474.2 Teachers’ attitudes towards the benefits and challenges of using gamification tools in English classes at high schools .... 484.2.1 Teachers’ attitudes towards the benefits of usin
Introduction
Rationale
The outcomes of English teaching are not only stricken by teachers’ English language competence but also, to a substantial extent, by their didactic approach which they adopt, students’ motivation to learn, and therefore the learning method they use In fact, learning is really made more simpler by integrating computer technologies; this process is known as e- learning Electronic devices like computers, laptops, smart phones, etc enable learning in isolated locations The most creative form of learning happens with electronic gadgets, as it can incorporate animations and gives a feel of experiencing the subject of learning
Gamification is one method that uses a variety of computer-based applications, such as games, videos, and interactive lessons, to teach both fundamental and more complex aspects and concepts The use of games or game elements in education is not new and can be traced back to the sixties when Piaget (1962) mentioned that games could not only help children to master their environments but also to create the worlds of their imagination Additionally, games encourage students to play an active role in the learning process thus supporting active learning, experiential learning, and problem-based learning (Oblinger, 2004) Previous research has detected that the use of games or game elements in the classroom can also enhance the classroom atmosphere (Yang, 2012) Moreover the use of video games in the classroom may be appealing and motivating for the new generations of students that have grown up in the age of video games (Glover, 2013) Other reasons supporting gamification include the facilitation of scaffolded instruction based on each individual student’s needs (Hanus & Fox, 2015); the immediate and frequent feedback that games provide (Kapp, 2012); the capacity to give students the freedom to fail without fear when learning (Lee & Hamer, 2011); and a trial-and-error learning process which makes mistakes recoverable (Hanus & Fox, 2015) Despite all the positive outcomes that might be expected from gamification, literature review clearly suggest that a number of factors can prevent teachers from introducing pedagogical innovations –and especially technologyrelated innovations– in the classroom (Mumtaz, 2000) Attitude towards a target behavior (e.g using gamification) is one of such key factors because attitude is an important predictor of an individual’s intention toward performing the target behavior (Fishbein & Ajzen, 1975) Very little is known about teachers’ attitudes and use of gamification To fill this research gap this study main goal is to analyze: i) teachers’ use of gamification, and ii) teachers’ attitudes towards gamification
This study will explore teachers’ attitudes towards gamification and the use of gamification in teaching English Hopefully, this study will provide an insight on teachers’ attitudes regarding the usefulness and effectiveness of gamification, and to see how teachers use gamification in teaching English.
Research objectives
This research, in particular, is carried out to achieve the following objectives:
- To investigate the upper-secondary teachers’ use of gamification in English language teaching
- To investigate the upper-secondary teachers’ attitudes towards the benefits and challenges of using gamification in English language teaching.
Research questions
The study is conducted with a view to finding answers to the following research questions: 1.How do upper-secondary teachers use gamification in English language teaching? 2.What are the upper-secondary teachers’ attitudes towards the benefits and challenges of using gamification in their English classes?
Scope of the study
The data of the study is collected from 60 EFL upper-secondary teachers in Quang Tri province about the use and attitudes towards using gamification in English language teaching.
Significance of the study
Gamification is thoroughly studied to live up to the following expectations:
Firstly, the research is hoped to investigate the use of gamification in English classroom, how often teachers incorporate gamification into the lessons and in what skills they are adopted The research also aims to identify the most preferred gamification tool/website used among Quang Tri secondary EFL teachers
Secondly, another research’s aim is to explore upper-secondary school teachers' attitudes towards gamification in English language learning classroom in terms of the benefits as well as challenges faced when using gamification in teachers’ lessons
Eventually, the research is expected to promote the learning potential of using gamification in schools and teachers’ use of it when teaching, and in this case, for teaching English not only among schools in Quang Tri province but also all over Vietnam in the near future The report will also be a source of reference for other researchers who intend to study gamification in English language teaching in Quang Tri Province as well as other areas, thereby producing reciprocal benefits amongst schools and communities alike.
Structure of the study
This study consists of the following parts:
This chapter gives a brief introduction about the background of the research and explains the reason why the research topic is chosen The research questions, significance of the study, scope of the study as well as the structure of the study are also included
Chapter 2 presents the concepts and definitions of the key items related to the study as well as a review of the previous studies
This chapter presents the methods to collect and analyze the data for the study and explain the reason why each method is chosen
This chapter analyzes the data from the questionnaires and interview The discussion of the findings is included as well
Chapter 5: Conclusion, implications and suggestions
The final chapter summarizes the key findings of the study and point out some of implications and suggestions.
Literature Review
Gamification
The term ‘gamification’ was coined by Rahat Paharia in 2008 A general definition of this concept would be as follows: gamification is the inclusion of game design elements into non-playful contexts Its main objective is to influence people’s behavior, involving and motivating them to achieve different challenges
Since 2008, there have been several authors who have made an effort to make a concrete definition of this concept and to establish some common characteristics
Kapp (2012) is one of those authors who defines gamification as an attitude, a learning strategy and a movement
Simultaneously, from Ray Wang’s viewpoint, gamification describes a series of design principles, processes and systems used to influence, engage and motivate individuals, groups and communities to drive behaviors and effect desired outcomes (Wang, 2011)
According to Deterding et al (2011) and Werbach & Hunter (2012), gamification can be defined as “the use of game design elements in non-game contexts” Specifically, gamification will apply individual elements of video games such as awards, badges, leaderboard, immediate feedbacks and so on to pedagogy These appear to be key characteristics of gamification that distinguish it from other types of games Gamification is a technology that tries to influence user behavior by activating individual motives through game design elements (Petkov et al 2011, p 2)
Another definition stated by Bayatikilicaslan and Senturk (2014), Guler (2011) that gamification is an educational technique that creates a kind of learning environment that permits the educators to apply for the courses in a form that facilitates the transmission of knowledge According to the explanation of Werbach and Hunter, the idea of using games inside an educational setting has lately come to light, they stated that every single detail that is related to the theoretical framework on learning can be transformed into games (2012) Mora et al (2017) asserted that the concept of gamification can be used in a diversity of activities such as business, medicine, computer studies, psychology, education…etc It is not constrained to only one specific field The frequent definition of gamification is “the use of game design elements in non-game context” (Deterding, Khaled et al., 2011) In other terms, there are some domains in which the use of games might be unfamiliar, whereas time development obliged the appearance and application of that method
Furthermore, another purpose of gamification is to increase participants' motivation, engagement, and enthusiasm for their work When it comes to education, it is said that
“gamification develops learners’ metacognitive abilities, promotes empathy, and builds teamwork skills” (Tan Ai Lin et al., 2018)
In conclusion, due to the aim of this thesis that is to investigate the use and attitudes of teachers towards the benefits and challenges of gamification, the researcher choose the definition of Kapp (2012) to carry out the reseach, which is ‘gamification is the process of using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning and solve problems’ (Kapp, 2012, p.10) From this definition, the researcher would like to have a deeper insight into the benefits of gamification in terms of engagement, motivation, feedback and learning outcomes, which will be discussed more specificially later
2.1.2 Gamification in learning English as a Foreign Language
Gamification in second language learning has been a subject of interest in numerous researches and discussions about its application, particularly in light of the growing use of technology in education The aim of incorporating gamification into education is to present a more attractive, engaging, and effective learning experience for the students In the context of second language learning, students would possibly find it demotivating and challenging to learn a second language due to a lack of exposure to the living language and to varieties of learning experiences In fact, in order to engage the interest of L2 learners, gamification offers a fun, interactive, and non-threatening learning environment Over the years, technology has been immersed into L2 education with a view to enhancing the quality of the teaching and learning experience Flores (2015) states that “In order to change or set off a specific behavior, the learners need to be motivated and gamification opens the door for the L2 learner to enhance their language learning experience and at the same time acquire the skill to solve any task or challenge the class, the unit, or what the topic presents.” This is consistent with several methodologies and techniques in L2 teaching whereby learners can learn most effectively when they are engaged, motivated, and gain a sense of empowerment in their learning
