A study on using games to improve vocabulary for grade 10th students at thuan thanh 1 high school

Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON USING GAMES TO IMPROVE VOCABULARY FOR GRADE 10TH STUDENTS AT THUAN THANH 1 HIGH SCHOOLNGHI

INTRODUCTION

Rationale of the study

English has become a vital global language, making effective communication in English increasingly essential Vocabulary acquisition is a fundamental aspect of language learning, supporting the development of listening, speaking, reading, and writing skills Despite its importance, vocabulary instruction in English classrooms in Vietnam, particularly at Hung Yen University of Technology and Education, is often insufficiently emphasized Instead of being taught as a standalone subject, vocabulary is frequently integrated into lessons on reading, speaking, writing, or listening, which poses challenges for teachers in implementing effective teaching methods.

Many Vietnamese students acknowledge the significance of vocabulary in language learning; however, they often perceive it as a tedious task This leads them to engage in passive learning, where they believe their only responsibility is to copy new words introduced by teachers and memorize their meanings.

During my time at Thuan Thanh 1 High School, my classmates and I recognized the significance of vocabulary as a crucial component of English proficiency and exam preparation We diligently memorized new words from our teachers and textbooks, only to forget them shortly after, which was disheartening Many students expressed feelings of boredom and fatigue during lessons focused on word meanings, pronunciation, and grammar Additionally, they struggled to use new vocabulary correctly in various contexts or pronounce it accurately This led me to ponder how language learners can effectively acquire vocabulary and find the process engaging.

Aims of the study

There are 4 main aims of the study which are:

- To find out teacher‟s and student‟s attitudes towards using games in learning vocabulary for grade 10 th students at Thuan Thanh 1 High School

- To investigate the effectiveness of using games in terms of learning vocabulary for grade 10 th students at Thuan Thanh 1 High School

- To find out student‟s difficulties when using games to improve vocabulary

- To give some suggestions for applying games in teaching and learning vocabulary.

Research questions of the study

In my research, I will answer some of the following questions:

1 What are the teachers‟ and students‟ attitudes towards using games to improve vocabulary?

2 How effective is the use of games to improve vocabulary?

3.What are the students‟ difficulties when using games to improve vocabulary?

4 What are suggestions to enhance the effectiveness of using games in teaching and learning vocabulary?

Scope of the study

This study investigates the use of games for vocabulary acquisition among 10th-grade students at Thuan Thanh 1 High School Due to constraints in time, knowledge, and reference materials, the research is limited to thirty students in class 10D1 The objective is to assess the significance and effectiveness of game-based learning in enhancing vocabulary skills and to provide valuable strategies for optimizing the use of games in English lessons The focus remains solely on the 10D1 class at Thuan Thanh 1 High School.

Methods of the study

This research employs survey questionnaires and interviews to explore the use of games in vocabulary learning among teachers and students The questionnaire is divided into two parts: the first assesses attitudes towards game-based learning, while the second evaluates its effectiveness in vocabulary acquisition Participants indicate their responses on a scale from strongly agree to strongly disagree Additionally, select participants from the survey will be invited for interviews to provide deeper insights, specifically focusing on students from the 10D1 class at Thuan Thanh 1 High School The study will utilize both quantitative and qualitative methods, with results presented through tables and charts for clarity.

Design of the study

The study is designed with four main chapters and is arranged as follow:

Chapter 1 is Introduction introduces the rationale of the study, the aim and objectives of the study, the scope of the study, the method of the study, the significance of the study, and the design of the study

Chapter 2 is Literature Review, which consists of the findings closely related to the issue of the paper and provides knowledge for better understanding of the rest of the paper: Vocabulary learning, games in vocabulary learning

Chapter 3 is The study involves the methodology, data analysis, major findings of the study, and some suggestions of the study

Chapter 4 is The Conclusion which provides the summary of the study, the limitations of the study.

LITERATURE REVIEW

An overview of vocabulary

The definition of vocabulary has been for a long time Up to now, there have been different definitions of vocabulary depends on different points of view about vocabulary

Vocabulary is a crucial component of any language, serving as the vital organs that bring it to life, much like Harmer (1991) describes While language structures form the skeleton, it is the vocabulary that adds depth and richness, making effective communication possible.

