Sử dụng trò chơi ngôn ngữ để nâng cao động lực học từ vựng tiếng anh của học sinh trình độ sơ cấp tại trung tâm anh ngữ popodoo thành phố bắc ninh

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NHAT LE USING LANGUAGE GAMES TO ENHANCE THE MOTIVATION TO LEARN ENGLISH VOCABULARY OF ELEMENTARY STUDENTS AT POPODOO

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES

NGUYEN THI NHAT LE

USING LANGUAGE GAMES TO ENHANCE THE MOTIVATION TO LEARN ENGLISH VOCABULARY OF ELEMENTARY STUDENTS AT

POPODOO ENGLISH CENTER IN BAC NINH CITY

M.A THESIS Field: English Linguistics Code: 8220201

THAI NGUYEN - 2023

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES

NGUYEN THI NHAT LE

USING LANGUAGE GAMES TO ENHANCE THE MOTIVATION TO LEARN ENGLISH VOCABULARY OF ELEMENTARY STUDENTS AT

POPODOO ENGLISH CENTER IN BAC NINH CITY

M.A THESIS (APPLICATION ORIENTATION)

Field: English Linguistics Code: 8220201

Supervisor: LE THI THU HUONG, Ph.D

THAI NGUYEN - 2023

ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ

NGUYỄN THỊ NHẬT LỆ

SỬ DỤNG TRÒ CHƠI NGÔN NGỮ ĐỂ NÂNG CAO ĐỘNG LỰC HỌC

TỪ VỰNG TIẾNG ANH CỦA HỌC SINH TRÌNH ĐỘ SƠ CẤP TẠI TRUNG TÂM ANH NGỮ POPODOO THÀNH PHỐ BẮC NINH

LUẬN VĂN THẠC SĨ (Định hướng ứng dụng)

Ngành: Ngôn ngữ Anh

Mã số: 8220201 Cán bộ hướng dẫn: TS Lê Thị Thu Hương

THÁI NGUYÊN - 2023

i

DECLARATION

I certify that the work presented in this research report has been

performed and interpreted solely by myself I confirm that this paper is

submitted in fulfillment of the requirement for the M.A Degree and has

not been submitted elsewhere in any other form for the fulfillment of any

other degree or qualification

Thai Nguyen, March, 2023

Approved by SUPERVISOR

Le Thi Thu Huong, Ph.D

Author’s signature

Nguyen Thi Nhat Le

ii

ACKNOWLEDGEMENTS

This M.A thesis could not have been accomplished without the invaluable help, encouragement, and support of a number of people whom I would like to show my sincerest gratitude and appreciation

To begin with, I would like to express my greatest and deepest

thankfulness to my supervisor, Lê Thị Thu Hương, PhD., for her enthusiastic

and precious guidelines and advice throughout the duration of my thesis Without her instruction and supervision, this thesis could not have reached its fulfillment

Moreover, my honest thanks also come to all students for taking part in this study

Last but not least, I give my thanks to family and relatives who have always supported me and supplied the best conditions for me to complete this thesis

iii

ABSTRACT

The present thesis was conducted to examine the extent to which the application of using language games enhances the motivation to learn English vocabulary of elementary students at Popodoo English center in Bac Ninh city Participants of this study were 28 students at Popodoo English center in Bac Ninh city Language games were used as a strategy to enhance students’ motivation in vocabulary learning This thesis was designed as action research The whole process of the research was divided into four steps of planning, implementing, observing, and reflecting on progress with aims to reduce the problems and to improve student’s motivation in learning vocabulary The research questions to be addressed in the thesis are: 1) How

do language games affect students' vocabulary learning? – 2) What are the students' attitudes towards the use of games in vocabulary learning?

A survey questionnaire, semi-structured interview, and classroom observation were used as instruments to collect data for reflection throughout the research The results confirmed the positive effects of language games on enhancing their motivation in vocabulary learning as the level of motivation after the intervention increased significantly in comparison with that before the intervention In addition, the results indicated that the students had positive opinions towards the application of online games in vocabulary learning in all aspects of the ARCS model

Keywords: action research, vocabulary, motivation, language games, ARCS model

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TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS 4

LIST OF TABLES 7

LIST OF FIGURES 8

LIST OF ABBREVIATIONS 9

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Research aims 4

1.3 Research questions 4

1.4 Scope of the study 5

1.5 Method of the study 5

1.6 The significance of the study 6

1.7 Design of the thesis 6

CHAPTER 2: LITERATURE REVIEW 7

2.1 Language games 7

2.1.1 Concept of language games 7

2.1.2 Roles of language games 8

2.1.3 Main types of language games 8

2.1.4 Advantages of language games 10

2.1.5 The Use of Language games 11

2.2 Vocabulary 11

2.2.1 Definition of the vocabulary 11

2.2.2 Types of vocabulary 12

2.2.3 Importance of vocabulary 13

2.3 Teaching vocabulary 14

2.3.1 The importance of vocabulary teaching 14

2.3.2 Process of vocabulary teaching 14

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2.4 Learning vocabulary 15

2.5 Characteristics of young learners 17

2.6 Motivation 18

2.6.1 Definition of Motivation 18

2.6.2 Kinds of Motivation 19

2.6.3 Methods to enhance motivation in learning 21

2.6.4 ARCS Motivational Design Model 22

2.7 Previous studies on the impacts of using language games in English vocabulary learning 24

1.8 Summary 26

CHAPTER 3: METHODOLOGY 27

3.1 Action research 27

3.2 Research design 28

3.3 Participant selection 29

3.4 Materials 29

3.5 Intervention 30

3.6 Instruments: 31

3.6.1 Questionnaire and Interview 32

3.6.3 Observation 33

3.7 The study procedure 34

3.7.1 Identify the problems: 34

3.7.2 Action plan: 34

3.7.3 Evaluating the plan: 37

3.7.4 Survey questionnaire 37

3.8 Data collection procedure 40

3.9 Data analysis method and procedure 41

3.10 Summary 41

CHAPTER 4: FINDINGS & DISCUSSIONS 42

4.1 Survey questionnaire 42

4.1.1 Questionnaire on Motivation in learning vocabulary 42

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4.1.2 Questionnaire on the Use of language games 44

