Rationale
As an English teacher, I acknowledge the growing focus on vocabulary teaching and learning within our school; however, the most effective methods for teaching and acquiring vocabulary still pose a significant challenge.
Many vocabulary lessons are dominated by lengthy explanations and extensive word lists, leaving students with little opportunity for practical application Vocabulary naturally emerges during classroom activities, yet students often perceive vocabulary learning as merely memorizing the primary meanings of words This limitation hinders their ability to communicate effectively in English, particularly among secondary school students who may grasp grammar concepts but struggle to express themselves due to a lack of vocabulary and communicative skills Consequently, vocabulary lessons can become frustrating and disengaging, leading students to lose interest in the teacher's efforts.
Teaching English for Specific Purposes (ESP), particularly in Business English, presents unique challenges for language educators, especially when it comes to vocabulary instruction To enhance vocabulary acquisition in the classroom, I am motivated to explore engaging activities that stimulate student learning I believe that incorporating games can be an effective strategy to create a dynamic context for vocabulary development.
In language teaching, incorporating games has been shown to enhance students' learning experiences and create a motivating environment These insights have motivated me to undertake an action research project focused on improving English vocabulary acquisition for students.
Business English at Hanoi University of Industry (HaUi) through games: An action research ”.
Aims of the study
The primary objective of this research is to evaluate the effectiveness of using games in vocabulary teaching to enhance students' retention of English vocabulary Additionally, the study aims to identify the challenges faced by students, particularly in learning English for Specific Purposes (ESP) vocabulary through games The researcher will also propose potential solutions to address these challenges, ultimately aiming to improve learners' English vocabulary acquisition and boost their confidence in expressing their ideas.
Research questions
In an attempt to achieve the above-presented aims, the study sought to answer the following research questions:
1 To what extent does the use of games in teaching English vocabulary improve students‟ vocabulary retention?
2 What are the problems that these students encounter in learning English vocabulary via games and solutions?
Scope of the study
This research is centered on a specific target population and vocabulary, particularly within the realm of English for Specific Purposes (ESP) It examines the students' understanding of the meanings, forms, and usage of English, with an emphasis on business English The study specifically targets second-year students enrolled in Business English courses at Hanoi University of Industry.
Organization of the thesis
The thesis is composed of three parts: Part A, Part B, and Part C Part A –
This article begins by outlining the rationale, aims, objectives, and research questions of the study The development section comprises two chapters: the first chapter, a literature review, establishes the theoretical foundations of the study, while the second chapter details the methodology, including participant information, data collection procedures, and analysis techniques such as tests, class observations, and note-taking Finally, the conclusion summarizes the key findings, addresses the study's limitations, and offers recommendations for future research.
LITERATURE REVIEW
Vocabulary learning
Vocabulary encompasses the words within a specific language and their meanings, representing a complex knowledge that extends beyond simple definitions (Lehr et al., 2004) It includes both oral forms, which are used in speaking and listening, and print forms found in reading and writing Vocabulary is divided into two categories: receptive vocabulary, which consists of words recognized in reading and listening, and productive vocabulary, which includes words actively used in speaking and writing (Lehr et al., 2004) Thus, vocabulary knowledge involves understanding word spelling, pronunciation, collocations, and appropriateness (Nation, 1990).
Vocabulary encompasses the words, phrases, and idioms within a language, representing an individual's knowledge of these terms, their meanings, and appropriate usage in context It plays a crucial role in facilitating effective communication, both orally and in writing, by enabling the conveyance and reception of information.
1.1.2 What is involved in knowing a word?
Vocabulary is a crucial first step in learning a foreign language, as sentences are composed of multiple words Even without a strong grasp of grammar, learners can often infer meaning if the vocabulary is understandable This foundational aspect of vocabulary enables effective communication, allowing learners to convey messages by assembling words, even if not in the correct grammatical order However, mastering vocabulary lists can be challenging, with many students facing obstacles in their English learning journey Some may recognize words in reading but struggle with spelling, while others can spell words correctly in writing yet mispronounce them when speaking Additionally, there are learners who can articulate and spell words accurately but may not fully grasp their meanings.
To fully understand a new word, students must invest considerable effort, as highlighted by Nation (2001), who emphasized that vocabulary knowledge encompasses various aspects He categorized vocabulary into receptive knowledge, which involves understanding words through listening or reading, and productive knowledge, which pertains to using words in speaking or writing Sun (2007) further expanded on this concept by suggesting that vocabulary acquisition occurs along a linear continuum, challenging the notion that vocabulary knowledge is simply known or unknown This continuum encompasses both receptive and productive vocabulary knowledge at its respective ends.
Vocabulary retention is a crucial aspect of the vocabulary learning process, encompassing more than just understanding word meanings or spelling Defined as the ability to store and recall words when needed, vocabulary retention significantly impacts how effectively students can utilize their learned vocabulary in both productive and receptive language contexts Therefore, it is essential to explore the various factors that influence students' ability to retain vocabulary effectively.
According to different researchers, retention of vocabulary is affected by three following factors: memory, language exposure and effective vocabulary learning strategies There is a close relationship among these three factors
Nation (1990) categorized memory into short-term and long-term memory
Short-term memory is the capacity to process and retain information simultaneously, usually holding about 7 items in an active state for a brief duration This type of memory typically lasts from 10 to 15 seconds, although it can extend up to a minute.
