Trang 1 PHAM THI THANH HUYEN A STUDY OF USING GAMES IN EFL PRIMARY SCHOOL STUDENTS’ VOCABULARY LEARNING AT A FOREIGN LANGUAGE CENTER MASTER OF ENGLISH LANGUAGE TEACHING Trang 2 PHAM T
INTRODUCTION
Research aims and objectives
The study aims to provide types of games used for vocabulary learning in an English center in Tuy Hoa, Phu Yen Then, to some extents, to explore student’s reactions in the class in order that teachers have some suitable methods to teach students effectively
To be more specific for the aim of the research, this study has been carried out to explore:
- To explore types of games that used for students’ vocabulary learning
- To explore how games effectively used in the class
- To explore how students react to games in learning vocabulary.
Research questions
In an attempt to achieve the above-presented aims, the study seeks to answer the following research questions:
1 What types of games are the most frequently used for students’ vocabulary learning?
2 Which types of games can be used effectively in the class?
3 What are students’ reactions to games in their lessons?
Scope of the study
This research focuses on examining the impact of games on vocabulary learning at Cherry English Center and exploring students' perception of using games for vocabulary acquisition Due to the limitations in terms of time and scope, this study will specifically discuss the utilization of selected games from gamestolearnenglish.com as a means of teaching vocabulary to primary school students, specifically those in 4th and 5th grades These grades were chosen as they exhibit higher engagement levels compared to 1st, 2nd, and 3rd grades Additionally, five English teachers who teach 4th and 5th graders at Cherry English Center will be interviewed to gain further insight To accommodate the time constraints and the length of the study, a total of forty-five students between the ages of nine and eleven, who attend Cherry English Center in Tuy Hoa, will participate in the research The study will span eight weeks and aims to investigate effective approaches to vocabulary learning through games, considering that primary students may not be able to fully respond to all the research questions due to their young age The primary participants in the study will be the students themselves, while the input of the English teachers at Cherry English Center will be sought through interviews and questionnaire to gather additional perspectives.
Significance of the study
It is hoped that this study may provide some insights in both theoretical and practical significance The literature review on the reaction to games on vocabulary learning can be said that games are an effective and motivating way to teach vocabulary in classes The findings of this study are anticipated to contribute to learning the ways to learn vocabulary so that primary school students can learn English effectively Moreover, the findings of this study have the potential to make a meaningful contribution to the field of language education, offering practical implications for enhancing vocabulary learning strategies, particularly for primary school students
As the findings show, games can be effective in vocabulary acquisition The current findings show that games, due to creating an interactive and motivating context as well as using games where learners can easily and subconsciously share their information, and also due to the requirements and obligations encountered by them during playing, are effective in vocabulary acquisition The subjects acquire the new words via the games because they are willing to be the winner and get gifts or marks from the teachers They compete and cooperate with each other in an enjoyable environment to be the winners in these games.
Design of the study
The thesis consists of five chapters:
Chapter 1, Introduction, presents the rationale, the aims, the research questions, the scope and the design of the study
Chapter 2, Literature Review, presents theories related to vocabulary and games Previous studies on games are also reviewed
Chapter 3, Methodology, presents the research methods, the setting of the study, the participants, the research data and the research procedures
Chapter 4, Findings and Discussion, presents the findings of the study and some explanations, and comments on these findings
Chapter 5, Conclusion, provides the pedagogical implications, some limitations of the study and suggestions for future study.
LITERATURE REVIEW
Introduction to games
According to Rogers (1981), gaming is a goal-defined, rule-governed, and competitive activity with a resolution that engages pupils For instance, Hadfield
(1998) describes a game as “an activity with rules, a goal, and an element of fun.” (p.4) In this research, the game is defined as a purposeful, enjoyable activity that is subject to rules There are various ways to categorize language games Participation in games necessitates both teamwork and rivalry with other individuals or teams Young learners must repeat patterns and use language while playing in order to grow and enhance their skills
According to Lewis & Bedson (1999), game is developed in order to improve the outcomes of the teaching and learning process of a new language Teachers who use games believe that it is important for students to benefit from their experience learning to communicate in a foreign language Lewis & Bedson
(1999) further explains that young learners can talk before, during, and after the game in an environment that fosters meaningful communication The desire in incorporating more game-based learning into educational processes has grown as the corpus of studies highlighting the potential educational value of games has grown as claimed by Wastiau, Kearney & Van de Berghe (2009) Games' inherent educational value is frequently emphasized in discussions of the subject, such as their immersive character or their capacity to support player domain mastery through scaffolding and flow-inspiring designs as retried by (Annetta, (2008) & Gee, (2009))
As Egenfeldt-Nielsen (2010) & Linehan et al., (2011) stated, although the educational benefits of games are frequently praised, there aren't many examples of games being used in classrooms They further descirbed that this mismatch in the game-based learning community has previously been attributed to the general aversion of educators to video games In educational settings, games can be utilized to make learning more enjoyable, motivating, and effective They also provide opportunities for students to actively participate, apply knowledge and skills, and collaborate with their peers Games can be designed to target specific learning objectives, such as improving problem-solving abilities, enhancing critical thinking skills, or reinforcing subject knowledge
In addition to being able to supervise and support students' gaming activities, the teachers must be able to ensure that game sessions operate smoothly from an administrative standpoint Being a game tutor for students involves the teacher in a number of duties, and given the differences in each student's abilities and interests, this role can be challenging
Richard and Brian (2010) claimed that educational games can have a positive effect on learning outcomes Specifically, they discovered that students who engaged in educational games performed better in terms of knowledge acquisition, and transfer of learning compared to students who received traditional instruction without game-based elements They also identified several factors that contribute to the effectiveness of educational games These factors include providing clear learning objectives, offering instructional support within the game, integrating relevant content and gameplay, and ensuring that the game aligns with the learning goals and curriculum.
Types of games used for learning vocabulary
Lewis & Bedson (1999) give a similar classification Some of the games mentioned above can be categorized under a broader umbrella term, such as “task- based games” (typically pairs or groups work on meaningful tasks in the way they enjoy; learners obey clear rules and they have the opportunity to practice all language skills) or "movement games" (the type of game when learners are physically active, such as “Find your partner”)
As Wright, Betteridge, & Buckby (2005) stated games, as stated before, are interesting methods to teach young learners vocabulary Young language learners can benefit from the usage of games They keep students engaged and make learning enjoyable Additionally, when language training turns serious and lifeless, games can elicit emotions (Bransford, Brown, & Cocking, 2000; Ersoz,
2000) The games that will be discussed in this section are retried from gamestolearnenglish.com such as Word search, Hidden picture game, Hangman, Slap the board, etc
Sorayaie (2012) also explains that games give teachers the chance to immerse students’ interactive and immersive knowledge, judgment, and abilities Learning environments can be debatable; their connection to pleasure and enjoyment is frequently viewed as non-educational Nevertheless, Sorayaie (2012) further stated that there is a growing cultural acceptance of gaming Games are investigated to aid students' learning as part of the modern educational development trend Teachers undoubtedly already know that young students rapidly get bored if they teach English to children So how can teachers stimulate the interest of young students in vocabulary learning? The most effective method involves engaging in entertaining ESL vocabulary games and activities To encourage your pupils to study English, teachers have compiled this list of the top ESL vocabulary games There are some games which are frequently used by the teachers in teaching vocabulary during the lessons
The research focuses on exploring the use of games from the website gamestolearnenglish.com for teaching vocabulary to primary school students at Cherry English Center Although the specific games used in the study are not mentioned in the provided text, the author can assume that a variety of game types were employed to engage students in vocabulary learning These descriptions are based on common knowledge and practices in educational settings.Followings are some common types of games that are often used for vocabulary acquisition:
Matching Games: These games involve matching words with their corresponding definitions, images, or translations Students may have to drag and drop or click on the correct pairs to reinforce vocabulary associations
Word Puzzles: Word puzzles, such as crosswords, word searches, or jumble words, can be used to enhance vocabulary retention Students search for hidden words, solve clues, or unscramble letters to reinforce vocabulary recognition and spelling
This game is retried from https://thewordsearch.com/
Board Games: Board games adapted for vocabulary learning add an element of fun and competition Students move their game pieces across a board, answering vocabulary-related questions or completing tasks to progress
Flashcard games: Flashcards can be used in various interactive game formats, such as memory matching, timed recall, or group challenges, to help students associate words or images with their meanings effectively
Listening and speaking games: Games involving listening to audio clips or recordings, followed by oral responses or discussions, can enhance vocabulary comprehension and oral communication skills
Virtual interactive games: Online interactive games, such as quizzes, simulations, or virtual worlds, offer immersive and engaging experiences for vocabulary learning They often provide instant feedback and progress tracking
Hadfield (1990) designs to provide language teachers with a collection of engaging and interactive games that promote meaningful communication among learners The book includes a variety of game types, such as role-plays, simulations, information gaps, and problem-solving activities These games are specifically tailored to help learners practice and develop their language skills Moreover, Hadfield (1990) further suggested that these types of games are designed to be flexible and adaptable, catering to the diverse needs and interests of learners Through these interactive activities, learners have the opportunity to practice vocabulary in context, develop their speaking and listening skills, and build confidence in using the language.