According to Hatch and Brown (1995), vocabulary is defined as a collection of words specific to a language, organized in alphabetical order The selection of vocabulary and the teaching methods employed are crucial elements in the learning process As Allen French (1983) emphasizes, understanding the meaning of words requires learning them in context.

Vocabulary encompasses all the words that an individual knows, learns, or uses, as defined by the Longman Dictionary (1995) Webster (1993) describes vocabulary as a list of words and phrases, typically organized in alphabetical order Additionally, Richard and Plant (1992) define vocabulary as a collection of lexemes, which includes words, compound words, and idioms.

Vocabulary encompasses various perspectives on its nature and usage, and mastering a language is impossible without a solid understanding of its vocabulary According to the Oxford Dictionary (2006), vocabulary is defined as "all the words that somebody knows, or that are used in a particular book, or all the words in a language."

Some experts divide vocabularies into two types: active and passive vocabulary Zhou

In 2010, vocabulary was classified into two categories: receptive vocabulary and expressive vocabulary, also known as productive vocabulary Receptive vocabulary refers to the words that learners understand while listening and reading, functioning as a passive process where learners receive information from others This type of vocabulary is foundational in language acquisition In contrast, expressive vocabulary encompasses the words that learners actively use when speaking and writing Harmer (1998) further elaborates that active vocabulary includes words students have learned and can recognize but may struggle to produce Additionally, Haycraft, as cited by Hatch & Brown (1995), also distinguishes between these two types of vocabulary.

Receptive vocabulary refers to the words that learners can recognize and understand in context, even if they cannot produce them accurately This type of vocabulary, often termed passive vocabulary, highlights the learner's ability to receive information from others In language acquisition, receptive vocabulary serves as the foundation, encompassing a broader range of words compared to productive vocabulary As noted by Richards and Rodgers (1987), the listening vocabulary typically surpasses the speaking vocabulary, much like the reading vocabulary is generally larger than the writing vocabulary.

Productive vocabulary refers to the words that learners not only understand and can pronounce correctly but also use effectively in both speaking and writing It encompasses the requirements of receptive vocabulary while adding the capability to communicate appropriately at the right moment Thus, productive vocabulary is considered an active process, enabling learners to articulate their thoughts to others.

Vocabulary plays a crucial role in reading and listening comprehension, as well as in speaking and writing fluency According to Hatch & Brown (1995), sufficient word knowledge is essential for students to successfully comprehend texts Comprehension relies heavily on the number of words known, and students must understand the meanings of most words in a text to grasp the writer's message Nation (2001) emphasizes that readers should know at least 97% of the vocabulary in a text for adequate understanding Without knowledge of key vocabulary, learners struggle to comprehend messages, highlighting the importance of vocabulary in reading comprehension Additionally, a strong vocabulary aids language production, as noted by Hubbard (1983), who states that a wider vocabulary allows students to express their intended meanings more precisely Therefore, effective communication requires students to possess a substantial understanding of word meanings.

Games in Language Teaching and Learning

A game is defined as an organized activity characterized by a specific objective, established rules, competition among players, and communication through spoken or written language.

Hadfield (1999) classifies language games into two main types: linguistic games and communicative games Linguistic games emphasize accuracy, such as providing the correct antonym, while communicative games prioritize the successful exchange of information, exemplified by two individuals identifying differences between similar pictures.

Sorting and ordering games engage students by providing them with a set of cards featuring various goods In this activity, students categorize the cards into two distinct groups: items typically found in a grocery store and those found in a department store This hands-on approach not only enhances their organizational skills but also reinforces their understanding of different retail environments.

Guessing games, a popular variation of information gap games, engage players in a fun and interactive way One of the most recognized examples is the game "20 Questions," where one participant thinks of a famous person, place, or object, while others ask up to 20 Yes/No questions to gather clues and deduce the answer.

Information gap games are engaging activities where one or more participants possess knowledge that others need to accomplish a task For instance, in a drawing game, one player describes a picture while their partner attempts to recreate it based on those details These games can feature a one-way information gap, like the drawing example, or a two-way gap, as seen in Spot-the-Difference challenges, where each participant holds unique information and must identify discrepancies between slightly altered images.

Role-playing games allow students to step into roles they don't typically assume in real life, like a dentist, while simulations enable them to act out familiar roles, such as a restaurant customer Unlike scripted dramas, role-plays and simulations encourage students to create their own dialogue, fostering creativity and improvisation in their learning experience.