Long-term memory is designed for the prolonged storage of information, distinguishing itself from short-term memory, which has a limited capacity Unlike short-term memory, long-term memory can hold an extensive amount of data indefinitely Although we often feel we forget information, research suggests that long-term memory experiences minimal decay over time, allowing for the retention of vast amounts of information almost without limit.
To effectively retain knowledge, foreign language learners must transfer the information they acquire into long-term memory, a process that involves consolidation through rehearsal and meaningful associations Unlike short-term memory, which relies on acoustic and visual codes, long-term memory encodes information semantically, based on meaning Research by Nation (1990) indicates that students require exposure to new vocabulary between 5 to 16 times to effectively learn it, as initial exposure only places words in short-term memory Gairns and Redman (1986) emphasize that without regular activation, vocabulary will fall into disuse, while Thornbury (2002) notes that 80% of learned material is forgotten within 24 hours if not revisited Therefore, without the consolidation process, vocabulary introduced to students will remain in short-term memory and quickly fade away.
Memory typically pertains to the storage and retrieval of information, while language exposure focuses on the initial acquisition and encoding of that information Learners can encounter new words or phrases through various means, such as reading, listening, or explanations from others However, understanding the meaning of a new vocabulary item does not guarantee that it will be remembered, highlighting the distinction between learning a word and retaining its meaning.
Vocabulary learning strategies play a crucial role in enhancing vocabulary retention, yet many learners struggle to retain English vocabulary effectively Despite the significant focus language teachers place on vocabulary instruction, words are often quickly forgotten To combat this issue, it is essential to implement effective vocabulary learning strategies that aid in the storage and retention of new information, similar to general learning techniques.
Language teachers must understand the factors influencing students' vocabulary retention and the specific characteristics of their teaching context to implement effective methods for enhancement.
Review on the use of games in vocabulary teaching
According to Toth (1995), a game is defined as an activity characterized by rules, a specific goal, and an element of fun While games are often associated with enjoyment, it's important to distinguish between "game" and "play"; a game is essentially structured play that adheres to established rules In essence, games involve activities with defined objectives and competitions, either among players or against a goal, while also providing entertainment This raises the question: what do we mean by language games?
Language games are activities designed to enhance language skills while providing enjoyment These games not only foster intellectual abilities and patience but also motivate students to practice English in a fun way As a result, language games serve as an effective tool in teaching and learning languages, particularly English To gain a deeper understanding of language games, it is essential to explore their various types.
1.2.2 Language games and vocabulary acquisition/retention
Research indicates that language games significantly contribute to vocabulary acquisition by providing contexts for communication and idea exchange Teachers can utilize games to engage students actively, enhancing their language use in practical situations Huang (1996, p 1, as cited in Nguyen & Khuat, 2003) emphasizes the importance of games in the teaching and learning process of vocabulary.
Learning through games can enhance psychological and intellectual factors, fostering improved communication, boosting self-esteem, increasing motivation, and encouraging spontaneity This approach reinforces the learning process, enhances intonation, and builds confidence in learners.
Language games offer significant benefits for vocabulary teaching and learning by motivating students through an enjoyable and relaxed classroom environment These games help reduce anxiety, making learners feel more comfortable and eager to engage with the material.
Research indicates that incorporating games into vocabulary activities significantly enhances student motivation and engagement (Uberman, 1998) Games also provide shy students with opportunities to express their thoughts and feelings (Hansen, 1994, as cited in Uberman, 1998) Furthermore, they facilitate language practice, allowing students to apply the language points being taught (Lee, 1995; Marion McPherson, 2006) Wright et al (1996) affirm that games can develop all language skills throughout the teaching and learning process Zdybiewska (1994) highlights that games simulate real-life language use, aiding in practical application Additionally, games improve vocabulary retention by creating a comfortable learning environment (Wierus & Wierus, 1994, as cited in Uberman, 1998), and they help students learn and retain material more effectively (Nguyen & Khuat, 2003) Interaction during games fosters communication, leading to improved vocabulary acquisition (Zimmerman, 1997; Nation and Newton, 1997) Overall, the integration of games in vocabulary instruction makes lessons more engaging and effective To maximize benefits, teachers should select appropriate games based on students' levels, class size, cultural context, timing, learning topics, and classroom settings (Nguyen & Khuat, 2003).
Hadfield (1996) classifies language games into two categories: linguistic games and communicative games Linguistic games emphasize accuracy, such as providing the correct antonym, while communicative games prioritize the successful exchange of information and ideas, exemplified by two individuals discussing the differences between similar pictures In communicative games, correct language usage remains important, but it is secondary to achieving the overall communicative objective.
Hadfield's second taxonomy for classifying language games includes a broader range of categories, distinguishing between linguistic and communicative games Many games feature elements from multiple types, such as sorting, ordering, arranging, guessing, matching, labeling, and exchanging games.
Teachers of English can effectively utilize games to enhance language practice across various skills, including grammar, vocabulary, spelling, listening, speaking, pronunciation, reading, writing, and integrating skills The key for educators is to align the choice of games with the lesson content, ensuring they are relevant and beneficial to the learning objectives.
