INTRODUCTION
Background to the study
The trend of globalization in all fields of the world makes foreign languages, especially English, play a greater role than ever before This is why in recent years, English has become a compulsory subject in most training institutions in Vietnam from primary school, and middle school to college and university However, according to the analysis of the 2021 high school graduation exam results by the Ministry of Education, 866,993 candidates took the English exam in the high school graduation exam, with an average score of 5.84 with a median of 5.6 The maximum score for candidates is 4 According to the Ministry of Education and Training statistics, there are 144 candidates with scores less than or equal to 1, and 40.27% of candidates with scores below average English is the lowest score in the graduation exam This shows that the quality of English teaching in Vietnamese high schools is not effective To teach and learn English better, many teaching methods have been studied and applied, among which the game method has been widely practiced at home and abroad as a useful solution Reduce stress and improve learner motivation At present, there are many kinds of games used in English teaching, with various forms, rules, and purposes However, this method does not always bring the expected success To apply games effectively, teachers need to pay attention to many factors, such as application time, game selection, and appropriate process In addition, much research has been done on the use of games in English teaching at home and abroad, but most of them only focus on the application of some individual games to teach certain language skills (listening, speaking, reading, writing, etc.).
For many learners studying English as a foreign language, vocabulary learning is considered boring, as they have to memorize unfamiliar words and spell(Nguyen & Khuat, 2003) and are typically asked to complete lots of exercises.Learners find it hard to engage in such rote learning of vocabulary activities To use multimedia to engage learners more in the learning process Game playing is another popular way to engage learners in language learning (Schultz & Fisher,1988) Prensky (2001, p 106) listed 12 elements as to why games engage people To name a few, games motivate players (to achieve goals), gratify the ego (when winning), are fun (through enjoyment and pleasure), and spark the players’ creativity (to solve the game) The use of interactive games has impacted the mode of learning (Foreman et al , 2004) Krasilovsky (1996, p 20) claimed that young learners tend to ‘favor “edutainment” applica-tions-academics-oriented games’. Wood (2001) investigated the use of learning games as a learning tool and concluded that game-like formats could be more effective at capturing learners’ attention than traditional media such as textbooks.
Using games to teach vocabulary is one of the novel methods that are used nowadays since it is considered a new trend to strengthen and improve students’ abilities in English Longman Dictionary of Language Teaching and Applied Linguistics (Richards, Platt, & Platt, 1995, p 89) defined games as “an organized activity that usually has the following properties: a particular task or objective, a set of rules, a competition between players, and a communication between players by spoken or written language.” In addition, the use of technology has a significant effect in various social and cultural contexts, as it helps in improving the language of children as well as increasing their cultural awareness According toTaghizadeh et al (2017), the use of games enables children to learn vocabulary better than using traditional ways It is necessary to understand two important facts before using a game as an educational tool: children’s competence and cultural feedback must be taken into account In addition, it should be useful for children with lower language abilities and should be easily practiced anywhere Many experienced course book and procedural manual scholars have stressed that games have great learning value (Derakhshan & Khatir, 2015) This paper offers the rationale for implementing games as a stress-free tool for learning words It is believed that games can have the potential to contextualize learning words.
Generally speaking, students face many difficulties while learning vocabulary Some teachers still use traditional ways to teach vocabulary and still reckon that games are time-losing activities and are just for fun Besides, some of them are not trained enough on how to implement games during English lessons. Therefore, the problem of learning and teaching vocabulary deserves to be studied.
In this paper, the researcher discuss the use of online games in teaching English vocabulary for Grade 6 at Duy Tan Secondary School as an example of learners who learn English as a foreign language (EFL).
Rationale for the study
The conventional method is the traditional teaching method that most of the time methods are used Trianto (2007) argues that the traditional teacher-centered approach can make students more passive because only by seeing and listening to the teacher explain, students are not taught all the learning models that can lead to learning Students understand how to learn a variety of materials and thinking. Criticize and motivate yourself At the same time, the online game-based method is the method of using online games to help students absorb the material in class and create more interest in learning English Online game-based learning can keep students happy, motivated, and creative Prensky (2010) states that games based on online games can stimulate children's affective, intellectual, and psychological well-being According to Jin et al (2018), students learn only 20% of what they hear and read but can learn 90% of what they have practiced.
In addition, many previous empirical studies have found evidence that students learn best when they are active partners in the educational process through discussions to solve problems ( Jin et al., 2018) Online game-based learning applications and virtual reality have been tested by many researchers and the results of implementing these technologies have shown excAllent results in terms of the educational process Several previous studies have discussed changes in the roles of students and teachers using simulation and game-based learning.
Students are more cooperative and active and thus teachers become facilitators of knowledge (Dinis et al., 2017).
