What are the benefits of language games to your speaking skill?
(You can choose more than one response)
A Language games reduce my anxiety and shyness during the lessons
B Language games bring me more chance to speak
C Language games make speaking lesson less difficult
D Language games make speaking lessons more enjoyable and fun
9 The use of language games in speaking lessons is not effective, what do you think the reasons are? (Please specify some)
10 What stage(s) the teacher should apply the language games?
11 What should the teacher do to make the application of language games more effective? (You can choose more than one)
A Teachers should explain and give a demonstration of what to do to students clearly and understandably
B Teachers should make use of a variety of language games
C Teachers should exploit the language games which are suitable for students‟ level
12 How often do you wish to take part in language games?
PHỤ LỤC 1 BẢNG CÂU HỎI ĐIỀU TRA SỐ 1
Bảng câu hỏi này nhằm nghiên cứu động lực học trong việc sử dụng Tiếng Anh trong các giờ học kỹ năng nói Mọi câu trả lời của bạn sẽ chỉ được sử dụng cho mục đích nghiên cứu Xin cảm ơn sự hợp tác của bạn.
1 Kỹ năng nói tiếng Anh có tầm quan trọng như thế nào đối với bạn?
2 Bạn có thường xuyên miễn cưỡng nói tiếng Anh trong lớp học không?
D Tôi chỉ nói khi giáo viên bảo tôi nói
3 Lý do học nói tiếng Anh củabạn là gì?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Tiếng Anh rất cần thiết cho sự nghiệp tương lai của tôi
B Bắt buộc phải học nói tiếng Anh tại trường của chúng tôi
C Tôi thấy thú vị khi học nói tiếng Anh
D Tôi muốn giao tiếp bằng tiếng Anh
4 Bạn có xu hướng làm gì trong lớp học nói tiếng Anh?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Luôn luôn giữ im lặng
B Chỉ trả lời những câu hỏi đơn giản
C Xung phong trả lời càng nhiều càng tốt
D Biết câu trả lời nhưng quá ngại ngùng để xung phong nói
E Nói một vài câu khi giáo viên hỏi tôi
F Sử dụng tiếng mẹ đẻ
G Nói khi tôi cảm thấy thích
I Nói để tăng cường kỹ năng giao tiếp của tôi
5 Yếu tố nào khiến bạn không tự nguyện nói tiếng Anh trong lớp học?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Không thích nói tiếng Anh
B Mục tiêu học tập là để kiểm tra (không phải để giao tiếp)
C Sợ mất mặt với các bạn cùng lớp
D Phương pháp dạy học nhàm chán
E Không nhận đủ nhiệt tình từ giáo viên trong lớp nói tiếng Anh
F Không có gì để nói
G Bầu không khí căng thẳng trong các bài học nói
J Không có gì làm động lực để tôi nói
BẢNG CÂU HỎI ĐIỀU TRA SỐ 2
Bảng câu hỏi này được thiết kế cho nghiên cứu về tác dụng của trò chơi ngôn ngữ trong việc thúc đẩy sinh viên năm nhất không chuyên tiếng Anh nói tiếng Anh tại trường cao đẳng ngoại ngữ và công nghệ Việt Nhật Câu trả lời của bạn sẽ chỉ được sử dụng cho mục đích nghiên cứu, và tất cả thông tin sẽ được giữ bí mật Người nghiên cứu hy vọng bạn sẽ trả lời một cách chính xác và trung thực Xin vui lòng khoanh tròn vào các chữ cái A, B, C mà bạn muốn chọn để thể hiện ý kiến của mình.