4.2 Semi-structured interview: 48

4.2.1 Attention 48

4.2.2 Relevance 48

4.2.3 Satisfaction 48

4.2.4 Confidence 49

4.3 Observation 49

CHAPTER 5: CONCLUSIONS 53

5.1 Summary of findings 53

5.2 Implications 53

5.3 Limitations 53

5.4 Recommendations 54

5.5 Reflections 54

REFERENCES 56 APPENDICES I APPENDIX A: PRE-INTERVENTION QUESTIONNAIRE I APPENDIX B: POST-INTERVENTION QUESTIONNAIRE II APPENDIX C: SURVEY QUESTIONNAIRE III APPENDIX D: OPEN-ENDED INTERVIEW QUESTIONS VI APPENDIX E: TEACHER OBSERVATION RECORD VII

7

LIST OF TABLES

Table 3.1 IMMS scoring guide 39

Table 3.2 Relationship of interview questions to the ARCS model 40

Table 4.1 Descriptive statistics of students’ motivation in learning vocabulary 42

Table 4.2 Comparison of motivation between pre- and post-intervention 43

Table 4.3 Scale reliability based on Cronbach’s alpha 45

Table 4.4 Range of motivation level 45

Table 4.5 Overall mean scores of students’ evaluation 46

Table 4.6 Numbers of respondents in each level 46

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LIST OF FIGURES

Figure 3.1 Action research model 29 Figure 4.1 Descriptive statistics of Pre- and Post- intervention on motivation in learning vocabulary 43 Figure 4.2 Percentages of respondents in each level 47 Figure 4.3 Descriptive statistics of Game evaluation in each scale 47

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LIST OF ABBREVIATIONS

ARCS Attention, Relevance, Confidence, and Satisfaction

IMMS Instructional Materials Motivation Survey

CHAPTER 1: INTRODUCTION 1.1 Rationale

The importance of language in social interactions is enormous People can speak, communicate, and exchange information with one another through this kind of communication Every country has a unique native tongue Because English is regarded as a foreign language or the second most spoken language in the world, many individuals decide to study it Globalization has increased the demand for English To overcome language obstacles, it is crucial for everyone

to be able to converse in English with foreigners They would be able to establish closer connections with people from different nations if they could converse with them in English

English is taught in Vietnam's educational system at all levels due to its popularity The Vietnamese government has made it a policy to start teaching English to primary school students as soon as feasible in order to increase human capital In Vietnamese schools, English is taught at all grade levels, including kindergarten through graduate school For each level, a variety of relatable themes were planned in order to make English more relevant to the lives of the students and to provide them with the knowledge they need to develop the critical thinking and communication skills that would be required for their future work

Learning English involves the development of four skills: listening, speaking, reading, and writing Having a broad vocabulary is really helpful for students who want to develop these skills However, a large number of Vietnamese students passively learn vocabulary, although greatly appreciating the significance of vocabulary learning Several factors could be attributed to this matter Firstly, they are given explanations of the significance or description, language, grammatical functions, and pronunciation because they initially find it tedious Additionally, the students lack the necessary learning skills for the traditional technique They should concentrate on listening to the lecturer without playing any games The second misconception among students is that they must

only comprehend the meaning of words in order to use vocabulary, disregarding the other functions of words Third, students merely take in knowledge from teachers or textbooks as passive learners For example, when there is a new word, the students just ask the instructor to give them the meaning of the word As a result, they can have difficulty with other abilities since they can understand a word in the form of writing but not when it is spoken

Vocabulary is one of the most important factors that can assist learners in using English Vocabulary also helps them convey their thoughts and feelings Vocabulary is, according to Hatch & Brown (1995) a list of words that speakers use Many other academics emphasize the significance of words McCarthy (1990:8) emphasizes the significance of vocabulary “No matter how well the students learn grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in

an L2 just cannot happen in any meaningful way.” Harmer (1991:153) emphasizes the importance of terminology "If language structure makes up the skeleton of the language, then it is vocabulary that provides the vital organs and the flesh." There are ways to motivate students to study vocabulary, including visuals, mime, gestures, visual aids, and games Students will learn more effectively and have more possibilities to speak in the real world if they study in a joyful and comfortable learning environment Many scholars appreciate the benefits of games in learning a new language Games assist learners to put their energy into language acquisition by presenting them with relevant settings (Wright, Betteridge, and Buckby, 1984) Furthermore, McCallum (1980) noted that games inherently improve student interest and motivation Avedon (1971, referenced in Deesri, 2000:2) described how games motivate students and make them want to compete in games; they also feel thrilled and do their hardest to play these games

In other words, games encourage students and, as a consequence, they learn Crookal (1990) thought that games have a lot of benefits for reducing anxiety and making individuals feel better, so they may feel more confident and calmer, since

they feel free and never think about punishment or any negative repercussions of erroneous responses

