Chuyên đề tốt nghiệp: The effectiveness of language games in teaching english vocabulary to grade 4 students at hong duong primary school

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NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES

DEPARTMENT OF BUSINESS ENGLISH

S&S ry:

NGUYEN HOANG KHANH LINH

THE EFFECTIVENESS OF LANGUAGE GAMES IN TEACHING ENGLISH VOCABULARY TO GRADE 4

STUDENTS AT HONG DUONG PRIMARY SCHOOL

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Nguyễn Hoang Khánh Linh — 11192898 — Business English 61A

NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES

DEPARTMENT OF BUSINESS ENGLISH

NGUYEN HOANG KHANH LINH

THE EFFECTIVENESS OF LANGUAGE GAMES IN TEACHING ENGLISH VOCABULARY TO GRADE 4

STUDENTS AT HONG DUONG PRIMARY SCHOOL

Hanoi, 4/2023

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Nguyễn Hoàng Khánh Linh — 11192898 — Business English 61A

STATEMENT OF AUTHORSHIP

Name: Nguyen Hoang Khanh Linh

Student ID: 11192898

Title of thesis: |The effectiveness of language games in teaching English vocabulary

to grade 4 students at Hong Duong primary school.

I hereby confirm that the presented bachelor's thesis is entirely my own work The thesis is an original piece, with the exception of the source materials that are explicitly recognized in the bibliography and properly cited as references Additionally, I affirm that this thesis, or any of its parts, has not been submitted previously for the same or a different degree.

Hanoi 2023

Nguyen Hoang Khanh Linh

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The completion of this study would not have been possible without the invaluable help and encouragement of numerous individuals, to whom I am grateful.

I am especially thankful for the support, direction, and invaluable constructive criticism provided by my research supervisor, Nguyen Do Huong Giang, M.A, who

has guided me through the methodology of this research and given me clear instructions on the progress of the study I appreciate her care, thoughtfulness, and

enthusiasm Additionally, I express my gratitude to the management board of Hong Duong primary school for providing me with the opportunity to conduct this thesis, as the knowledge and experience I gained during the study were highly beneficial I would also like to thank all the English teachers and students at Hong Duong primary school who assisted me in carrying out the surveys for my thesis.

Lastly, I am deeply indebted to my family and friends for their support and encouragement throughout the thesis writing process Despite my best efforts, my limited abilities and knowledge may have resulted in errors Therefore, all comments and remarks on the thesis be highly appreciated.

Hanoi 2023

Nguyen Hoang Khanh Linh

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EXECUTIVE SUMMARY

A conducive learning environment and effective methodology can facilitate meaningful learning for students However, the conventional teaching approach often leads to student apathy and laziness In such situations, teachers must adopt novel methods to spark student interest since most students tend to lose focus easily Teachers need to identify students’ innate curiosity and appreciation of their efforts to motivate them One effective method of motivating students is by introducing new and exciting activities that stimulate their curiosity One such approach is incorporating language games, which can serve as an alternative solution to the problem of student disengagement Games can encourage sustained student interest and engagement in learning Therefore, this study aims to investigate the effects of using language games to teach vocabulary to primary school students The study intends to identify students' learning difficulties, their expectations of teaching

methodology, and their attitudes toward using language games.

The study findings indicate that firstly, most students encounter challenges in

acquiring vocabulary, yet they recognize the benefits of mastering it Secondly, experimental teaching demonstrates that games are a valuable and effective tool for teaching and learning vocabulary among students Therefore, it is strongly recommended that language games be used in teaching English vocabulary to primary school students To make the study more applicable, several suggested language games has been provided for English teachers to use in teaching vocabulary Hopefully, this dissertation serves as a valuable resource for English teachers seeking to enhance their approach to teaching and learning vocabulary.

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LIST OF FIGURES

Figure 1 Interpretation of action research spiral, Kemmis and McTaggart 20

Figure 2: Student’s interest in learning English . - 25

Figure 3: Aspects of English vocabulary that are most challenging for students 26 Figure 4: Teachers’ opinions on the difficulties their students can face while learning

Ï8)0154)I-1101/09710))11-10 ThạaầđđddđddđiiiẳăảẳảẳẢ na ene ea eneeneaes 27 Figure 5: Students’ preferences of teachers’ techniques exploited in vocabulary

— ene nent enone ents ne ne ene ea 28 Figure 6: the game "Do the crossword puzZÌ€” - << ss2 34

Figure 7: the game “The Guessing game€” -. c ccscsc ees 35 Figure 8: pre-test and post-test results of students in class 4A 36 Figure 9: Students’ responses about language games 38

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TABLE OF CONTENTS

CHAPTER 1: INTRODUCTIƠN Gà LH HH HH ng, 1

1.1 Proposed Research Topic - - <1 HH ng ng ng nh 1

1.2 C1 n 1

1.3 Aims Of the sfudly - -.- - HH HH HH HH HH 3 1.4 Scope of the Study Ăn HH TH HH HH 3 1.5 Research Questions 57 434 3

1.6 Research Method - -. - - <1 ng HH Hành 3 1.7 Format 000020 4

CHAPTER 2: LITERATURE REVIEẨWW HH HH HH ghe 52.1 Psychological features of grade 4 student . - 5c cscsseessxes 5 2.2 Gì) 3ô 6

PM) 0nn6ne6eeốeốeố.ốố ố 6

2.2.2 Types Of VOCAHÏFJ HS TH HH HH HH 6 2.2.3 Basic aspects of English vocqĐHÏAFJ - «set 7 2.2.4 The importance of vocabulary in teaching and learning English 8