Traditional teaching techniques are beneficial, but occasionally they were unable to convince all learners due to the lack of diversity, enjoyment and entertainment (Ersoz, 2000) Lindfors (1980) shed lighted on the necessity of elements of self-proficiency and self-efficacy because through these concepts, students have an ameliorated level on FL Games are helpful in creating an interactive learning environment which is one of the recommended conditions of learning because they produce a balance between social, cognitive and emotional states that is reflected in the academic achievements (Cornelius-White, 2007) Macedonia (2005) confirmed the information mentioned before and she added that games are a useful form of teaching FL basics as grammar structures, language rules, vocabulary…etc The use of gamification is beneficial in FL when teachers select suitable types of games according to the different learner’s styles that raise their learning awareness and choose activities that promote classroom interaction (Orlick, 2006; Hussin & D’Cruz, 2001)
2.1.3 Differences between gamification and serious games
In English classrooms, many practitioners have generated the distinction between gamification and serious games as well as employed them with different processes According to Landers (2014), although serious games and gamification design share the purpose of enhancing learning outcome, they approach this goal in different ways In order to motivate students to higher and more meaningful levels of engagement, gamification incorporates elements of games into pedagogy In other words, gamification has an indirect influence on learning through changing behavior and attitude In terms of serious games, they are intended for training, stimulation, and education in virtual environments with predefined learning objectives Serious gaming is viewed as a particularly active, problem-solving, contextual, and social style of learning with immediate and differentiated feedback that also promotes the enjoyment of learning in the educational setting (Garris et al., 2002; Iten & Petko, 2016; Tobias et al., 2011)
The elements of games are the responsible components which help in designing a certain game for a specific purpose Some of these elements, sometimes described as components, are seen in most of the games nowadays, including: badges, leaderboards, points and levels, and progress tracking All these elements serve different functions and can be adapted to basically any education related environment A brief definition of each element is provided below:
Grant (2013) indicated that badges are related to the significance and the interest features of the game in different educational settings Badges have an impact on learning represented in raising student’s motivation (p.1) Badges of games measure learner’s success and achievement levels (Richter et al., 2015)
Digital badges are defined as “validated indicator of an accomplishment, skill, quality, or interest that can be earned in various learning environments” (Grant, 2013, p 1) The literature on the effects of badges on student motivation and engagement shows positive outcomes Filsecker and Hickey (2014) suggest that external rewards cause no damage to motivation and engagement and promote some gains to learning The authors state that the effectiveness of the badges depends on different factors, for example, user demographics, the purpose of the tool, and the relevance of the badges for encouraging appropriate user behavior (Filsecker & Hickey, 2014)
As students move through different levels and accumulate badges associated with specific achievements, badges provide an “online record of a learner’s achievement”
(Devedžić & Jovanović, 2014, p 603) Likewise, Richter et al (2015) argued that badges serve as a record of an individual’s past and present successes Overall, Digital badges tend to influence the motivation for learning, as they provide community status and indicate achievement levels (Gibson et al., 2015)
According to Reeves & Read (2009), leadersboards are used to identify the elements and steps of the game, they enable the gamers to see their grades or their scores, besides that they raise the student’s sense of belonging towards the other members of the educational setting Leaderboards also brought a sense of fairness for players during the competition (Reeves and Read, 2009) Leaderboards enable users to view their achievements compared to others in the same community They also create a sense of belonging to a similar minded group and competition among them (O’Donovan, 2012)
Additionally, the findings of Mekler et al (2013) indicated that leaderboard did not affect users’ intrinsic motivation, but it was one of the influential factors in increasing short-term performance Similarly, Christy & Fox (2014) suggest that leaderboards implementation had a positive impact on the performance of male students compared to female students in a math quiz
On top of that, leaderboards are widely used across multiple domains to increase users’ engagement (Jia, Liu, Yu, & Voida, 2017) They are identified as one of the essential
Gaining points is related to motivation coming from rewarding which encourages students’ level to master the learning skills Reaching points need from the students to pre- decide their games purposes to increase the success opportunities (Nicholson, 2015;
Teachers’ attitudes
Ajzen (1980, p.4) considers attitudes as “a disposition to respond favourably or unfavourably to an object, person, institution, or event”
Nel, Mỹller, Hugo, Helldin, Bọckman, Dwyer & Skarlind (2011) defined an attitude as a tendency to react positively or negatively towards a particular object, a person, idea or situation
Gardner (1985, p.10) considers attitudes as components of motivation in language learning According to him, “motivation … refers to the combination of effort plus desire to achieve the goal of learning the language pluc favourable attitudes toward learning the language”
“Attitudes” is defined by Richards et al (1992, p.32) as the feeling that people of different languages or varieties of a language have towards each others’ languages or their own
Gardner (1993, p.267) elaborates on Likert’s definition by defining attitudes as “the sum total of a man’s instinctions and feelings, prejudice or bias, preconceived notions, fears, threats, and convictions about any specified topic”
Baker (1995, p.10) defines attitudes as “a hypothetical construct used to explain the direction and persistence of human behaviour”
Crystal (1997, p.215) defines attitudes as “The feelings people have about their own language or the languages of others.”
A little differently from others, Wenden (1991) proposed a broader definition of the concept “attitudes” He states that the term “attitudes” includes three components namely, cognitive, affective and behavioural A cognitive component is made up of the beliefs and ideas or opinions about the object of the attitude The affective one refers to the feeling and emotions that one has towards an object, ‘likes’ or ‘dislikes’, ‘with’ or ‘against’ Finally, the behavioural component refers to one’s consisting actions or behavioural intentions towards the object
It can be seen that Wenden’s definition (1991) refers to the basic components of the term “attitudes” and is definitely appropriate for investigating people’s attitudes So, this study will base on this definition to survey English language teachers’ attitudes.
Previous studies
The use of gamification in the classroom is becoming a more common phenomenon Besides, the perception of teachers towards gamification is important in the implementation of its techniques in learning That is the reason why there are a variety of studies which have been published on the attitudes of teachers and an use of it
Brom, Sisler and Slavik (2009) examined the implementation of digital game-based learning, its success and acceptance by teachers and students Using an augmented learning environment framework, they realized that teachers have fully accepted Europe 2045, a digital learning game-based learning
Lee and Hammer (2011) found that teachers view gamification as an important tool that enables them to guide and reward students Moreover, they suggested that gamified learning makes students realize their maximum potentials Sandford, Ulicsak, Facer, and Rudd (2006) conducted a one-year project to investigate the attitude of teachers and students on the use of computer games in the learning process From the teachers' point of view, games have a motivating effect on learning Also, teachers perceive games to increase the involvement, interaction, and engagement of students in the course (Sandford et al., 2006)
Moreover, the use of games was based on the perception that it enhances the cognitive and higher order thinking skills (Sandford et al., 2006) Negatively, the study by Sandford et al (2006) found that teachers thought of games as an aid in the development of antisocial behavior as well as stereotypical notions of other students or teachers In a study investigating the acceptance of game-based learning in secondary school teachers, Bourgonjon et al (2013) found mixed feelings and realized the existence of complex beliefs of incorporating game features in learning
Noraddin (2015) examined the opinion of teachers concerning the use of digital games in learning Using university teachers in Malaysia, Noraddin (2015) found that teachers have a positive perception towards the use of digital games in learning
Kopcha et al (2016) performed a survey to examine the perception of teachers towards gamified teaching methods Using practicing teachers, who were students at the time of the study, Kopcha et al (2016) found that the surveyed teachers had a positive experience of gamified learning methods
In online learning, designing courses with appropriate features is important The performance and successful implementation of gamification is somewhat dependent on the online course design Studies indicate that the student learning outcomes in courses are influenced by online course design features Jaggars and Xu (2016) recently examined the link between online course design features and students performance In this attempt, the authors realized that online courses, having an instructor-student interaction, uses modalities to invite students into questions, and have features of instant feedback help students to be committed in courses (Jaggars & Xu, 2016) Noticeably, these features reveal that incorporating game elements in such online course will positively affect the learning process
All researches that I have found and discussed above were carried in different contexts No research found investigates into EFL teachers’ attitudes and use of gamification in teaching English at upper secondary schools in Quang Tri province That is the reason why
I decide to conduct this research.