In terms of teaching, games are also beneficial to instructors The use of language games in the teaching of a foreign language is one of the most effective strategies for increasing student motivation and determining success in learning their language They assist and motivate students to study and remain interested

in school Furthermore, they assist teachers in creating a setting in which language exercise is helpful and intelligible for students Several investigations have recognized the use of games in vocabulary learning (Neyadi, 2007; Tunchalearnpanih, 2012) Nonetheless, little study has been conducted to demonstrate the usefulness of employing games for vocabulary acquisition for Vietnamese primary school students in Bac Ninh

In reality, many students at primary school in Bac Ninh lack serious vocabulary as well as don’t have enough methods of learning and memorizing vocabulary This creates a lot of difficulties for them when learning English and leads to the test results are not high At Popodoo English Centre, the researcher is

in charge of teaching students ranging in age from 5 to 14 They need to arrange the materials for the lesson Basic English was used as the source of information The most basic task is that they research vocabulary to further their English learning skills Language games are the most effective way to engage young learners in effective vocabulary-learning activities Students often enjoy some engaging experiences, and using language games as a tool for acquiring vocabulary is a necessity to achieve the main goal of the learning exercise All of these factors opened the path for the author to conduct the research titled “Using language games to enhance the motivation to learn English vocabulary of elementary students at Popodoo English center in Bac Ninh city” The writer hopes that through doing this research, the use of language games will become more prevalent in vocabulary development

1.2 Research aims

The world has brought foreign languages in general and English in

particular plays a bigger role than ever Here That's why in recent years English has been It has become a compulsory subject in most training institutions in Vietnam from primary school to high school, college, and university To teach and study English well, a lot of teaching methods have been researched and applied, in which the method of using the game was practiced widely in the country and around the world as an effective solution used to relieve stress and improve the motivation for learning Currently, the types of games used in teaching English are very rich and diverse in terms of form, regulation, and purpose, However, not at the moment Either way, this method will bring the desired success would like To apply the game effectively, teachers need to pay attention to many factors such as the time of application, the choice of games, the process proceeds accordingly, Besides, a lot of domestic and foreign research

on the use of games in English teaching has been carried out but most of the research only focuses on the application of some games individually to teach a certain language skill (listening, speaking, reading, writing, vocabulary, ) To solve the problems in the teaching and learning process, this current thesis was carried out with the aim of investigating the use of language games to enhance the motivation to learn English vocabulary among elementary students at Popodoo English center in Bac Ninh city To achieve this aim, the following research objectives were obtained: (1) determining how language games can affect the students' vocabulary learning; (2) identifying the students' opinions toward the use

of language games in vocabulary learning

2 What are the students' attitudes towards the use of games in vocabulary learning?

1.4 Scope of the study

In this study, the researcher does not have the ambition to study all the influences of language games on the student's development of language and skills

in general “Due to the significance of vocabulary development and the low level

of motivation of students mentioned above, this study only focuses on the influences of language games on the student's motivation in vocabulary learning” The researcher was assigned to teach English to students aged 5 to 14 at the Popodoo English Center in Bac Ninh City during the second term in the school year 2021 There are numerous tools and approaches for developing student vocabulary, as well as a variety of ways in which to use language exercises to develop other skills However, in terms of the researcher's pre-observation of students and the thesis limits, the researcher will concentrate on developing student vocabulary by language games and describing the student perceptions and feelings by using the language games process This study will be conducted with

an English teacher and 28 students in grades 1, 2, 3 and 4 at Popodoo Bac Ninh Center

1.5 Method of the study

This is action research with the participants of 28 students at Popodoo English center in Bac Ninh city The purpose of this thesis was to conduct action research to tackle the problem of their low motivation in learning vocabulary through the use of language games for a duration of 15 weeks The whole process

of the research was divided into four steps: planning, implementing, observing, and reflecting on progress Classroom observation, survey questionnaires, and semi-structured interviews were used as instruments to collect data for reflection throughout the research

1.6 The significance of the study

The research is important for several reasons To begin with, the findings of the study would show the importance of using language games to improve vocabulary for elementary students at Popodoo The current research examines the effects of using language games as a method in English classrooms

Language games are useful not only to teachers but also to students while studying English It is expected to stimulate the inspiration to make use of language games as a useful method to help students improve their vocabulary Language games can help students in the classroom compete in a safe way It also aids in the development of a welcoming learning environment In addition, it allows students to use and learn the language in practical and substantive ways

It also aims to increase the limited amount of research on learning English vocabulary for Vietnamese learners, especially for elementary students in Bac Ninh

1.7 Design of the thesis

This thesis consists of five parts:

Chapter 1: Introduction: presents the rationale for conducting the study a

longing with its aims, research questions, methods, significance, and design

Chapter 2: Literature Review conceptualizes the framework of the study

including the key concepts A brief overview of the related studies is also provided

Chapter 3: Research methodology presents the context and the

methodology used in this study including the objects, data collection instruments, data collection procedure and analysis

Chapter 4: Findings and Discussion present and give a comprehensive

analysis of the data; give on the findings of this study

Chapter 5: Conclusion offers the summary of findings, implications,

limitations, recommendations, and reflection of the researcher

CHAPTER 2: LITERATURE REVIEW

This chapter conceptualizes the framework of the study, including key concepts of vocabulary, motivation, and the application of language vocabulary

games in Bac Ninh classroom

2.1 Language games

2.1.1 Concept of language games

There are many ways to define “game” According to Hornby (1995), a game

is an action or sport with rules in which individuals or teams play against each other