1.2.3 Relationship between games and vocabulary teaching/learning
Games are essential in the classroom as they help students become familiar with a language, allowing them to feel more comfortable using it while making lessons enjoyable By integrating games into language instruction, educators can leverage the fun and playful nature of these activities for serious pedagogical purposes, enhancing the learning experience.
When discussing "games" in an educational context, it's essential to clarify their purpose Are they merely entertaining activities that add variety to the classroom, or do they serve a more significant role in language learning? According to Hadfield (1987), there is a notable connection between games and language teaching, suggesting that their application in the classroom extends beyond just fun, potentially enhancing the learning experience.
Games should be considered a vital component of the language curriculum rather than just a fun activity for Fridays or the end of term They offer concentrated practice similar to traditional drills and, importantly, facilitate genuine communication within structured boundaries This makes them a crucial link between classroom learning and real-world application.
Games are most effective in the free stage of traditional learning, acting as a culmination of lessons where students can freely use the language they've acquired They serve not only as a valuable opportunity for practical application but also as a diagnostic tool for teachers, allowing them to identify areas of difficulty and implement necessary remedial actions.
Games play a crucial role in language teaching by creating contexts that make language use meaningful (Wright, 1992) The importance of meaningfulness in language education has been recognized for years, and games offer an effective way to engage students in intense, practical language practice Therefore, they should be considered essential tools in a teacher's repertoire, rather than being reserved for special occasions or less structured times in the curriculum (Wright, 1992).
According to Wright (1992), games are effective tools for practicing essential language skills—reading, writing, listening, and speaking—across all stages of the teaching and learning process, including presentation, repetition, recombination, and free language use They facilitate various forms of communication, such as encouraging, agreeing, guessing, and explaining.
Previous research and their limitations
2.1 Participants and the research context
The study involved 20 second-year students from Hanoi University of Industry, all enrolled in an English for Specific Purposes (ESP) course These students are expected to have achieved a pre-intermediate level of English proficiency, having completed two mandatory general English courses in their first two terms The ESP course consists of 30 hours of face-to-face instruction and 60 hours of self-study, focusing primarily on vocabulary pertinent to the students' majors and the communication structures necessary for discussing and presenting major-related topics The course content encompasses eight distinct themes.
1 Office supplies, in which students are required to be able to define office supplies and furniture; and describe their ideal workplace;
2 Office machinery, in which students can name common office machinery and describe their functions;
3 Departments, in which students are expected to name department and job positions;
4 Company background, in which students are taught to describe general features related to a company;
5 Making and changing arrangements, in which students are required to be able to make conversations to arrange and change an appointment;
6 What‟s wrong?, in which students can describe problems at work;
7 Business plan, in which students are taught to describe their future business plan;
8 Company benefits, in which students are expected to define some benefits related to a company.
METHODOLOGY
Participants and the research context
The study involved 20 second-year students from Hanoi University of Industry, all of whom are currently enrolled in an English for Specific Purposes (ESP) course These students are expected to have achieved a pre-intermediate level of English proficiency, having completed two mandatory general English courses in their first two terms The ESP course comprises 30 hours of face-to-face instruction and 60 hours of self-study, focusing primarily on vocabulary pertinent to the students' majors and the language structures necessary for effective communication and presentations on major-related topics The course content encompasses eight distinct themes.
1 Office supplies, in which students are required to be able to define office supplies and furniture; and describe their ideal workplace;
2 Office machinery, in which students can name common office machinery and describe their functions;
3 Departments, in which students are expected to name department and job positions;
4 Company background, in which students are taught to describe general features related to a company;
5 Making and changing arrangements, in which students are required to be able to make conversations to arrange and change an appointment;
6 What‟s wrong?, in which students can describe problems at work;
7 Business plan, in which students are taught to describe their future business plan;
8 Company benefits, in which students are expected to define some benefits related to a company.
Research approach
The study employed an action research method to achieve its objectives, which involves participants systematically examining their own educational practices through research techniques, as defined by Watts (1985) This approach is grounded in specific underlying assumptions.
• Teachers and principals work best on problems they have identified for themselves
• Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently
• Teachers and principals help each other by working collaboratively
• Working with colleagues helps teachers and principals in their professional development
Action research is defined as an inquiry aimed at understanding, evaluating, and improving educational practices (Bassey, 1998) It involves those directly engaged in a social situation, allowing them to enhance their practice and deepen their understanding (Winter & Munn-Giddings, 2001) This collaborative approach embodies the core philosophy of action research, focusing on practical improvement and reflective learning.
2.2.2 The reasons of choosing action research for this study
Action research empowers teachers to enhance their practice by focusing on specific classroom contexts, making it a more effective approach than relying solely on theoretical knowledge By engaging in action research, educators can directly influence their teaching methods to yield positive outcomes tailored to their unique classroom dynamics Each classroom presents distinct challenges based on learner levels, course objectives, and student motivation, necessitating a personalized approach To boost students' English proficiency, teachers must investigate their own teaching environments to identify issues and propose targeted solutions.
The researcher aims to enhance Business English students' vocabulary learning by investigating the effectiveness of using games in the classroom This study seeks to determine how to efficiently implement these games to improve vocabulary retention The author believes that incorporating games positively impacts students' ability to memorize Business English vocabulary, fostering greater motivation and a love for learning English.