Methodology
Research methodology
According to Condelli and Wrigley (2004), quantitative approach, in addition to qualitative one, can help researchers deepen their understandings of findings and infer from those results Therefore, this study uses both quantitative and qualitative methods to obtain a more reliable understanding of its results
In order to find the answers for the research questions above, I choose surveys and interviews were chosen as data collection instruments
The online survey was created for this study, which was for teachers who are teaching English in upper-secondary schools in Quang Tri The survey was designed in Google Forms, a full-featured forms tool that offers various settings for customization of the gathered data With Google Forms, the participants stay anonymous as no personal information is gathered Gender is not considered an essential factor to look at since this study does not focus on gender differences and the aim is to collect data about teachers’ attitudes
The teacher survey consisted of two parts Part 1 consits of 7 questions about the teachers’ use of gamification in teaching English Part 2 consists of 29 questions, including statements formulated in Likert scales All of the questions created for this survey are based on questions in previous studies and the literature review In part 2, questions from 1 to 19 focused on teachers’ attitudes towards the benefits of using gamification tools in English classes at high schools, and questions from 20 to 29 focused on teachers’ attitudes towards the challenges of using gamification tools in English classes at high schools
Since the focus of this study was to investigate the use and attitudes towards using gamification tools and its effects for English language learning/teaching, Likert-scales were chosen as the answer option for the questions Likert-scales are mainly used by second language teachers and researchers when conducting surveys of opinions, beliefs, and attitudes (Busch, 1993, p 734) Some advantages of Likert-scale surveys are that (a) data can be gathered relatively quickly from large numbers of respondents, (b) they provide highly reliable person ability estimates, (c) the validity of the interpretations made from the data they provide can be established through a variety of means and (d) the data they provide can be profitably combined with qualitative data, such as interviews (Nemato & Beglar, 2014, p 2) One reason for choosing a mixed-method is because previous studies and other research like this study used a mixed-method approach The choice to use Likert-scales and conduct semi-structured interviews was also because of the frequent use of these combined methods in previous research
According to McMillan and Schumacher (1993), questionnaires include various instruments where the participants have to respond to written questions to elicit reactions, beliefs, and attitudes It is thereby well-suited to collect the data for this study This is the reason why this research used questionnaires as the primary instrument to get information about teachers’ attitudes towards the benefits and challenges of using gamification in class
A set of questions consisting of open-ended and close-ended questions was designed in both English and Vietnamese with a purpose to make the participants feel completely at ease to answer and avoid possible misunderstandings The close-ended questionnaire applied a Likert Scale, which was utilized to measure the extent of participants’ agreement with each item The extent is measured on a five-point Likert scale ranging from “1” (strongly disagree) to “5” (strongly agree) According to McMillan and Schumacher (1993), this best reflects their beliefs or opinions about the given statements, which is considered to be appropriate for this study Additionally, using open-ended questionnaire can allow for free responses to qualify participants’ responses, and avoid some limitations of pre-set questions
The qualitative data are derived from the semi-structured interviews via Zoom online meetings The interviews are conducted both in English and Vietnamese due to respondents’ preferences to use their native language (Bryman, 2011, p 274) Semistructured interviews are based on questions where the order of the questions might vary Semi-structured interviews consist of open questions that give the respondents greater freedom when answering During the course of these interviews, new questions and insights might lead to follow-up questions that the interviewer considers relevant for the purpose of the study
Bryman, 2011, p 206) According to Alvehus (2013, p 113), semi-structured interviews can encourage the respondents to discuss and interact more freely instead of having a structured interview, leading to the loss of significant interactive elements Semi-structured interviews can offer additional depth to what was supplied by the surveys (Husband, 2020, p 8), which gives room for improved analysis and understanding of the quantitative data Potential disadvantages with semi-structured interviews are that they are time-consuming, require much data analysis as the interviewers might start discussing other dilemmas that draw away from the subject matter (Adams, 2015, p 493)
The interviews are based on seven open-ended questions, including potential follow- up questions The seven questions that are used are (1) What is your general attitude to gamification in English language teaching?; (2) What gamification tools do you often use? How often do you use gamification in your English language teaching? What lessons do you often use gamification in? Why? What do you use gamification for?; (3) In your opinion, what are the benefits of using gamification in English language teaching?; (4) In your oipinion, what are the challenges of using gamification in English language teaching?); (5) In your oipinion, how is students’ involvement in the lessons using gamification?; (6) Do you consider continuing using gamification in your future English teaching? Do you continue using it like the way you are using or have any changes? If yes, what are the changes? (For example, using less or more?, etc.) Why do you change? (Do it relate to advantages or disadvantages? Please clarify it.); and (7) Which recommendations do you have on improving the use of gamification in teaching English and the reason why you have that recommendations? These seven questions were designed by conducted semi-structured interviews with questions regarding teachers’ attitudes to the potential effects, advantages, and disadvantages, when teachers use gamification in English language teaching
The advantages of open-ended questions are that they are spontaneous and avoid the bias that may result from suggesting responses, which may occur in close-ended questions (Reja et al., 2003, p 161) The three questions are used as a foundation for the purpose of the study and then follow-questions are added The recording of the qualitative data is transcribed and coded manually by the author of this study
The collected data in this study were analyzed with the help of both quantitative and qualitative approach The findings were discussed and analyzed in a deductive way
The information collected from the questionnaire for teachers had beenconverted into numerical statistics The numerical data was carefully code, put intotables, totaled up and counted in percentage After that, the results were presented incharts and tables in the findings and discussion section All of these steps wereconducted with the help of SPSS 20.0
For the qualitative data analysis, the researcher listened to the recordings of the interview carefully then transcribed them while leaving out unnecessary phrases or words such as repeated words, filler expressions and thought pauses This step aims to make the transcription far more understandable and readable while the intended meaning of the participant was not changed The collected data from such interviews contributed to providing qualitative insights into the results presented in figures and more valid information about the teachers’ attitudes and use of gamification in English language teaching
While the data obtained from the questionnaire were displayed in the form of figures and tables, the data obtained from the interviews were used as quotations.
Participants
The participants in this study were chosen from Quang Tri province 60 teachers from upper-secondary schools participated in the survey, and 15 teachers participated in the semi- structured interviews
They participated in workshops about the implementation of technology into education as well as teachers’ communities in social media where they often shared about innovative and technical didactic sources such as tools, documents, games, etc As a result, they had a certain understanding about gamification tools Table 3.1 below described the characteristics of participants of the questionnaire
Table 3.1 Demographic characteristics of respondents to the questionnaire (N= 60)
Degree of education Bachelor degree
Years of teaching English From 1-5 years
From 6-10 years From 11-15 years From 16-20 years Over 20 years
It is apparent that the sample involved 60 teachers The age of these teachers ranged from 25 to over 40, with the most number of teachers at 30- 39 years old In addition, there was a majority of teachers with bachelor degrees and just 21.7% had M.A degree In terms of teaching experience, most teachers who joined this study have had from 11 to 15 years of teaching experience The lowest figure stood at 8.3% for teachers teaching from 6 to 10 years Besides, these participants shared the same specialty, culture and mother tongue This feature contributed to ensure the objectives of research results
The participants at first attended to answer the questionnaire In the next stage, there were about 25% of them chosen to continue to participate in the interview They were selected from various groups of ages, teaching experience and degree of education Of 15 participants, there was one person over 35 years old, three people at the age of 20-25 and the others were over 25 years old Additionally, one of them had under 1 year teaching For the other groups of teaching experience, there were eight teaching from 2 to 10 years and six participants had taught for over 10 years Finally, ten people gaining bachelor degrees alongside five people earning Master degrees participated in the interview.