Language game fosters student confidence and raises academic performance Language games are crucial for teaching vocabulary because they bring context-based meaning into the classroom Playing with words and letters helps keep their minds active and improves their communication abilities

Language games are exercises that students complete in pairs or groups that teachers use to motivate their participation in vocabulary learning throughout each cycle The idea of using games in education has been proposed and defended since the 1970s; however, it does not appear to be widely accepted or mandated There

is a widespread misconception that all learning ought to be serious Games are a crucial tool for making the classroom enjoyable According to Byrne (1995), a game is a type of play regulated by rules They can be pleasurable and relaxing They're more than just a distraction or a break from normal activities They're also

a way to get the learner to use the language during the game A game, according

to El Shamy (2001:15), is a “competitive sport played according to rules within a

given context, in which players face a competition to reach a goal and win.”

Language games have a variety of elements, including rules, competitiveness, relaxation, and, most importantly, learning So that no difficulties arise, the rules must be straightforward, few, and well-explained They should be structured at a variety of levels and topics that are appropriate for the various student levels, for them to enjoy themselves and achieve the best results

2.1.2 Roles of language games

Language games have an important role in the process of learning English

as they help to draw students’ interest in the subject Language games also encourage students to learn by creating a relaxed environment in the classroom Many scholars around the world have looked at the value of language games in English foreign language classrooms

Language games are considered a useful tool that provides an essential environment for language learning Constantinescu (2012) demonstrated how language games would help students improve their writing and speech skills Games make it easier for students to recall new vocabulary and structures

In order to capture students' interest and aid in their easy and thorough memorization of vocabulary, teachers have had to use language games increasingly frequently in recent years There is no denying that the game attracts many students According to Mei & Yu – Jing (2000), all learners, regardless of age, gender, or character, react positively to games These researchers also used games to inspire students and keep their attention during the class Furthermore, the game can be an effective way for students to relieve tension after a long day

2.1.3 Main types of language games

Since language games are so important in English Foreign Language (EFL) classrooms, teachers must pay more attention to the games they use in class According to Hadfield (1984), there are two types of language games: verbal games and communicative games Furthermore, games are grouped into the

following categories, which are made up of both linguistic and communicative types:

Sorting and organizing games: students are given a series of cards with

various items on them, and their task is to organize the cards into products available in a department store, (Hadfield, 1984)

Guessing games: are a kind of knowledge gap game One of the most

well-known guessing games is 20 questions, in which one individual imagines a famous individual, location, or object The other participants will ask 20 yes/no questions to find clues about the other participants, (Hadfield, 1984)

Knowledge gap games: in these games, one or two people have information

that other people need in order to perform a mission For example, one person might have a drawing, and his friend's job is to produce the same drawing by listening to the provided information (Hadfield, 1984)

Search games: are a kind of two-way knowledge gap game, in which

everybody gives and receives information Find someone who will serve as an excellent role model Students are given a grid to work on The goal is to fill in every cell in the grid with the name of a classmate who was the first to fill the cell Someone who is a student circulates the room, asking and answering questions in order to complete their grid and assist classmates (Hadfield, 1984)

Matching games: as the name suggests, players must find a match for a word

image or card For example, students put 30-word cards, each of which is made

up of 15 sets, face down in random order By using their memory, each person turns over two cards at a time, hoping to turn over a matching pair (Hadfield, 1984)

Labeling games: are a form of matching game in which players match labels

and images (Hadfield, 1984)

Exchanging games: these games involve students exchanging and

gathering cards, other items, or related ideas This segment includes a lot of board games Go fish, for example, is a popular children's card game (Hadfield, 1984)

Roleplaying games: Roleplaying games may involve students pretending to

be someone they aren't in real life, such as a dentist Although simulations may involve students playing roles that they actually serve in real life or that they could play in the future, such as a restaurant customer Students come up with their own vocabulary in simulations, while dramas are usually orchestrated performances (Hadfield, 1984)

2.1.4 Advantages of language games

Games in English foreign language classrooms can help students develop their proficiency in a variety of ways One of the most significant benefits of language games is that they help learners overcome their fear of learning a new language Games assist them with having a more positive mood rather than the pessimistic feelings that they would otherwise have Students will gain confidence when they are no longer afraid of being judged or punished (Crookall, 1990) Language games have grown in popularity in the educational sector, which benefits both teachers and English students Furthermore, it is an important method of reinforcing language skills

According to Lewis & Bedson (1999), games are common among students because they enjoy playing Young learners can connect, discover, and test their environment through language games Using games to motivate and jolt students, rather than to boost their motivation

Harmer (2008) said that to be able to speak English effectively, young learners should be able to recognize dialect highlights and deal with data quickly

As a result, young learners must refine the selection and fitting procedures that aid their data preparation and synchronous language operations

Lee (1979:3) demonstrated that games cannot be treated as a marginal task filling up random periods where the teacher and class have little else to do Below are some of the benefits of using a game for both students and teachers:

• In cases of boredom, a language game can be enjoyable for students and make them feel inspired

• It is difficult for students to do well while they are exhausted A language game will assist them in overcoming their challenges and gaining more skills

• When students are not successful at working in groups, a language game has the ability to pull them together and teach them how to cooperate

• If students wish to revisit what they have already learned but instructors are

at a loss for activities, a language game is a safer option

• If students lack the required vocabulary skills for the game When there isn't any time left and it can induce anxiety if it needs to be completed in a short period of time

If students are misbehaving, they must cool down in order to complete the game's objectives