Research stages
The author identified challenges faced by students in learning Business English vocabulary, noting that traditional translation methods led to boredom and poor retention In these classes, teachers typically wrote new words on the board and explained their meanings, but students struggled to remember the vocabulary after lessons To address this issue, the author aimed to enhance student motivation through the use of games in vocabulary lessons Additionally, a pre-test was administered to assess students' knowledge of the first four units, which served as a benchmark for evaluating their progress against two subsequent post-tests.
The key aspect of action research highlighted in the Methodology section is the researcher’s intervention process This study aims to enhance participants' English vocabulary while fostering an environment for reflecting on vocabulary games and teaching techniques Consequently, vocabulary games were developed to fulfill these objectives effectively.
Vocabulary plays a crucial role in enhancing students' abilities in reading, listening, writing, and speaking In this study, vocabulary instruction was typically delivered in sessions lasting fifteen to twenty minutes prior to engaging students in reading, listening, and speaking activities.
Once students completed their tasks, they often had limited time for vocabulary practice, which sometimes got overlooked Vocabulary revision or warm-up activities were scheduled on different days to help activate students' memory before new lessons The vocabulary teaching plan was designed according to the course structure and is summarized in the table below.
Table 1: The vocabulary teaching plan
1 1 Memorizing WB: cloze exercise Lucky number
2 2 Slap the Board WB: cloze exercise Telephone game
3 3 Word matching WB: cloze exercise Scrambled words
Where WB: cloze exercise Stepping - stone
Remember WB: cloze exercise Noughts and
6 6 Word matching WB: cloze exercise Telephone game
7 7 What and where WB: cloze exercise Scrambled words
8 8 Slap the board WB: cloze exercise Lucky number
This research involved introducing new vocabulary to students, followed by interactive games to reinforce their learning and memory retention One such game, called "Memorizing," required students to form groups and examine pictures related to the new words for a limited time Afterward, they pronounced the words correctly to earn points, with the group accumulating the most points declared the winner An example of this vocabulary checking method for unit 1 can be found in Appendix 1.
The "Slap the Board" game engages students by placing new vocabulary words randomly on the blackboard, prompting two students to race and slap the correct word upon hearing it This competitive activity enhances vocabulary recall and fosters teamwork Another effective game, "Word Matching," encourages group collaboration as students match words or phrases with their definitions, with the fastest pair crowned champions The "What and Where" game aids in memory retention by having students recall and fill in rubbed-out words from circles on the board Finally, the "Rub Out and Remember" game reinforces understanding by having students recall English words from their Vietnamese meanings after the teacher erases them These interactive games collectively boost vocabulary acquisition and retention in the classroom.
Students practiced their newly learned vocabulary through cloze exercises provided on handouts They worked individually, in pairs, or in groups to foster a competitive and engaging learning environment The teacher motivated those who completed the tasks quickly and accurately, enhancing the overall learning experience.
2.3.2.3 Vocabulary games for revision or warm-up
To enhance vocabulary retention and usage among students, a variety of engaging games were employed during revision sessions Activities such as "Lucky Numbers," "Telephone," "Scrambled Words," "Stepping-Stone," and "Noughts and Crosses" created an exciting classroom atmosphere In "Lucky Numbers," students divided into two teams selected numbers that revealed questions, lucky points, or penalties, fostering competition and teamwork The "Telephone" game involved whispering a word down a line of students, culminating in a race to write the word on the board, reinforcing listening and recall skills "Scrambled Words" challenged groups to quickly rearrange letters to form words, rewarding speed and collaboration The "Stepping-Stone" game, inspired by W.R Lee, required students to spell words correctly to progress across a drawn river, combining spelling practice with physical activity Lastly, "Noughts and Crosses" utilized a grid of questions, where teams earned points by answering correctly, aiming for three in a row to win These interactive methods effectively supported vocabulary revision and made learning enjoyable.
To investigate how games can enhance vocabulary retention among students, the researcher utilized two distinct data collection methods: vocabulary tests and class observations, supplemented by note-taking.
Observation is a widely used research method in action research, particularly within school environments, as highlighted by Dalhberg and McCaig (2010) This approach allows for the examination of learners' actions and behaviors, and can involve either the researcher actively participating or an independent observer who directly witnesses the research context.
In this study, an independent observer, an English teacher at Hanoi University of Industry, was involved to enhance data objectivity and gather diverse perspectives Observations spanned eight weeks across all lessons, utilizing a detailed checklist (see appendix A B) that outlined specific criteria for assessing students' vocabulary retention and attitudes towards vocabulary learning Each lesson was evaluated based on criteria such as retention of previously learned vocabulary, immediate memorization, engagement, and interest levels The observer attended lessons from start to finish, meticulously noting observations to facilitate precise analysis and evaluation by the researcher.
In Vietnam, class observations are typically conducted to evaluate student learning and teacher performance, often resulting in significant consequences for educators based on feedback This creates a tense atmosphere for students, who may feel pressured to perform well to avoid negatively impacting their teacher To mitigate this stress and prevent unnatural behaviors during observations, students are informed in advance about the teacher's visit and the observation's purpose, which is to gather data for research rather than to assess student abilities or teacher effectiveness.