2.3 Games to teach English vocabulary in primary schools 9 2.4 How to use games in teaching vocabulary to primary students 16

CHAPTER 3: METHODOLOCY LH HH HH ri, 183.1 Research mefl0( - - <6 11v TH ng 1§ lKINL 28 ( nốốee.e 18

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3.1.2 Procedures ofAction Ñ€S€AFCÏ, Ăn, 21

3.2 ParficÏpanfs - - HH HH ng ng 223.3 Teaching maferÏaÌS - - - G1 TH ngư 23

3.4 Research instrument - - - 6 s19 ng ng nưệp 23 3.4.1 (QUGSÍÍOHHH(IÌTS G teneeeneeesceteneteseesscensceceaeceacesceceaeeeanessaeseaeenaes 23

SN KN-Ghuuuttta 24

CHAPTER 4: DATA ANALYSIS AND DISCUSSION 25

4.1 in - 25

4.1.1 Student’s interest in learning English ( Question 1, Appendix L4) 25

4.1.2 Aspects of English vocabulary that are most challenging for students (Question 3, appendix Ï/Â) SG TH ng Hư 26 4.1.3 Teachers’ opinions on the difficulties their students can face while learning English vocabulary (Question 5, appendix IB) - 27

4.1.4 Students’ preferences of teachers’ techniques exploited in vocabulary lessons (Question 6, Appendix LA) HH HH nghệ, 28 4.2 Findings from initial reSulÏfS - - - - - 5 S211 * 21+ 1111 ng re 28 4.3 CÀ) 0)0: 11 29 4.3.1 The aim of action DÏ(TH SG HH ng 29 4.3.2 The action plan procedure 2Q 1n vn kg kg ngờ 30 4.4 Comparison between two phases Án HH HH HH hư 36 4.4.1 Vocabulary pre-test and post-test F€SHÏfS -ĂGSSSS+sissekkesks 36 4.4.2 Effects on students’ motivation and attitude 5s c<s<< s2 38

4.5 Evaluation of the pr0c€dure - - - «c5 s1 ng ng ngư 39CHAPTER 5: CONCLUSION ng HH nghiệt 40

5.1 Summary of the key findings - 5 S11 xe 40 5.2 Limitations of the SfUdy - nh HT HH HH Hư, 4I 5.3 Suggestions for further research sàng rưy 4I

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Appendix 2: Questionnaire to assess class 4A students’ attitudes toward games 47 Appendix 3: Interview for class 4A students to determine the impact of

language games applied to motivate them in learning English vocabulary 48

Appendix 4: Raw data of Pre-test and post-test results - -. 49Appendix 5: Vocabulary Pre-f€sSf - Án ng ng ng kh 51Appendix 6: Vocabulary P0sf-feS - SH ng 57

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CHAPTER 1: INTRODUCTION

In this chapter, the introduction of the research describes the main ideas about the rationales, the scope of the study, research questions and the research method.

1.1 Proposed Research Topic

The effectiveness of language games in teaching English vocabulary to grade 4

students at Hong Duong primary school.

1.2 Rationale

Over the last few decades, Vietnam has increasingly developed to keep pace with the

trend of global integration With the goal of step-by-step transferring to a

knowledge-based economy, our country's education sector is also constantly innovating to train high-quality human resources that can meet the increasing requirements for the

process of socioeconomic development Due to the ease of communication and the reduction of communication misunderstandings afforded by speaking English well, both foreign languages in general and English, in particular, play a significant role in

the integration process.

The Vietnamese education sector is therefore concerned with how to enhance students' capacity and increase their foreign language capital Since elementary school, English has been taught with the intention of exposing kids to English at an early age There are an increasing number of competitions held to encourage and motivate kids to learn and utilize English In recent years, the Ministry of Education has also concentrated on renovating the English curriculum right from the primary school level However, it is still challenging to teach students English effectively and to help them apply and improve their English communication ability.

In language learning, vocabulary becomes the most crucial thing that students have to learn, especially young learners Mc Catty and O’Dell (2001) state that English has a very large vocabulary, which adds greatly to our opportunities to express the meaning in different styles To be able to communicate in English requires students to have a certain vocabulary because it is considered an integral part of the language, used for

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communication Therefore, it’s vital to grasp the number of English words learned to

Without relying on the foundation of vocabulary, it is impossible for students to

practice and improve four language abilities in English - listening, speaking, reading, and writing Indeed, if pupils do not have the necessary vocabulary, they will not be able to listen, and as a result, they will not be able to speak, read and write, even if they have mastered the sentence pattern In order to provide the groundwork for

following grades, it is crucial to concentrate on developing and preparing kids with

English vocabulary from elementary schools.

However, primary school students are classified at the elementary level, so they are still confused about learning English vocabulary They frequently struggle with forgetting new words and lack the motivation in learning English To do that well,

teachers should explore and apply various methods and tricks in order to help students learn words quickly and remember them for a long time Furthermore, the secret to

making it easier for students to become fluent in English is their passion for language

learning For kids to be interested in and motivated to learn English, teachers must have an effective and appealing approach to introduce the language to them.

There are several approaches to teaching English to elementary school students Using games is one of them According to Hadvield (1984), “A game is an activity with rules, goal, and element of fun” Since children like playing, applying games as a

teaching tool can increase students' interest in learning English Games are not only

for fun but also for motivating students to master English fast and easily because by

engaging in enjoyable activities on their own, they will find it easy to remember and easy to learn about the material which is taught by the teacher.

Based on those conditions above, the writer pursues a research direction focusing on ways to make the class more engaging for students to learn new words faster and remember words longer, finally, the writer is interested in conducting a research entitled: "THE EFFECTIVENESS OF LANGUAGE GAMES IN TEACHING ENGLISH VOCABULARY TO GRADE 4 STUDENTS AT HONG DUONG

PRIMARY SCHOOL".