Overview of primary school students
Kohn (1993) mentions that rewards, such as gold stars, grades, praise, and other external motivators, are effective in promoting genuine learning, intrinsic motivation, and long-term positive behavior He argues that these extrinsic motivators can actually hinder a child's development and negatively impact their engagement, creativity, and love for learning Kohn also suggests that relying on rewards and punishments can create a "carrot and stick" mentality, where students are primarily focused on obtaining rewards or avoiding punishments rather than genuinely understanding and enjoying the learning process He advocates for an alternative approach that nurtures intrinsic motivation, autonomy, and a sense of competence in students
As Spelke and Kinzler (2007), Carey (2009), Gopnik and Wellman (2012) stated, primary school is also known as junior school, grade school, or elementary school It is for children who are 4-11 years old This school comes after pre – school, and before secondary school Education occurs in a single phase that designs fundamental skills such as writing, learning, and reading How early and particularly very young children, even from as early as infancy, are combining different observations or discrete facts into coherent conceptual systems is one of the most fundamental discoveries regarding the growing mind They further exclaim that primary schools are ideal settings for teaching social skills including cooperation, involvement, empathy, and other traits that are fundamental building blocks of a child's personality
According to these researchers, during the time in primary school, students experience significant cognitive, social, emotional, and physical growth Primary school is a critical period for social development Students learn how to interact with peers, develop friendships, and navigate social dynamics They also begin to understand and manage their emotions, build empathy, and develop self-regulation skills Moreover, Primary school students are naturally curious and eager to explore the world around students when asking questions, dealing with activities, and expressing growing interest in discovering new things Students further develop their cognitive abilities, including attention, memory, problem-solving, and critical thinking skills They become more proficient in understanding complex concepts and applying logical reasoning
Many authors and studies attempt to categorize students solely by age: Scott and Ytreberg (1990) separated the kids into two age groups: five to seven and eight to eleven Children between the ages of five and seven are all thought to be at level one, the beginning stage; those between the ages of eight and ten are similarly seen to be at level one, the beginner stage, though they may have been studying the foreign language for some time This viewpoint is discussed in Phillip's (2003) analysis as well Children between the ages of five and twelve are considered young learners This study, primary school from 9-11 years old in Cherry English center are investigated.
Characteristics of primary school students in using games for vocabulary
According to Slattery and Willis' (2001), teachers, especially those who teach young learners, must have a thorough understanding of the characteristics of their students It is because teachers will be able to use appropriate techniques or activities in teaching or assessing students if they understand them well
The age range of the young learners is between seven and twelve years old They are rapidly growing as individuals and pick up knowledge in a variety of ways, including by listening, mimicking, watching, or doing They are also unable to understand language explanations and grammar norms, thus they must interpret circumstances based on nonverbal signs Additionally, they frequently express what they know and do in their mother tongue, imitate noises, are curious, like playing and making up stories, and appreciate repetition and routines Their need for diversity and short attention spans, however, are their most crucial traits Therefore, the instructors should come up with a fun way to present the information
Under another viewpoint, Pinter (2006) stated that characteristics of young learners include understanding the meanings of a language but being unable to analyze it, having lower levels of awareness, having limited reading and writing skills even in their first language, being more concerned about themselves than others, having limited knowledge about the world, and enjoying fantasy, imagination, and movement As a result, the statements above demonstrate that young learners learn in their own way Primary school students show increased motivation when using games for vocabulary learning The competitive nature of some games or the desire to achieve a higher score motivates them to actively participate and strive for improvement This intrinsic motivation enhances their willingness to learn and retain new vocabulary words
As stated by Ackerman (1999), kids in primary school are experts at playing The behavior of a species' young is one of the most significant markers of intelligence because all intelligent creatures play Moreover, games create a low-pressure environment where making mistakes is seen as part of the learning process This helps to alleviate any fear of failure or embarrassment, allowing students to take risks and experiment with new vocabulary words without hesitation It promotes a positive mindset towards learning and encourages students to explore and expand their vocabulary
Young children rely so heavily on what they hear from others that by the preschool years, they are able to tell who among the adults speaking to them is likely to give them accurate information and who is not (Jaswal, (2010); Harris, (2012);Koenig and Doebel, (2013)) This link between interpersonal connections and social interactions and cognitive growth is congruent with how the brain and the mind develop Children's growth and development follow specific patterns, as educators are aware through research and their own classroom observations Children's attention spans, sense of humor, propensity to favor large or small groups in social settings, sensitivity to change, risk-taking, and friendship issues all change along with their height, weight, and physical capabilities Knowing pupils in these areas, which have such a profound impact on their learning, is essential for effective teaching, teacher can develop classrooms to be more successful, both socially and intellectually, by using our knowledge of their strengths and needs to design classrooms, lessons, curriculum projects, and routines.
Concepts of vocabulary and the importance of vocabulary
There is no doubt that vocabulary is the most important vehicle in learning a language It does not matter if this language is the mother tongue or a foreign A person's ability to construct grammatical sentences is of little use if they lack the vocabulary necessary to effectively communicate their ideas Wilkins (1972) stated: “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed’’ (p.97) Besides, without knowing the vocabulary everything will be more difficult if the learner has no dictionary Harmer (1991) said that “If language structure makes up the skeleton of language, then it is vocabulary that provides the vital organs and flesh.” (p.153) Once again we realize the importance of vocabulary in learning or speaking a language Ozkiraz
(2015) stated that if a learner lacks adequate language knowledge, learning cannot be completed Having learnt an amount of vocabulary the students will be able to communicate, maybe not in full sentences but they will be able to express themselves They will not have any problems in a supermarket or making friends in the target language environment As Coady and Huckin (1997) stated “The vocabulary is central to language and critical importance to the typical language learner.” (p.5) We cannot say that grammar is not important, however vocabulary is one step further
Ernes (2016) mentions that a crucial component of learning a foreign language is developing one's vocabulary Traditional methods, where pupils only learn passively through the teacher's explanations, have problems with vocabulary learning Games could be used to solve this problem, and as technology advances, video games on computers are the ideal option The purpose of this study was to investigate how students felt about using games to acquire vocabulary Based on their perceptions, the students' motivations for playing the game and how it may aid in vocabulary learning were discussed Two main themes and their respective sub-themes comprised the discussion of the results The sub-themes for the first main theme, pedagogical benefits, were vocabulary enrichment, learning through visuals, and alternative tools The sub-themes for the second primary theme, psychological advantages, were enjoyable learning and boosting student motivation
According to Berne & Blachowicz (2008), due to the emphasis that is frequently placed on the definitions of new terms, both in books and in classroom settings, vocabulary development is a crucial component of learning a foreign language Additionally, it is crucial to language learning and at the heart of language education According to recent study, it may be difficult to teach vocabulary since many teachers lack confidence in excellent practices and occasionally don't know how to start putting an instructional emphasis on word learning Children need to have a rich vocabulary that continually grows through language and literacy experiences, in order to comprehend and construct increasingly complex texts, and engage in oral language for a variety of social purposes Berne & Blachowicz (2008) further comment that to focus on vocabulary is useful for developing knowledge and skills in multiple aspects of language and literacy This includes helping with decoding (phonemic awareness and phonics), comprehension, and also fluency
Palmer (1981) added that learning vocabulary is a continual process of language and literacy development, which begins in the early years of life, and continues through schooling and beyond Sinatra, Zygouris-Coe, and Dasinger
(2011) note that: “Knowledge of vocabulary meanings affects children’s abilities to understand and use words appropriately during the language acts of listening, speaking, reading, and writing.” (p 333) Such information affects how rich and nuanced children's thinking is, how they express themselves in spoken and written language, and how effectively they comprehend printed texts Vocabulary plays an important rule in developing all English skills It acts as a form of communication for people Without it, it might be difficult to achieve human comprehension
According to Domus (2010), “learning vocabulary through games had attained a lot of attention”, and “the value of educational games has been increasing in language education since they help to make language education entertaining.” As he stated, teachers may not always have access to the resources that are ideal for their students, such as the newest technology Using the materials at their disposal, choose the finest teaching methods for the students Playing games to learn vocabulary had drawn a lot of interest The importance of educational games has been expanding in language instruction since they help to make language teaching exciting;
Sorayaie (2012) mentions that playing games is favorable and helpful when learning new words Due to the fact that they frequently include friendly competition and produce a collaborative learning environment where students can collaborate They give students the chance to use the target language while also enhancing their communication abilities Thus, vocabulary games let students use English in a flexible, conversational manner by bringing real-world context into the classroom It is impossible to deny the importance of games in vocabulary instruction and learning
Sorayaie (2012) further explains that games give teachers the chance to immerse students in an interactive and immersive setting that calls for knowledge, judgment, and information management abilities Learning environments can be debatable; their connection to pleasure and enjoyment is frequently viewed as non- educational Nevertheless, there is a growing cultural acceptance of gaming, i.e games are investigated to aid students; learning as part of the modern educational development trend Learning games come in a variety of forms, such acting-26 games, cognitive games, and art games People will use the game appropriately based on the lesson material and psychology aspects A fun teaching method that draws pupils into active learning is games
Teachers must also urge students to actively create language for themselves because the language used in any activity is unpredictable Games are valuable and significant because of this Not only are they enjoyable, but they also encourage communication and establish regularity When using games to teach vocabulary to young students, trained teachers are needed who can engage the kids in playing and have a firm grasp of the linguistics of the language According to Rixon (1981), is knowledgeable about how games work will help teachers locate and develop games that allow their pupils to learn while having fun.
