Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU MAI MY THE EFFECTIVENESS OF THE EMPLOYMENT OF GAMES TO DEVELOP ENGLISH VOCABULARY FOR THE 3RD GRADE PUPILS AT TAN LAP PRIMAR
Rationale of the study
Nowadays, as learning English is no longer new and unfamiliar to pupils, this subject has received the attention of parents and pupils English is also a subject for pupils to love, explore, compare the differences between languages, and learn about the culture, people, and socio-economics of the country they are studying However, for primary school pupils, especially those who start to come into contact with English like 3rd graders, teaching Vietnamese is already difficult, and teaching English is even more challenging On the first day of class, the teacher asked the pupils to keep quiet or answer in a low voice With enthusiasm, teachers overcome difficulties and inspire pupils Gradually, the subject of English began to seep into each student For pupils at primary schools, teaching and learning English should come from the children’s interests, concerns, and personal experiences The pupils at Tan Lap Primary School in Thai Nguyen Province share the same nature; they have not been able to grasp a language systematically and analyze a language consciously, and one of their common characteristics is curiosity The way of teaching with nothing new and interesting will make pupils bored; therefore, the teacher needs something different to make pupils interested, and interesting activities which can motivate them Thus, to motivate them, the teacher needs something new that can stimulate their curiosity, and one of the best methods to teach English to pupils at this age is through interactive activities Games as interactive activities are used to avoid boredom and increase enjoyment in the classroom Both pupils and teachers will benefit from including games during class time
During the monitoring of English lessons at Tan Lap Primary School, it has been observed that there exists a significant lack of vocabulary in English in the pupils The lack of vocabulary is characterized by some signs that pupils show in the classroom On most occasions when pupils are asked about the name of an item in the target language, they tend to use their mother tongue because of a lack of
2 knowledge of the word in the foreign language; or they simply stay silent because they do not know or do not remember the word in English Another perceived aspect is that pupils do not discriminate words correctly as they do not know their meanings and many times they get confused with words that have a similar spelling or sound; this deficiency in the discrimination of words makes the pupils use wrong words which makes the sense of the message distorted Also, the pupils have some difficulties when recognizing objects around them, elements or topics that include simple vocabulary such as the parts of the body, numbers, the alphabet, and school supplies, among others Additionally, what is most noticeable is that pupils cannot answer questions, showing insecurity at the time of responding, and this is because they are real beginners as they have heard little English during their learning experience
Although language structure is considered “the skeleton of the language,” it is agreed that vocabulary is “the vital organs and flesh” (Harmer, 1991) Vocabulary is the basic part and a key element to learning any language, in other words, vocabulary learning plays a major role in English language learners’ success On another aspect, learning English vocabulary is not easy especially for beginners because sometimes they should find the meaning of difficult words when they found them It might be difficult for beginners because they have to memorize unfamiliar words and their spelling (Nguyen & Khuat, 2003) As specialists in the teaching of a foreign language, we have the responsibility for contributing to the significant learning of vocabulary, not just as knowledge but as something that must be present in pupils’ real life That goal can be achieved through different activities that include songs, craft activities, drills, games, and others However, from all these, we consider that a technique that can help pupils learn in a fun and active way is through language games because they sustain enjoyment and interest in learning and encourage using the language fearlessly and creatively
Theoretically, many linguists across the world have investigated the use of games in teaching vocabulary The previous studies illustrated in the report (Decarrico, 2001), that vocabulary should not be learned separately or by
3 memorization without understanding This is why teaching English in a fun and the interesting way might be appropriate for teaching beginners, including using games Furthermore, another study focused on the impact of using interactive games on the mode of learning (Foreman et al., 2004) Games are helpful for teachers in creating a meaningful language context The use of games as a learning tool is more effective to catch pupils’ attention compared to using traditional media such as textbooks (Wood, 2001) Other studies have shown that various games can help learners to master the vocabulary, for example, memory games, word association, miming, kangaroo, hangman, etc Games provide learners a chance to learn, practice, and review the target language in a fun atmosphere Meanwhile, Nguyen and Khuat
(2003) showed the advantages of using games in learning vocabulary First, games bring relaxation and pleasure to pupils which can help them to learn and retain new words easier Second, games can engage pupils in learning by involving a friendly competition which increases their motivation to participate actively during learning activities Third, it brings a real-world context into the classroom and stimulates pupils to use English flexibly and communicatively Thus, it can be concluded that the role of games in teaching and learning vocabulary cannot be denied However, while there have been many such studies in Vietnam, little attention has been paid to the effectiveness of the employment of games to develop English vocabulary for primary school pupils, particularly third-graders In search of a new contribution in the course of teaching, the researcher wants to conduct this research based on a case study to enhance the use of language games to improve English vocabulary learning for primary pupils
All of the aforementioned reasons have paved the way for the researcher to carry out a study: “The Effectiveness of the Employment of Games to Develop English Vocabulary for the 3rd Grade Pupils at Tan Lap Primary School, Thai Nguyen City, Thai Nguyen Province”
Aims of the study
The study aims to identify the effectiveness of using games in teaching English vocabulary for the 3rd-grade pupils at Tan Lap Primary School, Thai Nguyen City, Thai Nguyen Province
To conduct the research smoothly, it was required to clarify the specific objectives as follows:
- To identify the perceptions of the teachers and pupils at Tan Lap Primary School towards the effectiveness of teaching vocabulary with the combination of language games to the third graders
- To identify the effectiveness of teaching vocabulary using language games to enhance primary-level pupils' vocabulary acquisition.
Research questions
The above overall aims are expected to be fulfilled by addressing the following research questions:
1 What is the effectiveness of the use of language games for their vocabulary use?
2 To what extent was learning vocabulary through language games effective for the third graders at the school?
The researcher holds a strong belief that “the application of language games” would significantly improve student’s motivation in learning vocabulary.
Scope of the study
Due to the limitation of time and experience, this study only concentrates on investigating the effectiveness of language games in teaching and learning vocabulary to the third graders at Tan Lap Primary School, Thai Nguyen City, Thai Nguyen Province The researcher would like to determine how vocabulary games are effective in teaching and learning vocabulary to the third-grade pupils as perceived by the teachers and pupils as well as to justify the effectiveness of language games in the pupils’ vocabulary acquisition However, it is time-consuming to carry out the research including all third-grade pupils at the school Thus, the researcher only collected the data among 35 pupils in class 3C at Tan Lap Primary School, Thai
Nguyen City, Thai Nguyen Province Under the allowable scheme of the study, the researcher conducted the study in three months.
Method of the research
The main method of the research is action research The term “action research” refers to two dimensions of activity: the word “research” refers to a systematic approach to carrying out investigations and collecting information that is designed to illuminate an issue or problem and to improve classroom practice, meanwhile the word “action” refers to taking practical action to resolve classroom problems (Richards, 2005) Therefore, action research achieves both action (change or improve) and research (understanding)
According to Cohen et al (2007), action research is “small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention” Kemmis and Mc Taggart (1988) identify three characteristics of action research, which are “carried out by practitioners”, “collaborative” and “aimed at changing things”
Action research was chosen as the primary research method as it meets the aim and objectives of the study In the process of carrying out this study, the survey questionnaire is used to collect data for the study
The target population of this study was from The survey questionnaire including pre-task survey questionnaire and post- task survey questionnaire is for 35 pupils in class 3C at Tan Lap Primary School, Thai Nguyen City, Thai Nguyen Province.
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 in students in grade 3rd through finding the answers to the research questions, the researcher can find out the effectiveness of using game techniques in teaching English vocabulary for primary school students Its results are hoped to be
6 a helpful reference for further research, as well as for teachers who desire to help students in studying English
It is believed that the findings of the study would be beneficial to English teachers and instructors in the way that they provide English teachers with a better perception of the use of a variety of language games in their classroom, as well as provide them with information on the advantages of utilizing language games in the classroom, particularly when teaching vocabulary
It will assist teachers in gaining a better understanding of their students' perceptions toward the use of games to improve vocabulary learning
The study also outlines how games might be used in the classroom
For other researchers, this paper might be a good source for reference and inspires a new direction for further studies.