2.1.5 The Use of Language games

The use of games in language teaching is not mandatory; however, it cannot

be denied that it is beneficial to employ them in any lessons, regardless of the subject In addition to the personal challenge, younger students often enjoy playing with their peers, and adding a game aspect is a way of livening up any material (Nolasco & Arthur, 1991:76) While games are not the most critical aspect of language teaching, they are a useful tool for keeping students focused

on their studies The challenge that all teachers face is how to keep their students interested in their classes As a result, the only solution is to play a variety of games

2.2 Vocabulary

2.2.1 Definition of the vocabulary

Vocabulary, defined by Hornby (1995) as the total number of words in every language Aside from this definition, the Oxford dictionary noted vocabulary as the body of words used in a particular sphere and as the total number of words that make up a language In the Longman Dictionary (1995), vocabulary is all the words that someone knows, learns, or uses

Vocabulary is a term used to describe a new word or expression that students learn and use both before and after each term Vocabulary's meaning refers to many opinions on its purpose and application because it is one of the components that connect the four skills of communicating, listening, reading, and writing The vocabulary of a language refers to all of its words put together (Hornby, 1995) Making an effort to understand, create, and manipulate the target words is necessary because learning languages is challenging Games help and inspire many learners to comprehend the target language more rapidly They help teachers come up with practical and meaningful methods to use the target words They also make it more enjoyable for students to learn and remember new words, allowing them to understand and absorb new words more easily Students can use words in a non-stressful manner after studying and using new vocabulary via games (Uberman, 1998)

According to Todd (1987), there are four aspects of vocabulary - the orthographic word has a space on both sides Only the shape is used while a morphological word is used A lexical word considers all the different forms that

a word can take and how they are all directly associated in context A semantic term distinguishes between objects that are morphologically similar but have different meanings Oral vocabulary refers to words used and understood when speaking and listening, while print vocabulary refers to all words recognized while reading and writing

because they have already accumulated a larger vocabulary, making it difficult to distinguish between active and passive words

Passive vocabulary: Although students will not frequently use it, they nevertheless need to understand this language For instance, students only learn the most crucial terms when they read a text or a report Some passive words, however, might unintentionally change to active ones if the context or meaning demands it

2.2.3 Importance of vocabulary

Strategies for teaching English have concentrated on the teaching of grammatical constructs, giving preference to grammar for many years Therefore, students do not get distracted from learning it, and in this sense, the teaching of words has been made relatively limited Vocabulary, which was meant to be understood, was only illustrated because it was part of the “structure of the day lesson” “ vocabulary is largely a set of objects, and grammar is a system of rules,” it was thought As a result of the fact that one rule produces numerous sentences, it was thought to be more efficient Grammar multiplies, while vocabulary adds (Thornbury, 2004:14)

Fortunately, the idea that grammar should have higher priority than vocabulary has shifted over time The lexical syllabus (a syllabus focused on words that occur frequently in spoken and written English) and the role of lexical chunks were two primary innovations that questioned grammar's dominance These two advances have raised awareness of the significant role of vocabulary

in language learning In spite of the fact that most coursebooks already follow a grammar syllabus, vocabulary is no longer considered an "add-on." “Without spelling, very little can be conveyed, without language, little can be conveyed,” (Thornbury, 2004:13)

Similarly, tests have found that academic achievement has strong connections with the amount of vocabulary students have, which suggests that if

students have a small source of vocabulary, they will do poorly in their learning (Anderson & Naggy, cited by Mackay, 2007)

2.3 Teaching vocabulary

2.3.1 The importance of vocabulary teaching

When it comes to teaching vocabulary, it involves more than just introducing new terms It also involves giving students access to the language they can use to express their feelings and thoughts For many students, learning vocabulary is one

of the most challenging parts of learning a foreign language, especially for those whose mother tongue writing is the same as their spoken language because they are accustomed to writing a word the same way they say it However, this argument changes when referring to a language like English since words are not always typed or spoken in the same way they are written According to Hatch and Brown (2014:544), there are various methods, strategies, drills, and practices that teachers can use to teach vocabulary to their students, but it is up to the teachers

to choose which form is better for their group, considering their unique characteristics Apart from that, the teacher should think about whether the materials they have chosen to use in class are in line with the goals, retains the learner's curiosity and motivation, and is appropriate for the class's characteristics (Uberman, 1998 cited in Taheri, 2014:544)

2.3.2 Process of vocabulary teaching

Learners encounter words often as they progress through their studies in order to broaden and develop their understanding of and proficiency with the vocabulary of the foreign language Additionally, adopting engaging activities to practice vocabulary gives students more chances to efficiently retain the terms than if they were to only drill or use flashcards to practice the phrases verbally

(Cameron, 2001)

Effective word recall is made possible for students through activities that require them to consider and decide on the words To ensure long-term retention and recall, new information must be coupled with previously learned material

This requires putting both sets of information into working memory, which can

be done by comparing, matching, combining, sorting, visualizing, and rearranging, as well as repeatedly filing away and recalling them It means that students need exposure to a variety of activities that challenge their thinking and

promote their decision-making (Thornbury, 2002)

It was impossible to study vocabulary in isolation As stated by Nunan (1995), we should start by teaching new vocabulary items in context, but later on, students should be given the chance to cope with the terms out of context According to Kang (1995), using a context-embedded strategy, in which new words are taught in context, is one of the greatest strategies to improve the learning of vocabulary in a second language In his study, computer audio was used to convey target English words to learners together with their definitions and one or more example sentences The target words could be repeated as often as

needed for the learners

Overall, vocabulary is crucial to the growth of teaching and learning, so the students should be taught vocabulary since they are young so that it will be easy for them to master vocabulary and reach the goals of teaching and learning a foreign language that is producing a language in speaking, reading, and writing