Procedure
First of all, an email with a request for participation was sent to all upper-seconadary schools within Quang Tri province The email consisted of information regarding the study and its purpose, linked to the online surveys, and information regarding their participation If teachers wanted to participate in the interview, they replied to the email, where further contact took place for discussing the date and time for the interview After one week passed, the initial email was sent again to remind schools and gave them a second chance to participate in the study.
Pilot study
A pilot study was conducted to increase the validity of the study Three people participated in the pilot study and gave feedback An explanation of what is meant by gamification in school was added at the beginning of each survey to give a brief understanding of the concepts The given questions were considered to provide enough information to answer the research questions for this study.
Reliability and validity
The internal validity is connected to whether the study measures what is aimed to be studied Regarding the internal validity of a survey, it is connected to how the questions are structured and whether the questions will measure what is intended to be measured
(Sửderbom and Ulvenblad, 2016, p 95) With this in mind, the questions in the surveys are constructed to answer the aim of this study A pilot study for the surveys is conducted to increase the validity, and therefore, revisions could be made to increase the validity
(Sửderbom and Ulvenblad, 2016, p 96) When measuring attitudes to gamification and its effects, Likert-scales are used with both negative and positive statements The reason for including both negative and positive statements towards gaimification is to confirm that consistency of opinions by respondents is maintained In order to strengthen the validity of the findings, it is necessary to apply both positive and negative items in the Likert scale to prevent respondents from remembering how they responded the first time Regarding the reliability of Likert-scales, reliability is increased with an increasing number of response options and 5- point rating scales are less confusing and increase the response rate (Taherdoost, 2020, p 7)
According to Noble and Smith (2015, p 4), a semi-structured interview is one strategy that enhances the validity of qualitative research Semi-structured audiorecorded interviews allow for revisiting the data to check emerging themes, and it allows one to remain true to the participants' responses Obtaining data from more than one source is good because the results from the interviews provide a better insight into the participants’ point of view and therefore, the results from the interviews support the quantitative results Semi-structured interviews allow the participants to discuss more in detail and depth, as the interviewee can speak for themselves, and the interviewer does not control the interview to the fullest
External validity refers to the degree to which the results can be generalized to the wider population, cases, or situations (Cohen et al., 2007, p 136) Most studies focusing on gaimification within formal education are conducted internationally and not in a Vietnam context Also, the focus area is to find teachers from upper-secondary schools in Quang Tri province Regarding the low number of participants compared to the number of participants in previous studies, it might be challenging to make any generalizations of the results (Berntson et al, 2016, p 240) There is also a marginal number of studies focusing on attitudes, and the researcher claims that more research needs to be done regarding gamification in English language learning, and especially when it comes to teachers’ attitudes as they tend to be overlooked (Bourgonjon et al., 2010, p 1145) According to Bryman (2011, p 32), a study can still work as a starting point for continuing the research which hopefully opened the door for other researchers to conduct similar studies With that said, this study can still provide Quang Tri teachers’ attitudes to gamification in English language learning and teaching An important aspect that needs to be mentioned is that this study is conducted during the Covid-
19 pandemic The pandemic causes much workload and stress for teachers It is reasonable to believe that the pandemic has affected the respondents’ answers, and this could explain the low number of participants, which was expected to be much higher since all upper-secondary schools within Quang Tri were contacted.
Ethical considerations
Ethical aspects were considered before the survey and interviews were conducted The schools were given information regarding their rights to stay anonymous and participate voluntarily, how the collected data was going to be dealt with, and to know the purpose of the study The survey was created and conducted via Google Forms, and the gathered data was saved to the author’s One Drive, which is later deleted
After the interviews were recorded, analyzed and published, the data were destroyed
It is of importance to keep the participants anonymous when their responses are mentioned in the thesis The essence of anonymity is that information provided by participants should in no way reveal their identity (Cohen et al., 2007, p.64).
Chapter summary
This chapter has described the research methodology of this study in order to answer research questions about teachers’ attitudes and use of gamification in teaching English at upper-secondary schools in Quang Tri province The next chapter will show the results and further discussion of the data.
Findings and Discussion
Teachers’ use of gamification in their English classes
4.1.1 Percentage of teachers using gamification in their English classes
The data from the questionnaires show that 100% of the teachers taking part in the survey used gamification in their lessons
4.1.2 Percentage of gamification teachers used in all the lessons in the school year 2021 -
Figure 4.1: Percentage of gamification teachers used in all the lessons in the school year 2021 - 2022
The column chart illustrates that a large number of the respondents incorporated gamification tools into the lessons for about 20-30% Meanwhile, a minority of the teachers, with only about 3.3%, used gamification with the percentage of 60-70% and over 80% In addition to that, those who used about 10-20% of gamification in English classes take up 20%
The teachers mentioned that they apply gamification in their class about every two weeks, especially they use it at the end of the unit as the assessment It was strengthen by the statement:
T2: “ At the end of every unit, I usually try to make a gamivied activity Considering the condition of the students which is financially not equal so I usually announce it 3 or 4 days before I do the gamification so they can prepare for it.”
Percentage of gamification teachers used in all the lessons in the last school year
4.1.3 Class mode teachers use gamification in their English classes
Figure 4.2: Class mode teachers use gamification in their English classes
The column chart demonstrates the class mode that teachers use gamification in It can be clearly seen that of the total participants in the survey questionnaire, over three-quarters of the teachers used gamification in both online and offline class Additionally, 16.7% of the teachers only applied gamification in online class and 6.6% of them used it in only offline class
4.1.4 Gamification tools teachers often use in their English classes
0 10 20 30 40 50 60 70 80 90 only in online class only in offline class both online and offline class
Class mode teachers use gamification in their English classes
Gamification tools teachers often use in their English lessons
The column chart illustrates that more than half of the respondents used Quizizz in their English classes The use of Quizlet comes second with 23.6%, which is higher than the use of Kahoot!, with 16.9%
Teachers in the interviews stated some popular and useful tools they usually applied into their classrooms The most remarkable one is Quizizz It was strengthened by the statements :
T1: “Of course the most frequently I use is Quizizz First the design is beautiful, then the second one is that it is easier because there are a lot of questions inside, we can just choose them by entering the topic, and you will see many of the showing up Even I can use Quizizz if
I suddenly realize that the students are bored but I have no plans at all for the games, I can prepare for it suddenly in just 10 minutes”
T4 and T6: “My most favourite tool is Quizizz because it’s so colorful and diverse in exercises I can choose some of them to make my lesson more attractive Besides, thanks to this, I can assess my students and help them to revise their knowledge.”
Besides, the other teachers said that Quizlet was their favourite tool It was strengthened by the statements:
T9: “I often use Quizlet because it’s a flashcard app where users can list new words alongside images and the sound of pronunciation In fact, on Quizlet, there are lots of activities that help me to edit and insert the words I would like to teach and show them to students I can also have my students play in class or send them to students as homework.” T10: “I often use Quizlet, it can help teach vocabulary very effectively because it has pictures and sounds.”