Games in vocabulary teaching and learning
The word "game" can be described in a variety of ways According to the Oxford Dictionary, a game is "an action or sport with rules in which individuals or teams play against each other."
According to Jones (1980), a game is described as one or more players competing or cooperating according to a set of rules According to Rogers (1981), a game is an objective that is established, rule-governed, and competitive to bring together and engage pupils
Language games help pupils gain confidence and contribute to improving grades Language games play an important part in vocabulary instruction because they introduce real-world meaning into the classroom They can keep their brains busy by playing with words and letters, which also aids in the development of their communicative skills
Language games are pair or group exercises used by teachers to encourage pupils to participate in vocabulary learning during each cycle While its advantages were suggested and justified as early as the 1970s, the notion of using games in teaching does not seem to be universally adopted or enforced There is a common misunderstanding that all learning should be serious Games are an essential instrument for bringing fun to the classroom They are particularly beneficial to beginners as a source of cognition that aids in the adaptation of sounds and rhythms as well as the comprehension of the foreign language 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
8 way to get the learner to use the language during the game A game, according to El Shamy (2001, p.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, short, and well-explained They should be structured at a variety of levels and topics that are appropriate for the various student competencies, for them to enjoy themselves and achieve the best results
Games are also motivating since they are amusing and at the same time challenging It introduces an element of competition into language-building activities This provides a valuable stimulus to the purposeful use of language (Prasad, 2003)
In other words, these activities create a meaningful context for language use The competitive ambiance also makes learners concentrate and think intensively during the learning process, which enhances the unconscious acquisition of inputs Most pupils who have experienced game-oriented activities hold positive attitudes towards them (Uberman 1998) In action research conducted by Nguyen and Khuat (2003), pupils said that they liked the relaxed atmosphere, the competitiveness, and the motivation that games brought to the classroom On the effectiveness of games, Nguyen & Khuat (2003) reported that pupils seem to learn more quickly and retain the learning materials better in a stress-free and comfortable environment
Despite various concepts of games, its normal target is to make funny activities to motivate learners in learning English effectively Games utilized in English classes are considered one sort of game entitled language games Language games help teachers generate learning activities Learning a language may be a hard job, and learning new words becomes more and harder Pupils must master their meaning, pronunciation, and skills to use them Of course, learning a language will take an extended time Language games can help pupils feel interested, and motivate them to find out naturally
Language games play an important role in learning English, as they help to pique student interest in the subject Language games will also encourage pupils 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 may be thought of as a device that provides an essential environment for language learning Constantinescu (2012) demonstrated how language games would help pupils improve their writing and speech skills Games make it easier for pupils to recall new vocabulary and structures
Teachers have had to make more use of language games in recent years to draw the attention of pupils and help them memorize vocabulary easily and profoundly It is undeniable that the game draws a great number of pupils 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 pupils and keep their attention during the class Furthermore, the game can be an effective way for pupils to relieve tension after a long day of studying
Language games are alternative approaches to encouraging a constructive and fruitful climate Pupils and their schooling are central in this sense It is true because many pupils are uninterested in studying a foreign language and therefore do not pay attention in class More specifically, a mundane and uninteresting lesson would drive pupils away from the theme It is critical to use language games to address this problem
2.1.3 Main types of language games
Learning a language is a difficult endeavor that can be unpleasant at times To correctly understand, pronounce, and manipulate a new language, consistent effort is required As a result, games are considered to be incredibly calming and successful methods for teaching and learning a language since they motivate pupils, reduce tension, and supply the chance for real communication to learners 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),
10 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: pupils 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
● 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, a location, or an object The other participants will ask 20 yes/no questions to find clues about the other participants
Vocabulary
Hornby (1995) defined vocabulary 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
16 up a language (2007) In the Longman Dictionary (1995), vocabulary is defined as all the words that someone knows, learns, or uses
Vocabulary was defined as “the words we teach within the foreign language.” it had been recognized as “a new item of vocabulary could also be quite a single word: for example, post office and mother-in-law, which was made up of two or three words but express a single idea” in the view of Ur (1996:60) In addition, the viewpoint of Pyles and Algeo (1970: 96) is that “vocabulary is the focus of language with its sound and meaning, which interlock to permit us to speak with each other, and its words that we arrange together to form sentences, conversation, and discourse of all kinds”
It is preferred that vocabulary is very important in the process of learning languages in general and especially in learning foreign languages in particular
Furthermore, “A word is a basic unit of a language denoting concepts, things, and phenomena in the society.” according to Morgan and Rinvolucri (1986)
In conclusion, there are several ways of defining vocabulary; each of them offers a definition of vocabulary based on their knowledge; nevertheless, there is one aspect that all of them agree on: vocabulary items are quite single words As a result, vocabulary is a larger part of language and a means for language learners to express themselves Vocabulary is seen to be a tool for individuals to communicate with one another It is extremely difficult to convert information without the use of language
A new word or expression that pupils are introduced to and continue to use before and after each term is referred to as vocabulary Since vocabulary is one of the elements that connect the four skills of communicating, listening, reading, and writing, its meaning refers to different perspectives on its purpose and use The cumulative number of words in a language is referred to as its vocabulary (Hornby, 1995)
Learning languages is difficult, so an effort must be made to comprehend, create, and manipulate the target words Many learners benefit from and are encouraged by games to understand the target language more quickly They also assist teachers in creating ways in which the target words are helpful and meaningful They also make learning and remembering new words more enjoyable for pupils,
17 allowing them to understand and absorb new words more easily Pupils can use words in a non-stressful manner after studying and using new vocabulary via games (Uberman, 1998)
According to Todd (1987), the term has four aspects - 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
There are many ways to categorize vocabulary, but the most common are active and passive vocabulary Active vocabulary: This is vocabulary that pupils have learned and that is supposed to be used, i.e put into effect Thus, with pupils at the basic level, it is a good thing to provide them with words that they need (active), however, Harmer (2010, p.18-22) expresses that for intermediate and advanced level pupils, this would be more difficult because they have already acquired more vocabulary, making it difficult to distinguish which words are active and which are passive
Shephard in Setiawan (2012, p.12) classified vocabulary into two kinds: receptive vocabulary and productive vocabulary The receptive vocabulary is also called a passive process because the learner only receives thoughts from others In language application, receptive vocabulary is considered the basic vocabulary Meanwhile, productive vocabulary is defined as the words used when the learner speaks and writes
Furthermore, Haycraft (1978, p.44) divided two kinds of vocabulary, namely receptive and productive vocabulary Receptive vocabulary is the words that the student recognizes and understands when they occur in context, but which he or she cannot produce correctly himself or herself Meanwhile, productive vocabulary is the
18 words that the student understands, can pronounce correctly, and uses constructively in speaking and writing
Passive vocabulary: Pupils will need to learn this vocabulary, but they will not need to use it regularly For example, when pupils read a piece of text or a paper, they learn only the most important words However, certain passive terms may unexpectedly become active if the situation or meaning calls for them If a person does not have a stored word in their passive vocabulary, it would be difficult for that word to become part of their active vocabulary
Over the years, strategies for teaching English have concentrated on the teaching of grammatical constructs, giving preference to grammar so pupils 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, p.14)
Years have gone by, and the belief that grammar is more important than vocabulary has shifted 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 use of vocabulary in language learning Despite 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,” writes David Wilkin (Thornbury, 2004, p 13) Similarly, tests have found that academic achievement is linked to the number of vocabulary pupils have, which suggests that if pupils have a low vocabulary, they would do poorly in their learning (Anderson & Naggy cited by Mackay, 2007)
Teaching vocabulary
2.3.1 The importance of vocabulary teaching
It is more than just presenting new words when it comes to teaching vocabulary It is also about allowing pupils to use words that they can use to articulate their emotions and opinions Learning vocabulary is one of the most difficult aspects of learning a foreign language for many pupils, particularly those whose mother tongue writing is identical to their spoken language since they are used to writing a word the same way they say it When dealing with a language like English, though, this argument shifts because they do not type or say words in necessarily the same manner they are written According to Hatch and Brown (2014, p.544), there are various methods, strategies, drills, and practices that teachers can use to teach vocabulary to their pupils, but it is up to the teachers to choose which form is better for their group, considering their unique characteristics Apart from that, the instructor should consider whether what they have chosen to use in class is consistent with the goal, retains the learner's curiosity and motivation, and is appropriate for the class's characteristics (Rivers quoted by Taheri, 2014, p.544)
Vocabulary teaching is “a continuous process, where learners meet the words many times in their learning to increase and deepen their knowledge and their use of words in the foreign language It is also facilitated through using meaningful activities to practice vocabulary, as it provides the learners with opportunities to memorize the words effectively, more than if they just practice them orally by drilling or by using flashcards (Cameron, 2001)
Activities that involve learners in thinking about the words and making decisions about them allow learners to remember the words effectively To ensure long-term recall and retention, new knowledge should be integrated into old/existing knowledge, i.e they need to be placed into working memory e.g being compared, combined, matched, sorted, visualized and re-shuffled, as well as being repeatedly filed away and recalled It means that pupils need exposure to a variety of activities that challenge their thinking and promote their decision-making (Thornbury, 2002)
Vocabulary could not be learned in isolation As Nunan (1995) suggested when teaching new vocabulary, we should begin by teaching the new item in context, however, at a later stage learners should be given the opportunity of dealing with the words out of context Kang (1995) found that one of the best ways to enhance second language vocabulary learning is to use a context-embedded approach in which new words are presented in context In his study, target English words, with their meanings and one or more example sentences, were presented to learners via computer audio Learners could hear the target words as many times as desired
All in all, vocabulary has an important role in the development of teaching and learning, so the teacher should be taught vocabulary to the student when the pupils are young so that the learner will easy to master vocabulary and they can reach the goals of teaching and learning a foreign language, that is produce a language in speaking, reading, and writing”.