Matching games engage participants in finding pairs of phrases, pictures, or cards For example, students can play by laying out 30 flashcards, consisting of 15 pairs, face down in a random arrangement Each player uses their memory to flip over two cards at a time, aiming to uncover matching pairs.

Games play a crucial role in teaching English, leveraging the brain's plasticity and the adaptability of cognitive structures for effective learning These activities enhance rapid memorization and facilitate smooth transitions between various communication scenarios Additionally, young students' heightened sensitivity and strong ability to imitate contribute significantly to their capacity for foreign language acquisition.

English learners encounter new vocabulary throughout their language acquisition journey To effectively learn and retain new words, students should participate in diverse task-based activities in the classroom, such as guessing tasks, describing exercises, or engaging in conversations Vocabulary games serve as a valuable tool, enabling students to learn and apply words in various contexts Consequently, it is essential to investigate the effectiveness of vocabulary games in facilitating word learning among students and the methods through which they acquire this knowledge.

Traditionally, vocabulary has not been taught as a standalone subject but integrated into speaking, listening, reading, and writing lessons Students encounter new terms through classroom interactions, yet many English learners associate vocabulary learning with memorizing lists of words and their definitions in their native language, often without real-world application This approach typically involves looking up new words in bilingual dictionaries and jotting them down, leading to frustration when learners find that rote memorization does not yield satisfactory results Research indicates that learning vocabulary in isolation is ineffective; as Wallace notes, words rarely exist alone and should be learned in their natural context alongside their collocates.

The focus on grammatical and phonological elements in language learning often leads to an oversimplification of vocabulary, neglecting the importance of lexical variety Consequently, learners may become proficient in using language in limited contexts but struggle to adapt their skills to diverse real-life conversations.

Games are enjoyable activities governed by specific rules, often requiring collective responses from participants These communicative tasks necessitate a solid understanding of grammar and vocabulary, making games an effective tool for practice following their introduction in educational settings.

Engaging in well-planned games allows learners to effectively practice and internalize vocabulary and grammar while enhancing their motivation through play and competition These activities reduce classroom stress and shift students' focus from the mechanics of language to the message itself As a result, learners acquire language skills implicitly, fully concentrating on the task at hand Additionally, by addressing personal, social, and cross-cultural issues, games often simulate real-life situations, enriching the learning experience.

Games are suitable for learners of all levels, as they can be tailored to match the proficiency, age, and experience of participants To ensure success, it's essential to implement appropriate activities and provide clear, easy-to-follow instructions for each game.

Many experienced writers of textbooks and methodology manuals argue that games possess significant educational value beyond mere entertainment William Rowland Lee (1979) emphasizes that games encourage learners to actively use language rather than focus solely on its correct forms, advocating for their central role in education Richard-Amato echoes this sentiment, highlighting the fun aspect of games while warning against underestimating their pedagogical importance, especially in foreign language teaching The advantages of using games are manifold; they can reduce anxiety, thereby enhancing the likelihood of effective input acquisition (Richard-Amato, 1988) Wierus and Wierus (1994) note that students retain information more effectively in the relaxed atmosphere that games provide Despite this, S M Silvers points out that many teachers view games merely as time-fillers or breaks from traditional drilling, often overlooking the fact that genuine learning occurs in a relaxed environment where students can utilize previously learned vocabulary.

In short, games are ideal for extended communicative grammar practice They are both motivating and challenging They inspire students to connect and engage with one another

Summary

This chapter explores fundamental aspects related to the study topic, divided into two key sections The first section focuses on vocabulary teaching, providing essential insights into effective methods The second section discusses the significance of games in the teaching and learning process, defining games, categorizing their types, and highlighting their educational role.

THE STUDY

Introduction

This chapter elaborates on the practical study, detailing the methods employed, the participants involved, the data analysis process, and the major findings, while also providing a summary of the research.

Methodology

The researcher employs a combination of quantitative and qualitative methods to gather data for the study, utilizing questionnaires for both teachers and students, as well as interview questions directed at students These tools are crafted to align with the primary objectives of the research Upon obtaining the results, the author will analyze and present the data using tables and charts, while also meticulously recording the outcomes of the interviews.