Cảm ơn vì sự hợp tác của bạn
1 Các trò chơi có dễ áp dụng không?
2 Các trò chơi có phù hợp với trình độ của bạn không?
3 Bạn có thích các trò chơi ngôn ngữ do giáo viên của bạn đưa ra trong các bài học nói không?
C Tôi không thích chúng tý nào cả
4 Bạn làm gì trong tiết học có trò chơi ngôn ngữ?
A Tích cực tham gia các trò chơi
B Chỉ tham gia vào các trò chơi khi được yêu cầu
C Chỉ tham gia vào các trò chơi khi cảm thấy thích thú
D Không tham gia các trò chơi
5 Bạn cảm thấy thế nào sau khi chơi các trò chơi ngôn ngữ?
6 Trò chơi ngôn ngữ mang đến cho bạn động lực học như thế nào?
7 Theo bạn, việc sử dụng các trò chơi ngôn ngữ để thúc đẩy học sinh trong các bài học nói có hiệu quả không?
B Không Nếu bạn chọn “có” , hãy trả lời câu hỏi 8,10,11,12 Nếu bạn chọn “không”, hãy trả lời câu hỏi 9, 10,11,12
8 Những lợi ích của trò chơi ngôn ngữ đối với kỹ năng nói của bạn là gì?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Trò chơi ngôn ngữ làm giảm sự lo lắng và ngại ngùng của tôi trong các bài học
B Trò chơi ngôn ngữ mang lại cho tôi nhiều cơ hội hơn để nói
C Trò chơi ngôn ngữ làm cho bài học nói ít khó khăn hơn
D Trò chơi ngôn ngữ làm cho bài học nói trở nên thú vị và vui vẻ hơn
E Ý kiến khác (vui lòng ghi rõ một số)
9 Việc sử dụng các trò chơi ngôn ngữ trong các bài học nói không hiệu quả, bạn nghĩ lý do là gì? (Vui lòng ghi rõ một số)
10 Giai đoạn nào giáo viên nên áp dụng các trò chơi ngôn ngữ?
E Ở bất kỳ giai đoạn nào
11 Giáo viên nên làm gì để ứng dụng trò chơi ngôn ngữ hiệu quả hơn? (Bạn có thể chọn nhiều hơn một)
A Giáo viên nên giải thích và đưa ra một minh chứng về những việc cần làm cho học sinh rõ ràng và dễ hiểu
B Giáo viên nên sử dụng nhiều loại trò chơi ngôn ngữ
C Giáo viên nên khai thác các trò chơi ngôn ngữ phù hợp với trình độ của học sinh
D Ý kiến khác (vui lòng ghi rõ)
12 Bạn có thường xuyên tham gia các trò chơi ngôn ngữ không?
OBSERVATION SHEET- OVERALL CLASS MOTIVATION
Observation focus: level of students’ motivation generated by the tasks 3 is average mark for any one item
- This sheet is for observation the class as a whole , not individul student
- Complete this sheet when the lesson is drawing to a close
- Cirle ONE number of each statement below
- Add final comments after the lesson at the bottom of the sheet if you want
1 Mark how participated in the games the students are
2 The students are taking pleasure in the games
3 The students are paying constant attention to the games
4 Mark the levels of students‟ concentration on the games
5 Mark the students‟ activity level?
6 The speaking games are challenging for the students
7 The speaking games are suitable for the students
8 The students find the speaking games entertaining
THE DATA ON OVERALL CLASS MOTIVATION
1 Level of students‟ motivation generated by speaking activities was observed in terms of 8 items
2 Mark 3 is average mark for any item
1 Students‟involvement in the speaking activities
2 Students‟ enjoyment of the activities
3.Students‟ persistent attention to the activities
4 Students‟ concentration on the speaking activities
6 Degree of challenge of the activities
7 Degree of appropriateness of the activities
8 Students‟ degree of interest in the activities
APPENDIX 5: Pre- test and post test Sample
Part I: Introduce yourself Part II: Answer some general questions such as: Can you play a musical instrument?
Do you play any sports?
Part III: Topic Talk about the person you like most in your family
Part I: Introduce yourself Part II: Answer some general questions such as: What do you do in your spare time? What are you good at?