Learning vocabulary
2.4.1 The importance of vocabulary learning
Vocabulary functions as a core without which any language could not exist Studying a language cannot be separated from studying vocabulary because when we are learning to speak, read listen, and write we all need vocabulary which constitutes the knowledge of meaning as one of the components of a language For instance, language communication would be meaningless and perhaps impossible to have only structure without vocabulary Learning a foreign language requires a strong knowledge of its vocabulary rather than its grammar as a person can say very little with grammar, but can say almost anything with vocabulary (Wilkins, 1972)
In traditional methods, vocabulary was not considered a major subject to be separately and officially taught Instead of being a particular subject for pupils to learn, it was included at the margin within lessons of speaking, listening, reading, and writing Recently, with the emergence of methods such as CBA and CLT, vocabulary teaching and learning process has been developed and gets such importance in EFL classes especially (Darfilal, 2015),
Considering the importance of vocabulary, it is believed that the school must emphasize understanding by teaching the proper use of words at all times Promoting the growth of writing, speaking, reading, and listening vocabularies is the most important function of the language program in every classroom
Generally, learning vocabulary is an important and inspiring part 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 skills is undeniable
One of the most difficult obstacles that pupils can encounter in their studies is learning vocabulary Vocabulary learning is one of the most important and difficult aspects of language learning Without syntax, as Wilkins (1972) puts it, “very little can be communicated, without language, little can be conveyed” Vocabulary is essential to language learning and is especially important for traditional language learners A lack of vocabulary skills can lead to the ineffective conversation (Boyd Zimmerman, 1997)
Learning vocabulary is difficult, so trying to comprehend, create, and manipulate the target words is required Many learners benefit from and are encouraged by games to understand the target language more quickly They also assist teachers in creating ways in which the target terms are helpful and meaningful They also make learning and retention of new words more enjoyable for pupils Pupils can use words in a non-stressful manner after studying and using new vocabulary via games (Uberman, 1998).
Characteristics of young learners
According to Harmer (2001:40), 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
22 learning period to escape boredom Allowing young pupils 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
Furthermore, Slattery and Will (2001:4), as cited in Rosaria (2014:14), described a young learner as someone who grows rapidly and understands everything about them by watching, listening, imitating, and doing They are very good at imitating the sound and speaking in the manner of adults
According to the description above, it is common for young learners to enjoy playing or using their imaginations to explore the world Essentially, they love learning everything by watching, hearing, and participating in a variety of games provided that the teacher keeps their attitude upbeat and motivates them to do what they can in class They are also excellent imitators They listen and mimic language sounds more effectively than adult learners Since children are already improving their comprehension from real-life experiences, the teacher does not allow them to interpret the grammatical rules correctly and should not have a complex interpretation.
Motivation in learning vocabulary
Despite the important role of motivation in learning additional languages, there is, in fact, no agreement on the exact definition of motivation “Despite motivation is a term frequently used in both educational and research contexts, it is rather surprising how little agreement there is in the literature about 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 for us, then we try to reach that goal “This 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 to achieve something Learning makes us gain new knowledge and skills and motivation pushes us or encourages 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)
Motivation can be classified into different categories as mentioned below Harmer (1991) categorized motivation into two types: Short-term goals and long- term goals
Short-term goal: “when pupils wish to succeed in doing something shortly, for example, pupils who want to pass their exams or to get a good grade or high scores
Long-term goal: a wish of pupils 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 an 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 the purpose or intention to participate or integrate into the second language using the same language in that community
Instrumental motivation: Instrumental motivation involves the concepts of purely practical value in learning the second language 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 pupils because with extrinsic motivation, pupils do not learn with their strong intention 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 reward (Arnold, 2000) It means the learners are willingly and voluntarily (not compulsorily) trying to learn what they think is worth or important for them When pupils have intrinsic motivation, they have the internal desire to learn and they do not need external outcomes There are no negative impacts on 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 pupils’ intrinsic motivation since the pupils are from different backgrounds and the only way to motivate pupils is by making the classroom a supportive environment
According to Harmer (1991), factors that influence intrinsic motivation are Physical condition, Method, teacher, and Success
Physical condition: It is the case that physical condition has a great effect on the teaching and learning process and can alter pupils’ motivation either positively or negatively Classrooms that are badly lit and overcrowded can be
25 excessively de-motivating So, the atmosphere in which a language is learned is vitally important
Method: The method by which pupils 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 teacher must show up her teaching as well as possible, to pupils interested in her English teaching”
Success: Success or luck plays a vital role in the motivational drive of pupils Both complete failure and success may be de-motivating It will be the teacher's job 24 to set goals and tasks at which most of her or his pupils 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, the role of motivation, both intrinsic and extrinsic are needed “There are some forms and the ways to build the pupils’ motivation in learning activities in language classroom were suggested by Shodiqin
Giving score: A score, in this case, is a symbol of the value of learning activities
Many pupils study hard to get a good score A good score for pupils is a strong motivation
Competition: Competition can be used as an instrument to motivate the pupils to study hard Competition, both individual or group, can increase pupils' achievement in learning English
Giving test: Pupils will study hard if they know tomorrow there will be a test
Giving a test includes good motivation But the teacher must remember, not to be often giving a test (every day) because they will be bored In this case, the teacher must be open It means if a teacher wants to give a test, they should give information to the pupils first
Reward: Reward, can be divided into two, those are:
Giving praise: When there is a student who succeeds and finishes his/her work
26 well, 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 pupils if the teacher gives it in a good situation
One of the motivation models that support the method mentioned above was the ARCS Motivational Model “ARCS is an instructional model developed by
John Keller and focuses on motivation It is important to motivate the learners and ensure the continuity of the motivation during the instruction There are four steps for promoting and sustaining motivation in the learning process: Attention,
Relevance, Confidence, and Satisfaction (Keller, 2010)
Previous studies
The present paper intends to represent a few examples from the literature concerned with using language games to increase motivation in English speaking For the examples below:
Ziyad Ahmed Tanni (2012) “This study aims to find out the role of games in promoting pupils’ attitudes towards learning English from the teachers’ perspective The researchers used a 30-item questionnaire which was given to 20 male and female UNARWA teachers who teach English to the Palestinian young children aged 6-10 years old (grades 1-4) in the schools of Jenin Refugee Camp, Ya’bad, Araba, and Rommana where the whole authority belongs to United Nations Educational, Relief and Work Agency (UNERWA) during the second semester of the academic year 2010-2011
Similarly, Ratna Sari Dewi & Ari Armadi (2016) conducted a study on the effect of using Communicative Games in Improving Pupils’ Speaking Skills The study aims to know whether communicative games have an impact on teaching speaking skills and describe how communicative games give influence the speaking skills of pupils at junior high schools in Jakarta, Indonesia Classroom Action Research (CAR) was implemented based on Kurt L model The procedures used were planning, acting, observing, and reflecting It was done in two cycles each cycle consisted of three meetings The researcher used collaborative action research with some of the English teachers In collecting the data, the instruments were interviews, observation, questionnaires, and tests The test is only given to pupils The rest of the
29 instruments were administered to both teachers and pupils The result of the study showed the mean score pretest reached 60.42 to 69.02 and the post-test score reached 78.77 It is important to describe that there is a significant improvement of 13.9% to 41.7% in post-test 1 and 83.33% in post-test Therefore, the criteria of success had been determined” It is crucial to note that communicative games have contributed a positive impact on the teaching-learning process This also implies that communicative games are expected to enhance pupils’ enthusiasm and motivation It gives an improvement in pupils’ active participation, confidence, and fluency in speaking skills In short, it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of the learning process
Dolati and Mikaili (2011) examined the effects of instructional games on facilitating pupils’ vocabulary learning “The purpose of their study was to gain information about the role of the games in the level of vocabulary learning among pupils The participants of their study were 70 female pupils aged 12- 13 years old who were selected from one of the Iranian primary schools in Iran To conduct this study they use pretest and post-test by analyzing the pre-test and post-test they found that applying games have an important role in teaching vocabularies to the language learners”, they also found that “Game has its potential as an educational tool for literary training, and can motivate and engage learners, especially the quiet and passive ones in the whole learning process”(p.1218)
In a similar line of inquiry, Nguyen Van (2016-Vinh) investigated the effectiveness of using language games to motivate the 11 th graders in English- speaking classes “The study has been conducted to test the effectiveness of using language games to motivate pupils at Ha Huy Tap high school in speaking classes Thus, two sets of survey questionnaires including a pre-task survey questionnaire and a post-task survey questionnaire are used to investigate pupils’ attitudes, perspectives towards speaking skills, and language games adapted during speaking lessons, to find out the pupils’ preferences for employing this technique in mastering speaking skill The results of his study indicated a significant difference in English vocabulary
30 achievement in favor of the experimental group which was taught by the picture vocabulary games with a large effect size”
Pham Mai Huong (2014) discussed the play activities that are used in primary
English classes in a city in Vietnam “To help pupils find language classes, especially vocabulary lessons more interesting, and to achieve more from games Through the play activities, pupils practiced vocabulary, simple grammatical structures, and language skills such as listening and speaking In addition, the pupils learned to follow game rules, support team members, and lead when necessary Based on the practical values of play activities, the paper provides suggestions on how to use specific play activities in primary English classes, the language skills or areas to be targeted at with play activities, and how to manage the play activities”.
Context of the study
The textbook Tiếng Anh 3 (English 3) is the first of the three-level textbook series for Vietnamese primary school pupils It is written by Hoàng Văn Vân (Editor-in-Chief), Phan Hà (Editor), with the collaboration of Ken Wilson (a researcher of MacMillan Education) (2020) The textbook follows the curriculum approved by the Ministry of Education and Training [MoET] (2018) and includes
20 units and 4 reviews Each unit has a common structure of 3 Lessons/Units and the knowledge consists of 4 parts: Competencies, Sentence patterns, Vocabulary, and Phonics During each lesson, pupils are taught the integration of four skills: Listening, Speaking, Reading, and Writing
This study was conducted in Tan Lap Primary School, a state school in Tan Lap Ward, Thai Nguyen City, Thai Nguyen Province, Vietnam
Polit et al, (2001) state that “sampling involves selecting a group of people, events, behaviors, or other elements with which to conduct a study.” This study deals with the third-grade pupils at Tan Lap Primary School Due to time constraints, the participants were selected through purposive sampling This study was conducted by involving thirty-five pupils in the third grade from class 3C at Tan Lap Primary School in Thai Nguyen Province The number of pupils in class 3C is 35 pupils: 22 males and 13 females; All these pupils share the same culture and background Most of these pupils are at the age of eight and have not formally studied English before Only some of them have been sent to English Centers by their parents to learn English at the starting level Because pupils are just starting with learning a second language,
32 they are trying to adapt themselves to find the best way to learn English, especially vocabulary They find it difficult to understand and memorize new words During vocabulary learning activities, the teacher needs to talk much and therefore the pupils are passive to acquire
To get comprehensive information about the teaching and learning of English vocabulary at Tan Lap Primary School, four other teachers of the English Language Teaching Group were invited to answer 5 questions All the teachers at the school are women, aged from 27 to 35, and obtained a university degree in EFL teaching All of them have been teaching English to young learners for at least four years and are energetic as well as dedicated to teaching English to young learners.