Participants of the study

The participants in this study are 4 teachers who have much experience in teaching English and 30 grade 10 students from class 10D1 at Thuan Thanh 1 High School

Effective English teaching largely relies on the quality of teachers At Thuan Thanh 1 High School, the English faculty consists primarily of young female educators In this study, four of these experienced teachers, each with at least eight years of teaching experience and a Master's Degree in Teaching English as a Foreign Language, participated in a questionnaire to provide insights into their teaching practices.

The study's data was collected from 30 students in class 10D1 at Thuan Thanh 1 High School, with three students participating in a short interview The majority of the respondents, aged 16, have been studying English for a minimum of eight years.

Data analysis

The collected data was summarized to provide an overview of the information, with the survey results presented in tables and charts This chapter has focused on analyzing the data and discussing the findings derived from the results.

The questionnaire designed for four teachers consists of seven questions divided into four parts The first three questions in Part I assess teachers' attitudes towards vocabulary learning through games Part II includes two questions that evaluate the effectiveness of games in enhancing vocabulary skills In Part III, one question gathers teachers' insights on the challenges students face when utilizing games for vocabulary improvement Finally, Part IV presents a question aimed at soliciting suggested solutions to optimize the effectiveness of games in vocabulary enhancement.

3.4.1.1 Teachers‟ attitudes towards teaching vocabulary through games

Question 1 How interesting is teaching vocabulary through games?

Chart 3.1 Teacher‟s opinions about learning vocabulary through games

As shown in the pie chart, interestingly, when asked teachers‟ opinions about learning vocabulary through games, 100% of teachers at Thuan Thanh 1 High School say that

Very interesting Interesting Not very interresting Not interesting at all learning vocabulary through games is “very interesting” None of them chooses

“Interesting”, “Not very interesting” or “Not interesting at all” in their answer In short, according to the teachers „opinions, learning vocabulary through games is highly appreciated

Question 2 How important do you think about using games to improve vocabulary?

Chart 3.2 Teachers‟ opinions about the importance of using games to improve vocabulary

According to Pie Chart 3.2, a significant majority of teachers (75%) believe that using games to enhance vocabulary is important, while the remaining 25% view it as very important Notably, none of the teachers regard the use of games for vocabulary improvement as "not important at all" or "not very important." Overall, teachers strongly value the role of games in vocabulary enhancement.

Question 3 In your opinion, how effective is the use of games to improve vocabulary?

Very important Important Not very important Not important at all

Chart 3.3 Teachers‟ opinions about the effectiveness of the use of games to improve vocabulary

According to the pie chart, 75% of teachers believe that using games to enhance vocabulary is very effective, while 25% consider it effective Notably, none of the teachers selected "normal" or "not effective," indicating that games are an engaging and superior method for improving vocabulary compared to traditional approaches.

3.4.1.2 Teachers‟ opinions towards the effectiveness of the use of games to improve vocabulary

Question 4 Do you think that through games the students can learn vocabulary more interestingly than they did through other methods?

Very effective Effective Normal Not effective

Chart 3.4 Teachers‟ opinions about games

According to Pie Chart 3.4, all teachers believe that using games makes vocabulary learning more engaging compared to other methods The data shows unanimous agreement, with no teachers selecting “No” or “No idea.” In summary, games are recognized as one of the most effective and enjoyable teaching methods employed by educators.

Question 5 In your opinion, what are the benefits of games to improve vocabulary?

Agree Uncertain Disagree Strongly disagree Helping students to remember new words quickly

Yes No No idea environment

Controlling the competitiveness between peers

Table 3.1: Teachers‟ opinions about the benefits of using games to improve vocabulary

Table 3.1 reveals that a significant majority of teachers believe that utilizing games offers numerous advantages for enhancing vocabulary skills.

A unanimous 100% of teachers believe that incorporating games into vocabulary instruction significantly enhances students' ability to quickly retain new words, demonstrating a preference for this method over traditional approaches Additionally, 75% of educators highlight that games create excitement for students, with the remaining 25% also acknowledging this advantage Furthermore, half of the students strongly agree that game-based learning fosters an enjoyable environment, alleviating anxiety associated with vocabulary acquisition, while the other half also supports this benefit.