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1.3 Aims of the study

The main purposes of the author when conducting the study are:

e To investigate the real situation of vocabulary teaching and learning in the

fourth grade of primary school.

e To indicate the effectiveness of using language games in teaching vocabulary to fourth graders.

1.4 Scope of the study

Game is a large topic and teaching English vocabulary only accounts for a small part per a teaching period Furthermore, it is too broad to address all levels of pupils in the

thesis Due to time constraints, the researcher has decided to focus on the application of language games in teaching vocabulary to grade 4 students; study the effectiveness of this method in helping children remember vocabulary for longer and apply them in communication topics in life to have a good foundation of English knowledge before they go to the next level of study In this study, the author has selected 40 pupils in class 4A to collect information and conduct the research in the 2-month course time.

1.5 Research Questions

Regarding the rationale of the study from the previous part, the researcher formulates

research questions below:

1, What are the difficulties that grade 4 students at Hong Duong primary school encounter when studying English before the application of language games?

2, How can language games improve the English vocabulary memorization and motivation of grade 4 students at Hong Duong primary school?

1.6 Research Method

To find out the answers to the two above questions, the Action Research method is

applied to perform the study The methodology would be presented in detail in Chapter 3.

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1.7 Format of the study

The study includes five chapters as follows:

Chapter 1 - Introduction - provides the rationale, the aims of the study, the scope of the study, research questions, the research method, and the format of the study

Chapter 2 - Literature Review - provides the concepts related to the study, including

theoretical background about vocabulary learning and teaching, games, and others.

Chapter 3 - Methodology - describes the research method, research instruments, participants, and data collection procedures, which gives information about the research method and illustrates how the hypothesis of the thesis is interpreted and

Chapter 4 - Data analysis and Discussions - presents the results and discussions developed after the linguistics figures are analyzed.

Chapter 5 - Conclusion - summarizes the main issues covered in the research, the limitations of the research, and some recommendations for further studies Following the chapters are the references and appendices.

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CHAPTER 2: LITERATURE REVIEW

This chapter provides theoretical details regarding the hypotheses discussed in the research, with the aim of enhancing the readers' understanding.

2.1 Psychological features of grade 4 students

Mike Anderson (2010) stated that: “ one of the most commonly recognized characteristics of fourth graders is their intensity and inclination to be self-critical Fourth graders tend to be sensitive, industrious, curious, and serious about fairness and justice It’s not uncommon to see a group of fourth graders on the playground

spending more than half of their recess time arguing about who gets to pitch in

kickball or whether someone was fouled in basketball.” According to Philips (1993),

children's maturity is influenced by various factors, such as their cultural background,

sex, environment, and parents It's also essential to consider their individual developmental pace as some kids may progress faster than others Thus, a competent teacher of young learners should recognize these differences to select suitable activities for effective teaching Teachers should base their decisions on children's interests, attitudes, and circumstances, rather than solely on their physical age.

Primary pupils have a constantly active imagination, and they derive immense enjoyment from incorporating humor and entertainment into their actions and speech.

They tend to prefer working in groups rather than independently, particularly during recreational or educational pursuits Additionally, they tend to use language skills without conscious awareness and acquire knowledge through physical expression, imitation, and gesture Furthermore, like children of primary school age, fourth

graders have a very short attention span, so teachers need to keep this in mind when

designing and choosing activities for them to be engaged in Teachers should praise and encourage their enthusiasm to keep them motivated Moreover, Slattery (2001) identified primary school students as inquisitive, creative, and playful individuals who develop rapidly and benefit from routines and repetitions They learn through various methods such as listening, imitating, watching, and doing Teachers should provide a variety of activities in their mother tongue to help them understand better.

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2.2 Vocabulary 2.2.1 Definition

Vocabulary (from the Latin for “name,” also called wordstock, lexicon, and lexis) can

be defined as the words of a language, including single lexical items and phrases or chunks of several words that convey a certain meaning in the same manner as

individual words do Besides, according to Webster’s Dictionary, “Vocabulary is a list or group of words and phrases, alphabetically arranged and explained or defined”.

In general, vocabulary is a component of language that maintains all of the information about the meaning and using words in a language (Harimurti kridalaksana 1993-27) It is considered one of the crucial aspects of learning English together with sound system, grammar, and culture Vocabulary often expands and evolves with ages, and functions as a helpful and fundamental tool for communication and knowledge

acquisition As a result, a person’s vocabulary is the collection of words in a language

that they are familiar with.

2.2.2 Types of vocabulary

There are many ways to classify vocabulary, but due to the aims of teaching vocabulary, some vocabulary will be more important to students than others.

Therefore, we can distinguish two more types of vocabulary: active vocabulary and passive vocabulary.

2.2.2.1 Active Vocabulary

Active (productive) vocabulary refers to elements that the student can use effectively in speech or writing, however, in fact, it is considered more challenging to put into practice It means that in order to apply productive vocabulary, pupils must be able to pronounce it correctly as well as understand and apply the grammar of the target language They also intended to get acquainted with collocation and comprehend the connotation of the new words This kind is frequently used in speaking and writing skills.

2.2.2.2 Passive Vocabulary

Passive (receptive) vocabulary includes the words that may be identified and comprehended when reading a text or hearing them in speech According to David Corson (1995), a passive vocabulary includes the words stored in verbal memory that

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people partially 'understand,' but not well enough for active use These are words that people meet less often and they may be low-frequency words in the language as a whole In other words, activating them takes longer and it demands greater stimulus than most textual contexts provide Students should grasp far more words than they can produce so we should not try to treat all new words as active vocabulary.