Other ideas were about Kahoot and Word Wall These tools provide different types of tasks such as filling in the blanks, unscrambling words, pairs matching, multiple- choice questions under competitive games with rewards and bonuses…which can motivate students and help them to memorize words, structures and grammar points With raking or leader board, teachers can keep track of who in their classes are acquiring the lesson better
T3: “For the structure, I use Word Wall to practice the structure for my students.” T5: “Besides, Word Wall and Kahoot are also a good choice for teaching vocabulary and structures with a variety of activities.”
T4 and T7: “I prefer to use Word Wall On Word Wall, there are many types of activities that help teachers introduce the new lesson to students.”
T12: “I often use Quizizz and Quizlet Kahoot is also a popular tool.”
4.1.5 Gamification elements teachers often use in their English classes
Figure 4.4: Gamification elements teachers often use in their English lessons
Based on the data collected, the researcher comprehended that the English teachers in the survey mostly used “leaderboads” in gamification, with the percentage of 51.6% The second one was the “points and levels” with 24.7% The two remain elements accounted for less percentages
Badges Leaderboards Points and levels Progress tracking
Gamification elements teachers often use in their
4.1.6 Lessons teachers often use gamification in
Figure 4.5: Lessons teachers often use gamification in
The figure 4.5 showed that Reading lessons took up the highest percentage The second highest was Language lessons On the other hand, the lowest were for Listening lessons and other lessons
4.1.7 Teachers’ purposes of using gamification
Table 4.1: Teachers’ purposes of using gamification
A to teach the new lesson
I use gamification… B to check the old lesson
C to review the previous lessons
76.7% 55.0% 68.3% 81.7% 281.7% The table showed that the reason mostly chosen from teachers was to practice exercises The second one was to teach the new lesson, then to review the previous lessons And the least one was to check the old lesson
Language Reading Speaking Listening Looking
Lessons teachers often use gamification in
Teachers’ attitudes towards the benefits and challenges of using gamification tools in
4.2.1 Teachers’ attitudes towards the benefits of using gamification tools in English classes at high schools
4.2.1.1 Teachers’ attitudes towards the benefits of gamification tools in motivation The data from questionnaire
A Descriptive statistics test was run to check the mean scores of the benefits of gamification tools and its minor groups (Motivation, Engagement, Feedback and Learning outcomes) The results of the test were shown in Table 4.2 below
Table 4.2 Mean scores of the benefits and its minor groups
The benefits of gamification tools 3.91 492
The benefits of gamification tools in motivation 3.84 601
The benefits of gamification tools in engagement 3.93 575
The benefits of gamification tools in feedback 3.98 455
The benefits of gamification tools in learning outcomes 3.88 603
In order to investigate teachers’ attitudes towards the benefits of gamification tools in motivation, Descriptive statistics and Frequencies tests were run The mean scores of all items in motivation were presented in Table 4.3 below
Table 4.3 Mean scores of all items in motivation
N Minimum Maximum Mean Std Deviation
1 I believe my students can become more self-directed in learning when they are exposed to gamification tools
2 I believe gamification tools create a more comfortable virtual environment for learners to study
3 I believe earning points for task completion motivates students to do more than what they are required to do in the lessons
4 I believe gamification tools give students a sense of autonomy that increases their feeling of being in control over their learning
5 I believe gamification tools give students a sense of autonomy that helps them to directly see the outcome of their actions in the lesson
6 I believe passing successfully the predesigned challenges and seeing that directly through the use of game elements increases in students a feeling of competence
7 I believe the instant feedback made available through game elements motivates students to do better in the lessons
As can be seen from Table 4.3, the mean scores of 7 items ranged between 3.51 and 4.08 The agreement of teachers on the benefits of gamification tools in raising students’ motivation was from high to strongly high In other words, the results of the current study have revealed that most of the surveyed teachers have a positive attitudes toward the incorporation of gamification in students’ motivation.Specifically, item 2 with the belief that gamification tools could create a more comfortable virtual environment for learners to study received the highest agreement from the teachers (M=4.08) Besides, the participants suggesting the instant feedback made available through game elements could motivate students to do better in the lessons obtained the lower mean value, at 3.98 This finding is in line with the result of
Jaggars & Xu (2016) who argued that course features such as instructor-student interaction, modalities, and instant feedback increase the students’ commitment in learning Also, Joyner et al (2014) and Driscoll et al (2012) support these claims by suggesting that course design features encourages discussion as teachers notify and clarify key components to students about the course At the same time, the belief that gamification tools could give students a sense of autonomy that increases their feeling of being in control over their learning and helps them to directly see the outcome of their actions in the lesson obtained the same value, at 3.85 In fact, game elements are connected with the students’ autonomous feeling since they allow for direct involvement in seeing the outcomes of ones’ effort and actions These findings are consistent with Lee and Hammer (2011) that gamified learning enables students to realize their maximum potentials With the lower value, Item 3 obtained at 3.76 with the belief that earning points for task completion could motivate students to do more than what they are required to do in the lessons The incorporation of game elements in learning has the benefit of making students earn points upon the completion of a task This form of appreciation and reward is a motivator for students to perform beyond the expectation of the teachers and the course requirements As stated by Joey and Jessica (2012), gamification allows learners to play around with rules, emotions, and social roles When children play games, they are eager to compete and win the games For most young learners, they may put 100% effort into achieving good results Consequently, learners pay more attention in order to understand the lessons The findings once again confirm the previous results from the studies of Lee and Hammer (2011) that teachers view gamification as an important tool that helps them to guide and reward students
Furthermore, gamification tools are not only useful in increasing students’ attention, but also beneficial in increasing in students a feeling of competence through passing successfully the predesigned challenges and seeing that directly through the use of game elements with the value at 3.83 These findings are consistent with Lee and Hammer (2011) that teachers view gamification as an important tool that helps students develop a sense of being competent and as such they are more cautious not to make mistakes in tests, although they are more relaxed because gamification offers the chance to redo the task and regain the lost points The lowest value was for the attitudes of students’ becoming more self-directed in learning when they are exposed to gamification tools (M=3.51) This finding nearly resembles the results of Nguyen
According to the statements from the 15 teachers, theresearcher concluded that the 15 teachers perceivedthat gamaification tools significantlyenhance students’ participations in learningprocess It was strengthen bythe statement of T8: “…They have effects on the students so much inimproving the students’ motivation and participationbecause gamification tools can make thestudents be more competitive and more collaborative…”
Moreover, the researcher could comprehend that the teachers perceived that the students expressed the sense of enjoyment while doing the tasks through gamification by laughing and mentioning some sentences in English in an unconscious way, by showing their enthusiastic attitude and becoming not passive during the class, and telling the teacher that the activity was fun or posting the screenshot of their achievement in their social media to announce to their other friends, by competing to finish the task earlier and asking to have more and more gamified activities in the class
Besides, some teachers mentioned that the eye catching interface and colorful design of some gamification tools make students get more interested and feel motivated to do the tasks without feeling bored On top of that, they had a motivation to do more than what they are required to do in the lessons because of their desire to earn more points at the next gamified activities This is the same as what was shown in the results of the questionnaire
4.2.1.2 Teachers’ attitudes towards the benefits of gamification tools in engagement
Table 4.4 Mean scores of all items in engagement
N Minimum Maximum Mean Std Deviation
8 I believe gamification tools can draw my students’ attention in the lessons
9 When students use gamification tools, I believe they are more active and engaged in the lessons
10 I believe gamification tools can help to create peer correction activities
It can be seen from Table 4.4 that the mean scores of 3 items were in range from 3.75 to 4.15 It could be drawn to a conclusion that teachers had an agreement from high to very high level on the benefits of gamification tools in engagement
Of 3 items, the item 8 (M= 4.15) was the most agreed upon The item showed that gamification tools could draw the students’ attention in the lessons This finding is nearly the same as the result of Nguyen (2021) (M= 4.35) Following that, item 9 showed that teachers believed that their students were more active and engaged in lessons with gamification tools (M = 3.9) One of the prime characteristics of the game is challenging As stated by Joey and Jessica (2012), gamification allows learners to play around with rules, emotions, and social roles When children play games, they are eager to compete and win the games For most young learners, they may put 100% effort into achieving good results Consequently, learners pay more attention in order to understand the lessons The lowest value was for item 10 with
M = 3.75 This finding resembles the finding of Nguyen (2021) with M = 3 78 Besides, gamification tools not only help increase students’ engagement in gamified activities but also in peer correction activities However, the results of the research suggested that this benefit was ignored or less care compared to other elements
The game elements (points, badges, leaderboards…) can give users (students) an exciting experience, they may forget they are learning However, there are also a lot of debates about the effectiveness of these game elements in learners’ engagement The studies of Huang & Hew (2015), Barata et.al (2013) approved the positive effects of game elements on learners’ engagement, whereas Deci et al (2001); Lepper et al.(1973); Tang & Hall,
(1995) (cited in Hanus & Fox, 2015) indicated that these game mechanics can harms motivation or even learning outcomes In fact, up to now, there was insufficient data to indicate that using badges will increase student engagement or learning effectiveness
Consequently, teachers should combine traditional assessing methods and game elements in order to avoid the overuse resulting in negative effects on learning outcome
Answering the question about the benefits of gamification tools in engagement, teachers showed a positive attitude towards these tools
According to the statements from the 15 teachers, the researcher could find out that the teachers perceived that the game elements (points and levels, badges, leaderboards, progress tracking) increase students’ focus to the lessons It was shown clearly on the statement of T14: “ Surprisingly, all of them answer the questions well This could be hard to get when I just give them a text based questions only, most of the time, they didn’t even send me the answer.”