Previous related studies
Ke & Grabowski (2007) desribes the impact of game-based learning on vocabulary acquisition and retention among college students The findings suggested that game-based learning had positive effects on vocabulary acquisition and long-term retention compared to traditional instruction methods The researchers sought to determine whether game-based instruction could be more effective than traditional instructional methods in terms of vocabulary learning outcomes These results suggested that incorporating game-based learning into the vocabulary instruction process can be more effective in enhancing students' vocabulary acquisition and long-term retention Hwang & Wu (2012) reveales that students who engaged in digital game-based learning exhibited better vocabulary learning outcomes and higher motivation levels compared to a control group
Gee (2005) conducts his research in games appreciated as conceptual models working across formal and informal learning contexts The results show that games have often been utilized to increase motivation and authentic communicative practices as an enjoyable factor in language learning They create a fun environment in which learners and even the teacher become more interested in English learning and teaching progress Moreover, the games help students increase their ability to memorize vocabulary quite well Especially at primary school age, they are more interested in active activities in class than passive activities with only taking notes The game helps a lot in making the classroom atmosphere lively and exciting As a result, students can feel that the learning is light and the absorption will become more optimal
Sorensen & Meyer (2007) have found games as a serious- minded and universal element for providing stimulation and simulation in educational settings
In informal contexts, games have often been related to the activities of children which they play in their free times since gaming is a key activity in children’s off school practices and most interactive games provide learners with communicative activities as well as get new ones Thus, the game players will be using the new language and accordingly learn it in order to take part in games
Wu, Yen, and Marek (2011) investigate the effects of games on EFL interaction on confidence, motivation, and ability suggesting enjoyment as a key factor in increasing these learning variables This is also intuitive, since learners who are bored or who do not see the value in a course will not apply the lesson themselves Because learner-centered active learning increases enjoyment, EFL teachers need to include such tools in their lesson plan Designing a lesson suitable for each age and ability of the class has never been easy Their findings discuss that the use of games in lessons can help teachers a lot in the process of designing appropriate lessons, and motivation is one of the important factors in the learning process of students If students feel bored, they cannot absorb knowledge in a positive way Moreover, games help students review and memorize longer than learning by heart
Chen & Lin (2017) investigated the implementation of game-based vocabulary learning in an EFL classroom The research demonstrated that game- based activities enhanced students' vocabulary learning, engagement, and motivation, leading to improved language proficiency Besides, Zarei, A., & Hashemi, M R (2018) examined the impact of vocabulary learning through educational games on Iranian EFL learners' vocabulary knowledge The findings indicated that incorporating educational games into vocabulary instruction significantly improved students' vocabulary knowledge and retention
Gozcu & Caganaga (2016) considered games as an essential role for teachers to stay up to date on the use of games in language learning and teaching Following that, they can include them into their instruction for their pupils Their results discussed that many teachers disregard the idea that games can be effective learning tools and a method for learning, even though they play a significant role in foreign language classrooms
In Viet Nam, there are some articles related to games such as Dang Thi Phuong Thao (2017) The goal of the study was to investigate the effects of using games to teach vocabulary to kids in primary schools It attempts to ascertain students' challenges with mastering an all-encompassing talent, their expectations of the teaching style, and their attitudes regarding the use of games The creation of circumstances in which the language is applicable and relevant can be assisted through games for teachers The students can engage fully and receptively in the teaching and learning process through games To win the games, each student or group must answer the teacher's or other students' or groups' questions in a competitive manner Besides, Thi Thanh Huyen Phuong (2020) claimed that gamification has recently emerged as a concept that is gaining interest in the field of English language instruction due to the compelling empirical data that supports the relationship between the inclusion of game components and enhanced learning motivation
As can be seen, there is much research on games applied to teach children and students in schools, but there are no studies which exclusively focus on using games on EFL primary school students’ vocabulary learning in Cherry center Hence, this research is an attempt to meet such study needs Besides finding some suitable games for teaching, this study also points out some notes for the most effective teaching process i.e young learners will be aware and stimulated by physical movement in games because they frequently become frustrated and bored if they sit through lengthy lessons Thus, incorporating physical activity every so often can ensure their engagement Besides, video games that without pressuring them to participate, encouraging students to participate in a healthy competition could aid in their learning as clarified by Vernon (2009) Hence, selecting the appropriate game might encourage constructive rivalry in the classroom
In conclusion, there are gaps in the research on using the game-based approach in Vietnam In addition, various empirical research have demonstrated the beneficial effects of games on young learners' attitudes about this strategy as well as their memory of language However, there hasn't been much attention paid to how students respond to games, especially in EFL settings Investigating how EFL primary school pupils learn vocabulary at a foreign language center can help close these disparities.
Summary
This chapter provided a detailed description of the introduction to games, types of games from various sources on website, and problems related to the research need i.e overview and definition of primary school students, characteristics of primary school students, concepts and the important of vocabulary, students’ reaction by using games on English vocabulary learning and some previous related studies The methodology will be discussed in the following chapter.
METHODOLOGY
Research design
A descriptive study using mixed- methods design was conducted to investigate types of games and how games can be effectively used in the class as well as students’ reactions about games used in learning vocabulary This type of research which employs both quantitative and qualitative data collection methods can provide insightful perspectives on a specific topic under investigation as clarified by Creswell (2014); Gay, Mills, Airasian (2009) Mixed-methods research is an approach that combines qualitative and quantitative research methods It involves collecting and analyzing both qualitative and quantitative data to gain a more comprehensive understanding of a research problem or question By integrating these two types of data, researchers can overcome the limitations of using a single method and obtain a richer and more nuanced understanding of the phenomenon under investigation
In order to examine students' responses to playing games to acquire English vocabulary, a mixed quantitative and qualitative method was believed to be preferable than merely one approach for the following reasons: This combination primarily creates a broad picture A qualitative study may be supplemented with quantitative research to fill in the blanks Secondly, whereas qualitative studies are often stronger on process elements, quantitative research is particularly adept in eliciting structural dimensions of social life Thirdly, the outcomes of one kind of study can be contrasted with those of another kind of study Additionally, qualitative research can serve as a source of hypotheses, provide context and topic information, and help with scale development as revealed by Bryman (2017) This usually means that quantitative research aids in the selection of subjects for a qualitative investigation as retried by Punch (1998)
According to Punch (1998), there should be a combination of these two methods in my research method to maximize the benefits of each while reducing the drawbacks The selection of subjects for a qualitative investigation is typically aided by quantitative research, in turn Finally, in order to maximize the advantages of this method's and minimizing its disadvantages, my study methodology should combine these two approaches
Beside the researcher has applied a quantitative approach, which was categorized as a survey research method, and provided a quantitative description by studying a sample that includes cross-sectional studies using questionnaire to collect data, the current project also involved interviews and class observation for collecting data for qualitative In summary, the researcher using a mixed research method, which involved the integration of quantitative and qualitative data collection, to identify types of games, and students’ reactions as well Moreover, testing the teachers about how they teach vocabulary also has been carried out through questionnaires and interviews, and observation.
Research context
Forty five lower pre A1 learners from primary students at 4th, 5th grades, learning English as a foreign language (studying at Cherry Center in Tuy Hoa), have been invited to participate in the study voluntarily and anonymously Nearly all of them agreed willingly, and were fully informed of the aims and significance of the study by the researcher before the commencement of the study The design of this is implemented as Table 3.1
The participants for this study were mainly female (64.5%) and male (only 35.5%) students who had learnt English language at Cherry English center In this study, 37.8% of students who participated were between 9 and 10 years old and 62.2% were between 10 and 11 years old They have been learning English for a long time and have basic knowledge about English vocabulary It is said that
77.8% of students have 1-2 years to learn English and 3-5 years (22.2%) as shown in Table 3.1
This research site was chosen for two reasons: firstly, it was very convenient for the researcher to conduct an investigation for a long time, and data was easily collected Secondly, it aimed to help teaching and learning English effectively to young learners in the city of Tuy Hoa
Besides, the participants were also teachers of English including 2 male and
3 female who has been taught at the center for 4 years Most of them are between the ages of 25 and 35
As for the purpose of present study, the participants in the research used
‘‘Tiếng Anh 4’’ and “Tiếng Anh 5” - English Textbook, published by Vietnam Education Publishing house (VEPH) & MACMILLAN (MPC), in 2015, as the main course book There are ten units in two books They are designed under a theme – based approach with different topics Each unit has its own vocabulary and grammar related to that unit Each topic has three lessons and vocabulary is the most important factor that teachers pay attention to Due to the length of the study, only vocabulary sets (word meaning, word spelling and word pronunciation) have been taken under consideration.