2.2.3 Basic aspects of English vocabulary

Meaning: The aspect of meaning in vocabulary refers to the idea, definition, or concept that a word conveys To fully understand the meaning of a word, learners need to know how to use it and related words to understand the context in which it is used The meaning of a word is related to the concept of word hierarchy, the classification of the meaning of words, synonyms, and antonyms.

Pronunciation: Pronunciation is a fundamental aspect of learning English vocabulary, relating to the correct pronunciation of words and distinguishing between different sounds in English This includes elements such as:

e Word-initial and word-final sounds: English has many different word-final and word-initial sounds, such as /s/ or /t/ at the end of a word, or /b/ or /k/ at the

beginning of a word Mispronouncing these sounds can lead to misunderstandings and difficulty in understanding for the listener.

e Vowels and consonants in words: English words can contain many different vowels and consonants, and the accurate pronunciation of these depends on the position and context of the word For example, "hat" has an "a" sound pronounced as /z/, but "hate" has an "a" sound pronounced as /e1/.

e Stress and intonation: The stress of a word can differ and can affect the pronunciation of the word For example, the word "record" can be pronounced

with the stress falling on the first syllable (/‘rekord/) or on the last syllable (/ra'kord/).

Spelling: The spelling of a word refers to the correct way of writing that word To spell correctly, learners must know how to spell the syllables in the word, including rules about spelling, tone marking, and the use of special characters such as hyphens,

underscores, punctuation marks, capitalization, etc.

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Sometimes, the same word can be spelled differently depending on the region, country, or context However, using standard spelling is essential to avoid confusion in communication English vocabulary learners need to learn how to spell and use correct spelling to communicate effectively and avoid misunderstandings.

Usage: The usage of a word refers to how the word is used in context and the grammar of the sentence This includes grammar rules related to the word, such as how to use the word as a verb, noun, adjective, or adverb in a sentence It also includes sentence

structures and changes to words to fit the context and content of the sentence For

example, the word "run" can be used as a verb, noun, or adjective, and its usage depends on the context of the sentence In the sentence "I run to the park every

morning," "run" is used as a verb to describe the action of the speaker However, in

the sentence "I had a run in my stockings," "run" is used as a noun to refer to a run in>

the speaker's clothing.

The usage aspect of a word also includes the use of words in sentence structures such as active voice, passive voice, conditional sentences, indirect speech, and other sentence structures Understanding how to use words in sentence structures is extremely important to use words accurately and convey meaning clearly.

2.2.4 The importance of vocabulary in teaching and learning English

Vocabulary teaching and learning were often overlooked in language curricula in the past, but there has recently been paid greater attention to the nature of vocabulary and its function in learning and teaching There is no doubt that vocabulary is central to English language teaching because, without sufficient vocabulary, students cannot

understand others or express their own ideas Wilkins (1972) wrote that “ while

without grammar very little can be conveyed, without vocabulary nothing can be

conveyed” Students often instinctively recognize the importance of vocabulary to

their language learning As Schmitt (2010) noted, “learners carry around dictionaries and not grammar books” (p 4) Teaching vocabulary helps students understand and communicate with others in English.

The importance of vocabulary in English communication is highlighted According to

Gower et al (2005), Vocabulary is considered vital to students and more significant

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than grammar for communication purposes, especially for children who are eager to acquire the fundamental words they need to get by in the language while they are in the early stages of learning English Improving your vocabulary from an early age will help you become more knowledgeable It will enable you to successfully communicate your thoughts to others and may increase your career prospects By the

second grade, children are likely to have a vocabulary of between 2,000 and 5,000 words This incredible growth continues throughout the elementary grades, with most

students gaining 3,000 - 4,000 new vocabulary words that they can read and understand each year (Teaching Reading in the 21st Century, 2001) By encouraging independent reading and offering both indirect and direct teaching in vocabulary, students can be assisted to gain the necessary vocabulary knowledge for effective

comprehension Therefore, both teachers and students recognize the importance of vocabulary in English acquisition Teachers believe that a strong vocabulary foundation is essential at all stages of language acquisition (Laufer, 1997).

Considering the significance of vocabulary mentioned earlier, incorporating games

into English language learning is viewed as a stimulating and effective means of aiding students in retaining new words.

2.3 Games to teach English vocabulary in primary schools 2.3.1 Games

Many researchers have worked on the use of games, and each has established their

own concepts and beliefs about games.

Greenall (1984) defines games as one kind of activity which is used to consolidate

language already taught or acquired, and which occurs during the free stage of a lesson or during occasions such as English club meetings Rixon (1981, p.3) states that a game consists of a play governed by rules Rechard and Marjorie Baudains (1990, p.

3) claim: “Games are activities students do for their own sake, for the immediate fun, curiosity or competitive ambition aroused by games.” This term solely applies to the external features of a normal game, not a language game specifically.

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As a result, games include a wide range of elements, including rules, competition, relaxation, and learning The primary goal of playing games in class is to assist kids to learn while also having fun Besides, competition is very important because it can stimulate and encourage students to participate in the activity since naturally, they want to beat other teams (Deesri, 2002).

Teaching games are methods used by teachers to impart knowledge efficiently to

students Learning vocabulary through games has gained popularity Donmus (2010)

believed that “The value of educational games has been increasing in language

education since they help to make language education entertaining” Teachers may not have access to the greatest teaching resources for their students, such as the most recent technology; therefore, they must discover the best strategies to educate their pupils utilizing the tools that are accessible to them.