The author observed the significant benefits of games in enhancing vocabulary learning in Business English, while also identifying challenges faced by students The effectiveness of the games was documented, highlighting student engagement and their ability to understand and retain vocabulary Additionally, the researcher recorded improvements in student performance throughout the course and noted specific difficulties encountered during the learning process, proposing suitable solutions to address these issues.
2.3.3.2 Pre-test and post-test
The study spanned eight weeks and was divided into two phases of four weeks each to assess students' vocabulary retention in both short-term and long-term contexts The first phase focused on short-term memorization, while the second phase evaluated long-term retention after eight weeks Participants completed three tests: a pre-test at the start, a post-test at the end of the first phase, and a second post-test following the second phase.
The study utilized three tests designed with similar task types, timing, and number of tasks A pre-test was administered to students prior to the research, focusing on vocabulary learned over the previous four weeks The first post-test, conducted after four weeks of research, assessed students' retention of vocabulary taught through games during that period The second post-test, given in week 8, evaluated students' overall vocabulary retention, incorporating half of the new vocabulary learned from weeks 5 to 8 and half from the initial four weeks.
Data collection procedure
2.4.1 The class observation using checklists & note-taking
Over an eight-week study, class observations were conducted across all lessons to assess students' progress in vocabulary retention and their attitudes towards using games in vocabulary instruction At the conclusion of the study, eight observation checklists were compiled, with each criterion analyzed and compared Additionally, the author documented significant challenges encountered by students in learning English for Specific Purposes (ESP) vocabulary, enabling the development of effective teaching strategies.
2.4.2 Pre-test and post-test
The study commenced with a pre-test in the first week, followed by the first post-test in week 4 and the second post-test in week 8, all maintaining the same format and time limits To ensure uniform testing conditions, these assessments were administered at the beginning of each lesson The content of the pre-test and the first post-test remained unchanged To ensure accurate scoring, two independent raters—one being the researcher and the other a teacher from Hanoi University of Industry—evaluated all tests Both raters were provided with marking rubrics to ensure consistent grading.
Summary
This chapter outlines the methodology of the study, which utilized action research to assess the effectiveness of games in vocabulary teaching at Hanoi University of Industry The research employed two data collection instruments: tests and observations, along with note-taking The findings from these instruments will be presented and analyzed in the subsequent chapter.
FINDINGS AND IMPLICATIONS
Data analysis and discussion
3.1.1 Effects of using games on students’ vocabulary retention – findings from observation and note-taking
Test results indicate enhanced vocabulary retention among students To determine if this improvement is attributed to the use of games, we analyzed and discussed data gathered from class observations and note-taking.
In the Methodology chapter, the teacher conducted observations to assess students' vocabulary retention and their engagement in the lesson This evaluation aimed to address the research question and provide insights for improving teaching techniques Students' vocabulary retention was analyzed in two parts, focusing on their ability to recall previously learned vocabulary.
Incorporating a 5 to 10-minute vocabulary review at the start of each lesson enhances students' retention of new words, as evidenced by their performance in subsequent activities This approach facilitates immediate memorization and assesses vocabulary retention in both short-term and long-term memory Observations were conducted on the entire group, rather than individual students, to evaluate overall effectiveness.
1 to 5 ranking from the lowest to the highest level
Retention of previously- learnt vocab
Retention of immediately- learnt vocab
Figure 1: Students’ vocabulary retention seen from class observation
Figure 1 illustrates the vocabulary retention levels of students over eight weeks, highlighting both previously learned vocabulary and that from current lessons Overall, the results indicate a high level of retention, with previously learned vocabulary retention rates ranging from 4 to 5, achieving a perfect score of 5 in three weeks Immediate vocabulary memorization showed even greater success, with five weeks rated 5 out of 5 and only one week at 4 Observations revealed that most students performed well during vocabulary review sessions at the beginning of each lesson However, a noticeable decline in retention occurred in weeks 6, 7, and 8, where retention rates fell to between 4 and 4.5 This decline can be attributed to the increased volume of vocabulary learned over nearly two months, leading to occasional forgetfulness Despite this, students retained a commendable 80% of the total vocabulary learned by the end of the study.
During the follow-up activities assessing students' short-term vocabulary retention, the observer noted that most students excelled, quickly retaining and applying new words in subsequent tasks However, in the final week, vocabulary memorization dropped to a level 4 out of 5 This decline was attributed to a loss of interest in game-based activities, leading to decreased concentration and performance compared to earlier weeks.
3.1.2 Effects of using games on students’ vocabulary retention – findings from pre- and post-tests
In the Methodology chapter, it was outlined that students participated in three vocabulary tests to assess their knowledge and retention of vocabulary learned through games The initial pre-test, conducted at the start of the study, aimed to evaluate students' baseline vocabulary knowledge from the first four weeks The first post-test, given at the end of week four, measured short-term retention of vocabulary acquired through game-based learning The second post-test, administered at the conclusion of the study after eight weeks, aimed to assess long-term vocabulary retention The results of these tests are detailed in the following table.
Table 2: Scores of pre-test, post-test 1 and post-test 2
Pre-test Post-test 1 Post-test 2
To assess the enhancement of students' vocabulary retention, the researcher will compare the outcomes of the pre-test with both the first and second post-tests, as well as analyze all three tests collectively Initially, the overall test results of the students will be examined for each comparison group.