However, there were still some distinct opinions about the effects of gamification tools in engagement
▪ T9: “I do not use the application during this period I think my students only focus on the points and where they are in the leaderboard Therefore, they don’t pay attention to the knowledge.”
▪ T11: “I think it depends on the application, not all applications can help children engage in the lessons.”
They showed a lower frequency of using gamification tools The main reason was that they got acquainted with traditional activities and they had a strong belief in their effects
4.2.1.3 Teachers’ attitudes towards the benefits of gamification tools in feedback The data from questionnaire
Table 4.5 Mean scores of all items in feedback
11 I believe gamification tools help me to collect and keep track of learners’ academic results
12 I believe reward systems on gamification tools make feedback more interesting
13 I believe gamification tools can help me to check learners' background knowledge
14 I believe points and badges systems on gamification tools can support my evaluating process
15 I believe leaderboards on the gamification tools help me know the level of my students
16 I believe feedback on gamification apps make my learners less scared and shy
Chapter summary
The above part consists of the analysis and discussion of the data collected through various research instruments to find out (1) teachers’ use of gamification in English language teaching; and (2) teachers’ attitudes towards the benefits and challenges of using gamification tools in English classes at high schools These parts have presented primary findings grounded in the data analysis of Chapter Four It can be seen that the explanation and discussions are mostly consistent with the theories reviewed in Chapter Two Those findings can bring in educationally valuable effects to not only the researcher but also to EFL teachers nationally.
Conclusion and Implication
Summary of the findings
This study was conducted with the aim of investigating teachers’ attitudes and use of gamification tools in English classes at high schools The current research provided the following findings about teachers’ use of gamification in class and their attitudes towards the benefits, challenges of gamification tools as well as teachers’ recommendations on how to exploit them in English lessons
The findings from the teachers’ use of gamification showed that all of the teachers taking part in the survey used gamification in their lessons Besides, a large number of the respondents incorporated gamification tools into the lessons for about 20-30% Meanwhile, a minority of the teachers used gamification with the percentage of 60-70% and over 80% In addition to that, those who used about 10-20% of gamification in English classes take up 20% Regarding to the class mode the teachers used gamification in, over three-quarters of the teachers used gamification in both online and offline class Additionally, a few of them applied gamification in only online class and a fewer amount of them used it in only offline class On top of that, Quizizz seemed to be the most prefered by the teachers Also, the use of Quizlet was higher than the use of Kahoot! Based on the data collected, the researcher comprehended that the English teachers in the survey mostly used “leaderboads” in gamification and the second one was the “points and levels” element Moreover, from the data, Reading lessons were chosen the most in incorporating gamification in, the second highest was Language lessons On the other hand, the lowest lessons were for Listening lessons and other lessons Finally, the reason for applying gamification in teaching English mostly chosen from teachers was to practice exercises The second one was to teach the new lesson, then to review the previous lessons And the lowest one was to check the old lesson The findings from the questionnaire and semi- structured interview revealed that most teachers perceived the great benefits of gamification tools in English classes for students The results pointed out gamification tools had more benefits in motivation and engagement rather than feedback and learning outcomes
First, in motivation, the teachers believed that gamification tools could create a more comfortable virtual environment for learners to study Besides, the participants suggested the instant feedback made available through game elements could motivate students to do better in the lessons At the same time, they also believed that gamification tools could give students a sense of autonomy that increases their feeling of being in control over their learning and helps them to directly see the outcome of their actions in the lesson In fact, game elements are connected with the students’ autonomous feeling since they allow for direct involvement in seeing the outcomes of ones’ effort and actions In addition, the teachers also believed that earning points for task completion could motivate students to do more than what they are required to do in the lessons The incorporation of game elements in learning has the benefit of making students earn points upon the completion of a task This form of appreciation and reward is a motivator for students to perform beyond the expectation of the teachers and the course requirements Furthermore, gamification tools are not only useful in increasing students’ attention, but also beneficial in increasing in students a feeling of competence through passing successfully the predesigned challenges and seeing that directly through the use of game elements Last but not least, the attitudes of students’ becoming more self- directed in learning when they are exposed to gamification tools were still approved by many teachers in the survey
Second, when it comes to engagement, most participants responded to the questionnaire that teachers had an agreement from high to very high level on the benefits of gamification tools in engagement The belief that gamification tools could draw the students’ attention in the lessons was the most agreed upon Moreover, the teachers believed that their students were more active and engaged in lessons with gamification tools In fact, one of the prime characteristics of the game is challenging Besides, gamification tools not only help increase students’ engagement in gamified activities but also in peer correction activities However, the results of the research suggested that this benefit was ignored or less care compared to other elements The game elements (points, badges, leaderboards…) can give users (students) an exciting experience However, there are also a lot of debates about the effectiveness of these game elements in learners’ engagement In fact, up to now, there was insufficient data to indicate that using badges will increase student engagement or learning effectiveness
Concerning the feedback, most teachers implied the fact that gamification tools could help the feedback to become more interesting Besides, teachers believed they could use some gamification tools to collect and keep track of learners’ academic results Moreover, teachers perceived instant feedback as a designed feature of classes effectively motivates students to perform better
With regard to learning outcomes, tasks on gamification tools also help students remember the lessons (grammar, vocabulary, etc.) better Besides, the teachers also expressed their high agreement of using gamification tools to present new words and grammatical structures to help students understand them easily It is obvious that children are easily attracted to them, resulting in increasing students’ motivation and learning outcomes
Regarding challenges of using gamification tools, it involves both external and teacher- related factors with external factors exceeding teacher-related factors For external factors, the findings from the questionnaire and interview indicated that it took their time to edit, modify and design contents on gamified apps This was also stated in the literature review The second biggest problem was the unreliable Internet which demotivated learners Concerning teacher- related factors, over a half of participants thought they got confused with the use of gamification However, this finding was different from the findings from the interview in which the respondents said that they were confident with their manipulation on the gamification tools They also shared that the class might be noisy while playing games Finally, through the interview, teachers recommended that they should choose gamification tools that are appropriate for the age and level of the class Besides, they should be creative in the process of exploiting these tools Moreover, the class should be settled down and teachers have to rehearse before applying the tools into the lesson.Last but not least, they need have more training courses from the Department of Education and Training about using technology, especially applying gamification tools in teaching.