Research design
To determine the effectiveness of the usage of games in teaching and learning vocabulary via this study, the author decided to use the action research method The practicality of action research is that action research provides qualitative data one can use to adjust the curriculum content, delivery, and instructional practices to improve student learning Action research helps one implement informed change in his or her teaching Every time he or she changes a lesson plan or tries a new approach with the pupils, he or she is engaged in investigating, implementing, reflecting, and refining his or her approach to pursue improvement
This study is also an exploratory study in which several 'what' and “how” questions need to be answered Since both numerical and non-numerical data are required to answer the questions being addressed and to understand the phenomenon from different angles, a multi-method strategy combining quantitative and qualitative data was adopted
One reason for adopting this design is that a mixed strategy could best serve the purpose of the study in answering the research questions Quantitative data allow the author to code and quantify any discourse acts which take place in the classroom Quantitative data help in providing an overall picture of the nature of classroom interaction, especially when the comparison is involved Qualitative data, on the other hand, supplement the findings of quantitative analysis in obtaining explanations for
33 the behavior of the teacher and pupils in the class In this study, a qualitative method was used to collect and analyze the data which had been obtained from all participants Tests had been conducted to determine the extent of pupils' vocabulary improvement Additionally, observations had also been done to obtain more valid data Thus, both quantitative and qualitative data can be used to supplement and support each other
To get in-depth and rich data for investigating the real situation and perceptions of the teacher as well as pupils towards the effectiveness of language games in vocabulary learning, the study used three methods for data collection: survey questionnaires, tests, and interviews The survey employed questionnaires for the pupils In this research, the survey questionnaires were the main research instrument used to collect quantitative and qualitative data Besides, tests and interviews were employed to support the results obtained from the questionnaires with both quantitative and qualitative data
A questionnaire is a sort of research instrument that consists of a series of questions intended to elicit data from respondents Questionnaires are frequently referred to as a type of written interview They will be given out in person, over the phone, on the web, or through the mail Additionally, a social survey may be a method of gathering information from a few specific groups of individuals (“population”) by asking them questions… A social survey, as a result, is frequently characterized as a method of obtaining statistical information on a population's traits, attitudes, or behaviors by distributing standardized questionnaires to some or all of its members (Buckingham & Saunders, 2004, pp.12-13) The main instrument for collecting data within the study is the questionnaires According to Brown (2001: 6), “Questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting
34 from among existing answers” Survey questionnaires are always considered one among the foremost frequently used and effective methods for doing social research
The survey questionnaires were practically used to gather information from the themes of this research Moreover, they were easy to summarize and report the collected data while the researcher did not spend much time thereon This is why the researcher wanted to utilize this approach as the primary method in this thesis
The author used unstructured questionnaires for pupils for data collection The questionnaires consist of both closed and open-ended items The content of the questions is related to learning English vocabulary and using games in teaching vocabulary items To make sure that the participants have no problems understanding the exact meaning of each item, as well as to get exact and specific answers, the questionnaires are translated into Vietnamese versions for the pupils, and the answers from participants were allowed in Vietnamese Also, some more explanation was given when being asked the questions by both teachers and pupils
The survey questionnaires for the pupils
In this study, the researcher used four survey questionnaires with closed-ended questions for the pupils:
Survey questionnaire number 1 and 2, which was designed for pupils to answer before the planned application of games in teaching vocabulary Question 1 shows the pupils’ opinions towards learning English vocabulary and their practices Question 2 helps get information about the pupils’ interest in-class games
Survey questionnaire number 3 and 4, which was designed for pupils to answer with the application of games in teaching vocabulary The purpose of this questionnaire was to identify the changes in pupils’ perceptions toward the learning of English vocabulary, the effectiveness of games as perceived by them after the games application period, and the changes that might acquire after the pupils had been taught using the language games As such, the questions allow the pupils to express their opinions about the games in their lessons, how they enjoyed the games and what expectations they had with the new method of learning English vocabulary
3.2.1.3 The interview for the teachers
The interview for the teachers consists of five questions Question 1 to Question 5 allows the teachers to reveal their opinions about their current practice of vocabulary teaching concerning the usage of games at Tan Lap Primary School For these questions, the teachers are free to include the types of games they use in their vocabulary teaching and express their ideas about the difficulties they encounter when using games The questions show the teacher’s opinion on the effectiveness of using games in teaching vocabulary
Halova and Kobilarov (2009) conducted a study of the advantages and disadvantages of a test method for checking and evaluating the knowledge, skills, and habits of pupils The results of the study defined that tests are considered as one the suitable methods for checking and evaluating because this method supports broader scope and higher objectivity Furthermore, the test method helps the researcher to check the reliability of data that is collected from pupils through questionnaires
One pre-test and one post-test were implemented in the study to assess the improvement in the pupils' vocabulary learning Pupils were given a test before being taught vocabulary using the language games, to ensure the student's ability The post- test was used after the games application period to measure the improvement in pupils' vocabulary
The tests for the Pupils
In both the pre-test and the post-test, 35 test copies were given to 35 sample pupils in Tan Lap Primary School Each test had 20 questions that included two kinds of different questions namely: Filing the blanks with correct words, and choosing the words that are different from the others These questions could help the researcher to evaluate the progress in the pupils’ vocabulary They were arranged from easy to difficult levels The time allowance for each test was 20 minutes
Before the survey questionnaires were delivered to the teachers and the pupils at Tan Lap Elementary School, they had been compiled and discussed with the research supervisor to eliminate any unclear wordings or ambiguities Also, because most of the respondents were grade three pupils, separate Vietnamese versions of the questionnaires were translated for the pupils so that all the participants would have no problems in understanding and answering the questions
Action research procedure
These English games for children are very simple and easy to implement, parents or teachers can apply them to change the atmosphere, create excitement for children as well as help children easily remember knowledge The game has to clearly state the purpose to practice and consolidate knowledge and skills The purpose of the game will determine the intended play action in the game Rules of games should be stated clearly before playing such as the rules of the game, specify the rules of the game action prescribed for players, rules of victory, and loss of the game
The process of applying games to teach vocabulary in third-grade class consists of four steps Those steps are:
English is a new language for children They are not familiar with this language Sometimes the writer used English to make the pupils more familiar They needed a real visual and/or real context to understand The pupils could not do the game without knowing the topic or material first Therefore, the function of this game is to make sure that the pupils understand what they had studied and help them to remember the new vocabulary in a new theme or topic
In the game, teachers should intervene as little as possible to create a unique atmosphere for pupils, from which they can take advantage of the opportunity to participate actively in the game and try to make the game successful This English game is suitable for ages 3 and up when children have memorized simple English words The game helps children memorize vocabulary, how to write words and how to pronounce English words
● Prepare props for the word match game:
+ A4 color cardstock with English words (or you can buy pre-printed letter cards here)
● How to make an English Word Match game:
Step 1: The teacher prepares A4 sheets of paper with English words printed, the font size is about 100 Note that the letters in the word should be spaced enough apart to cut
Step 2: Teacher cuts out the letters in English words and erases them, put them in a paper box
Step 3: Divide pupils into groups, each group of 3 friends, and arrange seating positions for groups
Step 4: The teacher gives the request in the allotted time (3-5 minutes) the groups have to find letters to combine into meaningful English words
Step 5: When the time is up, the teacher checks the groups, asks the pupils to pronounce the English words they can match and calculates points, and declares the winner
Note: Teachers can change the game according to a simpler version than dividing specific English words for each group, asking pupils to find letters to match the correct word given
The English presentation game helps children to increase their creativity, remember images and vocabulary, and practice pronunciation of English words better The second step in teaching vocabulary is a presentation by using the game
On day 1 of a new topic, the writer explained the material Then on day 2, the writer reviewed the materials of the previous meeting and focused on practicing the game
In this step the writer made the pupils play the game in pairs
That class consists of 35 pupils, so there are 15 pairs The teacher-researcher gave every pair aboard two bags of alphabetical letters There were two different boards and every board had different pictures
+ English picture cards or English words
● How to make the English presentation games:
Step 1: The teacher invites 2 friends to join the game, 1 student sits on a chair with his back to the board, and 1 student stands opposite
Step 2: The teacher pastes an image or any English word on the board (or the teacher holds up his hand)