Part III: Topic Talk about your hobbies
Part I: Introduce yourself Part II: Answer some general questions such as Part III: Topic Talk about your hometown
Part I: Introduce yourself Part II: Answer some general questions such as: What job would you like to do in the future? How long have you studied English?
Part III: Topic Talk about your favorite food
Part I: Introduce yourself Part II: Answer some general questions such as: How do you go to school?
What time do you start lessons in the afternoon?
Part III: Topic Talk about your favorite season
Part I: Introduce yourself Part II: Answer some general questions such as: Have you ever been to Hue city?
What is the city like?
Part III: Topic Talk about your house where you live
Part I: Introduce yourself Part II: Answer some general questions such as:What is your favorite food?
What is the weather like today?
Part III: Topic Talk about your last weekend
Part I: Introduce yourself Part II: Answer some general questions such as: Which season do you like?
What would you do if you were the president?
Part III: Topic Talk about your daily routines
Part I: Introduce yourself Part II: Answer some general questions such as: Where did you go last summer holiday?
What did you do there?
Part III: Topic Talk about your future job
Part I: Introduce yourself Part II: Answer some general questions such as: Where were you last weekend?
How long have you lived in Bacninh City?
Part III: Topic Talk about the subjects you like best
SAMPLE LESSON PLAN (Speaking lesson – Unit 7 Places)
- Vocabulary about things around the house
- Students know how to describe the house, what activities they often do at the house
- Teacher: tape, board, chalk, textbook, cassette
- Students: textbook, workbook, pen, pencil…
- Ask students the following questions:
1 How many rooms are there in your house?
2 How many things are there in your bedroom/ living room/ bathroom/kitchen?
3 Do you think you are very happy to live in such a house?
-Work in pairs asking and answering the questions
- One pair present in front of the class
- Ask students to work in pairs to ask and answer the questions
- Call on one pair to present in front of the class
- Lead in the lesson by saying :
“ Today we are going to talk about things around the house”
- Ask students to look at the flaskcard about things around the house and elicit any words related to the topic
- Stick these flaskcard on the board and write the names of each thing in the flaskcard
- Ask students to read aloud as a whole class and then in group of 2 tables
- Ask students to stand up to make a sentence with words in the flaskcard individually
- Erase the name under each flaskcard and then ask the whole class to read again all the flaskcard on the board
WHILE SPEAKING (20 mins) Activity 2 (labeling game)
- Explain the activity and instruct students to do it
- Divide class into 4 big teams: Team 1, team
2, team 3, team 4 The teacher gives each
- Give any words related to the topic
Four randomly selected groups presented their projects, each creating a large poster depicting one of four rooms: the kitchen, living room, bedroom, or bathroom Alongside the poster, each group provided smaller cards labeled with the names of items found within the chosen room.
- Ask each team to label each card on the correct things in Ao paper in 5 mins
- Walk around the classroom to monitor, facilitate and assist students when neseccary
- Ask 4 groups at random to report their work and check each team work after they finish labelling in front of the class
- Ask 4 groups describe the things in their room on the Ao paper by answering the following questions:
+ What is the name of your room? How big is the room?
+ What are things in the room?
+ What do you use these things for?
+ What do you often do in your room?
- Walk around the classroom to monitor,
- 4 groups at random to report their work
Coffee table picture plant curtain sofa facilitate and assist students when neseccary
- Ask 4 representatives of each group at random to stand up in front of the class to talk about their rooms
- Give the feedback to 4 groups
POST SPEAKING (10 mins) Activity 4 (guessing games): what are the things
Create 26 small cards for each of the 26 students in the class, featuring definitions or usages of various household items along with corresponding images These cards will enhance vocabulary and object recognition skills while making learning interactive and engaging for students.
- Give one card for each student and ask them to face it down
- Ask each student to stand up and read aloud the definition or the usage for the whole class to guess the correct name of the object in the card
- Types of rooms in the house and their usage
- Write about your dream house
- Listen to the teacher‟s instruction
You watch news, films, etc on it