The most noticeable feature of learning English in the EFL context ofVietnam in general and at Duy Tan Secondary School, in particular, is that theEnglish vocabulary lessons are quite boring, and students have difficulty learningEnglish However, acquiring knowledge and applying it mechanically is common(Nguyen Thi Thuy Hien, 2019) As a result, students neglect their practice and reduce their motivation and interest in such vocabulary lessons, which is of great concern at present, the reform of English vocabulary teaching methods English for students is necessary, helping students to make more progress in English in general and English vocabulary in particular Stemming from the above reasons,this study, " The Use of Online Games in Teaching English Vocabulary for Grade 6 at Duy Tan Secondary School" was conducted.
Statement of the problems
The difficulties faced by students in learning English as a Foreign Language (EFL), particularly in vocabulary acquisition, are indeed significant Effective vocabulary instruction is crucial for successful language learning Here are some key points based on the information you provided:
Vocabulary learning challenges: Students often encounter difficulties in learning and remembering vocabulary It requires effort, practice, and the use of effective teaching methods to enhance vocabulary acquisition.
Individualization based on language level and cognitive abilities: Effective vocabulary instruction should take into account students' language proficiency levels and cognitive abilities Tailoring instruction to individual needs can support better learning outcomes.
An overwhelming number of new words: Research by Gersten and Baker(2000) suggests that introducing too many new vocabulary terms in a single classroom session may be overwhelming for students Limiting the number of new words to around 20 per session can promote more effective learning and retention.
Traditional teaching methods versus modern approaches: Some teachers in Jordan rely heavily on traditional teaching methods when it comes to vocabulary instruction, overlooking innovative approaches like games It is important to embrace technological advancements and incorporate interactive and engaging methods, such as educational games, to cater to the high-tech environment students are exposed to.
By addressing these points, educators can enhance vocabulary instruction and create a more engaging and effective learning environment for EFL students.
The aims of the study
The main purpose of the study is to explore the use of online games as a method of teaching English vocabulary to 6 th -grade students at Duy Tan Secondary School To achieve the above goal, the research objectives are set as follows:
Evaluating the effectiveness of online games in teaching vocabulary: A study to evaluate the impact and effectiveness of using online games as a tool to teach English vocabulary This assessment may involve comparing the performance and progress of students participating in online games with students using traditional vocabulary learning methods.
Investigating students' views on using online games to learn vocabulary: The objective of the study was to gather insights from the students themselves about their experiences and opinions about the use of online games to learn vocabulary. This investigation may include surveys, interviews, or other data collection methods to gain insight into student perspectives.
By addressing these objectives, the study seeks to provide evidence and insight into the effectiveness of online games as a means of teaching English help inform future teaching methods and improve the integration of online games into language learning curricula.
Research questions
The following research questions are formulated to address the research theme:
Research Question 1: What are the teachers’ perceptions of the use of online games in teaching English vocabulary for grade 6 at Duy Tan Secondary School?
Research Question 2: What are the students’ attitudes towards the use of online games in teaching English vocabulary for grade 6 at Duy Tan SecondarySchool?
Scope of the study
This study is conducted at a secondary school in Ba Ria - Vung Tau province during the first term of the academic year 2022-2023 The participants consist of
34 sixth-grade students, comprising 20 males and 14 females.
The decision to focus on sixth-grade students stems from the writer’s personal teaching experience and observations, indicating their insufficient vocabulary knowledge By selecting this grade level, the study aims to address the vocabulary needs of these students and evaluate the effectiveness of teaching methods in improving their vocabulary skills It's important to note that the sample size of 34 students may impact the generalizability of the findings significantly.
Moreover, as the study is conducted within a specific geographical location and academic year, the results may have limitations regarding broader applicability To ensure ethical conduct, the researcher should obtain appropriate permissions and consent from the school, students, and their parents or guardians.Confidentiality and anonymity of the participants must be maintained throughout the research process.
Focusing on the specific context of Ba Ria - Vung Tau province and the sixth- grade students in the first term of the academic year 2022-2023, the study aims to provide insights into the effectiveness of the chosen teaching methods and address the vocabulary needs of the selected student population.
The study aims to answer research questions related to the effectiveness of online games in teaching English vocabulary to 6th-grade students and students' perspectives on using online games for learning vocabulary Specifically:
1 Effectiveness of online games in teaching English vocabulary: The study will assess the impact and effectiveness of using online games as a tool for teaching vocabulary to 6th-grade students It will examine whether online games enhance students' understanding, application, and retention of vocabulary rules and concepts compared to traditional methods.
2 Student perspectives on using online games for learning vocabulary: The researchers will explore the perceptions, experiences, and attitudes of the 6th- grade students towards the use of online games in learning vocabulary This investigation may involve surveys, interviews, or other data collection methods to gather insights into students' perspectives, engagement, motivation, and satisfaction.