Step 3: Pupils stand opposite to look at the picture/English word and must describe the image/word for you to guess The rule is not to say the name of that English word, if it is violated, the word will not be counted
Step 4: After the allotted time, the teacher counts the number of pictures/words that the pupils have guessed correctly to calculate the score
The English word search game Explanation can be applied to all ages, helping pupils practice their reflexes, agility, and English listening ability better
+ English learning cards with pictures (Can use real objects if available)
● How to play the games
Step 1: The teacher shuffles the English learning cards on the floor or sticks them on the board depending on the case First, the teacher-researcher explained the rules of the game to the pupils The rules of the game were simple, the pupils did not allow opening their books
Step 2: The teacher asks 4 pupils to join the game and line up at the starting position
Step 3: The teacher gives a word search request with the structure "I need " and whoever finds the fastest and most correct English image/word will be awarded bonus points After the pupils knew about the rules of the game clearly, the game was on The teacher gave the board and the alphabetical letters to the pupils
It was a very simple game The pupils only put some letters into the blank boxes The board was completed with some pictures, so the pupils only fill the blank boxes of the board from the pictures The players should complete the blank
Step 4: At the end of the game, the teacher calculates
41 the score and declares the winner
In playing this game, the teacher-researcher divided the pupils into pairs In pair work the numbers of the players were limited The benefit of the pairs game is that the player can be active to explore and speak their mind This way also could control the student’s condition easily
The game is suitable for 3rd graders It helps children memorize vocabulary, practice better English listening, and pronunciation
+ Paper printed English words/English sentences
● How to make the game Annunciation
Step 1: Teacher divides pupils into 2 groups, each group has about 5 pupils, arranged in 2 vertical rows
Step 2: The teacher gives the top student a sheet of paper with English words/English sentences available, asking them to memorize it for 15 seconds
Step 3: The first student transmits the information to the second friend by whispering very softly in your ear The second friend relays the information to the third friend, and so on until the end
Step 4: At the end of the allotted time, the teacher asks the last student of each group to repeat the given word/sentence The group that repeats correctly will get bonus points/rewards
Findings from tests
Tests were considered one of the most effective ways to judge pupils’ achievement The two normally selected tests that pupils were invited to join were the pre-test and the post-test The following sections will give more details about these tests
At the first step of the investigation, the pre-test was used to assess pupils’ level in retaining English vocabulary Tests were designed following the matrix regulated in Circular No.03/VBHN-BGDĐT by the Ministry of Education and Training According to the Circular, there were four levels used to evaluate pupils’ knowledge and skills At level 1, pupils needed to remember the words’ meaning and pronunciation Level 2 asked pupils to understand the vocabulary and applied them in making simple sentences Pupils reached Level 3 when they knew how to apply the vocabulary in conversations The highest level was Level 4 in which pupils knew how to apply the vocabulary to solve reading comprehensive tasks such as “read and answer questions”, and “read and complete” At this stage, the pupils were subdivided into 4 groups which were classified by the marks they got Figure 1 describes the results of the pre-test from the pupils At the first step of the investigation, the pre-test was used to assess pupils’ level in retaining English vocabulary Tests were designed following the matrix regulated in the Circular While pupils getting marks 9-10 accounted for 85 percent, those getting marks 7-
8 made up only 15 percent Noticeably, no pupils who participated in the pre-test was given mark 5-6 or less than mark 5 Figure 1 described the results of the pre- test from the pupils
At the end of the project, a final achievement test (post-test) was delivered to all pupils The results showed a dramatic positive change in the pupils’ performance Figure 2 shows pupils’ results in post-test
It could be demonstrated from Figure 2 that there was a significant increase in the number of pupils getting high marks As illustrated in Figure 3.2, the percentage of scores 7 and 8 went up significantly and remained the highest figure in the chart, at 7% The figure for scores 9 and 10 also rose strongly to 93% which indicated a remarkable development in the pupils’ scores The improvement of the pupils was found by the expansion of the number of pupils who achieved high scores
4.1.3 Differences in pupils’ vocabulary use before and after using language games in teaching vocabulary
Table 4.1: The overall descriptive data of the tests
As observed in the table, the rate of good scores is significantly higher than that of the pre-test In the pre-test, 85% of pupils got 9, or 10, yet 93% of them did well in the post-test The lower score (7-8) also decreased from 15% down to 7% Based on this evidence, the conclusion could be drawn that most pupils’ vocabulary retention has been improved considerably by using games in the classroom
In short, there was a considerable improvement in the scores of the pupils at Tan Lap Primary School It can be interpreted from the results that language games played an important part in helping pupils to learn vocabulary They could remember vocabulary better and could use them more appropriately.
Findings from interviews
After implementing the language games in teaching vocabulary, the researcher held interviews with English teachers of the third grade at Tan Lap Primary School It seemed that the outcome of the interviews was consistent with the findings gathered from the tests All the teachers and pupils agreed that language games affected the pupils’ learning vocabulary process and changed it in a positive process
The interview was conducted to know the responses of teachers towards the use of language games in improving pupils’ mastering of vocabulary Hence, five questions related to the use of language games in enhancing pupils’ vocabulary intention were asked by the researcher
4.2.1.1 Teachers’ frequency of using games in teaching English
Figure 4.3: Teachers’ frequency of using games in teaching English (Question 1)
It can be seen that 100% of teachers use games in teaching English There were two teachers which take up 50% who said that they always used games to teach pupils The teachers said that the games were interesting to the elementary pupils That was the reason why they love teaching English with the use of games
There was one teacher (25%) stated that they often used games in the lesson because the pupils were more excited about learning One teacher sometimes used games because she said that games were so interesting and easy to play, furthermore, pupils pay more attention to the lesson with the use of games, but she said that “pupils should do a lot of exercises instead.”
Always Often Sometimes Rarely Never
Teachers’ frequency of using games in teaching
4.2.1.2 Teachers’ attitudes towards the effectiveness of games
Figure 4.4: Teachers’ attitudes towards the effectiveness of games (Question 2)
It can be seen from the chart that 100% thought that using games could enhance pupils’ vocabulary They said that since they used games, the atmosphere of the class has changed Pupils like learning English more, they could remember vocabulary better
4.2.1.3 The difficulties the teacher had while designing a lesson with the use of games
The first disadvantage in teaching vocabulary with the use of games is that although in the textbook, there are many types of games, 2 teachers complained that this takes a lot of time to introduce the requirements of the task, so they did have enough time for other tasks
Another disadvantage of this method comes from the sources The teacher said that there were a lot of games in the textbook but sometimes they were too familiar with those so they wanted something different Hence, the teachers always tried to find out suitable sources from the Internet, television, or other books…
Table 4.2: The sources of games (Question 4) The sources of games Number of teacher Percentage (%)
Teachers’ attitudes towards the effectiveness of games
Very much Much A little Not at all
Answering the 4 th question in the interview for teachers, none of the teachers used games from the CD, VCD, or the radio/ TV Two teachers (50%) used games from a textbook and other sources (50%) They find it easy to design games that focus on the task, so the lesson is very funny interesting
4.2.1.5 The tasks teachers design to teach pupils with the use of games (Question 5)
The last question is the most important in the interview for teachers because it helps them to find out the best way to teach vocabulary to pupils Filling in the blanks with missing words, and choosing the words that are different from the others are the most common tasks which they often do
In short, using games has a lot of advantages, and the teachers always try to find out the most effective ways to teach vocabulary to their pupils.
Questionnaires for pupils
4.3.1 Pupils’ attitude towards learning vocabulary with the use of games
Figure 4.5 Pupils’ attitude towards learning vocabulary with the use of games
It can be seen from the table that 94,3% of the pupils reported that they liked learning English with games 25 of 35 that take up 71,4% of pupils said that they loved the lesson with the use of games very much 8 of 35 pupils taking up 22,9% said that games helped them improve vocabulary and they like them 2 of the
Pupils’ attitude towards learning vocabulary with the use of games
Very much Much Normal Not at all
49 respondents felt that they had no idea about games They liked the other tasks in the Textbook
4.3.2 The improvement of pupils after they had been taught with the use of games
Table 4.3 The improvement of pupils after they had been taught with the use of games Question 3 Number of pupils Percentage (%)
This result indicates that games have a great influence on pupils learning vocabulary This proved that 100% of the respondents said that their vocabulary is better than before 26 pupils (74.3%) stated that their vocabulary was improved very much and 8 pupils (22.8%) made much progress Only 1 pupil who take up (2.9%) showed that his/her vocabulary was enhanced but not much
4.3.3 Pupils’ favorite tasks in the lesson with the use of games
Table 4.4: Pupils’ favorite tasks in the lesson with the use of games
Content Very much Much A little Not at all
Filling the blanks with correct words 68% 28% 2% 2%
Choose the words that are different from the others 67% 29% 2% 2%
Ticking true of false items 40% 30% 25% 5%
It can be seen from the table that Filing the blanks with correct words and Choosing the words that are different from the others attracted pupils’ interest greatly 96% of the pupils were interested in the task When asking for the reason, they said
50 that all the tasks were easy to do and they often get good marks Mistake correction seems to be difficult for them They said that they had a headache after doing the task and they do not remember the words they learned before.