2.3.2 The effects of using games on learning English vocabulary

Methods such as using games are very occasionally used in teaching and learning vocabulary Games can help teachers to create contexts in which the language is relevant and appropriate Wight, Betteridge, and Buck (as cited in Rohani & Pourgharib, 2013, p.3541) believe that “With the use of games the teacher can create various contexts in which students have to use the language to communicate,

exchange information and express their own opinions”.

Learning English vocabulary through games is considered one of the intriguing and

effective methods that can be used in schools Many language learners find that

playing games makes learning the target language easier Moreover, they support teachers in creating contexts for the target words; they also make learning and remembering new words more enjoyable for pupils In other words, game-based learning can create a meaningful context for the language learning process After learning and practicing new vocabulary through games, students have the opportunity to use language in a non-stressful way (Uberman, 1998).

Games are supposed to be advantageous and efficient while learning new words They inspire students to develop teamwork skills because they frequently entail friendly

competition and foster a cooperative learning environment They provide students the

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chance to use the target language while also enhancing their communication skills (Sorayaie- Azar, 2012) Therefore, vocabulary games let students utilize 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 teaching and learning Games give teachers the opportunity to involve students in an interactive and

immersive environment that demands knowledge, judgment, and information management abilities Games are investigated to support students’ learning as part of

the current educational development trend People will utilize the game appropriately

based on the educational material and psychological aspects In general, a game is a light teaching form that attracts pupils into active learning.

2.3.3 Types of games

2.3.3.1 Educational games

Educational games include games designed for educational purposes, or which have incidental or secondary educational value All types of games can be used in a learning environment; however, educational games are games that are made to assist people to learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill while having fun Game types include board, card, and video games.

As educators, governments, and parents realize the psychological need and benefits that gaming has on learning, this educational tool has gained widespread Games are interactive forms of play that impart knowledge about goals, rules, adaptation, problem-solving, and interaction They satisfy a fundamental need to learn by

providing enjoyment, passionate involvement, motivation, ego gratification, creativity, social interaction, and emotion in the game itself while the learning takes place.

2.3.3.2 Language games

According to Langran and Purcell (1994), a language game is a tool used to set up a

situation in the classroom that allows students the chance to use language they have already learned in a relaxing way with as much freedom of expression as possible in order to complete a certain task, solve a problem, or communicate a piece of

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information Language games may be divided into a wide variety of ways, and it can be challenging to separate them into distinct groups since categories frequently overlap According to Hadfield (1999), there are two categories in which language games might be classified:

The first way is that language games can be divided into two types: linguistic games

and communicative games Linguistic games emphasize language accuracy, such as

slap the board, crossword puzzle, bingo, and hangman/ shark attacks With their characteristics, linguistic games are frequently used to teach vocabulary than allows

pupils to freely play with the language in order to learn it On the other hand, communicative games focus on the successful exchange of information and ideas, such as two players identifying the differences between their two pictures which are similar to each other but not exactly identical, or games like Describe and draw, Find your partner Instead of placing focus on linguistic accuracy, these games place

emphasize more on communication success and fluency Correct language usage, though still important, comes second to achieving the communicative goal.

The second way that Hadfield (1990) uses to classify language games has more categories As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type as follows:

Sorting, ordering, or arranging games: For example, students have a set of cards with different products on them, and they sort the cards into products found at a

grocery store and products found at a drug store.

Information gap games: In such games, one or more people have information that other people need to complete a task For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information

given by the person with the drawing Another game is Drawing game or Spot-the-Difference task, where each person has a slightly different picture, and the task is to identify the differences.

Guessing games: These are variations of information-gap games One of the

best-known examples of a guessing game 1s 20 Questions, in which one person thinks of a

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famous person, place, or thing The other participants can ask 20 Yes/No questions to get information that will help them determine who or what the person is thinking of Search games: These games are other variants of two-way information gap games,

with everyone giving and searching for information Find someone who is a well-known example Students are given a grid Fill in the name of a student who fits each cell in the grid to complete the assignment Find a vegetarian person, for instance.

Students circulate, asking and answering questions to complete their own grid and

help classmates complete theirs.

Matching games: In this type of game, players need to find a match for a word, picture, or card For example, students place 20-word cards, composed of 10 pairs

facing down in random arrangement Each person uses their memory to flip over two cards at a time in an attempt to reveal a matching pair.

Labeling games: These are forms of matching, in which participants match labels

and pictures.

Exchanging games: In these games, students trade cards, other objects, or ideas Exchanging and collecting games are similar This category includes several card games, including kids' card games.

Role play games: The terms role play, drama, and simulation are occasionally used interchangeably but can be differentiated Role play can involve students playing roles that they do not act in real life, such as a doctor, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as

a customer at a shop.

According to McCallum (1980), games have been classified as Vocabulary games

(Animal Squares); Number games (Take a Number, Numbered Chairs); Structure

games (Bananas, This or That); Spelling games (Spelling Bee, Spy Code);

Conversation games (Don't You Remember?, Rumor) ; Writing games (The Story of

Your Life); Role plays and dramatics (Acting with Adverbs, Murder, Guess What I Do?).

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In conclusion, there are numerous categories for games However, as mentioned above, it is often quite difficult to draw clear lines between the groups due to their overlap.

In this research, the author focuses on language games and its impacts on grade 4 pupils.

2.3.4 How to organize a game

Timing: Before starting a game, teachers should estimate its length Games should

run between five and twenty minutes, according to Lewis and Bedson (1999), including preparation, presentation, game playing, and post-game activity It is crucial not to play a game for too long, or pupils will lose interest.