Pedagogical implication
The benefits and limitations of gamifying applications should be addressed when selecting appropriate speech instruction exercises for students after learning about them Although it appears that gamification is not entirely new, it is still not widely used by teachers in the Vietnamese setting in general and in Quang Tri in particular Exploring and exploiting up-to-date didactic resources is critical in the unpleasant conditions of a pandemic, such as now, when teaching and learning are relocated to the Internet, so that teaching English can meet a need and the efficacy of education may be increased At the moment, mixed methods are seen to be beneficial Teachers can continue to bring value to traditional activities while also incorporating cutting-edge technological resources to revitalize lessons and increase learners' motivation and outcomes Games should be perceived as elements of the process of teaching, learners should benefit from games connected with English learning in the process of teaching-learning at the right time and the right place Besides, it does not matter indoor or outdoor; we cannot deny the importance of games If students learn with games, have fun, feel happy and free, it means that teachers have reached their goals Games strengthen language skills, besides; learners develop social skills and good relationships while they interact with each other
Furthermore, both teachers and students require time to become accustomed to gamification software Teachers can actively participate in teacher communities or seminars to stay up to speed on what is going on in this period Furthermore, they must devote time to researching and using technology in order to stay up with educational innovation Learners require parental assistance to become comfortable with utilizing technology Moreover, maintaining a good attitude and a strong desire to study can help individuals overcome these hurdles
Finally, educational institution administrators have started using technology into teaching and learning Experimental researches should be done to see the impact of the level knowledge and skills of reading, writing, speaking, and listening on the learners’ achievement Professional training courses, on the other hand, are required for instructors to stay up with new teaching materials and abilities These seminars, workshops, classroom observations, and teacher conversations are beneficial to instructors since it is thought that professional development is always helpful in the teaching journey Teachers may feel more confident and comfortable when confronted with changes from the 4.0 age as a result of updated knowledge.
Limitations of the study
In spite of the great effort, the researcher could not avoid a number of limitations in process of conducting the present study.
The first constraint of this study is that it consisted of a small sample size of participants The number of respondents was 60 teachers who are teaching students at upper secondary schools in Quang Tri They all participated in responding to the questionnaire Fifteen of them were invited randomly into the interview As a result, such a small number of participants may not be representative for the whole participants Secondly, the research was conducted only at upper secondary schools in Quang Tri Therefore, it can not be taken into account for the whole schools in Viet Nam Besides, lack of classroom observations is another inconvenience for this research The results in this research solely rely on teachers’ opinions
It would be better if the researcher could have observations to have a closer look into teaching practice Moreover, regarding to the challenges faced when incorporating gamificaion in the lessons, the research lacked of student-related factors, which were also important factors contributing to the challenges However, the results of this research are expected to have some useful aspects for teachers, students, students' parents and education administrators.
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Appendices Appendix 1: Questionnaire - English Version
This survey is designed to collect information for a research project on EFL teachers’ attitudes and use of gamification in teaching English Your responses are of great importance to the success of the study All of the information you provide is solely used for the purpose of the research, not for any others
Thank you for your cooperation!
In this survey, the following terms will be used:
“Gamification” is the inclusion of game design elements into non-playful contexts Its main aim is to influence people’s behavior, involving and motivating them to achieve different challenges Gamification is using games in an educational setting In other words, it is an educational technique that creates a kind of learning environment that permits educators to facilitate the transmission of knowledge
“Gamification elements” are the responsible components which help in designing a certain game for a specific purpose, such as Badges, Leaderboards, Points and levels, or Progress tracking
“Gamification tools” refers to various gamification applications helping set up and manage gamified lessons or quizzes, such as Quizlet, Quizizz, or Kahoot!
2 What is your education background?
3 How long have you been teaching English at high school?
SECTION 1: TEACHERS’ USE OF GAMIFICATION IN ENGLISH LANGUAGE
Please circle the answer that is suitable for you You can choose more than one answer
1 Do you use gamification in your English teaching?
- If yes, please continue to answer the next questions
- If no, please skip from questions 2 to 7
2 What percentage of gamification did you use in all the lessons in the school year 2021- 2022?
3 Which class mode do you use gamification in your English teaching?
C both online and offline class
4 Which gamification tools do you often use in your English teaching?
5 Which gamification elements do you often use?
6 Which lessons do you often use gamification in?
7 Why do you use gamification?
A To teach the new lesson
B To check the old lesson
C To review the previous lessons
SECTION 2: TEACHERS’ ATTITUDES TOWARDS THE BENEFITS AND CHALLENGES OF USING GAMIFICATION TOOLS IN ENGLISH CLASSES AT
Please express your opinion after each statement by putting a tick (√) in the box that best indicates the extent to which you agree or disagree with the statement
Disagree Neutral Agree Strongly agree Benefits of using gamification in teaching English
1 I believe my students can become more self-directed in learning when they are exposed to gamification tools
2 I believe gamification tools create a more comfortable virtual environment for learners to study
3 I believe earning points for task completion motivates students to do more than what they are required to do in the lessons
4 I believe gamification tools give students a sense of autonomy that increases their feeling of being in control over their learning
5 I believe gamification tools give students a sense of autonomy that helps them to directly see the outcome of their actions in the lesson
6 I believe passing successfully the predesigned challenges and seeing that directly through the use of game elements increases in students a feeling of competence
7 I believe the instant feedback made available through game elements motivates students to do better in the lessons
8 I believe gamification tools can draw my students’ attention in the lessons
9 When students use gamification tools, I believe they are more active and engaged in the lessons
10 I believe gamification tools can help to create peer correction activities
11 I believe gamification tools help me to collect and keep track of learners’ academic results
12 ) I believe reward systems on gamification tools make feedback more interesting
13 I believe gamification tools can help me to check learners' background knowledge
14 I believe points and badges systems on gamification tools can support my evaluating process
15 I believe leaderboards on the gamification tools help me know the level of my students
16 I believe feedback on gamification apps make my learners less scared and shy
17 I believe tasks on gamification tools help students remember the lessons (grammar, vocabulary, etc.) better
18 I believe using gamification tools to present new words and grammatical structures helps my students understand them easily
19 I believe using gamification tools in lessons can improve students’ grades and performance in the subject
Challenges of using gamification in teaching English
20 I believe there is a lack of computers/mobile phones so not all students can use the tools at the same time
21 I believe it takes me a lot of time to choose appropriate materials, edit and modify them in order to fit the contents of the textbooks
22 I believe a small projector screen causes difficulty for students in following the lessons
23 I believe the Internet is not stable so it is hard to conduct the lesson fluently with the tools
24 I believe the class is noisy when students use gamification tools
25 I believe some gamification tools are hard and confusing for me to use
26 I believe my manipulation on computers is not skilled enough to use smoothly in the class
27 I believe I might be nervous and unconfident when using gamification tools in front of the class
28 I believe I cannot manage the class resulting in student’s disinterest and distraction
29 I believe I may fail to manage time in the class
In the next stage of the study I would like to have a direct talk to learn more about gamification Would you be interested in discussing this issue further with me?
If you answered YES, please write your name and email address/phone number here Name:……… Email address/phone number:.………
Thank you very much for your answers!
