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

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

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.

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.

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?

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

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 inChapter 3.

Nguyễn Hoàng Khánh Linh — 11192898 — Business English 61A

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 explained.

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.

LITERATURE REVIEẨWW HH HH HH ghe 5 2.1 Psychological features of grade 4 student . - 5c cscsseessxes 5 2.2 Gì) 3ô

Games to teach English vocabulary in primary schools

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.

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

Nguyễn Hoàng Khánh Linh — 11192898 — Business English 61A 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.

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.

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

Nguyễn Hoàng Khánh Linh — 11192898 — Business English 61A 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:

METHODOLOCY LH HH HH ri, 18 3.1 Research mefl0( - - <6 11v TH ng 1§

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.

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 which the researcher learns and also shares the newly generated knowledge with those who may benefit from it

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.

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:

Nguyễn Hoang Khánh Linh — 11192898 — Business English 61A

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 purposes.

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.

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.

DATA ANALYSIS AND DISCUSSION

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

Student’s interest in learning English

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

Nguyễn Hoang Khánh Linh — 11192898 — Business English 61A 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

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.

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 meaning of words

@ They are confused with the word’s pronunciation

# They fail to write the words correctly

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.

4.1.4 Students’ preferences of teachers’ techniques exploited in vocabulary lessons (Question 6, Appendix 1A)

TM@ Use visual aids mUselanguage games MUsesongs Mothers

Figure 5: Students’ preferences of teachers’ techniques exploited in vocabulary lessons

Question 6 is designed to aim at investigating students’ willingness towards using language games in learning vocabulary It really came up to expectations whena large percentage of the students who are involved in the survey admitted that they would like the teacher to use language games in learning vocabulary (67%) This is very beneficial to the study as the researcher intends to apply this technique to motivate students to learn vocabulary Songs and visual aids are the next choices, taking up 15% and 13% respectively.

The findings above provide a general picture referring to the English interests, attitudes towards English, and the reality of students' difficulties in learning and the ability to acquire knowledge of students in grade 4A Traditional teaching methods in the classroom make them not feel excited and enthusiastic about learning and still face many difficulties in memorizing new words, leading to a serious lack of vocabulary and don't know how to pronounce English well.

After surveying students' preferences about the techniques teachers should use in vocabulary lessons, games were also the most popular choice Besides, the aspect of English vocabulary that children find the most difficult to learn is remembering the meaning of new words, while, according to most English teachers at school, the difficulties of When students learn vocabulary, they pronounce words correctly.

Therefore, based on two opinions from both sides, the researcher decided to integrate language games that focus on helping students increase their memorization ability and improve pronunciation.

4.3.1 The aim of action plan

For the purpose of having a well-organized and clear plan, the action plan designed by the researcher is presented in the table below:

Focus | Using language games to improve the English vocabulary of students in class 4A at Hong Duong primary school

Why - make students feel excited and passionate about learning English vocabulary

- Solve the difficulties in memorizing new words

1 Preparation of By writing proposal | Ms Khanh Linh | By February

2 Implementation - Implementing Linh February 6% pre-test — March 31* of the action (researcher)

- Using - Students of plan language class 4A games - Observer

- Vocabulary post- | _ Students of test class 4A

4 Report writing Type my report Ms Khanh Linh | April 8% —

In this study, after completing the analytical plan, a vocabulary pre-test at STARTERS level was held in the first week of February The pre-test, sourced from the Cambridge English YLE English Test, consisted of 5 sections comprising 25 questions, with the aim of evaluating the performance of the study groups in vocabulary testing and identifying any challenges they may have encountered The pre-test was structured to ensure that it was easily comprehensible for students The results of this assessment were used to tailor appropriate games for the study groups and were also utilized as a basis for comparison with the post-test, in order to confirm the effects of games on vocabulary tests for young learners.

Based on the characteristics of primary school students, who enjoy activities, developing memory through activities, especially vocabulary in English, is considered effective.

Primary school students are concrete thinkers who want to see, hear, touch, and prefer direct interaction, which helps them remember better Nowadays, education has renewed teaching methods, with the students at the center The teacher is merely an organizer, controller, and guide, while the students are proactive, and actively participate in acquiring knowledge Therefore, combining learning with playing helps students learn more effectively Teaching methods have to change, not only classroom teaching but also individual, group, and whole-class teaching.

Primary school students are at an age where they enjoy playing and discovering new things but easily get bored For children, playing is discovering something new, stimulating their curiosity, and encouraging them to explore Therefore, using fun activities to carry out learning is very suitable for primary school students.

To make a class "gentle, comfortable, and effective" and deeply engrave the core knowledge of the lesson for students, the author often incorporates language games into learning Through language games such as slap the board, network, what and where, do the crossword puzzle, the guessing game, or through chants, students can better retain the core knowledge of the lesson and create a relaxed and lively atmosphere for the class.

Example 1: In unit 12 lesson 1: What does your father do? - English textbook for 4°- grade students I organized a game called "slap the board" to help students review and remember vocabulary words This game can also help me assess and review the pronunciation and meaning of words for students, especially for lessons with many abstract and multiple-meaning words Furthermore, it is easy to implement in most lessons to create a lively and engaging classroom atmosphere.

I wrote or pasted pictures of vocabulary words on the board.

I divided the class Into two teams, each team sent up 4-5 players, standing at equal distances I shouted the Vietnamese word if the word on the board was in English, and vice versa If using pictures, I shouted in English (Each time I shouted, the students from both teams ran up and slapped the correct word or picture The student who slapped correctly and faster earned a flower for their team.)

At the end of the game, I reviewed with the students the total number of flowers awarded to both teams, and the class applauded the achievements of both teams.

Example 2: In unit 13, lesson 1 of the English textbook for fourth-grade students, the researcher organized a game called "network" The purpose of this game is to help students review and consolidate the vocabulary system according to the topics they have learned. mm hamburger Vu

The author wrote the topic on the board and divided the class into two teams Each team selected about 3-4 students to write words related to the topic of "Food" in

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