Data collection
The different data collection instruments were employed, including questionnaires, interviews, and class observation
As Kumar (1996) stated, when views rather than facts are required, a questionnaire with a rating scale is generally employed This questionnaire was modified from Vu's (2014) earlier research to fit the study's theme Moreover, according to Kuman, questionnaires are effective tools for gathering datato analyse Additionally, one of the most typical methods of gathering information is via asking questions Surveys and questionnaires are helpful methods of learning about the affective aspects of learning, such as beliefs, attitude, motivation, and preferences, and they allow teachers to quickly gather a lot of data as Richards and Lockhart (1994:10) claimed
Questionnaires enable the researcher to obtain quick, concentrated data from a big number of respondents while also saving time Questionnaires in this study have been designed basing on a 5-point Likert scale (Emmanuel (2018)), a commonly used rating scale in survey research to measure respondents' attitudes, opinions, or perceptions It consists of five response options, typically ranging from strongly agree to strongly disagree, with a neutral or neutral option in the middle The scale allows respondents to indicate their level of agreement or disagreement with a statement or question by selecting the most appropriate response This scale provides a range of options for respondents to express their degree of agreement or disagreement, allowing researchers to gather quantitative data on attitudes or opinions It is a widely used tool for measuring subjective perceptions in various fields, including social sciences, psychology, market research, and customer satisfaction surveys
It is thought that the following qualities of a questionnaire might be advantageous to the researcher: The researcher may save time and money using a questionnaire because it is quicker and less expensive than doing in-person interviews Respondents believe that their anonymity allows them to speak freely without worrying about being identified As a result, it is a useful tool for safeguarding the participants' privacy A limited amount of time may be used to collect data on numerous topics
In this study, the researcher has designed a survey questionnaire for the students on their attitudes when playing games to learn vocabulary The survey questionnaire for the students, including questions, was delivered to all the forty five students and five teachers learn and teach English at the Cherry center The questionnaire have been distributed through forms after few weeks The survey questionnaire was divided into two parts The first part focused on the types of games used for students’ vocabulary learning The second part aimed at investigating students’ reactions to games and how games used effectively in their class All the students and teachers were asked to complete the questionnaire They were free to ask for clarification when they were in need The questionnaires consist of both open- ended questions and closed-ended questions, so the informants could provide their answers in a free manner
The questionnaires also conducted to the teachers about how games can be effectively used in classes The survey questionnaire for the teachers, including questions, was delivered to all the 5 teachers at English center By conducting questionnaires with teachers, the researcher can gather valuable information about their perspectives, experiences, and strategies related to the effective use of games in vocabulary learning This can help inform teaching practices and provide insights for improving vocabulary instruction using game-based approaches
According to Weiss (1994), an interview may be a helpful tool for doing the research Direct conversation allowed the researcher to see the interviewees' feelings and thoughts, which may have revealed non-numerical information regarding a particular research issue It allows for direct conversation and provide researchers with the opportunity to gather qualitative data, which can offer rich insights and perspectives on a particular research issue Weiss further mentions that social science research that provided in-depth descriptions of individuals, events, and procedures was one of the most crucial components In this study, teacher were a crucial component since thay had a lot to say about how to use games for learning and teaching
Some open-ended questions were posed to five of the center’s professors, who consented to participate in the interview.Five instructors were chosen to take part in the interviews for this study in order to learn more about their opinions on using games to teach vocabulary to young students The researcher gave the respondents advance notice of the interview’s goals and objectives, and she urged them to convey their honest opinions about using games to teach vocabulary Five teachers participated in the interview, which consisted of some questions Besides, five students were chosen randomly to answer some questions about the use of games during their lesson The discussion focuses on students’ reactions, the advantages and disadvantages of using games
In this study, qualitative analysis was used to examine the data elicited by open-ended questions There were some steps involved in analyzing the interview data Firstly, transcribing the respondings of the teachers and students, and then selecting the data relevant to the research questions Then, the researcher conducted informal interviews and discussions with students to learn more about the effects of games The researcher was able to confirm the reactions of games on improving vocabulary abilities for students thanks to information gleaned from the interview on students' desire for acquiring vocabulary skills Face-to-face interviews may have the highest response rates, as Newman (2002) described Additionally, an unstructured interview is more akin to a casual dialogue between the interviewer and respondent, as Nunan (1998) exclaimed
Lastly, five teachers were chosen to take part in the interviews for this study in order to learn more about their opinions on using games to teach vocabulary to young students The researcher gave the respondents advance notice of the interview's goal and objective, and she urged them to convey their honest opinions about using games to teach vocabulary Five teachers participated in the interview, which consisted of some questions
Besides, five students were chosen randomly to answer some questions about types of games used during their lesson Moreover, the interview focuses on students’ reactions, the advantages and disadvantages of using games Teachers call randomly five students in other classes to interview about the study: what you liked, what you disliked, how you felt during the lesson, the games you liked the most, etc Students’ ideas are taken note by the teacher and analyzed Students are asked to write their diaries (what you like/ dislike/ your friends’ attitudes) about learning vocabulary through games during the lesson During the eight weeks of the study, each week (from week two to week seven) students had two vocabulary lessons which lasted ninety minutes A vocabulary lesson often started with about five to ten minutes of vocabulary review in which students were checked how much they could retain vocabulary from previous lessons The main vocabulary teaching activities followed with the main focus on the use of games
As Gay (2000) stated, the observer is not actively taking part in the circumstance that is being seen The use of classroom observations allowed researchers to better understand how teachers felt about using games to teach vocabulary in practical settings The observations concentrated on teacher-student interaction in relation to games, classroom conditions, the students’ population in the room, activities of teachers with students, and potential problems that teachers might encounter in the class as well as teachers, how they solve problems while documenting all traditional and game-based classroom activities The recording was necessary to help researchers gather precise data
Gay (2000) further mentions, a key advantage of conducting observations is that the researcher can witness what teacher and students actually do, rather than what they say they do Observations can be made in real life situations, allowing the researcher to access the context and meaning so real-life data is collected
Dahlberg and McCaig (2010) state that observation is a common study technique in action research, particularly in educational settings where the actions and behaviors of students are examined It may involve the researcher's involvement or that of the impartial observer, who is expected to be present in person at the research locations In this study, the researcher observe every lesson throughout eight weeks All of the information gleaned from these were recorded for later use in the research Therefore, the researcher uses particular criteria from observation to determine whether utilizing games is beneficial or not, as well as to study types of games frequently used for vocabulary learning and students’ reactions to the use of the in their lessons.
Data collection procedure
In carrying out the study, the action research framework suggested by Kemmis and McTaggart (1988) would be deployed This procedure consisted of the following steps
After two years of teaching at Cherry center, the researcher realized that most of the students, especially young learners in the non-native class at the center have faced a big problem with learning vocabulary They didn’t pay attention to and lack motivation to learn new words Moreover, the students could forget words and they do not spend much time learning The main cause of the ineffectiveness in learning vocabulary could be the techniques of teaching The lecturers used many traditional methods to teach vocabulary including choral repetition, drawing, translation, gestures,… Nonetheless, the method of using games in teaching has not been applied much at Cherry center Therefore, this thesis would have the task of implementing the effectiveness of games in teaching vocabulary to young students of non-native class at Cherry center Therefore, the study focused on planning to solve this problem
In this step, the researcher identified the problems and made an action plan to guide the research Detailed lesson plans were designed for eight weeks in the line with eight units included in the textbook The preparation included class observation and questionnaires as well as interview to collect information about using games in teaching and learning vocabulary and students’ response toward using games A list of suitable vocabulary and activities with games was also planned for the presentation during the eight weeks of the study
Three stages took place in this step
Stage 1: The questionnaires were delivered to the students The instruction was supplied clearly and easily understood to the respondents
Stage 2: After having completed the questionnaires to the students, the researcher conducted informal interviews with them Besides, many activities with games were chosen to use in teaching and learning in vocabulary lessons from week 2 to week 7 In this stage, the teacher tried to use a variety of activities with games in each period
Stage 3: The students were required to complete the interview and questionnaire in week 8
Table 3.2 Presents the procedure for data collection of the study in the research (for details of the questionnaires and related activities, see Appendices)
Table 3.2 Procedure for data collection
Week 1 - carrying out interview to the teachers
- observing the class during the lesson
- introducing related activities Week 2 - observing the class during the lesson
- incorporating a diverse set of activities to engage the students and facilitate vocabulary learning
Week 3 - various activities with games were selected to be used in vocabulary lessons throughout these weeks
- observing the students Week 4 - the questionnaires were distributed to the students
Week 5 - the students were encouraged to take their time and provide thoughtful responses
Week 6 - after the students completed the questionnaires, the researcher conducted informal interviews with them to gather additional insights and perspectives
Week 7 - the students were required to complete the interview and questionnaire for the last time
Week 8 - gathering comprehensive data that would contribute to the research finding
Week 1 - the questionnaires were distributed to the teachers
- observing the class during the lesson
- introducing related activities Week 2 - observing the class during the lesson
- incorporating a diverse set of activities to engage the students and facilitate vocabulary learning
Week 3 - various activities with games were selected to be used in vocabulary lessons throughout these weeks
- observing the students Week 4 - the questionnaires were distributed to the students Week 5 - the students were encouraged to take their time and provide thoughtful responses
Week 6 - after the students completed the questionnaires, the researcher conducted informal interviews with them to gather additional insights and perspectives
Week 7 - the students were required to complete the interview and questionnaire for the last time
Week 8 - gathering comprehensive data that would contribute to the research finding
While the teacher was presenting new words, the researcher focused on the atmosphere in the classroom, students’ participation in activities with games, and took note to obtain information that was very useful for the study process In this step, the result of observation was coded and compared to help teachers change suitable and measuring effect of games on vocabulary improvement
In this final phase, the results of the teaching and learning process were collected and analyzed after eight weeks The data from questionnaires, talks with colleagues and the class observation revealed the perceptions of the teachers in teaching vocabulary through games Moreover, some peer- evaluation will be organized to discuss the challenges that students face in learning vocabulary by using games And the results of the analysis after implementing the diary was evaluated to see whether the action was effective or not Based on the data, the researcher conducted a recommendation for further research.