As seen in the table, “time-filling” is strongly disagreed with by 100% of teachers Besides, 100% of teachers think that games control the competitiveness between peers and increase class cooperation

From the table, “Increasing learning motivation” and “ strategy simulator” are received agreement by 50% of participants while the remaining is not sure about them

In short, games provide students with many benefits The advantages are almost strongly agreed or agreed

3.4.1.3 Teachers‟ opinions about students‟ difficulties when using games to improve vocabulary

Question 6 What difficulties do your students have when they use games to improve vocabulary?

Chart 3.5 Teachers‟ opinions about students‟ difficulties when using games to improve vocabulary

Teachers unanimously identify three major challenges that students face when using games to enhance vocabulary: a lack of careful preparation, insufficient understanding of game roles, and confusion during gameplay While issues such as not having a good partner or lacking intelligent strategies were not highlighted, the consensus among educators emphasizes the importance of addressing these core difficulties to improve students' learning experiences.

Lack of preparing for topic of games

Don't understand the roles of games carefully Don't have intelligent strategies

Be confused when playing games

3.4.1.4 Teachers‟ suggestions for your students to enhance the effectiveness of using games to improve vocabulary

Question 7: Which options do you think your students should apply to enhance the effectiveness of using games to improve vocabulary?

Chart 3.6: Teachers‟ suggestions to help students use games to improve vocabulary more effectively

According to Chart 3.6, all teachers unanimously agree that students should thoroughly prepare topics to maximize the effectiveness of games in learning Additionally, teachers emphasize the importance of maintaining calmness during gameplay to further enhance vocabulary improvement Furthermore, every surveyed teacher supports these strategies for effective game-based learning.

To enhance vocabulary improvement for students through games, it is crucial to understand the roles of games thoroughly, as this can lead to higher scores and success Additionally, adhering to timelines and developing intelligent strategies are essential components that may not always align with teachers' views Overall, these three recommendations emerged as the most effective strategies from the questionnaire results.

Keep calm when playing games

Prepare the topics carefully Understand the roles of games carefully

Always follow the timelineHave intelligent strategies

The questionnaire administered to 30 students consists of 7 questions designed to gather insights on vocabulary learning through games The first three questions focus on students' attitudes towards using games for vocabulary acquisition The next two questions assess the effectiveness of games in enhancing vocabulary skills Following that, one question addresses the challenges students face when utilizing games for vocabulary improvement Finally, the last question seeks suggestions to enhance the effectiveness of game-based vocabulary learning.

3.4.2.1 Student‟s attitudes towards using games to improve vocabulary

Question 1 How interesting is using games to improve vocabulary?

Chart 3.7: Students‟ opinions about learning vocabulary through games

According to Pie Chart 3.7, the majority of students find using games to enhance vocabulary engaging, with 50% considering it interesting and 30% rating it as very interesting Only 20% of students view this method as not very interesting, and none find it uninteresting Overall, this indicates a strong interest among students in utilizing games for vocabulary improvement.

Very interestingInterestingNot very interestingNot interesting at all

Chart 3.8 Students‟ opinions about the importance of using games to improve vocabulary

Chart 3.8 represents the students‟ opinions about the importance of using games to improve vocabulary Clearly from the above pie chart, we easily see 53% of surveyed students answers that using games to improve vocabulary is important 37% of students say that it is not very important While 10% of them agree that it is very important It can be concluded that most of the students think that using games to improve vocabulary is important

Questions 3 In your opinion, how effective is the use of games to improve vocabulary?

Chart 3.9 Students‟ opinions about the effectiveness of the use of games to improve vocabulary

Very important Important Not very important Not important at all

Very effectiveEffectiveNormalNot effective

According to the chart, 60% of students believe that utilizing games is an effective way to enhance vocabulary, with 20% rating it as very effective Additionally, another 20% consider it a standard method for vocabulary improvement These statistics indicate that game-based learning is widely recognized and preferred by students, making it a more engaging option compared to traditional methods.

3.4.2.2 Students‟ opinions on the effectiveness of the use of games to improve vocabulary

Question 4 Do you think that through games you can learn vocabulary more interestingly than you did through other methods?

Chart 3.10 Students‟ opinions about games

The pie chart 3.10 illustrates student opinions on the effectiveness of games for vocabulary learning compared to traditional methods The data reveals that 63% of students find learning vocabulary through games more engaging, while 30% remain uncertain, and only 7% disagree This highlights a significant preference for game-based learning in enhancing vocabulary skills.