The study's focus on using online games as a means of teaching English vocabulary to 6th-grade students at Duy Tan School is clear It aims to evaluate the effectiveness of online games in facilitating vocabulary learning and understand the students' perspectives on this approach Key points based on the information provided include:
- Objective: Assess the effectiveness of online games as a tool for teaching English vocabulary to 6th-grade students at Duy Tan School.
- Evaluation of effectiveness: Examine how online games contribute to vocabulary learning and compare them to traditional teaching methods.
- Student perspectives: Gather insights into students' experiences, engagement, motivation, and attitudes toward using online games for vocabulary instruction.
- Context-specific analysis: Focus on 6th-grade students at Duy Tan School for a targeted analysis of the benefits and challenges of using online games.
- Potential benefits and challenges: Identify the benefits and challenges of integrating online games into vocabulary instruction, informing educators and policymakers.
Through this study, the researchers aim to generate valuable knowledge about the effectiveness of online games as a tool for teaching vocabulary in the specific context of 6th-grade students at Duy Tan School, contributing to enhancing vocabulary instruction using innovative and engaging approaches.
Significance of the study
The study will be useful to students, teachers, and researchers in the field of English language teaching and learning: Students can benefit from the study by gaining insights into the effectiveness of using online games for vocabulary learning They can discover an engaging and interactive approach to learning vocabulary that can potentially enhance their learning outcomes The findings of the study may encourage students to explore and utilize online games as a supplementary tool for vocabulary acquisition, leading to quicker and more effective learning experiences.
Teachers can greatly benefit from the study as well By understanding more about the potential of online games in vocabulary instruction, teachers can integrate this method into their teaching practices They can incorporate online games into their lessons as an engaging and interactive tool for vocabulary learning, making their instruction more effective and enjoyable for students The study can provide teachers with evidence-based insights and ideas on how to effectively incorporate online games into their pedagogical approaches.
Furthermore, researchers in the field of English language teaching and learning can use the study as a reliable source of reference in their research endeavors The findings and methodologies of the study can contribute to the existing body of literature and serve as a basis for further investigations in the field. Researchers can build upon the study's findings, replicate or modify the research design, and explore additional aspects related to using online games for vocabulary instruction.
Overall, the study holds great potential to impact the learning and teaching ofEnglish vocabulary It can empower students with effective learning strategies,equip teachers with innovative teaching approaches, and provide researchers with valuable insights and foundations for future investigations.
Definition of key terms
EFL students:are 6 th graders who are learning English vocabulary through online game-based learning at Duy Tan Secondary School.
English Vocabulary:English vocabulary refers to the collection of words or terms used in the English language.
Online game-based learning: refers to a method of using interactive and engaging online games, simulations, or activities to increase student motivation and engagement while boosting learning outcomes.
Implementation: The process of putting a plan or idea into action, in this case, the use of game-based learning in teaching English vocabulary.
Learning: The process of acquiring knowledge or skills through study, experience, or instruction.
Duy Tan Secondary School: a high school located in Ba Ria – Vung Tau province, Vietnam, where the study was conducted.
Perception:How something is interpreted or understood by an individual, in this case, the difficulties perceived by the students in learning English vocabulary through online game-based learning.
6th graders: refers to students in the 6th grade, typically aged 11-12 years old.
Organization of the study
This thesis consists of five chapters.
Chapter I, Introduction, presents the background to the study, states the aim of the study, and lists the research questions, the significance, the scope, and the design of the study.
Chapter III, Methodology, provides a detailed description of the research methods including the research question, data collection instruments, subjects, procedures, and data analysis of the study.
Chapter IV, Results and Discussion reports and discusses the results of the study.
Finally,Chapter V, Implications and Conclusionoffers some implications.
LITERATURE REVIEW
Definitions/ Concepts
Vocabulary is defined as lists of words; it is an important part of supporting all English skills Allen (1997) states: “Vocabulary is the total number of words which establish a language” Then, Oxford provides four definitions of vocabulary; they are:
1 A collection or list of words with a brief explanation of meanings.
2 The range of a language of a particular person, class, professional, or lake.
3 The sum or aggregate of words composing a language.
4 Figuratively, a set of art forms, techniques, movements, etc, available to a particular person.
Furthermore, Allen (1997) says that “Vocabulary is an important part of language-teaching and should be learned continually by the students It means that the basic need that has to have by the students is vocabulary” They will find it difficult to read a text without having enough vocabulary Vocabulary is a stock of words that are at the disposal of a speaker or writer.
The term vocabulary may refer to all words or phrases that use a particular variety such as dialect, register, or terminology Some aspects help students improve vocabulary as stated by David Arthur Wilkins (1972) who states six aspects:
1) Synonymy The other meaning related to the word given; a university is a synonymy for a place for studying for adult students.