Level of the games: Another aspect that teachers should consider when combining

language games into language teaching is the level of the games Therefore, teachers

should carefully consider how challenging the games are Games' difficulty is one of their biggest appeals, but if it's too high, some pupils may become discouraged The teacher should also consider the heterogeneity of the games It means that the games should provide both bright and not-very-bright pupils an opportunity to participate.

Besides, it is suggested that teachers should use a wide range of language games The

games that are picked and adapted should relate to the lesson's subject content.

Classroom language: The teacher should explain the game's rules to the class before beginning However, just reading out the rules of a new game or giving them paper

copies of the rules is insufficient Each game will need an appropriate introduction,

which means an explanation - not just a reading of them Sometimes it is vital to use

a few words in the mother tongue since it is the quickest approach to make everything apparent The teachers also need to illustrate a part of the game that they actually take advantage of the language or the skill that the game is designed to practice, and then gradually get students to participate as according to many methodologists, games are best set up by demonstration rather than by lengthy explanation In order to encourage pupils to participate in the game, teachers should make their introduction as engaging

and appealing as possible.

Classroom management: Language games would be very pleasant and rewarding if

they are done properly Games are organized greatly based on specific purposes and

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particular games Some games are played in pairs or groups, some in teams, and some by the whole class with the teacher.

The information of groups and pairs should initially be based on the immediate neighbors of the student to avoid noise and disruption Students pick the people behind them, next to them, or in front of them to work with in groups and pairs It is important that they can maintain face-to-face contact while sitting comfortably because it makes

tasks so much easier.

To sum up, the teacher must plan beforehand how to set up their class so that, as Carrier (1985) claimed: “the setting up a game can be carried out as quickly and smoothly as possible.” In order to make them easier to remember, I give the steps for using games shortly below:

e Choose the game and prepare the props (if necessary) e Introduce the rules of the game

e Try out and test the game prior to use with pupils, and ensure rules are clear

and understood by students

e Deploy game turns

e Give instant feedback and praise the winner

e Summarize/Conclude the message or lesson through the game

2.3.5 Teacher’s preparation

The teacher should gather the necessary materials before introducing the game since some games require additional equipment or materials Although the necessary equipment will already be in the classroom most of the time, careful preparation is still essential to guarantee the success of the game In addition, according to the suggestion of George P Mc Callum (1980), the teacher should understand the game and how it is to be played before explaining the rules to the class For certain games, it might be a good idea to have two or three students give a brief illustration first before everyone joins in By doing this, misunderstandings will be avoided and the game will start out as smoothly as possible Also, once the rules are made clear, the

teacher should take great consideration.

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2.4 How to use games in teaching vocabulary to primary students

Teaching English to primary school students is not a simple task for teachers since English should be introduced as a new lesson for pupils The students are expected to have some fundamental skills of language in simple English Therefore, the mastery of vocabulary plays a vital role in conducting communication There are several key

guidelines in teaching vocabulary to make the vocabulary-learning process more engaging They are as follows:

e It interests the students.

e It makes students pay attention to spelling, pronunciation, meaning, or word

e It gives a chance for repetition.

Some experts claim that the basic reason for teaching English in primary schools is that the longer study period helps children to speak more fluently and with better pronunciation “One of the most important factors influencing the development of

language proficiency is the amount of time spent in working with the language When language learning begins earlier, can go on longer and provide more practice and

experience, leading ultimately to greater fluency and effectiveness” (Helena Anderson, 1993-3) (Krashen, 1982) when teaching vocabulary to kids, teachers must choose the right terms to teach in the initial stage The following factors should be considered while choosing the words: Commonest words: “They are the words which are commonly used or the words that the students need” It is important for teachers to make word lists before the lesson begins Students' needs are the primary concern of teachers when teaching elementary school students They occasionally have a

curiosity for the world around them It gives them the motivation to learn.

When thinking about vocabulary lessons in the first phase, English teachers in elementary schools should be aware of facts as stated by Allen:

e Foreign words for familiar objects and persons are essential to teaching, but we cannot assume that most of the students would learn them easily.

e When a foreign language is not used for communication outside of language classes, students are highly likely to feel that foreign words for familiar objects are not really needed.

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e Teaching such words will require special skill because students often feel their mother tongue for common objects and people are all they actually need.

To instill in pupils a sense of personal need for a foreign vocabulary, it is not enough

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, 1983-3) From the statement above, it can be

concluded that teachers should place their pupils in situations that encourage them to utilize English words in order to make them feel the personal need for a foreign

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CHAPTER 3: METHODOLOGY

In this chapter, the approach to be used in the research will be examined, with a thorough examination of the participants, the tools, and the processes of data gathering and interpretation The aim of this chapter is to demonstrate the perceptions and hopes of elementary students at Hong Duong primary school toward learning English vocabulary.

3.1 Research method

3.1.1 Action Research

Common definition ofAction Research

When a large number of teachers and instructors participate in it, action research is widely favored as an effective educational program Bassey (1998, p 93) offers a very

practical definition and describes “action research as an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve educational practice.” Mill (2003) defines action research as any systematic inquiry implemented by teacher researchers for collecting information to advance their teaching.

In addition, action research can be defined as a collaborative process involving participants who utilize their own experiences to analyze and enhance teaching

activities and learning practices (Oxford Bibliographies) This approach emphasizes the involvement of researchers in educational communities or schools during the activity Richard Sagor (2000) provides a more detailed description of action research as a systematic and methodical inquiry process, led by those who are taking action, with the goal of supporting respondents in improving their actions and work.

Lastly, Koshy (2010, p 9) describes action research as:

A constructive inquiry, during which the researcher constructs his or her

knowledge of specific issues through planning, acting, evaluating, refining,and learning from the experience It is a continuous learning process in whichthe researcher learns and also shares the newly generated knowledge withthose who may benefit from it

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These definitions underscore the unique characteristics of action research and underscore the deliberate aim of action researchers to enhance, improve, reform, and

address problems in their educational setting.