2.4 Learning vocabulary

Without a strong vocabulary, a language would not be possible Vocabulary study is an integral part of learning a language since it is essential for speaking, reading, listening, and writing Vocabulary is also one of the elements of a language because it represents the understanding of meaning For instance, if linguistic communication consisted just of structure and no vocabulary, it might be impossible Since one can say relatively little with grammar but virtually anything with vocabulary, learning a foreign language requires a good command of its vocabulary rather than its grammar, (Wilkins, 2002)

Vocabulary was not seen in conventional teaching methods as an important subject that needed to be taught individually and formally It was incorporated in

the margins of speaking, listening, reading, and writing classes rather than being

a specific subject that students were required to acquire The teaching and acquisition of vocabulary has recently advanced, notably in EFL classes, with the

introduction of techniques like CBA and CLT (Darfilal, 2015)

Given the significance of vocabulary, it is thought that schools should always place an emphasis on teaching students how to use words correctly One of the most crucial roles of the language program in any classroom is to encourage the

expansion of students' writing, speaking, reading, and listening vocabularies

In general, developing one's vocabulary is an essential and motivating aspect

of learning a language Whenever we want to communicate with other people using a language, we should have mastered vocabulary related to the topic, therefore, it acts as one of the components supporting communication In other words, the important role of vocabulary in developing the four-language skill is

undeniable

Learning vocabulary is one of the most challenging obstacles that students can encounter in their studies In addition, it is one of the most important aspects

of language learning Without syntax, as Wilkins (1972) puts it, “very little can

be communicated, without language, little can be conveyed” For those learning

a language the conventional way, vocabulary is very crucial Vocabulary deficiencies can lead to an ineffective conversation (Zimmerman, 1997)

It is necessary to try to understand, construct, and manipulate the target words because learning vocabulary is challenging Games help and inspire many learners to comprehend the target language more rapidly They also help teachers come up with practical and meaningful methods to instruct students to use the target terms Additionally, they help students learn and remember new words more readily When students have studied and used new vocabulary through games, they may use words in a stress-free way (Uberman, 1998)

2.5 Characteristics of young learners

According to Harmer (2001), because adult learners have more insights and are more conscious of the learning process, such as the expectations that they can accomplish at the end of the course, young learners must discover something for themselves by experiencing, reading, or imitating the world around them Since young learners are excited, the instructor should make their class come alive during the learning period to escape boredom Giving young students the opportunity to participate and engage during class time broadens their experience and awareness In short, the instructor must adapt the instructional process and content to the needs of young learners

Scott & Ytreberg (1990:1-3) listed the characteristics of the two groups The first group is five-to-seven-year-old children, and the second one is eight-to-ten-year-old children Five-to-seven-year-old children have some characteristics as follows:

- They can talk about what they are doing

- They can tell you about what they have done or heard

- They can plan activities

- They can argue for something and tell you why they think what they think

- They can use logical reasoning

- They can use their vivid imaginations

- They can use a wide range of intonation patterns in their mother tongue

- They can understand direct human interaction

The characteristics of eight-to-ten-year-old are as follows:

- Their basic concepts are formed They have very decided views of the world

- They can tell the difference between fact and fiction

- They ask questions all the time

- They rely on the spoken word as well as the physical world to convey and understand the meaning

- They are able to make some decisions about their own learning

- They have definite views about what they like and don’t like doing

- They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions

- They are able to work with others and learn from others

Scott & Ytreberg (1990) also added that young children love to play and learn best when they are enjoying themselves

Based on the scholars’ ideas mentioned above, games can be a good tool for young learners in their process of learning a language

2.6 Motivation

2.6.1 Definition of Motivation

Despite the important role of motivation in learning additional languages, there is, in fact, no agreement on the exact definition of motivation Although motivation is a term frequently used in both educational and research contexts, it

is rather surprising how little agreement there is in the literature with regard to the exact meaning of the concept (Dörnyei, 2001)

Motivation is considered the “internal drive” that pushes somebody to do something If we think that our goal is worth doing and attractive to us, then we try to reach that goal This is called the action is driven by motivation (Harmer, 1991) On the other hand, motivation was defined as an important component or factor in the learning process Learning and motivation have the same importance

in order to achieve something Learning makes us gain new knowledge and skills and motivation pushes us or encourage us to go through the learning process (Parsons, Hinson & Brown, 2001) In his socio-educational model, motivation is perceived to be composed of three elements These are effort, desire, and affect Effort refers to the time spent studying the language and the drive of the learner Desire indicates how much the learner wants to become proficient in the language and affect means the learner’s emotional reactions related to language study

(Gardner, 1982)

2.6.2 Kinds of Motivation

Motivation can be classified into different categories as mentioned below Harmer (1991) categorized motivation into two types: short-term goal and long-

term goal

Short-term goal: when students wish to succeed in doing something in the

near future, for example, students who want to pass their examinations or to get good grades or high scores

Long-term goal: a wish of students or learners who want to get a better job

in the future or to be able to communicate with people who use the language that they study or the target language

Krashen (1988) divided motivation in terms of the relation between the second language ability consisting of two functions: Integrative motivation and