Discussions
This chapter discusses the findings of the research by analyzing the result presented in Chapter 3
The results of form tests, questionnaires, and interviews with teachers and pupils at Tan Lap Primary School indicate that the use of language games in teaching new vocabulary had a remarkable effect on pupils' vocabulary learning process and the teachers and pupils all have generally positive towards the language attitude game employment in introducing vocabulary to pupils Therefore, the research questions mentioned earlier are answered, typically as follows:
A majority of pupils found learning vocabulary more interesting and much easier thanks to using games Many pupils thought games gave them more creativity and more self-motivation Most of the learners were willing to join our games in groups and they tried their best to be the winners Pupils collaborated quite actively in games that required group work, even the quiet pupils They said that they liked the relaxed atmosphere, the competition, and the motivation that games brought to the classroom
The findings of this research have proved that the use of language games in teaching English vocabulary enhanced pupils' vocabulary intention The findings from the interview were quite similar to the data in pupils' questionnaires A majority of pupils were quite interested in using games and the application of such techniques also creates more motivation for pupils to learn English better While playing the game, they can see the top leaders after each question as well as the winner on the screen in the final In the past, doing paper-based exercises was the only way to check if pupils understood the lessons or not, and they might not be informed of the feedback immediately Thus, the use of games is applied to create a happy atmosphere in
51 learning for pupils Besides, it is a scientific and creative technique of English teachers If teachers know how to integrate them with the topic of the lesson, it can stimulate the passion for learning and study in each student
Major findings of the current study were presented in three main categories: pupils’ vocabulary retention before and after using games, and the ways that language games help learners increase their vocabulary retention Through the results above, the researcher has found some features below:
• Language games in English classrooms can make vocabulary teaching effective
• Language games in English classrooms can improve pupils’ motivation in learning vocabulary and boost their vocabulary retention
• The use of language games is effective in teaching vocabulary, typically in dealing with word arrangement, word formation, word meaning, and use, word collocation
The use of language games for doing exercises or quizzes is, therefore, superior when compared to the traditional style of learning Moreover, since pupils are in the digital age, they get used to technology in every context” In conclusion, applying technology in the classroom motivates them to learn a language in general and learning vocabulary in particular.
Summary
Based on the results from data instruments of survey questionnaires, pre- test, and post-test scores, and interviews, there was evidence indicating that the application of games positively influenced pupils’ level of motivation in learning vocabulary In other words, the results suggested that pupils were highly motivated to learn their essential vocabulary by the application of playing games In addition, according to the results, games were positively evaluated by the pupils in all aspects according to attention, relevance, satisfaction, and confidence
Summary of findings and conclusions on the results were presented in the next chapter
SUMMARY OF FINDINGS, CONCLUSIONS AND
Conclusions
Teaching and learning of language consist of its skills and aspects Mastery of vocabulary is inevitable for the successful learning of a language For the pupils, they should motivate themselves to learn the essential vocabulary For the teachers, the vocabulary teaching should be conducted by the teachers in creative, variant, and interesting methods So, the pupils enjoy joining the vocabulary learning process
The final part included a summary of findings, practical implications, limitations, recommendations for further study
All in all, this thesis is entitled “ The Effectiveness of the Employment of Games to Develop English Vocabulary for the 3rd Grade Pupils at Tan Lap Primary School, Thai Nguyen City, Thai Nguyen Province ” The study was conducted to answer two research questions One of the most effective ways to learn English is through playing games, learning while playing, which is not only entertaining but will help you have moments to recharge yourself, and at the same time know more naturally acquired knowledge
In short, this research can contribute to the statement that using language games can improve pupils’ vocabulary learning
Teaching and learning of language consist of its skills and aspects Mastery of vocabulary is inevitable for the successful learning of a language For the pupils, they should motivate themselves to learn the essential vocabulary For the teachers, the vocabulary teaching should be conducted by the teachers in creative, variant, and interesting methods So, the pupils enjoy joining the vocabulary learning process
Although language games proved to be a useful way to enhance pupils' motivation in learning vocabulary, this application also had some limitations The limitation that has been occurred is the “limitation of time” because the author will be allowed a certain amount of time to conduct the research For this research to be able to observe pupils’ progress in vocabulary learning through language games, games were used every day for 12 weeks The beginning of this research would probably be very challenging and time-consuming and time management for each lesson is crucial In addition, as each term lasts only less than
5 months so it’s quite challenging to gain more information about the pupils’ progress and achievement More time is needed to research as it is not easy to get information from seventy pupils where the author only spent time with them less or just two hours per week The author needs more time to be with the pupils to ensure they get the right information and the knowledge that was delivered to them Sometimes, some pupils could not be able to attend classes due to health problems or other issues The second limitation was the number of pupils included in the study Thirty- five pupils might be enough for this study, but for a more comprehensive one the researcher wanted to have all the third graders at the school as participants and even on a broader scale, the study should be further developed with the participation of pupils from more primary schools other than only Tan Lap Primary School
Last and not least, the limitation that occurred during the progress of the research was the usage of technology As in this current era, technology had taken over the traditional style of learning It’s important to be with the new era whereby it will enhance the pupils’ ability and improve the student learning style Where there is technology, the teacher can be using a variety of games to teach the pupils, if let said the teacher just focus on the teaching style using traditional game it will not be that fun, and the pupils will feel more reluctant to join the learning Pupils prefer to be in the modern era and that does not mean that we should not implement the traditional way We should use both but we should not use the same game to teach the pupils again and again because pupils will feel bored very fast To secure the
54 completion of this study within the allowable scheme, the author decided to use both games in traditional face-to-face lessons and online class meetings during the SARS- CoV-2 epidemic period
Having concluded the result of the research, the writer would like to propose some recommendations that hopefully will be useful for pupils and other English teachers
Firstly, the application of online games cannot be successful if the teacher does not explain the tasks and roles of pupils clearly in playing games
It is important to make pupils understand the games' rules, how the games went and what procedures they had to follow Consequently, when a correct answer is shown, instead of skipping and moving to the next questions, the teacher should explain and give details about the reasons for choosing that answer Besides, using online games in the classroom sometimes fails due to the lack of cooperation among members of the class
Since the game concerns winning and losing, instructors need to inform them of the real purpose of gaming activities What they are supposed to gain more than competition and enjoyment is learning something new such as vocabulary knowledge In a further study, the researcher hopes to figure out the impacts of other kinds of online games such as surveys and puzzles as well as the influences of group work as a team player in comparison with individual one which was employed in this study