3.1.2.1 Results of pre-test and post-test 1
The difference in scores between the pre-test and post-test 1 was presented in Figure 2
Overall mean score of pre-test and post-test 1
Figure 2: The overall mean score of students’ pre-test and post-test 1
The test results indicate a notable improvement in vocabulary retention, as evidenced by the overall mean score of the first post-test, which was 7.08, surpassing the pre-test score of 6.59 This increase suggests that students have effectively enhanced their vocabulary skills.
The most significant improvement in test scores was seen in student 9, 13, 14, 16,
The study observed score increases from pre-test to post-test, with improvements ranging from 0.7 to 1.4 points for most participants (17 out of 20 students) However, a few students, specifically students 2, 10, and 12, showed a decrease in their post-test scores compared to their pre-test results Despite this decline, the changes were minimal, falling between 0.1 and 0.4 points, indicating that overall performance improved for the majority of the group.
3.1.2.2 Results of pre-test and post-test 2
The difference in scores between the pre-test and the two post-tests was illustrated in Figure 3
Figure 3: The overall mean score of students’ pre-test, post-test 1 and post-test 2
The analysis of the test results revealed a significant difference between the pre-test and post-test scores The pre-test had an average score of 6.59, while post-test 2 showed an improvement with a mean score of 7.25 Additionally, post-test 2 outperformed post-test 1, which recorded a mean score of 7.08 This trend, illustrated in Figure 2, suggests a positive development in students' vocabulary retention as the study progressed.
The analysis of student performance reveals that most students showed slight improvements in their scores from post-test 1 to post-test 2, indicating continued progress in vocabulary acquisition through game-based learning Notably, student 2 demonstrated significant growth, scoring 7.4 in post-test 2 compared to 6 in post-test 1 and 6.2 in the pre-test Additionally, students 10 and 12 maintained or slightly improved their scores despite minor drops in post-test 1 Importantly, all students achieved post-test 2 scores that were equal to or higher than their pre-test scores, highlighting the effectiveness of the vocabulary teaching methods employed.
In general, despite slight fluctuation in the scores of some students, the overall results showed that these students made certain improvement in their vocabulary retention
3.1.3 Problems in learning English vocabulary via games and possible solutions
The author's observations revealed challenges students face when learning vocabulary through games, prompting her to enhance game implementation for better learning outcomes The "lucky numbers" game creates an enjoyable yet time-consuming environment, necessitating a time limit and fewer questions for efficiency The "scrambled words" game aids in word comprehension and spelling but risks student boredom; thus, grouping students strategically can foster competitiveness In the "Noughts and Crosses" game, students learn word meanings and pronunciations, yet the brief duration leaves them unprepared for new lessons; increasing questions and time can improve engagement The "rub out and remember" game effectively motivates word retention but offers only short-term memory; follow-up exercises can reinforce learning.
The "Telephone game" engages students by enhancing their listening, speaking, and writing skills, although some may resort to Vietnamese due to challenges in these areas To improve its effectiveness, teachers can assign an observer in each group to ensure rule adherence The "Stepping-stone" game excites students and aids in pronunciation practice, but unclear instructions can lead to confusion and boredom; thus, providing clear examples beforehand is essential The "Word-matching" game helps students grasp word meanings, yet it lacks long-term retention, necessitating additional quick exercises for better vocabulary retention The "What and Where" game stimulates memory and pronunciation, but less confident students may struggle to participate, highlighting the need for teacher encouragement The "Slap the board" game fosters an engaging learning environment but also suffers from poor long-term word retention; a follow-up activity where students recall vocabulary can address this Lastly, the competitive "Memorizing" game promotes a positive atmosphere and aids in word pronunciation, but spelling remains a challenge, which can be mitigated by having students spell or write words on the board after vocalizing them.
Recognizing the challenges of using games for vocabulary instruction, the researcher proposes effective solutions aimed at alleviating the difficulties faced by both teachers and students in learning English vocabulary These strategies are designed to enhance the overall quality of English teaching and learning at the university level.
Major findings and discussion
This section summarizes the key findings and discussions regarding the use of games for teaching vocabulary at HaUi, based on data analysis results The research question was addressed through data collected from three sources: tests, observations, and note-taking.
This study explored the impact of games on students' vocabulary retention, revealing a notable improvement among most participants Data from tests indicated that while all students showed some level of enhancement, the degree of improvement varied individually Class observations corroborated these findings, demonstrating effective retention of both newly learned vocabulary and previously acquired terms Most students attributed their vocabulary gains to the engaging nature of games, which facilitated better memorization through vivid experiences Additionally, games in communicative activities provided contextual learning opportunities, enhancing the meaningfulness of vocabulary practice and increasing language exposure Overall, the research indicated that games not only boosted vocabulary retention but also fostered a more enjoyable and motivating learning environment for students.
Students overwhelmingly preferred learning vocabulary through games rather than traditional methods, as indicated by data collected from observations and note-taking They particularly enjoyed game-based vocabulary lessons during the initial weeks, which significantly boosted their engagement and interest Although enthusiasm waned towards the end of the study due to the increasing difficulty of some topics and a desire for more varied teaching methods, students maintained a positive attitude towards the use of games in vocabulary instruction throughout the process.