Research reliability and validity
Researchers may frequently use these surveys as a research tool to examine teachers' and students' perceptions of using games in EFL primary school students' vocabulary learning In the current study, the questionnaire for students is adapted mainly from Jeroen Bourgonjon (2010) as well as the questionnaires for teachers is adapted from Thi Thanh Thuy Nguyen and Hung Luu (2021) To fit the research conditions and the study's objectives, the researcher does, however, take these factors into account and modify the questionnaire.
Summary
This chapter describes the research methods considered as the guidelines for the researcher to follow so as to respond to the research questionnaires presented in the first chapter Applying instruments on the participants, the researcher managed to come up with the main findings that would be presented in the next chapter
The mixed-methods technique used in the study is described in this chapter as the methodology It specifically lists the participants and data collection tools
There includes a description of how to administer the questionnaire and the interview Finally, a quick illustration of the data analysis procedure is provided.
FINDINGS AND DISCUSSION
The most frequently used types of games for primary school students'
In the first part of the questionnaire, the students were asked to respond to a list of games in English language learning When asked about the techniques adopted to learn vocabulary, 95.7 % of the students admitted that they all are required to play games “Slap the board” and try to repeat the words as many times as possible until they could memorize the words Similarly, all of them also learnt the new words by using a word wall or creating vocabulary notebooks to explain the vocabulary Apparently, these kinds of game learning were quite popular among these students and they formed the habit of learning that way, which encouraged rote learning (see Table 4.1.)
Table 4.1 Students’ games in learning vocabulary
Besides, 84.4 % of the students learn vocabulary by using “Hidden picture game” as well as “Bingo”; and 77.8 % of respondents found the use of “Simon says” Moreover, 73.3 % students learn vocabulary by playing “Baamboozle” and 46.7% with “Quizizz” In addition, there is another game for learning, it is “Word search” or “Crossword” to learn new words Two more games used for learning vocabulary are “Pass the ball” with 33.3% and “Hangman” with 28.9% Students are really interested in the questionnaire about types of games This learning habit is not frequent to the students because only one teacher teaches with these strategies
There are several types of games that are commonly used for primary school students' vocabulary learning Many educational websites and apps offer interactive vocabulary games designed for primary school students These games aim to make vocabulary acquisition more engaging, interactive, and enjoyable It's important to select games that are appropriate for the age and language proficiency level of the students The games should also align with the specific vocabulary learning objectives and provide opportunities for meaningful practice and reinforcement of the target words
In summary, teachers’ games to teach vocabulary are various, but there is not only one that works best for every student Any individual can take up their own techniques as long as they are successful in improving their teaching of lexical items and students’ knowledge Every student has their own interest about games which are used during the lesson
When it comes to games for primary students, there are various types of games that are frequently used to engage and educate them Here are some common types of games that are popular in primary education:
“One of the games we often play for vocabulary learning is called 'Slap the board.' We form teams and take turns running to a board where vocabulary words are shown.”(St1)
“In our school, we play different types of games that make learning fun We play word matching games and word puzzles to learn new vocabulary words.”
“Quizizz games are challenging but fun We play this games to improve our memory and concentration skills.” (St3)
From the students’ point of view, they were eager to learn with game- integrated lessons because they found their language lessons more interesting, they could remember their language content better
“I pay too much attention to colorful pictures and exciting activities I can remember vocabulary very well I like 'Hangman'.” (St2)
“"We enjoy playing 'Word search' to learn new words Our teacher gives us crossword puzzles or word search activities with vocabulary words.” (St3)
“I like ‘slap the board’ I can play in a group to help my friends win the game I can pronounce some words in this game with my friends and my teacher.”
Different games provide engaging and interactive experiences that can enhance vocabulary acquisition, retention, and understanding
“We often play 'Bingo' in our class The teacher calls out definitions or gives sentences using vocabulary words, and we have to find the corresponding words on our bingo cards It's fun.” (St4)
“Our favorite vocabulary game is 'Baamboozle'.We choose the number and answer the question It’s wonderful.” (St5)
In a student interview conducted in a primary school, some responses about the types of games played in class to learn vocabulary
“We often do Vocabulary Puzzles in class Our teacher gives us crossword puzzles or word searche with vocabulary words.” (St1)
“Our teacher lets us play online vocabulary games on the computer We have activities like matching exercises and interactive quizzes.” (St2)
Besides, student 3 answer cheerfully: “Simon says is my favorite game We can listen to the words and run or jump.”
“Hidden picture game is my favourite game It’s fun I feel exciting when guessing the word from hint.” (St4)
It's important to note that the types of games used may vary depending on the specific curriculum, student age group, and teaching approach By conducting interviews with primary school students, the researcher can gain a better understanding of their preferences, experiences, and recommendations regarding the types of games they frequently use for vocabulary learning
The first meeting made it evident that the teacher communicates with students by using a variety of languages depending on the activities in the class During the class observation focused on vocabulary learning at a primary school,
I noticed several types of games being frequently used to engage students and enhance their vocabulary skills The observed games demonstrated a thoughtful and diverse approach to engaging students in vocabulary acquisition By incorporating games into the learning process, the teacher provided students with interactive and enjoyable experiences that enhanced their vocabulary skills Researcher observed games focused on reinforcing vocabulary retention and application Bingo and Vocabulary Memory Match required students to recall and associate words with their definitions or visual representations Hangman challenged students to recall the meaning of words, promoting a deeper understanding and connection to the vocabulary These activities aimed to solidify students' grasp of vocabulary words beyond mere rote memorization
In the next meeting, the teacher must have explained the material to the students in their mother tongue for them to understand the teacher's directions The teacher acted as an example, first illustrating or performing the task before instructing the students to copy her Students took a less active role in the teaching- learning process at this meeting Few students followed the teacher's instructions
The teacher had to persuade them that volunteering is not anything to be afraid of Then several students offered their help and did as the teacher said Nevertheless, several pupils were reluctant to take part in They did not follow the instructions They appeared to be distracted by talking with their friends at times Another problem observed in the classroom is the exciting environment of the classroom does not correspond to the conditions required for game implementation
Based on activities in the class during the third meeting, it could be concluded that the students were much more enthusiastic than before Games became more familiar to the student Students were engrossed in solving vocabulary puzzles during independent work time The teacher provided crossword puzzles and word searches that incorporated target vocabulary words Students eagerly searched for words, deciphered clues, and enjoyed the challenge of piecing together the letters to form meaningful words These puzzles effectively reinforced spelling, word recognition, and contextual understanding The majority of students understood the meaning of the word, but only half of the students could spell, pronounce, and use the words in a sentence correctly The teacher should use a larger room so that students can move around freely.