Teaching children to learn is a process that requires perseverance, but teaching children to learn English correctly and correctly is even more difficult Therefore, with a teaching program with exciting and exciting games and activities at Tan Lap, parents can be assured of the quality of the program, along with a team of enthusiastic and dedicated teachers who will create and build a solid foundation of English for children from the very beginning
1 Allen, V (1983) How to Teach Vocabulary England: Longman
2 Ashrafa, H., & Motlaghb, F.G., & Salamic, M (2014) The impact of online games on learning English vocabulary by Iranian (Low-intermediate) EFL Learners Procedia - Social and Behavioral Sciences, 286 - 291 From https://core.ac.uk/download/pdf/82696005.pdf
3 Aslanabadi, H & Rasouli, G (2013) The Effect of Games on Improvement of Iranian EFL Vocabulary Knowledge in Kindergartens International Review of
4 Babbie, E R (1973) Survey Research Methods Belmont, CA: Wadsworth
5 Baker, C (1992) Attitudes and language Clevedon: Multilingual Matters
6 Bộ giáo dục và Đào tạo (MoET) (2018) Chương trình giáo dục phổ thông môn tiếng Anh (General English Education Curriculum) (Ban hành theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo)
7 Brown, J.D (2001) Using Surveys in Language Programs Cambridge, UK:
8 Buckingham, A., & Saunders, P (2004) Survey methods workbook: From design to analysis Cambridge, UK: Polity Press
9 Carthy Mc (1990) Vocabulary Oxford: Oxford University Press
10 Cross, D (2000) A practical handbook of language teaching Harlow:
11 Decarrico, J S (2001) Vocabulary Learning and Teaching Celce-Murcia, M (ed.) Teaching English as a Second or Foreign Language, pp 285-299 Boston: Heinle & Heinle
12 Dornyei, Z (1998) Motivation in Second and Foreign Language Learning
13 Dornyei, Z (2001) Teaching and Researching Motivation Harlowperson
14 Edge, J (1993) Essential of English language teaching New York, p.27 Free
Dictionary (Second Ed.) Retrieved January 18, 2013, from http://www.thefreedictionary.com/visual+aid
15 Finocchiaro, Marry (1974) English as a Second Language from Theory to Practice New York: Regent Publishing Company
16 Florence W M Yip & Alvin C M Kwan 2006 Online Vocabulary Games as
A Tool for Teaching and Learning English Vocabulary Hongkong University of Science and Technology: Educational Media International
17 Gairns, R & Redman, S (1986) Working with words: A guide to teaching and learning vocabulary USA: Cambridge University Press
18 Gardner, R C., & Lambert, W E (1972) Attitudes and Motivation in Second
Language Learning, Rowley, MA.: Newbury House Publishers
19 Gardner, R C., and Maclntyre, P D (2008) A Student’s Contributions to Second-language Learning Cambridge University Press
20 Gardner, R.C (1994) Social Psychology and Second Language Learning: the Role of Attitudes and Motivations London: Edward Arnold
21 Greenall, S (1984) Language Games and Activities London: Hulton
22 Gu P (2003) Vocabulary Learning in a Second Language New York:
23 Gullberg, M (2008) Gestures and second language acquisition
In P Robinson & N C Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp 276–305) London: Routledge
24 Hadfield, J (1990) A Collection of Games and Activities for Low to Mid- Intermediate pupils of English Intermediate Communication Games Hong
Kong: Thomas and Nelson and Nelson and Sons Ltd
25 Hadfield, J (1999) Beginners' Communication Games China: Addison Wesley
26 Hadfield J (1996) Intermediate Communicative Games Edinburg: Addison
27 Harmer, J (1991) The practice of language teaching London: Longman Group
28 Hauge, E (1999) Some common emblems used by British English teachers in EFL classes In Killick, David & Margaret Parry (Eds.), Cross-cultural
Capability - Promoting the Discipline: Marking Boundaries and Crossing Borders Proceedings of the conference at Leeds Metropolitan University Dec, pp 405-420
29 Karahan, F (2007) Language Attitudes of Turkish pupils towards the English language and its use in the Turkish context Journal of Arts and Sciences, (7),
73-87 Retrieved from http://jas.cankaya.edu.tr/gecmisYayinlar/yayinlar/jas7/07
30 Klippel, F (1994) Language program evaluation Cambridge University Press: Cambridge
31 Kodotchigova, M A (2002) Roleplay in teaching culture: Six quick steps for classroom implementation Internet TESL Journal, 8(7) Available at http://iteslj.org/Techniques/Kodotchigova-RolePlay.html
32 Lam, Nguyen Thi Van & Phuong, Ngo Dinh (2007) Language Teaching Theory Vinh University
33 Lam, Nguyen Thi Van & Phuong, Ngo Dinh (2007) English Teaching Methodology Vinh University
34 Lee, A S (1991) Integrating Positivist and Interpretive Approaches to Organizational Research Organization Science (2:4), pp 342-365
35 Lin, Hong 2002 Using Games in Teaching English to Young Learners The
Internet TESL Journal Vol III, No 8, August 2002 Retrieved November 12,
2010, from http://iteslj.org/Lessons/Lin-UsingGames.html
36 McCallum, G P (1980) 101 Words Games for Pupils of English as Second or
Foreign Language Oxford: Oxford University Press
37 McCarteen, J (2007) Teaching Vocabulary New York: Cambridge University Press
38 McCarthy, M J (1990) Vocabulary Oxford: Oxford University Press
39 Meara, P (1981) Vocabulary Acquisition: A Neglected Aspect of Language
Learning Language Teaching and Linguistics Abstracts, Vol 13, No 4 (Oct
40 Nation, P (2001) Learning vocabulary in another language Cambridge,
41 Nguyen Thai Thanh Huyen, & Khuant Thi Thu Nga (2003) The Effectiveness of Learning Vocabulary Through Games Asian EFL Journal
42 Perveen, A., Asif, M., & Mehmood, S (2016) Effectiveness of language games in second language vocabulary acquisition Sci.Int (Lahore), 28 (1), 633-637
43 Phillips, Sarah 2003 Resource Books for Teachers: Young Learners In Maley, Alan (Ed.) Oxford, New York: Oxford University Press
44 Pintrich, P.R & Schunk, D.H (1996) Motivation in Education: Theory, Research, and Applications England Cliffs: NJ: Prentice-Hall, from http://www.uky.edu
45 Pyles, Thomas, and John Algeo (1970) English: An Introduction to Language New York: Harcourt Brace World
46 Rixon, S (1981) How to Use Language Games in Language Teaching London: Macmillian Publishers Ltd
47 Scott, W.A & Ytreberg, L.H (2004) Teaching English to Children London: Longman
48 Slattery, M & Willis, J (2001) English for Primary Teachers Oxford: Oxford University Press
49 Sime, D (2001) The use and perception of illustrators in the foreign language classroom In Cavé, Christian, Isabelle Guạtella, & Serge Santi (Eds.),
50 Teaching vocabulary (n.d.) http://imgs.khuyenmai.zing.vn/files/tailieu/tieng- anh-ngoai-ngu/tieng-anh- pho-thong/teaching vocabulary _6164.pdf
51 Tellier, M (2007) How do teacher’s gestures help young children in second language acquisition? Proceedings of the meeting of International Society of Gesture Studies, ISGS 2005: Interacting Bodies, June, 15th-18th, ENS Lyon
Retrieved on 21 June 2017 from http://gesture- lyon2005.enslsh.fr/IMG/pdf/TellierFINAL.pdf
52 Thorbury, S (2002) How to teach vocabulary England: Pearson Education
53 Trinh, Q L (2005) Stimulating learner autonomy in English language education: A curriculum innovation study in a Vietnamese context
54 Ratna Sari Dewi & Ari Armadi (2016) Using games on P.6 pupils' vocabulary learning
Fromhttp://citeseerx.ist.psu.edu/viewdoc/download?doi.1.1.696.2297&rep
55 Ziyad Ahmed Tanni (2012) A Course in Language Teaching: Practice & Theory, pp.184-187 Cambridge: Cambridge University Press
56 Wenden (1991) Learner Strategies for Learner Autonomy Cambridge:
57 Wilkins, D.A (1974) Linguistics and Language Teaching Victoria: Edward
58 YinYong Mei and Jang YuJing (2000) Using games in an EFL class for children Daejin University ElT Research paper
1 Do you often use games in teaching English to your pupils
2 Do you think it is useful when use games in teaching English to primary pupils?
3 Do you have any difficulties in using games to teach?
4 Where do you get games?
5 What are the types of tasks you often design to teach through games?
APPENDIX 2 SURVEY QUESTIONNAIRE FOR PUPILS (BẢNG CÂU HỎI CHO HỌC SINH)
This survey questionnaire is designed for my thesis: “The Effectiveness of the Employment of Games to Develop English Vocabulary for the 3rd Grade Students at Tan Lap Primary School, Thai Nguyen City, Thai Nguyen Province” to find out the effectiveness of using games to Develop English Vocabulary for the 3rd Grade Pupils
(Bảng câu hỏi điều tra này nhằm mục đích thu thập số liệu cho đề tài “Hiệu quả của việc áp dụng trò chơi để phát triển từ vựng tiếng Anh cho học sinh lớp 3 Trường Tiểu học Tân Lập, Thành phố Thái Nguyên, Tỉnh Thái Nguyên” nhằm nghiên cứu tính hiệu quả của việc áp dụng trò chơi để phát triển vốn từ vựng tiếng Anh cho học sinh lớp 3
Your assistance in implementing this survey questionnaire is highly appreciated Please circle the most appropriate options according to you or write the answer where necessary
(các em khoanh tròn 1 câu trả lời a, b, c hoặc d cho các câu hỏi dưới đây hoặc viết câu trả lời nếu cần thiết.)