Agree Uncertain Disagree Strongly disagree

Helping students to remember new words quickly

Creating an enjoyable learning environment

Table 2: Students‟ opinions about the benefits of using games to improve vocabulary

Major findings

The researcher presents the findings of the study by addressing the three research questions outlined in Chapter 1, following a comprehensive data analysis The results of the study are detailed below.

3.5.1 Teachers‟ and students‟ attitudes towards using games to improve vocabulary for grade 10 th students at Thuan Thanh 1 High School

The data analysis reveals that both teachers and grade 10 students at Thuan Thanh 1 High School are enthusiastic about using games to enhance vocabulary The survey results indicate that a significant majority of participants strongly agree on the importance and effectiveness of this approach.

The data analysis reveals a strong consensus among both teachers and students regarding the significance of vocabulary learning through games, with 100% of teachers and 80% of students expressing interest in this method, as indicated in Chart 1 of the survey This high level of enthusiasm stems from the numerous advantages that games offer for enhancing vocabulary acquisition.

3.5.2 The effectiveness of using games to improve vocabulary for grade 10 th students at Thuan Thanh 1 High School

Incorporating games into vocabulary teaching enhances both learning and retention of new words These interactive activities foster an engaging environment, making lessons enjoyable and facilitating natural vocabulary acquisition Additionally, games boost student motivation and encourage strategic thinking, while promoting collaboration and healthy competition among peers.

3.5.3 Students‟ difficulties when using games to improve vocabulary

While games offer numerous benefits for students, they also present significant challenges Many students express confusion during gameplay, which detracts from their focus and diminishes the effectiveness of the learning experience Additionally, a lack of preparation regarding the game topics further hinders their engagement Lastly, students often struggle to understand the roles and objectives of the games, leading to three primary difficulties they face when utilizing games for improvement.

3.5.4 Some suggestions for applying games to improve vocabulary

How much vocabulary that students can learn when playing games depends on how well the method teachers motivate students when teaching and the attempt of students themselves

Recognizing the significant advantages of games in vocabulary acquisition, several recommendations have been made for grade 10 students at TT1 High School to optimize these benefits Both teachers and students emphasize the importance of maintaining composure during gameplay, thoroughly preparing topics in advance, and comprehending the specific roles of each game.

To enhance vocabulary through gaming, students are encouraged to independently cultivate their background knowledge daily Increased practice correlates with a broader vocabulary Additionally, developing strategic approaches before gameplay can provide a competitive edge Committing to learning new words for about 30 minutes each day is essential for improving vocabulary effectively.

In conclusion, every student has unique methods for learning vocabulary that suit their individual needs It is essential for them to consistently put forth their best effort and stay motivated throughout the vocabulary acquisition process.

Summary

This chapter examines the attitudes of grade 10 teachers and students towards the use of games for vocabulary learning The study evaluates the effectiveness of games in enhancing vocabulary acquisition, identifies challenges students face while playing these games, and offers recommendations for incorporating games to improve vocabulary skills The final section summarizes the key findings and conclusions of the research.

CONCLUSION

Summary of the study

This study aimed to enhance vocabulary learning for grade 10 students at TT1 High School through the use of games Employing both qualitative and quantitative methods, including questionnaires and interviews, the research revealed that incorporating games into English lessons is both engaging and effective A significant majority of teachers and students expressed strong agreement on the importance and value of this approach The data clearly indicates that both educators and learners recognize the benefits of vocabulary acquisition through game-based learning.

Both teachers and students are enthusiastic about incorporating games into vocabulary learning due to their numerous benefits Games facilitate quick retention of new words and foster an engaging, enjoyable atmosphere that promotes natural vocabulary acquisition Furthermore, they enhance motivation and stimulate effective learning strategies among students Additionally, games encourage collaboration within the classroom while managing healthy competition among peers.

Many students face significant challenges while playing games, with a considerable number expressing confusion during gameplay This confusion is a major factor impacting their overall experience Additionally, students often feel unprepared for gaming topics, further complicating their engagement.

“don't understand the roles of games carefully” They are three biggest difficulties that students have when using games to improve

To maximize the effectiveness of using games to improve vocabulary, it is crucial for students to thoroughly prepare the topics beforehand and understand the roles of games in the learning process This careful preparation enables students to approach the games with clarity and confidence, allowing them to fully engage with the learning experience By doing so, students can maintain a calm and focused mindset, avoiding confusion and ensuring a more productive and enjoyable learning experience through gameplay.