The effective utilization of games in the classroom
There are some principles to teach vocabulary effectively in using games in English language teaching as presented in Table 4.2 below
Table 4.2 How to teach vocabulary in games to primary students (N=5)
1 Games provide opportunities for students to practice and reinforce their understanding of word meanings
2 Incorporating interactive and enjoyable activities
3 Carefully select age- appropriate games and align them with curriculum objectives
4 Teachers can enhance vocabulary retention and transfer from games to other contexts
5 Engage students in discussions about the words, their meanings, and how they were used in the game
Table 4.2 shows how to teach vocabulary in games to primary students The majority of the teachers (80%) think the teachers should carefully select age- appropriate games and align them with curriculum objectives Besides, teachers can enhance vocabulary retention and transfer from games to other contexts It is not sufficient to say, "Here is the word to learn," "Here is what the word means," or "The word will be very useful to you someday" Allen (1983) to instill in students a sense of personal need for a foreign word According to the passage above, teachers must place their pupils in situations that require them to use English terms in order to make them feel a personal need for a foreign language And 100% of the teachers said that games provide opportunities for students to practice and reinforce their understanding of word meanings Games help students feel excited during the lesson They think that games actually benefit students by helping them shape their attentiveness and teaching the brain how to learn Games can move swiftly, requiring a student to be awake and attentive for prolonged periods 60 % of the participants indicated that they Engage students in discussions about the words, their meanings, and how they were used in the game The reason for this is that playing games in the classroom allows students to engage with the material in a variety of ways, which makes it simpler for them to pay attention once the activity is over
During the interview, the participating teachers were inquired about their utilization of games for teaching vocabulary to young learners and the effectiveness of this approach in their classes All of the participants affirmed that they frequently incorporated games into their vocabulary teaching because they believed it to be an effective method for enhancing vocabulary learning The following excerpts exemplify their perspectives and experiences
Teachers shared their insights and strategies on how to effectively incorporate games into vocabulary instruction The examples of five teachers’ views are presented below:
“Incorporating games into vocabulary instruction can be a fun and engaging way to help primary students learn and reinforce new words One effective strategy is to start by selecting games that are age-appropriate and aligned with the learning objectives.” (T1)
Furthermore, Teacher 2 stated that “The games are interactive and involve active participation For instance, you can have a game where students have to physically act out the meaning of a word or use it in a sentence This not only helps them understand the word better but also encourages them to actively engage with the vocabulary.”
“It's also essential to provide clear instructions and model the games before students begin playing.” (T4)
“It's important to create a positive and inclusive learning environment during the games Encourage collaboration and teamwork by having students play in pairs or teams.” (T5)
The second one is that reflection is key Take time after the game to discuss the vocabulary words, their meanings, and how they were used in the game This helps reinforce the learning and allows students to reflect on their understanding The excerpts below demonstrate their points of view
“You can also incorporate follow-up activities, such as writing exercises or discussions, to further deepen their comprehension and application of the vocabulary.” (T1)
“By incorporating these strategies, teachers can create engaging and effective vocabulary learning experiences for their primary students through games.” (T2)
Similarly, teacher 3 expressed her thoughts “By incorporating age- appropriate games, promoting active participation, and creating a positive learning environment, teachers can make vocabulary learning enjoyable and effective for primary students.”
As can be seen, it has been well demonstrated that game-based learning environments increase students' engagement and perceived achievement by providing engaging storylines and engaging challenges Learning games are receiving more and more attention as an effective environment that enables various students to engage in complicated skill acquisition during the most difficult time as maintained by Wati & Yuniawatika (2020) This is due to the availability and potential in strengthening students' problem-solving skills Teaching vocabulary through games can be an effective and enjoyable approach for primary students
During recent class observation on teaching vocabulary through games to primary students, the researcher observed several effective strategies employed by the teacher The teacher began by selecting age-appropriate games that aligned with the students' grade level and learning objectives This ensured that the games were engaging and relevant to the students' vocabulary development
The teacher introduced new vocabulary words before starting the games They provided clear explanations, examples, and context to help students understand the meanings and usage of the words The use of visuals, real-life objects, and gestures made the words more tangible and easier for the students to grasp The games chosen by the teacher were interactive and encouraged active participation Students were excitedly involved in vocabulary charades, word puzzles, and memory matching games These activities required them to actively engage with the vocabulary words, enhancing their understanding and retention
The teacher fostered collaboration among the students by incorporating pair or group games This encouraged peer interaction, communication, and teamwork Students were seen working together, discussing vocabulary words, and helping each other understand their meanings This collaborative approach not only reinforced their learning but also developed their communication skills During the games, the teacher provided timely feedback and reinforcement They praised students for using the vocabulary words correctly and provided guidance when needed This feedback motivated students and ensured that they were on the right track in terms of vocabulary usage At the end of the games, the teacher facilitated a reflective discussion Students were encouraged to reflect on the vocabulary words, their meanings, and how they were used in the game This reflection helped solidify their understanding and allowed them to make connections between the vocabulary words and real-life situations
Overall, the observation revealed that incorporating games into vocabulary instruction was an effective and engaging strategy for primary students The teacher's careful selection of games, clear explanations, active participation, collaborative learning, timely feedback, and reflective discussions created a positive and interactive learning environment, enabling students to enhance their vocabulary skills while having fun.
Students’ reactions to games in their lessons
The next questions for the questionnaire were designed to investigate the students’ evaluation towards the use of games in learning vocabulary In this part, the researcher will present the data of each question as follows
Table 4.3 EFL students’ responses for using games in English language learning
1 Games help me learn new vocabulary faster and more easily
2 Games create an enjoyable atmosphere
3 Games motivate me to learn new vocabulary
4 Games motivate me to practice known vocabulary
5 I really like games in learning vocabulary
6 Games can help me focus on the lesson well
From Table 4.3 above, it can be seen that 80% of students answered agree and 20% of students strongly agree It means nearly all students believe games help them learn new vocabulary faster and more easily With question 2, 82.5% and 17.5% were observed to strongly agree and agree respectively Most of the respondents confirmed that games create an enjoyable atmosphere For question
3, 42.5% of students strongly agree and 47.5% agree and neutral 10 %, which means that researchers realized that learners are motivated to learn new vocabulary by games With question 4, 5%, 17.5%, 37.5% and 40% were observed to disagree, neutral, strongly agree and agree respectively This shows that games motivate students to practice known vocabulary Besides, 87, 5 % agree and 12.5% strongly agree that they really like games in learning vocabulary Furthermore, the students answered question 6 with 22.5%, 52.5% and 25% were observed to neutral, agree and strongly agree respectively Question 7 receives a good response from teachers with a total of 75% strongly agreeing and 25% agreeing that games play an important role in stimulating young learners’ brains in learning vocabulary
It was clear from the findings that the use of games, to a certain extent, exerted a positive influence on teachers’ evaluation and helped raise students’ interest in learning lexical items The students should try to adjust the most suitable ways to learn vocabulary as effectively as possible with the different use of games There are some games which are taught during the lesson and students have another attitude to adapt themselves day by day
The questions for the interview were designed to investigate the students’ evaluation towards the use of games in learning vocabulary The researcher will present the data of each question as follows
Figure 4.1 Students’ reactions to the use of games in the classroom
Very interested Interested Neutral Uninterested
As can be seen from Figure 4.1, when being asked how interested they are in the application of games, 100% of the students showed their enjoyment in the use of games to learn new words The majority of the students (70%) said that they were interested in learning new words through games in lessons While up to 20% of the students felt quite interested And 10% of the students said that they couldn’t answer whether they are interested in or not In contrast, none of them felt that the use of games is not useful and interesting It reveals that more and more teachers are interested in this method which is regarded as extremely effective in learning new words
Students use a variety of ways to solve the challenges in learning games According to Wang and Chiew (2010) and Wiltshire, Butner, and Fiore (2018), a generic problem-solving process may start with a number of tries and plans, followed by the recognition and comprehension of the underlying game rules, the creation and implementation of suitable solutions, and lastly the evaluation and generalization of these solutions Different games could entail various methods of problem-solving
Because problem-solving phases and techniques reflect students' knowledge mastery and skill gain in learning games, it is crucial to understand students' problem-solving processes One the one hand, it aids educators in evaluating students' knowledge development and timely supplying relevant scaffolds On the other hand, if students are able to go past their stopped points and move on to higher stages, teachers will be able to identify the most useful methods for encouraging these transitions In games, implicit knowledge is resolved in intricate situations where students covertly develop their knowledge and skills The "hidden" nature of kids' problem-solving methods makes it challenging to understand them
To analyze the challenges in using games in learning vocabulary, the participants in this study were asked about the difficulties they encountered while using this method in their classrooms According to the participants, there were a few difficulties that students encountered when learning vocabulary by using games in their lesson
All five interview participants affirmed that everyone participated in all of the games activities The examples of the two students’ views are presented below
“I love playing games in our English class! It's so much fun The games help me remember the words better, and I get excited when I win or do well in the game.” (St1)
“Games make learning English vocabulary more interesting It's not like regular studying; it feels like playing and having fun I look forward to our game days in class.” (St2)
Furthermore, students feel motivated by a high level of involvement and enthusiasm in game- based activities The examples of five students’ views are presented below:
“I feel excited when playing game in the class.” (St1) and “I feel more excited and interested in learning It's much more fun than just reading from a textbook or listening to the teacher It makes me want to participate and do my best!” (St2)
“I really enjoyed a game where we had to match the pictures with the correct words Sometimes, we act them out or match them with pictures, and that makes it easier for me to remember what they mean.” (St3)
“Playing games in English class is exciting because I get to practice speaking and listening.” (St4)
“I like that games in the classroom It's like a friendly competition with my classmates And the best part is that I get to play with my friends So fun!” (St5)
Teachers employed amusing and captivating games, directing students to actively participate in playing them.This view is illustrated in the following comments from two students (St1 and St2):
“The games we play in class are different from regular lessons They make me feel happy and excited about learning English.” (St1)
“I enjoy the challenge of the games and feel proud when I do well.” (St2)