Research indicates that incorporating games into vocabulary instruction significantly enhances vocabulary retention This approach is recognized as an effective method for teaching vocabulary at Hanoi University of Industry.
Implications
The findings of this study support that the use of games has fruitful effects on students‟ vocabulary memorization
Traditional vocabulary teaching methods often fail to enhance students' retention, prompting educators to explore more effective strategies This study demonstrates that utilizing games significantly improves vocabulary retention among students.
While this technique enhances vocabulary retention, it may not guarantee long-term memory of the words Teachers should motivate students to revise new vocabulary regularly and provide ample opportunities for language exposure Assigning homework focused on reviewing learned words is essential Additionally, incorporating various communicative activities in language lessons can foster an environment where students apply their vocabulary in specific contexts.
Summary
This chapter presents the findings of data analysis, highlighting that incorporating games into vocabulary teaching significantly enhances vocabulary retention among business students at Hanoi University of Industry The results indicate that games are more effective for language learning compared to traditional methods Consequently, it is recommended that games be widely implemented in other language classrooms to foster the teaching and learning of foreign languages at HaUi.
The author conducted research to investigate the hypothesis that incorporating games in vocabulary instruction positively influences students' retention of foreign language vocabulary This concluding section summarizes key findings, addresses research limitations, and offers suggestions for future studies Additionally, it provides practical implications for educators aiming to enhance vocabulary retention through game-based learning techniques.
Conclusions
Vocabulary is a crucial element in effective communication and plays a significant role in the success of English for Specific Purposes (ESP) students, particularly those focused on reading and translation for their future careers This research seeks to identify effective methods for helping students retain vocabulary efficiently.
Over an eight-week study involving 20 second-year learners at Hanoi University of Industry, various games such as memorizing games, lucky numbers, and word matching were utilized to enhance vocabulary retention and communicative activities Data collection methods included pre-tests, post-tests, class observations, and note-taking to ensure reliable findings The research aimed to determine if game-based learning could improve students' vocabulary retention Results indicated significant improvement in vocabulary memorization, attributed to the engaging nature of the games, which fostered deeper memory impressions and increased exposure to vocabulary use.
Students exhibited a highly positive attitude towards the use of games in their learning, as evidenced by observations and notes They reported that games enhanced their enjoyment and motivation, making the learning process more engaging and effective.
Limitations of the study
There must be a number of limitations discerned in the study due to the time constraints and the researcher‟s limited ability and experience
Class observation was conducted during eight lessons, successfully collecting substantial data However, limiting the evaluation criteria to a ranking system of 1 to 5 posed challenges for the observer, particularly in assessing vocabulary retention and group attitudes among 20 students To enhance the precision of observation data, it is recommended to develop more detailed evaluation scales that facilitate easier assessments for observers.
The primary limitation of this study lies in the conclusions drawn regarding the reasons behind students' improvement in vocabulary retention Although two data sources indicated that students enhanced their vocabulary memorization, a more definitive conclusion could have been reached with the inclusion of additional data sources to determine whether the improvement stemmed from the use of games or other external factors Furthermore, the study's duration of only eight weeks restricted the assessment of vocabulary retention to a short timeframe, leaving the long-term retention of vocabulary unexamined.
Despite its limitations, the dedication of both the researcher and participants, along with meticulous data collection, ensured the research's reliability and validity Furthermore, the triangulation of three distinct data sources significantly enhanced the overall results.
Suggestions for further study
Other researchers who develop interest in the same topic may find the following recommendations useful for their future work
To enhance the reliability of research findings, an experimental approach can be utilized, where students are divided into treatment and control groups The control group continues to receive traditional instruction, while the treatment group engages with innovative methods that incorporate games This setup allows for a clearer comparison of data, leading to more trustworthy results from the tests conducted.