Instrumental motivation

Integrative motivation: Integrative motivation is defined as the desire to be

a part of recognized or important members of the community or that society that speak the second language It is based on interest in learning the second language because of their need to learn about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second

language using the same language in that community

Instrumental motivation: Instrumental motivation involves the concepts of

purely practical value in learning a second language in order to increase learners‟ careers or business opportunities, giving them more prestige and power, accessing scientific and technical information, or just passing a course of their study in school In other studies, motivation is further classified into two main categories

as Extrinsic motivation and Intrinsic motivation

Extrinsic motivation: Extrinsic motivation refers to a desire to get a reward

and avoid punishment It emphasizes the external need to persuade the learner to take part in a learning activity (Arnold, 2000), such as homework, grade, or doing something to please teachers Both integrative and instrumental motivations are

also grouped under the branch of extrinsic motivation (Harmer, 1991) As extrinsic motivation is based on external outcomes such as rewards and punishment This motivation could bring a negative impact on the students because with extrinsic motivation, students do not learn with strong intentions or will but they study it because they are pushed by the interest in the rewards or the punishment When a student is learning because he is promised rewards or because he wants the rewards, he will be highly motivated to come to classes and learn and achieve the goal that is set for him But when these rewards are taken away, or sometimes even if they do not see any punishment, the student will not

be interested in coming to class and learning the language any longer

Intrinsic motivation: Intrinsic motivation refers to learning itself having its

own reward (Arnold, 2000) It means the learners willingly and voluntarily (not compulsorily) try to learn what they think is worth or important for them When students have intrinsic motivation, they have the internal desire to learn and they

do not have the need for external outcomes There are no negative impacts to having intrinsic motivation In addition, intrinsic motivation pushes the student to learn without rewards, because the need is innate or comes from inside or depends

on their own will Lightbown and Spada (1999) mentioned that teachers do not have many effects on students’ intrinsic motivation since the students are from different backgrounds and the only way to motivate students is by making the

classroom a supportive environment

According to Harmer (1991), factors that influence intrinsic motivation are Physical condition, Method, The teachers, and Success

Physical condition: It is clearly the case that physical condition has a great

effect on the teaching and learning process and can alter students’ motivation either positively or negatively Classrooms that are badly lit and overcrowded can

be excessively de-motivating So, the atmosphere in which a language is learned

is vitally important

Method: The method by which students are thought must have some effect

on their motivation If they find it deadly boring, they will probably become demotivated, whereas if they have confidence in the method, they will find it motivating

The teacher: In this case, the teachers must perform their teaching skills as

well as possible, in order to make students interested in their lessons

Success: Success or lack of it plays vital in the motivational drive of students

Both complete failure and success may be de-motivating It will be the teacher’s job to set goals and tasks at which most of her or his students can be successful or

rather task to be able to achieve

2.6.3 Methods to enhance motivation in learning

In the learning and teaching process, both intrinsic and extrinsic motivations are needed There are some forms and ways to build the students’ motivation in learning activities in language classrooms, as suggested by Shodiqin (2015) below:

Giving score: The score, in this case, is a symbol of the value of learning

activities Many students study hard to get good scores A good score for students

is a strong motivation

Competition: Competition can be used as a tool to motivate students to study

hard Competition, both in the form of individual and group, can increase students’ achievement in learning English

Giving a test: Students will study hard if they know there will be a test the

next day Delivering a test is a good motivation However, teachers must remember not to give a test too often (every day) because students will feel bored

In this case, the teacher must be open It means if teachers want to give a test, they should inform the students first

Reward: Reward can be divided into two types:

+ Giving praise: When a student succeeds and finishes his or her work,

it is necessary to give praise Giving praise is a form of positive reinforcement

+ Punishment: Punishment is a negative reinforcement; it can be an instrument to motivate the students if the teacher gives it in a good situation

2.6.4 ARCS Motivational Design Model

Motivational design is defined as “the process of arranging resources and procedures to bring about changes in people’s motivation” (Keller, 2010) The Attention, Relevance, Confidence, and Satisfaction (ARCS) Model, which is an acronym for the techniques used to maintain motivation, is another name for

Keller's Instructional Model of Motivation

a Attention: In order for learning to occur, whether it is in a classroom

setting or online, the instructor needs to have students' full attention For learning

to be meaningful, attention must be maintained throughout the entire process It

is crucial that the students are interested in the subject, and this can be done by catering to the group's interests There are some specific strategies can help us get

their attention:

Active participation: Adopt strategies such as games, roleplay, or other

hands-on methods to get learners involved with the material or subject matter

Variability: To better reinforce materials and account for individual

differences in learning styles, use a variety of methods in presenting material (e.g

use of videos, short lectures, mini-discussion groups)

Humor: Maintain interest by using a small amount of humor (but not too

much to be distracting)

Incongruity and Conflict: A devi’s advocate approach in which statements are

posed that go against a learner’s past experiences

Specific examples: Use visual stimuli, story, or biography

Inquiry: Pose questions or problems for the learners to solve, e.g., brainstorming activities

b Relevance: Students need to perceive their experiences as meaningful or relevant in order to remember the information The learner will be able to enjoy

learning and meet their learning objective as a result As an illustration, the teacher learns about the student's interests and connects that to the lesson

Experience: Tell the learners how the new learning will use their existing skills We best learn by building upon our preset knowledge or skills

Present Worth: What will the subject matter do for me today?