The next following question of the survey is supplied to gather the data related to problems the students have been facing during the lessons Those have been illustrated by Figure 4.2 as follows:
Figure 4.2 Students’ shyness in classroom games
When being asked “Do you feel shy when using games in the process of learning vocabulary?”, the majority of the students (72%) admitted they feel comfortable participating in games While 28% of the students feel hesitant or self-conscious about participating in games, particularly if they are introverted or lack confidence in their language skills This shows the application of games in lessons is considered to be very interesting (see Figure 4.2)
Besides, shyness is a natural and normal aspect of human behavior By creating a supportive and inclusive classroom environment and implementing strategies to address shyness, teachers can help shy students feel more comfortable and connected, allowing them to fully engage in language learning activities, including games
Discussion
4.4.1 The most frequently used types of games for primary school students' vocabulary learning
The purpose of this study is to explore types of games are used for students’ vocabulary learning and how it can be used effectively in the class All the participants (5 teachers and 45 students) completed questionnaires, participated in interviews, and observed classes to gather the data The data were examined using percentages and numbers
When it comes to incorporating games into vocabulary learning, it's important to consider the various types of games available and their impact on student engagement and understanding Explaining the different game types, we see that matching games help students make connections between words and meanings, while word puzzles challenge them to recall vocabulary based on clues
In comparing games like baamboozle and acting, students visually represent word meanings, fostering creativity and deeper understanding Board games provide interactive and competitive opportunities, while online or digital games offer instant feedback and progress tracking Memory games enhance memory and visual recognition skills, while vocabulary bingo adds a fun element to word recognition Finally, sentence building games encourage students to construct meaningful sentences, fostering language production and contextual application
By inferring from these different game types, educators can select the ones that best cater to students' learning styles and create an immersive vocabulary learning experience that promotes engagement, understanding, and retention
Secondly, there are lots of games which are used in English class such as: Hangman, Slap the board, Word search, etc Each type of game has different requirements and excitement And also depending on the age and ability of the class, the game is carefully designed For example, for the game ‘Slap the board’, the class must be large enough and students must have a certain vocabulary to keep up with the words or pictures the teacher sticks on the board The game requires agility and sharpness from the students, and the level of enjoyment in the game also plays an important role in learning vocabulary
Thirdly, memory or concentration games improve memory and visual recognition skills while reinforcing vocabulary associations Vocabulary bingo makes learning fun and allows students to recognize and reinforce words in an enjoyable way Sentence building games encourage students to construct meaningful sentences using vocabulary words, promoting language production and contextual application By incorporating a variety of game types, educators can cater to different learning styles, maintain student interest, and create an immersive and effective vocabulary learning experience
In a nutshell, there are a ton of educational applications and interactive games made exclusively for learning vocabulary Multimedia components including graphics, audio, and videos are frequently incorporated into these games to provide an engaging and interactive learning environment During game activities, teachers should promote student cooperation, teamwork, and polite competition Encourage a friendly, accepting environment in the classroom where students can take risks and fail.Teachers can increase students' engagement, motivation, and retention of vocabulary knowledge by applying these tactics and adding a range of word games into the classroom
4.4.2 The effective utilization of games in the classroom for enhanced learning experiences
Games have proven to be effective tools for enhancing learning experiences and engaging students in the classroom They offer unique opportunities to explain and reinforce new concepts or vocabulary in an interactive and enjoyable manner
By incorporating game elements like visuals, gestures, or real-life examples, teachers can facilitate better understanding and retention of the content
One key advantage of games is their ability to create a dynamic and immersive learning environment Through active participation in games, students become actively involved in the learning process, allowing them to internalize the information more effectively The hands-on nature of games enables students to apply their knowledge in practical situations, reinforcing their understanding of the subject matter Moreover, games have the power to engage multiple senses simultaneously Visuals, sounds, and tactile elements can be incorporated into games, appealing to different learning styles and making the learning experience more inclusive
Games can be utilized to encourage students to compare and contrast different elements or concepts This strategy fosters critical thinking skills and helps students develop a deeper understanding of the subject matter For instance, a game that involves comparing historical events or cultural practices can prompt students to analyze similarities and differences By engaging in these comparisons, students gain a broader perspective and develop their analytical abilities
Games can be designed to promote inference skills and encourage students to draw conclusions based on given information Such games provide opportunities for students to think critically and apply their knowledge in practical scenarios Mystery-solving games or problem-solving activities, for instance, require students to gather and interpret clues to reach a solution By engaging in these activities, students develop their reasoning skills, enhance their ability to make connections, and strengthen their problem-solving capabilities
4.4.3 EFL students’ responses to the use of games to learn English vocabulary
When EFL students are introduced to games as a method to learn English vocabulary, their responses are often positive and enthusiastic Here, we will discuss some common responses and benefits observed among EFL students when games are incorporated into their vocabulary learning
Games capture the attention of EFL students and provide a refreshing change from traditional language learning activities The interactive and dynamic nature of games motivates students to actively participate, as they see them as enjoyable and entertaining opportunities to practice and reinforce vocabulary Games promote repetitive exposure to vocabulary words in a contextually meaningful manner Through active participation and repetition, EFL students have increased opportunities to encounter and use target vocabulary, leading to better retention The use of visuals, gestures, and real-life examples in games helps students establish stronger mental connections between words and their meanings, facilitating long-term memory retention
The results in Table 4.3 reveal that the majority of students (80%) agreed that games help them learn words quickly This finding shows that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings Furthermore, the findings from observation strengthen the results from the questionnaire that when students pay attention to the teacher, they have the opportunity to move around the classroom The teacher communicates with the students by giving commands, showing the pictures, and then asking the students to give commands after playing games The teacher introduces the vocabulary in a meaningful way while keeping the lesson interesting for the students to learn
As shown from the table, most of the students (82.5% agree, 7.5% strongly agree) emphasize that games make vocabulary learning enjoyable Games are highly motivating since they are entertaining and challenging at the same time and they are a wonderful way to break the routine of classroom drill by providing relaxation while remaining within the framework They can be considered as useful and effective tools that may be applied to learn vocabulary The observational data also demonstrated that the students enjoyed the class activity and learnt new vocabulary faster and more easily This is consistent with the findings of a previous study conducted by Schmitt (2000), in which the learners pay special attention to the specific information to be learned, establishing, thus, better chances for its ultimate acquisition the findings from the observation, interview, and questionnaire all converge to support the notion that games are effective in helping primary students grasp and retain vocabulary The majority of students expressed that games were beneficial in their vocabulary learning process, aligning with the observations and interviews conducted The five participants unanimously agreed that when teachers incorporated games to illustrate the meaning of words, it captured students' attention and sparked their curiosity As a result, students were more engaged in classroom activities Even when they occasionally made mistakes, students demonstrated perseverance in completing the exercises until they found the correct answers
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The study’s goal was to determine how students react to games which are used in learning English vocabulary In order to achieve this purpose, the study has answered all two research questions raised at the beginning of the study Through types of games used for teaching vocabulary, described in chapter 4, the researcher can summarize as followings
Primary students said that playing games helped them acquire vocabulary because they were able to concentrate better, be less stressed during class, and be more motivated to study English Games also assist students in learning the content more effectively and quickly Game-based learning is not flexible enough to cover everything, hence it is more suited for beginners than for intermediate and advanced students In essence, everyone there agreed that there were more benefits than downsides Therefore, it can be concluded that games are beneficial for learning vocabulary, and the majority of students said that elementary instructors should frequently incorporate games into their English lessons Games are frequently regarded as a pleasant and interesting approach to learn and practice vocabulary Students' responses to utilizing games for vocabulary learning can vary Based on their individual tastes, life experiences, and learning inclinations, every student will respond to vocabulary games in a different way However, there is general agreement that games may be a useful and pleasant method for learning and remembering vocabulary
According to the findings of this study, despite the fact that most students had positive reactions to the use of game-based methods, they also encountered some difficulties during the learning process Students must not only understand but also perform well in order to successfully learn English It is critical that students consider problems to improve their implementation That is why the researcher provided learning implications for EFL English teachers to improve their own teaching and learning process Large class numbers can make teachers feel overwhelmed and as though their huge class is impossible to manage Teaching children is not an easy task Students are frequently easily distracted and have trouble understanding simple directions
Most of the teachers thought that the application of games is mainly used as cues or prompts to reinforce students’ knowledge Students can interact with each other in a lighthearted and enjoyable way by playing games Students who are timid or introverted may particularly benefit from this A comfortable learning atmosphere is created by 80% of the teachers, it seems Teachers can utilize games to build relationships with their students, establish rules for the classroom, and encourage a relaxed and friendly environment for learning new things 60% of teachers use teamwork to engage their students to learn vocabulary throughout the session Working in teams teaches students the importance of cooperating with others and how one person's efforts can help the entire team Students who are better at working in teams will perform better in study groups Just 40% of the professors support artistic expression Many classroom games have an artistic component that encourages pupils to develop original thought and creative expression
Any language acquisition process includes studying vocabulary Linking speaking, listening, reading, and writing skills together is crucial However, most teachers believe that teaching vocabulary is tough, and they encounter numerous challenges when introducing new terms, in the researcher's teaching and learning setting at an English center in Tuy Hoa Even if it's not always the case, competition is present in many games As long as the stakes aren't too great, this can also be beneficial Games are thought to be merely for entertainment and to have little bearing on instruction or learning Games can help children learn vocabulary, though, provided they allow them a chance to study, practice, and review the English language in a fun environment According to the research, students want a fresh approach to vocabulary instruction, and they themselves are looking for a new approach to learning this subject.
