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HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - PHAM THI ANH NGOC EFL TEACHERS’ ATTITUDES AND USE OF GAMIFICATION IN TEACHING ENGLISH AT UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - PHAM THI ANH NGOC EFL TEACHERS’ ATTITUDES AND USE OF GAMIFICATION IN TEACHING ENGLISH AT UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR TRAN QUANG NGOC THUY THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - PHẠM THỊ ÁNH NGỌC THÁI ĐỘ VÀ VIỆC SỬ DỤNG TRỊ CHƠI HỐ CỦA GIÁO VIÊN TRONG DẠY TIẾNG ANH TẠI CÁC TRƯỜNG TRUNG HỌC PHỔ THÔNG TỈNH QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THUÝ THỪA THIÊN HUẾ, 2022 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: ……………………… Pham Thi Anh Ngoc Date: …/……/2022 i ABSTRACT It can be seen that emerging technology has had a positive impact on learning in several aspects Gamification has recently been implemented noticeably in learning and teaching By enhancing students' engagement with the teaching materials and raising their level of competency, gamification has demonstrated its effectiveness in students’ integration of the educational process Since learning and teaching a new language is a complicated and strenuous process, learners usually need to be motivated Hence, the introduction of gamification in classroom would bring some benefits for learning English This study aimed to explore 60 teachers’ attitudes and use of gamification in English language teaching at upper secondary schools in Quang Tri To learn about the use and attitudes among teachers, both questionnaire and semistructured interview were employed The questionnaire was delivered to 60 teachers, and 15 of them were also invited to participate in the follow-up interviews The research findings indicate that teachers value the benefits of gamification in the classroom However, there are still challenges that must be considered and overcome when using gamification tools Based on the findings, pedagogical implications were made with the aim to enhance teaching and learning English in the foreign language context ii ACKNOWLEDGEMENTS First and foremost, my deepest gratitude goes to my supervisor It is a great honor and a tremendous opportunity for me to undertake M.A thesis under her helpful guidance and to learn from her expertise Words are not sufficient to express how grateful I am for her professional advice, her infinite patience, and unconditional support to help me in the process of doing this thesis I would like to offer my special thank to 60 teachers from different upper secondary schools in Quang Tri province for being willing to complete the questionnaire and sincerely providing me with valuable information in the interviews Without their enthusiasm, this thesis would not have been possible This last, but by no means least, word of acknowledgment I have saved for my family I not think I would ever have finished this thesis without their unconditional love, caring and support iii List of Tables Table 3.1 Demographic characteristics of respondents to the questionnaire Table 4.1 Teachers’ purposes of using gamification Table 4.2 Mean scores of the benefits and its minor groups Table 4.3 Mean scores of all items in motivation Table 4.4 Mean scores of all items in engagement Table 4.5 Mean scores of all items in feedback Table 4.6 Mean scores of all items in learning outcomes Table 4.7 Mean scores of the challenges of gamification tools, external factors and teacherrelated factors Table 4.8 Mean scores of items of external factors Table 4.9 Mean scores of items of teacher-related group iv List of Figures Figure 4.1 Percentage of gamification teachers used in all the lessons in the school year 20212022 Figure 4.2 Class mode teachers use gamification in their English classes Figure 4.3 Gamification tools teachers often use in their English lessons Figure 4.4 Gamification elements teachers often use in their English lessons Figure 4.5 Lessons teachers often use gamification in v List of Abbreviations L2 Second language FL Foreign language SRS Student Response System EFL English as a Foreign Language vi TABLE OF CONTENTS Statement of Original Authorship i Abstract ii Acknowledgements iii List of tables iv List of figures v List of abbreviations vi Table of contents vi Chapter 1: Introduction 1.1 Rationale 1.2 Research objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the study Chapter 2: Literature Review 2.1 Gamification 2.1.1 Gamification in education 2.1.2 Gamification in learning English as a Foreign Language 2.1.3 Differences between gamification and serious games 2.1.4 Gamification elements Badges Leaderboards Points and levels 10 Progress Tracking 10 2.1.5 Gamification tools 11 Kahoot! 11 Quizizz 12 Quizlet 13 2.1.6 The use of gamification in teaching English for students 14 2.1.7 The advantages and disadvantages of using gamification tools in teaching English.14 2.2 Teachers’ attitudes 29 2.3 Previous studies 30 vii