Cuộc khảo sát này được thiết kế để thu thập thông tin cho bài nghiên cứu về thái độ và việc sử dụng trò chơi hóa trong giảng dạy tiếng Anh của giáo viên tiếng Anh Câu trả lời của thầy/cô có tầm quan trọng lớn đối với sự thành công của nghiên cứu Tất cả thông tin do thầy/cô cung cấp chỉ được sử dụng cho mục đích nghiên cứu, không phải cho bất kỳ mục đích nào khác
Cảm ơn sự hợp tác của thầy/cô!
CÁC THUẬT NGỮ DÙNG TRONG KHẢO SÁT:
Trong cuộc khảo sát này, các thuật ngữ sau đây sẽ được sử dụng:
“ Trò chơi hoá ” là việc đưa các yếu tố thiết kế trò chơi vào các bối cảnh không mang tính chất vui chơi Mục đích chính của nó là tác động đến hành vi của con người, thu hút sự tham gia và thúc đẩy họ đạt được những thử thách khác nhau Trò chơi hoá hiện đang sử dụng các trò chơi trong bối cảnh môi trường giáo dục Nói cách khác, đó là một kỹ thuật giáo dục tạo ra một loại môi trường học tập cho phép các giáo viên dùng để hỗ trợ cho việc truyền đạt kiến thức
“ Các yếu tố trong trò chơi hoá ” là các thành phần có vai trò giúp thiết kế một trò chơi vì một mục đích riêng, ví dụ như Danh hiệu, Bảng xếp hạng, Điểm và Cấp độ, hoặc Theo dõi tiến độ
“ Công cụ trò chơi hoá” đề cập đến các ứng dụng trò chơi khác nhau giúp thiết lập và quản lý các bài học hoặc câu hỏi, chẳng hạn như Quizlet, Quizizz hay Kahoot!
PHẦN 1: THÔNG TIN CÁ NHÂN
1 Thầy/cô bao nhiêu tuổi?
2 Trình độ học vấn của thầy/cô là gì?
3 Thầy/cô đã dạy tiếng Anh ở trường THPT được bao lâu?
PHẦN 2.1: VIỆC SỬ DỤNG HÌNH THỨC TRÒ CHƠI HOÁ CỦA GIÁO VIÊN
TRONG DẠY HỌC TIẾNG ANH
Hãy khoanh tròn câu trả lời phù hợp với thầy/cô Thầy/cô có thể chọn nhiều hơn một câu trả lời
1 Thầy/cô có sử dụng trò chơi hóa trong dạy học tiếng Anh không?
- Nếu có, vui lòng tiếp tục trả lời các câu hỏi tiếp theo
- Nếu không, vui lòng bỏ qua các câu hỏi còn lại (câu hỏi 2 đến câu 7)
2 Tỷ lệ sử dụng hình thức trò chơi hoá của thầy/cô trong tất cả các tiết dạy của năm học 2021-2022 là bao nhiêu?
3 Loại hình lớp học nào thầy/cô sử dụng trò chơi hoá trong giảng dạy tiếng Anh?
A chỉ trong lớp học trực tuyến (online)
B chỉ trong lớp học ngoại tuyến
C cả lớp học trực tuyến và ngoại tuyến
4 Thầy/cô thường sử dụng công cụ trò chơi hóa nào dưới đây trong giảng dạy tiếng Anh?
D Những công cụ khác: (Vui lòng ghi rõ) ………
5 Thầy/cô thường sử dụng các yếu tố trò chơi hóa nào?
E Những yếu tố khác: (vui lòng ghi rõ) ………
6 Tiết học nào thầy/cô thường sử dụng trò chơi hoá?
H Những tiết học khác: (vui lòng ghi rõ) ………
7 Thầy/cô sử dụng trò chơi hoá nhằm mục đích gì?
A Để dạy bài học mới
B Để kiểm tra bài học cũ
C Để ôn lại những bài học trước
D Để làm bài luyện tập
E Những mục đích khác: (vui lòng ghi rõ) ………
PHẦN 2.2: THÁI ĐỘ CỦA GIÁO VIÊN VỀ LỢI ÍCH VÀ THÁCH THỨC CỦA VIỆC
SỬ DỤNG CÔNG CỤ TRÒ CHƠI HOÁ TRONG DẠY TIẾNG ANH CHO HỌC SINH
Hãy bày tỏ ý kiến của thầy/cô sau mỗi phát biểu bằng cách đánh dấu (√) vào ô cho biết rõ nhất mức độ thầy/cô đồng ý hay không đồng ý với phát biểu đó
STT Ý kiến Hoàn toàn không đồng ý
Không ý kiến Đồng ý Hoàn toàn đồng ý
Lợi ích của việc sử dụng trò chơi hoá trong dạy tiếng Anh
1 Tôi tin rằng học sinh của tôi có thể tự định hướng hơn trong học tập khi chúng tiếp xúc với các công cụ trò chơi hóa
2 Tôi tin rằng các công cụ trò chơi hóa tạo ra một môi trường ảo thoải mái hơn cho người học để học tập
3 Tôi tin rằng việc kiếm được điểm khi hoàn thành nhiệm vụ thúc đẩy học sinh làm nhiều hơn những gì chúng được yêu cầu trong các bài học
4 Tôi tin rằng các công cụ trò chơi hóa mang lại cho học sinh cảm giác tự chủ, giúp chúng cảm thấy đang kiếm soát được việc học của mình
5 Tôi tin rằng các công cụ trò chơi hóa mang lại cho học sinh cảm giác tự chủ, giúp chúng trực tiếp nhìn thấy được kết quả các hoạt động của mình trong bài học
6 Tôi tin rằng việc vượt qua thành công các thử thách được thiết kế trong các công cụ trò chơi hoá và nhìn thấy những kết quả trực tiếp thông qua việc sử dụng các yếu tố trò chơi giúp học sinh cảm thấy bản thân có năng lực hơn
7 Tôi tin rằng phản hồi tức thì có sẵn thông qua các yếu tố trò chơi sẽ thúc đẩy học sinh làm bài tốt hơn
8 Tôi tin rằng các công cụ trò chơi hóa có thể thu hút sự chú ý của học sinh của tôi trong các bài học
9 Khi học sinh sử dụng các công cụ trò chơi hóa, tôi tin rằng các em tích cực hơn và tham gia hơn vào các bài học
10 Tôi tin rằng các công cụ trò chơi hóa có thể giúp tạo ra các hoạt động học sinh sửa lỗi cho nhau
11 Tôi tin rằng các công cụ trò chơi hóa giúp tôi thu thập và theo dõi kết quả học tập của người học
12 Tôi tin rằng hệ thống phần thưởng trên các công cụ trò chơi làm cho việc phản hồi trở nên thú vị hơn
13 Tôi tin rằng các ứng dụng trò chơi hóa có thể giúp tôi kiểm tra kiến thức nền tảng của người học
14 Tôi tin rằng hệ thống điểm và huy hiệu trên các công cụ trò chơi hoá có thể hỗ trợ quá trình đánh giá của tôi
15 Tôi tin rằng bảng thành tích trên các công cụ trò chơi hoá giúp tôi biết được trình độ của học sinh
16 Tôi tin rằng phản hồi trong các ứng dụng trò chơi hoá giúp học sinh của tôi bớt sợ hãi và nhút nhát hơn
17 Tôi tin rằng các nhiệm vụ trên các công cụ trò chơi hoá giúp học sinh nhớ bài học (ngữ pháp, từ vựng, v.v.) tốt hơn
18 Tôi tin rằng việc sử dụng các ứng dụng trò chơi hóa để trình bày các từ mới và cấu trúc ngữ pháp sẽ giúp học sinh của tôi hiểu chúng một cách dễ dàng