Limitations of the study
The purpose of this study is to produce information for English teachers on the challenges that young learners have when learning vocabulary as well as some useful activities that can aid in language development Consequently, it is hoped that the game would also improve Although the study effectively exhibits scope, time, and knowledge, it is impossible to completely eliminate flaws that could impair the research's quality
First of all, just 45 pupils from Cherry English Center's primary school were able to participate in the study, making it rather modest in scope This might reduce the age and time requirements As a result, the reliability and generalizability of the research findings may be somewhat affected
Secondly, only ten games were tested because of the time constraints Therefore, the other ones that might be more successful than the games tested were not included by the current research The effectiveness of games may also be impacted by the researcher's limited teaching experience and abilities given that she taught both experimental and control groups This could also have an impact on how the research findings are applied The researcher discussed how to use games effectively with beginner classes and young students It's time, in my opinion, to pay more attention to language itself The above described game-based concept for teaching vocabulary in language schools will serve as an example of how game-based prototypes for educational use can be assessed and developed with the aim of innovation
Finally, this study cannot avoid some flaws due to the researcher's inadequate research expertise and experience Timing can be a key factor in whether or not your students pay attention A well-planned class will make sure that one activity flows into the next without giving pupils much downtime to get sidetracked.
Suggestions for further research
Despite inherent constraints, the present investigation has been performed to the researcher's satisfaction The researcher thinks that it will open the door for additional studies by those wishing to highlight the abilities required for efficiently learning and imparting words The next section briefly mentions a few recommendations for additional research
Regarding teachers, their roles should be more that of researcher who brings vocabulary games to the classroom A possible area for teachers to explore further as researcher is information retrieval To become an effective teacher, a knowledge of lesson planning and the skills necessary to incorporate elements into the teaching and learning process are deemed necessary Modern English teachers must gather completely modern information about the internet and websites that provide vocabulary games, hence providing the learners with such useful information Finally, it is hoped that the findings can be further developed as well as have a good result in the light of research for all the researchers in the same area
The findings of this study are anticipated to contribute to learning the ways to learn the vocabulary so that EFL primary school students can learn English effectively As the findings show, games can be effective in vocabulary acquisition The current findings show that games, due to creating an interactive and motivating context as well as using games where learners can easily and subconsciously share their information, and also due to the requirements and obligations encountered by them during playing, are effective in vocabulary acquisition The subjects acquire the new words via the games because they are willing to be the winner and get gifts or marks from the teachers They compete and cooperate with each other in an enjoyable environment to be the winners in these games Importantly, teachers should offer precise feedback so that students may keep track of their own development Help pupils become independent once they are in control of the task - Teachers need to keep an eye out for indications from their students that indicate when and how much help is required from them Once students are able to complete the work on their own, the game should be gradually taken away as they start to show proficiency Effective lesson planning are crucial to the teaching process Since visual aids like photos, posters, and charts are frequently utilized in lesson plans, it is preferable for teachers to instruct vocabulary using computer software like PowerPoint Presentation
The author has some suggestions for teaching vocabulary to EFL elementary students as a result of the research Implement communicative games first so that students can practice speaking in authentic situations Additionally, they aid in the development of speaking abilities themselves In addition to setting up competitive games in the classroom, it is crucial to set up cooperative games that promote cooperation among students in order to provide them a chance to interact socially Teachers should carefully plan games that fit the lesson's concept Another major belief is that before playing games, students must exercise restraint, consider the material, and be quiet so as not to disturb other classrooms.Moreover, using group or individual games that reflect classroom dynamics Pairing is very relevant and effective because all students in the class have the opportunity to practice the language
Last but not least, as time goes on, more games will be tested, and the outcomes will be evaluated This will enable teachers and students to use various games with various activities to assist students in resolving their issues and expanding their vocabulary It is recommended that more research be conducted in relation to speaking, writing, and listening as well as vocabulary
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APPENDICES APPENDIX A QUESTIONNAIRE (for students)
This questionnaire is designed with the aim to investigate “A study of using games in EFL primary school students’ vocabulary learning at a foreign language center” All the data collected in this questionnaire are only for the purpose of the research
Their identities will not be made public and all data collected is for research purposes only
You need about 15 minutes to answer the questions
Thank you very much for your help!
Definition: According to Anyuegbu et al (2012), Gardner, referenced in Al-Nafisah (2012), games are a crucial aspect of children's language development and learning Learning benefits from instructional games can range from cooperative group dynamics to cognitive language learning features (Gardner; quoted in Al-Nafisah 2012).The motivation, relaxation, and enjoyment that language learners have in class is a result of the helpful, significant, worthwhile, and effective language learning games Vocabulary games help students utilize English in a flexible, conversational manner by bringing real-world context into the classroom (Huyen and Nga, 2003)
2 What grade are you in?
3 Types of game that you like in the process of learning vocabulary search
Part B: Students’ responses for using games in English language learning
I Please put a tick () in the most appropriate column for the statements about your advantages when using games in the process of learning vocabulary
Disagree Neutral Agree Strongl y Agree
1 Games help me learn new vocabulary faster and more easily
2 Games create an enjoyable atmosphere
Please tick () the appropriate options for your answers
1 Do you like games? a Very interested b Interested
2 Are you shy when using games in the process of learning vocabulary? b No
3 Games motivate me to learn new vocabulary
4 Games motivate me to practice known vocabulary
5 I really like games in learning vocabulary
6 Games can help me focus on the lesson well
This questionnaire is designed with the aim to investigate “A study of using games in EFL primary school students’ vocabulary learning at a foreign language center” All the data collected in this questionnaire are only for the purpose of the research
Their identities will not be made public and all data collected is for research purposes only
You need about 15 minutes to answer the questions
Thank you very much for your help!
Part B: Teachers’ perceptions toward the use of game in teaching English vocabulary
Part 1: Please put a tick () in the most appropriate column for the statements about your reasons for using games in English language teaching
2 Allow opportunities to use language repeatedly
3 Help learners learn words quickly
4 Games can encourage, entertain, teach, and promote fluency and communicative skills
5 Make students learn in a more natural way
Here are some more question about how to teach vocabulary in games to primary students Please put a tick () in the most appropriate column for the statements about your choice
1 Carefully select age- appropriate games and align them with curriculum objectives
2 Teachers can enhance vocabulary retention and transfer from games to other contexts
3 Incorporating interactive and enjoyable activities
4 Games provide opportunities for students to practice and reinforce their understanding of word meanings
5 Engage students in discussions about the words, their meanings, and how they were used in the game
1 What types of games have you played in class to learn vocabulary?
2 Which game or activity did you find most enjoyable or engaging for learning vocabulary?
3 Are there any games or activities that you did not find helpful or enjoyable for learning vocabulary?
4 How do you feel when you are asked to play games as part of your learning in the classroom?
5 What do you enjoy the most about playing games in class? Why?
6 Do you think playing games makes learning more fun? Why or why not?
1 In your opinion, what are the benefits of incorporating games into classroom instruction?
2 How do you determine which games are appropriate and effective for your specific subject or learning objectives?
3 Can you share an example of a game or activity that you have used in the classroom to enhance student learning? What made it effective?
4 Have you met any problems when using games in teaching vocabulary?
5 Do you have any tips or recommendations for other teachers who want to incorporate games into their teaching practice effectively?
The purpose of this observation is to access the implementation of games in teaching English vocabulary and also to find out the problems faced by the students in English teaching and learning process The activities will be marked in the category of YES/NO on the basis of whether they happen or not in the classroom
Numbers of students in the class:
1 Teacher’s activities Yes No Notes
1.1 Giving students motivations before teaching and learning vocabulary
1.2 Introducing the new topic of vocabulary
1.3 Explaining to the students what kind of activity will be conducted
1.4 Arranging students before playing games
1.5 Giving instructions: clear, simple, checked/demonstrated
1.6 Asking students to guess the words
1.7 Correcting students’ mistakes in pronouncing words
1.8 Speaking in English at the most
1.10 Using appropriate activities with the objective of the lesson
1.11 Helping students when they have difficulties
1.13 Motivating students to participate in game-based activities
1.14 Giving feedback to students’ responses
2.1 Give attention to the teacher’s explanation about the material’s goal
2.2 Participating in pronouncing the English words
2.3 Following up on teachers’ commands
2.4 Involving in game-based activities
2.5 The students repeat the teachers’ words well
2.7 The students demonstrate their memorizing of vocabulary well and enthusiastically
2.8 Students support their team-mate