Limitations of the study

In the process of concluding the study, although the research has made a great effort, the mistake and shortcomings are inevitable

First of all, because of the limited time and the period time of the Covid-19 virus, the questionnaires were just done with 30 students of class 10D1, 4 teachers and interviews for

3 students This also affects the validity and reliability of the study

The study's findings are limited in scope, focusing exclusively on the 10D1 class at TT1 High School, which represents only a small portion of the grade 10 student population Consequently, the results cannot be generalized to a broader audience.

Although the mentioned limitation, the researcher hopes that this research will contribute to a better situation of using games to improve vocabulary at TT1 high school.

Suggestions for further study

This study has a limited scope, suggesting that future research could broaden the participant base to include more students and teachers, and focus on the most effective gaming activities for vocabulary acquisition Despite its constraints, this research contributes valuable insights into the use of games for vocabulary improvement, benefiting both students and teachers The study was conducted under the supervision of a mentor, acknowledging the unavoidable limitations encountered during the research process.

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APPENDICES APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS

Hello, I’m Nguyen Ngoc Quynh from class TAK15.1 at Hung Yen University of Technology and Education I am conducting a survey for my study titled “Using Games to Improve Vocabulary for 10th Grade Students at Thuan Thanh 1 High School.” Your participation in this survey is greatly appreciated Please respond by circling the first letter of each answer, ticking the checklist items, or writing your thoughts in the provided spaces Rest assured, all information will be used solely for educational purposes, and your identity will remain confidential Your responses will significantly aid my research.

Fill in the information where appropriate

3 How long have you been studying English? …… years

II Student‟s attitudes towards learning vocabulary through games

Question 1 How interesting is using games to improve vocabulary?

Question 2 How important do you think about using games to improve vocabulary? A.Very important

Questions 3 In your opinion, how effective is the use of games to improve vocabulary?

III What is the effectiveness of using games to improve vocabulary?

Question 4 Do you think that through games you can learn vocabulary more interestingly than you did through other methods?

Question 5 In your opinion, what are the benefits of using games to improve vocabulary? (please choose your answer by ticking in the blanks)

Benefits of games Strongly agree

Agree Neutral Disagree Strongly disagree

Helping students to remember new words quickly

Helping students to consolidate vocabulary easily

Creating an enjoyable learning environment

IV Student‟s difficulties when learning vocabulary through games

Question 6 What difficulties do you have when you use games to improve vocabulary? (Please circle the answers, and you can choose more than one following options)

B Lack of preparing for topic of games

C Don't understand the roles of games carefully

E Be confused when playing games

V Some suggested solutions to enhance the effectiveness of the use of games to improve vocabulary

Question 7: Which options do you think the students should apply to enhance the effectiveness of using games to improve vocabulary

(Please circle the answers, and you can choose more than one following options)

A Keep calm when playing games

C Understand carefully about the roles of games

THANK YOU FOR YOUR HELP!

APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS

My name is Nguyen Ngoc Quynh from class TAK15.1 at Hung Yen University of Technology and Education I am conducting a study titled “A Study on Using Games to Improve Vocabulary for 10th Grade Students at Thuan Thanh 1 High School.” Your participation in this survey is greatly appreciated Please respond by circling the first letter of each option, ticking the checklist items, or writing your thoughts in the provided spaces Rest assured, all information will be used solely for educational purposes, and your identity will remain confidential Your responses will significantly contribute to my research.

Fill in the information where appropriate

II Student‟s attitudes towards learning vocabulary through games

Question 1 How interesting is teaching vocabulary through games?

D Not very interesting at all

Question 3 In your opinion, How effective is the use of games to improve vocabulary?

III What is the effectiveness of using games to improve vocabulary?

Question 4 Do you think that through games the students can learn vocabulary more interestingly than you did through other methods?

Question 5 In your opinion, what are the benefits of games to improve vocabulary?

(please choose your answer by ticking in the blanks)

Benefits of games Strongly agree

Agree Neutral Disagree Strongly disagree

Helping students to remember new word quickly

Helping students to consolidate vocabulary easily

IV Your students‟ difficulties when using games to improve vocabulary

Question 6 What difficulties do your students have when you use games ?