Future Usefulness: What will the subject matter do for me tomorrow? Needs Matching: Take advantage of the dynamics of achievement, risk-taking, power, and affiliation

Modeling: First of all, “be what you want them to do!” Other strategies

include guest speakers, videos, and having the learners finish their work first to serve as tutors

Choice: Allow the learners to use different methods to pursue their work or

choose how they organize it

c Confidence This refers to the students' personal belief that they can

succeed and confidence in their own abilities There are several ways to include

techniques for improving student confidence in everyday lessons

Provide objectives and prerequisites: Assist students in understanding their

chances of success Their motivation will decrease if they believe they cannot complete the task or that it will take too much time or effort By outlining performance expectations and evaluation standards, you can assist students in

evaluating the probability of success

Grow the Learners: Allow meaningful success and small steps of growth

during the learning process

Feedback: Provide feedback and support internal attributions for success

Learner Control: Learners should feel some degree of control over their

learning and assessment They should believe that their success is a direct result

of the amount of effort they have put forth

d Satisfaction For learning to continue to be successful, satisfaction is

essential If the students are happy with the output, they will be more motivated

to learn Different methods might be used in class by instructors to encourage

simple activities

2.7 Previous studies on the impacts of using language games in English vocabulary learning

Perveen et al (2016) tried to figure out the effectiveness of language games

in acquiring vocabulary while learning English as a second language (ESL) in the Pakistani context Five English language teachers and 150 eighth-grade students from different Lahore public schools were chosen for the data collection As research tools, an evaluation checklist and a survey questionnaire were used The results of the investigation showed that, in comparison to memorization, games could help students become familiar with new words or phrases and facilitate deep learning of vocabulary The ability of students to communicate is also facilitated through games The majority of students concurred that learning new methods through games was effective in enhancing vocabulary The researchers did provide some advice, though, to help with these restrictions

A study by Neyadi (2007) investigated the impact of engaging in games to improve vocabulary acquisition Twenty-nine Six-graders from a primary girls'

school in the United Arab Emirates participated in the study Through observations of how vocabulary is taught in schools, it is concluded that drilling the vocabulary is necessary for students to pronounce words correctly Rarely, and for a brief period of time, do other methods of teaching vocabulary such as the usage of games employed Teachers choose to utilize drilling as a quick method of teaching and learning vocabulary because using games is thought to take more time The investigation was conducted in a school where Arabic is the primary language of teaching When answering questions and interacting with their peers in English class, students are encouraged to use the language

Huyen and Nga (2003) conducted research to determine how language games assist students to acquire English vocabulary efficiently They believed that combining games with other learning activities, like computer-assisted language learning, would be advantageous To investigate it separately, they chose to focus

on the element of games After reviewing the relatively few academic views on this topic, they started their action research, which involved implementing games

in their own classes, watching other teachers' classes, and interviewing both teachers and students to get their reactions and feelings about the value of games

in vocabulary learning According to research, games are a good way to assist students to develop their vocabulary

All of the above studies confirmed the benefits of games in students’ learning process However, there is no research carried out in the context of a language centre That is the reason why the researcher would like to investigate the use of language games to enhance the motivation to learn English vocabulary among elementary students at Popodoo English center in Bac Ninh city

1.8 Summary

In summary, this chapter has reviewed the literature on some concepts, theoretical backgrounds, benefits, types, and approaches to teaching and learning vocabulary The study offers theories on young learners' characteristics and theories of motivation In addition, the use of language games in learning vocabulary in many previous studies has been addressed in several places, and very thoroughly The theory of language games has been presented in terms of definitions, roles, classifications, advantages, and uses

McNiff (2010) defined action research as a form of “practitioner based”,

“self-reflective”, and “self-evaluation” research through a developmental process

of following an idea and checking continually whether it is in a desirable direction Action research, according to Schmuck (1997), is the study of a genuine school setting with the goal of enhancing the caliber of acts and outcomes there It aims

to enhance one's own professional judgment and provide guidance on how to effectively accomplish desired educational objectives Action research provides a way to move away from bad practices and toward better practices Action research

is a technique that teachers might employ to look into an issue or subject of interest that is particular to their professional environment, according to Skytt (2000) It offers the framework for engaging in a deliberate, methodical and recorded process of professional development A teacher recognizes a problem in the setting through the development of action research and takes action to address it The teacher considers whether the efforts were successful and, if not, makes adjustments and tries again It is a cycle that denotes the gathering and evaluation

of data, and various possible implementations According to Mills (2007), action

research is defined as a systematic inquiry carried out by teachers to gather information on their own instruction and students' learning with the intention of fostering reflective practice and enacting beneficial changes in the educational setting According to Burns (2010), action research is a method that teachers use

to systematically, reflectively, and critically examine their own teaching According to her, in action research, the researcher actively engages in the study process while making deliberate interventions with a subjective approach to enhance her teaching practice and knowledge

Although there are many different definitions of action research, they always share the following characteristics: (1) In contrast to outside researchers, classroom teachers are involved in research conduct; (2) it is intended to make changes

3.2 Research design

According to Hensen (1996), action research (a) helps teachers develop new knowledge directly related to their classrooms, (b) promotes reflective teaching and thinking, (c) expands teachers’ pedagogical repertoire, (d) puts teachers in charge of their craft, (e) reinforces the link between practice and student achievement, (f) fosters

an openness toward new ideas and learning new things, and (g) gives teachers ownership of effective practices

With the aim of investigating the effectiveness of using language games to enhance students’ motivation in learning vocabulary, this current study was conducted

in the form of action research The model action research used in this study is the model developed by Kemmis and McTaggart in Burns (2010:9) Based on this model, this current action plan was carried out with four steps: (a) planning, (b) acting, (c) observing, and (d) reflecting (see Figure 2.1.)