The idea ofAction Research

Due to its adaptive, collaborative, and participatory nature, action research is

commonly applied in community settings where teaching and learning take place The fundamental principle of action research is the integration of research and action This process involves the use of inquiry to facilitate more efficient action and simultaneous learning, which is gained through the lessons learned by implementing programs Essentially, this means transforming individuals — their beliefs, attitudes, behaviors, and social interactions However, effecting change in people is a challenging endeavor, especially when they are directly involved in the research being conducted.

According to Kemmis and McTaggart (1988, 5), action research is a collaborative and self-reflective inquiry undertaken by individuals in social settings to enhance the coherence and efficacy of their own educational or social practices, as well as their understanding of these practices and the contexts in which they occur Action research is commonly described as a recurring process with repeated cycles of planning, action, observation, and reflection As illustrated in Figure 1, Kemmis and McTaggart (1988) proposed a spiral model of action research, emphasizing the iterative and cyclical nature of the process, which goes beyond the initial plan for change The spiral model

also highlights the importance of revisiting and revising the initial plan based on the

initial cycle of research:

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Figure 1 Interpretation of action research spiral, Kemmis and McTaggart

Based on the above model, it is clear that the process of action and research is

repetitive, rather than a continuous program This sets it apart from other common approaches, which involve identifying a problem through research and then implementing a solution It is possible that each step of the spiral is operated in a hierarchical program and repeated after that Another defining characteristic of action

research is that it is typically a collaborative group activity, with a group of individuals undergoing the cyclical process together As mentioned previously, action research is adaptable and flexible, leading some authors to use the term Participatory Action Research (PAR) to refer specifically to more participatory forms of action research In this study, the author has chosen to follow the action research model proposed by Kemmis and McTaggart (1988) due to its suitability and necessity for research

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3.1.2 Procedures of Action Research

The diagram in figure | shows the four steps in action; the movement from one critical phase to another, and the way in which progress may be made through the system.

The focus of action research lies in the classroom setting, with an emphasis on teachers acting as researchers and examining what occurs in their classrooms.

Figure | presents a visual representation of the four stages in action research, illustrating the progression from one crucial phase to another and the potential advancement through the system The focus of action research lies in the classroom setting, with an emphasis on teachers acting as researchers and examining what occurs in their classrooms.

Basically, this approach aims to enhance teaching practice by starting with an issue or

problem faced by the teacher, for example, students do not spend enough effort reviewing course materials or they have great difficulty in learning a particular topic To address the problem, the action researcher follows a series of phases in a systematic manner, known as the Action Research Cycle (reflect, plan, action, observe) According to Grundy (1995); Kemmis & McTaggart (1988), this spiral has four

Planning: In this “moment”, the researcher must make all necessary preparations for

the investigation of the action This can include preparing lesson plans and teaching materials or designing evaluation tools to assess the effectiveness of the action taken Planning also involves identifying specific actions that can be taken individually or collaboratively to bring about improvements The planning of the data collecting is

also indispensable to do when the actions are planned The primary objective of this step is to establish a framework for addressing issues and improving outcomes.

Action: This is the next step in the action research cycle which is taken once the lesson plan, teaching materials, and evaluation system are prepared In this particular study,

the author employs the language games method to improve students' English vocabulary At the end of the course, a post-test will be administered to gather data

for the subsequent stages.

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Observation: This is the moment where the researcher observes the impact of the implemented actions in the classroom setting Additionally, the researcher creates an observation sheet to track the entire process.

Reflection: Once the observation is completed, the researcher moves on to the final

stage called "reflection," where they evaluate the effects of the action in terms of strengths and weaknesses and reflect on the teaching and learning process.

In practice, it is uncommon for things to work out perfectly on the first attempt.

Typically, you will find ways to enhance your action plan based on your experience

and feedback from students As a result, one cycle of planning, acting, observing, and

reflecting typically leads to another cycle in which you incorporate the suggested improvements from the initial cycle Projects often do not fit neatly into a cycle of planning, action, observation, and reflection It is perfectly legitimate to follow a

somewhat disjointed process if circumstances dictate.

Based on these explanations above, action research is a standardized study and a form of self-reflective inquiry implemented by participants in an educational setting rather than outside research to address issues related to improving students’ English vocabulary In this thesis, the methodology is applied to determine how properly

students’ English vocabulary become after applying language games.

3.2 Participants

In fact, the relationship between teachers, educational materials, and students is always interdependent In addition, teaching and learning conditions are also crucial factors All of those are really decisive in bringing success to lectures Because of the

limitation of time, the survey questionnaires were only conducted at Hong Duong

primary school in Hanoi city and found their reality The focus of the survey

questionnaires depended on the characteristics of teachers, students, the teaching, and

I carried out this survey questionnaires with 3 English teachers and 40 students in class 4A at Hong Duong primary school The English teachers here have all stated that they have more than 3 years of teaching experience, with one even having been with this school for over 10 years Additionally, the English proficiency of class 4A is

considered to be moderately average compared to other classes in the school Many

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students have been noted to struggle with learning English and have poor concentration skills This has prompted researchers to incorporate this new teaching method into English instruction in hopes that students can improve their learning skills as soon as possible.

3.3 Teaching materials

The use of textbooks in the context of teaching English as a foreign language is mandatory at virtually all levels of education in Vietnam Recently, the majority of public primary schools in Vietnam have adopted English course books that are published by the Vietnam Education Publishing House The English textbooks for 4th graders typically cover topics related to daily life, family, school, food, weather, places, and cultures of different countries around the world The content of these textbooks is presented in the form of concise, straightforward, and easily comprehensible lessons, which facilitate students' grasp of the English language.