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APPENDIX A GAMES EXPLOITED FOR TEACHING VOCABULARY
400 X2 300 :2 -100 500 division subsidiary specialize manufacture employ import imimph usband export revenue Turnover establish branch
1 Finance department a is the part of a company that advertises a product for sale
2 Sales department b is the place that deals with the questions about working hours
3 Marketing department c the part of a company that hires people
4 Administration department d is responsible for managing the money flowing in and out of the company
5 Purchasing department e is the part of a company that sells products
6 Human resources department f is in charge of buying all necessary things for the company
Security camera documenta ry scanner
Ink cartridge news shredder monitor
Evaluate the lesson basing on the following criteria:
Rank from 1 (very low) to 5 (very high)
Students’ level of vocabulary retention
1 Students’ vocabulary retention of previous lessons
2 Students’ immediate retention of vocabulary taught in the lesson
Students’ attitudes towards the lesson
3 Students’ level of involvement in the lesson
4 Students’ level of interest in the lesson
Part 1: Give the Vietnamese meaning of these words
Part 2: Fill in the blank with a suitable word
11 How much are these in total? – Wait for a second, I‟ll get the c_ _ _ _ _ _ _ _ _ and count them for you
12 Oh man, this is a mess I need a s_ _ _ _ _ _ to hold these sheets of paper together, in case they drift all over places
13 You need to mark your homework with a h_ _ _ _ _ _ _ _ _ _ so that you won‟t forget to do it
14 I can‟t type this document because the k_ _ _ _ _ _ _ is broken
15 Turn on the a_ _ _ _ _ _ _ _ _ _ _ _ _ It‟s terribly hot here
16 The f_ _ _ _ _ _ department is responsible for managing the money flowing in and out of the company
17 There is a customer waiting for you at the r_ _ _ _ _ _ _ _ Please come down and see him
18 The p_ _ _ _ _ _ _ _ _ department is in charge of buying all necessary things for the company
19 Kikkoman, a Japanese company, e_ _ _ _ _ _ soy sauce all over the world including Asia, North America, Australia, and Europe
20 John e_ _ _ _ _ _ _ _ _ _ this company in 2009 because he wanted to run his own business
Part 3: Choose to correct answer to complete the sentences
21 John puts all books and materials tidily in the _
A paper clip B folder C filing cabinet
22 I often put a tick on a special day in the _
23 We need a _ to destroy unwanted documents
24 I need a _ to hold pieces of paper together
25 I work for Guillermo, the Financial Director Sometimes he asks me to _ his work for him He doesn‟t want to make any mistakes
26 I‟m a _ I deal with deliveries between factories, warehouses, and suppliers
A logistics manager B financial director C commercial manager
27 The company decided to sell a wider range of products to other countries
28 4 Martin intended to establish a new business in the automobile industry
29 The company needs to buy some services from another country
30 I need to check the _ to learn what happened in our office last night
A security camera B voice mail C photocopier
Part 1: Give the Vietnamese meaning of these words
Part 2: Fill in the blank with a suitable word
11 How much are these in total? – Wait for a second, I‟ll get the c_ _ _ _ _ _ _ _ _ and count them for you
12 Oh man, this is a mess I need a s_ _ _ _ _ _ to hold these sheets of paper together, in case they drift all over places
13 You need to mark your homework with a h_ _ _ _ _ _ _ _ _ _ so that you won‟t forget to do it
14 I can‟t type this document because the k_ _ _ _ _ _ _ is broken
15 Turn on the a_ _ _ _ _ _ _ _ _ _ _ _ _ It‟s terribly hot here
16 The f_ _ _ _ _ _ department is responsible for managing the money flowing in and out of the company
17 There is a customer waiting for you at the r_ _ _ _ _ _ _ _ Please come down and see him
18 The p_ _ _ _ _ _ _ _ _ department is in charge of buying all necessary things for the company
19 Kikkoman, a Japanese company, e_ _ _ _ _ _ soy sauce all over the world including Asia, North America, Australia, and Europe
20 John e_ _ _ _ _ _ _ _ _ _ this company in 2009 because he wanted to run his own business
Part 3: Choose to correct answer to complete the sentences
21 John puts all books and materials tidily in the _
A paper clip B folder C filing cabinet
22 I often put a tick on a special day in the _
23 We need a _ to destroy unwanted documents
24 I need a _ to hold pieces of paper together
25 I work for Guilherme, the Financial Director Sometimes he asks me to _ his work for him He doesn‟t want to make any mistakes
26 I‟m a _ I deal with deliveries between factories, warehouses, and suppliers
A logistics manager B financial director C commercial manager
27 The company decided to sell a wider range of products to other countries
28 4 Martin intended to establish a new business in the automobile industry
29 The company needs to buy some services from another country
30 I need to check the _ to learn what happened in our office last night
A security camera B voice mail C photocopier
Part 1: Give the Vietnamese meaning of these words
Part 2: Fill in the blank with a suitable word
11 John has to check his d_ _ _ _ to know what he has to do in the day
12 The police c_ _ _ _ _ _ the security camera to learn what happened yesterday
13 Please note that we will have a staff meeting at the c_ _ _ _ _ _ _ _ _ room at 9 a.m
14 Our head office is in Hanoi, we also have 12 s_ _ _ _ _ _ _ _ _ _ _ in other cities
15 The figures you use in this report are i_ _ _ _ _ _ _ _ You should use this quarter‟s sales instead of last year sales
16 Please send me a/an i_ _ _ _ _ _ for my purchase by post I need it to report my expense to my company
17 The managing director wants to change the new action plan, but the board of managers d_ _ _ _ _ _ _ _ _ _
18 Alex required her to a_ _ _ _ _ the document to the email so that he could download it to read at home
19 In order to achieve the business g_ _ _ _, the board of directors decided to open a new sales office in New York
20 My granddad is retired but he still receives $500 monthly His old company has a really good p_ _ _ _ _ _ scheme
Part 3: Choose to correct answer to complete the sentences
21 I like chatting with my colleagues around the _ at break time
A desk B Conference table C coffee table
22 Make three copies of this document on the _
23 Production department _ the products, but R&D department develops new products
24 John decided to employ some new salesmen
25 Their old printer is _, so they want a new one
26 The director had to _ all his appointments with clients due to his health problem
27 We are planning to a new product in Asia at the end of this month
28 The government reduces the corporate income tax to _ foreign investment
29 I wish my company provided healthcare I want to reduce the medical examination fee
30 An in-company kindergarten is also called a _
A membership card B company car C creche
LIST OF VOCABULARY Unit 1: Office supplies
Unit 5: Making and changing arrangements