Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG QUYNH NGA USING LANGUAGE GAMES TO INCREASE MOTIVATION IN ENGLISH SPEAKING CLASS FOR GRADE-8 STUDENTS AT NGUYEN BINH KHIEM
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG QUYNH NGA USING LANGUAGE GAMES TO INCREASE MOTIVATION IN ENGLISH SPEAKING CLASS FOR GRADE-8 STUDENTS AT NGUYEN BINH KHIEM BOARDING SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG QUYNH NGA USING LANGUAGE GAMES TO INCREASE MOTIVATION IN ENGLISH SPEAKING CLASS FOR GRADE-8 STUDENTS AT NGUYEN BINH KHIEM BOARDING SCHOOL 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 DƯƠNG QUỲNH NGA SỬ DỤNG TRÒ CHƠI NGÔN NGỮ ĐỂ NÂNG CAO ĐỘNG LỰC TRONG CÁC GIỜ HỌC NÓI TIẾNG ANH CHO HỌC SINH LỚP 8 TRƯỜNG PTDT NỘI TRÚ NGUYỄN BỈNH KHIÊM 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 DECLARATION I hereby declare that this thesis (Using language games to increase motivation in English speaking class for grade-8 students at Nguyen Binh Khiem boarding school) is my own work I have read, researched, translated documents, and synthesized knowledge to make this thesis and make sure not to copy it anywhere The theories in the thesis are used the same material as I have referenced in the reference section already in the thesis All data in the thesis are guaranteed to be truthful and have not been published in any other research work Thai Nguyen, March, 2023 Approved by Author’s signature SUPERVISOR Le Thi Thu Huong, Ph.D Duong Quynh Nga i ACKNOWLEDGEMENTS First of all, I would like to thank my thesis advisor - Dr Le Thi Thu Huong - My direct instructor Thank you that the door to your office is always open when I run into trouble or have questions about my research problem The teacher always allowed me to freely express my views and gave me comments and suggestions, leading me in the right direction during my research and implementation of my master's thesis I would also like to thank the teachers in the Faculty of Foreign Languages - Thai Nguyen School of Foreign Languages for imparting to me in- depth specialized knowledge during my study period so that I have a great supporting knowledge base for my students I am in the process of doing my master's thesis Finally, I would like to thank my family and friends for their continued support and encouragement throughout my years of study and through the research and writing of this thesis This achievement would not have been possible without them Sincerely! ii ABSTRACT The article presents findings of a recent study which investigated language games to increase motivation in English speaking class for grade 8 students at Nguyen Binh Khiem boarding school Language games were applied for 12 weeks during the English lessons of grade 8 class with 40 students Two survey questionnaires, class observation and interview were used to collect data for analysis Results of the study showed that students’ motivation for learning speaking was much improved with the employment of frequent language games in the teaching and learning process Most students found language games make speaking lessons more enjoyable and more fun Especially, language games can help to create more chances and more talking time for students They felt more relaxed and enjoyable in learning speaking; while their level of anxiety was lowered, their confidence was enhanced when language games were integrated in their class sessions Keyword: Language games, motivation, English speaking skills, grade 8 students iii TABLE OF CONTENTS Table of Contents DECLARATION I ACKNOWLEDGEMENTS II ABSTRACT III TABLE OF CONTENTS IV LIST OF TABLES VII LIST OF FIGURES VIII LIST OF ABBREVIATIONS .IX CHAPTER 1 INTRODUCTION 1 1.1 Rationale .1 1.2 Research aims .2 1.3 Research questions .2 1.4 Scope of the study 3 1.5 Method of the study .3 1.6 The significance of the study .3 1.7 Design of the thesis 3 CHAPTER 2 LITERATURE REVIEW 5 2.1 Speaking 5 2.1.1 Definition of speaking 5 2.1.2 The importance of speaking 5 2.1.3 Teaching speaking 6 2.2 Motivation 7 2.2.1 Definitions of motivation 7 2.2.2 Types of motivation 8 2.2.3 The role of motivation in foreign language learning 12 2.2.4 Methods to enhance motivation in learning 13 2.3 Language games .14 2.3.1 Concept of language games 14 2.3.2 Benefits of using language games 15 iv 2.3.3 Main types of language games 17 2.4 Previous Studies 18 CHAPTER 3 RESEARCH METHODOLOGY 20 3.1 Data collection 20 3.1.1 The data collection instrument 20 3.1.2 Procedures and methods of data collection 21 3.2 Research design 22 3.2.1 Game content 22 3.2.2 Game organization 22 3.2.3 Scoring and healthy competition 23 3.2.4 Game Instructions 23 3.2.5 Participation of learners 23 3.2.6 Playtime 23 3.3 Materials .23 3.4 Action plan 24 3.4.1 Guessing game 24 3.4.2 Hangman game 24 3.4.3 Noughts and Crosses (Unit 5: New development) 25 3.4.4 Interview (interview form) 25 3.4.5 Word square: (crossword) 26 3.4.6 Warm-ups 27 3.4.7 Pre-speaking stage 30 CHAPTER 4 RESULTS AND DISCUSSIONS 32 4.1.1 Prequestionnaire .32 4.1.2 Post questionnaire 39 4.1.3 Interview 43 4.1.4 Observation .44 4.1.5 The positive factors and the challenges of using games in speaking lessons45 4.1.5.1 Positive factors 45 4.1.5.2 Challenges 46 v 4.1.5.3 Sub-conclusion 47 4.1.5.4 Summary 48 4.2 DISCUSSIONS 49 CHAPTER 5 CONCLUSIONS 51 5.1 Conclusions .51 5.1.1 The current situation in the teaching of English speaking for grade 8 students at Nguyen Binh Khiem Boarding School 51 5.1.2 The kinds of games could be used to increase students’ speaking motivation 52 5.1.3 How students’ motivation was improved after they are engaged in language games in speaking classes 52 5.2 Implications 52 5.3 Limitations 53 5.4 Recommendation .53 REFERENCES 54 APPENDIX 1: PREQUESTIONNAIRE I APPENDIX 2: POST-QUESTIONNAIRE .IV APPENDIX 3: INTERVIEW QUESTIONS .VI APPENDIX 4: TEACHER’S OBSERVATION SHEET VII vi LIST OF TABLES TABLE 4.1: STUDENTS’ ATTITUDES TOWARDS ENGLISH LEARNING 32 TABLE 4.2: STUDENTS’ ATTITUDES AND PERSPECTIVES TOWARDS SPEAKING LESSONS 33 TABLE 4.3: STUDENTS’ PREFERENCES OF TEACHER’S TECHNIQUES EXPLOITED IN SPEAKING CLASSES 35 TABLE 4.4: CURRENT METHODS AND TECHNIQUES APPLIED TO TEACH SPEAKING SKILLS 36 TABLE 4.5 CURRENT IMPLEMENTATIONS TO ENCOURAGE STUDENTS TO SPEAK ENGLISH 37 TABLE 4.6: STUDENTS’ FEELING AND ATTITUDES TOWARDS LANGUAGE GAMES EXPLOITED BY THE TEACHER 39 TABLE 4.7 STUDENTS’ EVALUATION OF THE USE OF LANGUAGE GAMES IN SPEAKING CLASSES 40 TABLE 4.8 STUDENTS’ EXPECTATIONS TO THE TEACHER WHEN USING GAMES IN SPEAKING LESSONS 42 vii