The 4th grade English textbook is structured into 20 Units, which are to be covered in two semesters Each unit in the textbook is cleverly designed to introduce new

thematic vocabulary words, thereby rendering it suitable to conduct research on the

use of language games for teaching English vocabulary to 4-grade students.

3.4 Research instruments

In this study, the data collection was composed of two instruments, namely

questionnaires and interviews 3.4.1 Questionnaires

According to McMillan and Schumacher (1993, p.238), “The questionnaires are the most widely useful technique for obtaining information from subjects”, survey questionnaires were utilized as one of the primary methods for data collection It

served as a valuable tool for the researcher to examine the games in teaching vocabulary By the use of questionnaires, the privacy of the respondents has been protected so the students might be able to deliver honest responses to assist in the progress of the study The survey included two sets of questionnaires, A and B, to

gather information about English vocabulary teaching and learning at Hong Duong

primary school Teachers and students were asked to tick the most suitable answers

which correspond with their opinion The questionnaires are designed as below:

For teachers: there are 5 questions:

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Question 1: English teaching time of primary teachers.

Questions 2 and 3: The techniques used in teaching vocabulary and its frequency.

Questions 4 and 5: Teachers’ opinions on the difficulties teachers and students can

face when teaching and learning vocabulary.

For students: there are 6 questions conducted in order to study.

Questions | and 2: Students’ attitudes towards learning English in general and playing games in particular.

Question 3: The aspect of English vocabulary that students find the most difficult Question 4: Students’ ways of learning new words.

Questions 5 and 6: Students’ opinions on techniques used in teaching English

3.4.2 Interviews

Informal interviews with students were conducted after the post-test and questionnaire

B to obtain further information on the impact of games The interviews helped to

determine the students' motivation levels when it came to learning vocabulary skills, which was useful in confirming the efficacy of games in enhancing students’ vocabulary skills Newman (2002) highlights that face-to-face interviews typically

have the highest response rates, while Nunan (1998) notes that unstructured interviews resemble natural conversations between the interviewer and interviewee.

Students and teachers engaged in conversations to gather data and gain a better understanding of each other Therefore, students were encouraged to talk freely and

truly in a formal atmosphere, enabling the researcher to obtain more reliable and specific information The interview was also implemented in Vietnamese so that students could understand fully and correctly the interviewer’s questions They could, therefore, find it easy and comfortable to talk and express their thoughts and ideas.

The interviews took place during break time at school and were recorded for subsequent analysis.

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CHAPTER 4: DATA ANALYSIS AND DISCUSSION

In this chapter, there are two distinct phases in which data obtained from interviews, teacher checklists, and survey questionnaires are evaluated separately The findings are presented with the researcher s explanations and evaluations aiming to confirm the effects of language games on vocabulary for primary students.

4.1 Initial data

4.1.1 Student’s interest in learning English ( Question 1, Appendix 1A)

Student’s interest in learning English

BA bit# Much

l# Very much

Figure 2: Student’s interest in learning English

The aim of this inquiry is to determine the level of interest primary students have in learning English before applying language games The findings reveal that just 48%

of students have a favorable attitude toward studying English, in which 8% of them express a strong liking for it These students report feeling enthusiastic when greeting people using English phrases like "hello" or "goodbye," and enjoy singing the

alphabet song While others also display some interest in the subject, their level of enthusiasm is not as high due to difficulties they face in pronouncing and memorizing words The accompanying pie chart shows that 52% of students do not enjoy learning English, which accounted for more than half of the number of surveys In interviews,

they express finding it easy to memorize new words but quick to forget them, so they

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are fed up with studying English Therefore, it is crucial for teachers to utilize engaging and practical games to spark the students’ interest in learning English.

4.1.2 Aspects of English vocabulary that are most challenging for students (Question 3, appendix 1A)

@Spelling Pronunciation & Meaning

Figure 3: Aspects of English vocabulary that are most challenging for students

According to the pie chart, elementary students encounter difficulties in comprehending the meaning of words when studying vocabulary, with 58% reporting difficulty in memorizing the meanings of words in their lessons While students may remember the words, they often forget them quickly 27 % have problems with the

spelling of words Primary students expressed that English writing is more difficult than Vietnamese one, so they fail to write the words correctly Besides, pronunciation is the problem of 15% of students In Hong Duong primary school, students often pronoun a word without a final syllable In fact, with the current traditional methods,

teaching English, especially teaching vocabulary cannot get good results, and students still struggle to learn Therefore, incorporating language games is necessary to address these challenges.

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4.1.3 Teachers’ opinions on the difficulties their students can face while learning English vocabulary (Question 5, appendix 1B)

Teachers’ opinions on the difficulties their students can

face while learning English vocabulary

li They often forget the

Figure 4: Teachers’ opinions on the difficulties their students can face whileig D

learning English vocabulary

Based on the teachers’ opinion, the most popular obstacle students confront when learning vocabulary is word pronunciation (56%), they are often confused with it because of the interference of the local language’s characteristics However, just 11% fail to write words correctly, which can be identified by teachers using spell check

prior to lessons Besides, 33% of teachers say that students often make mistakes in the

meaning of words In general, teachers and students share the same ideas on the

difficulties of students regarding the obstacles to learning English vocabulary in terms

of pronunciation, meaning, and spelling of words While students find it hard to

memorize the meaning of words, teachers say that pronunciation is the main problem of students Teachers also pay more attention to the ability of their English listening.

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