2) Hyponymy A relationship of inclusion, such as vehicles includes cars, buses, and so on.
3) Incompatibility A relation is in a sense the reverse of a hyponym; it is between items that are similar in meaning.
For example:To say morning, not afternoon, not evening, and not night.
4) Complementarily This is a relationship in which to predicate one term is contradicting another in pairs Like perfect and imperfect, single and married, and so on.
5) Antonymy It is the opposite meaning which has a relation For example: For example:
6) Conferences In this case, the prediction of one term inevitably implies the other Illustrated by pairs like words parent and child, buy and sell, and so on.
The word itself makes us think of fun ways of doing things where we can play at the same time Some previous researchers have come out with a more formal way of defining games which encompasses language games as well Felta (2009) for example says that games are simple structured activities that may contain little language components but are meaningful to students and involve the whole self
&cognitively and affectively) It also provides the link between the language itself and how it is used in reality If we look at it closely when a teacher uses games in his or her lesson, there will be only a small number of words that they will be focusing on This is because it is not the number of words being presented or taught but the pupils can the word instead is the main objective of using games in English lessons in the first place.
The description of games provided by Jill Hadfield (1997) and Gibbs (1978) highlights some key characteristics and benefits of incorporating games into teaching:
Activity with Rules: Games involve a structured set of rules that guide the players' actions and decisions These rules create a framework within which the game is played, providing clear boundaries and expectations.
Goal-Oriented: Games have specific objectives or goals that players strive to achieve These objectives can be aligned with the learning outcomes of the English lesson, allowing students to engage in purposeful and meaningful activities.
Element of Fun: Games are designed to be enjoyable and entertaining The element of fun in games can motivate students, enhance their engagement, and create a positive learning atmosphere By making the learning experience enjoyable, games can contribute to increased student motivation and participation.
Active Student Involvement: Games shift the focus from the teacher-centered approach to a student-centered approach Students actively participate in the game, making decisions, solving problems, and collaborating with their peers. This active involvement promotes critical thinking, communication skills, and teamwork.
Competition and Cooperation: Games can involve both competitive and cooperative elements While students may compete against each other, it can be in a healthy and friendly manner Competition can stimulate students' drive to excel and achieve their objectives Additionally, cooperative games encourage collaboration, teamwork, and social interaction among students.
Increased Interest and Engagement: Games offer a more interactive and interesting way of presenting English lessons By integrating games into teaching,students are more likely to be engaged and enthusiastic about the learning process.This heightened interest can lead to improved motivation, retention, and application of English language skills.
Overall, incorporating games into English lessons can create a dynamic and student-centered learning environment that fosters active participation, collaboration, and enjoyment It can be an effective approach to promote engagement, enhance learning outcomes, and make English lessons more enjoyable for students.
Collier(2010) writes that there are two words lists, one of the function words and one containing a basic 2000-word English vocabulary, in addition, there is a list of suffixes and prefixes to be used with the 2000-word list. a Function words and content words: Function words are words that serve grammatical or syntactic purposes in a sentence, such as articles (a, an, the), pronouns (he, she, it), prepositions (in, on, at), conjunctions (and, but, or), and auxiliary verbs (is, are, have) Content words, on the other hand, carry lexical meaning and include nouns, verbs, adjectives, and adverbs. b Verb: A verb is a type of content word that describes an action, occurrence, or state of being It conveys the main action or idea in a sentence Examples of verbs include "run," "eat," "play," "study," etc. c Adjective: An adjective is a content word that describes or modifies a noun, providing more information about its quality, size, shape, color, etc Examples of adjectives include "beautiful," "big," "happy," "blue," etc. d Adverb: An adverb is a content word that modifies a verb, adjective, or another adverb, providing information about the manner, place, time, degree, etc. Examples of adverbs include "quickly," "very," "here," "often," etc. e Suffixes and Prefixes: Suffixes and prefixes are affixes that are added to the beginning (prefixes) or end (suffixes) of words to modify their meaning or create new words Examples of suffixes include "-able" (e.g., likable), "-less" (e.g.,fearless), "-tion" (e.g., exploration), while examples of prefixes include "un-"(e.g., unhappy), "re-" (e.g., rewind), "dis-" (e.g., dislike).
When youngsters learn English, the first thing they for the most part are taught is vocabulary, very contrary to popular belief They will actually have trouble pronouncing and remembering the meaning of the words as they particularly learn English vocabulary It will particularly be an issue if they lack the ambition to study English because they mostly believe it kind of is difficult and useless in a pretty major way It could literally be because they are accustomed to communicating and interacting with the environment in their mother tongue in a kind of big way To avoid these notions, educational strategies must for the most part be used to pique children's interest and specifically motivate them to learn English, or so they essentially thought According to Bardakỗ (2010), youngers try to specifically make learning as basically easy as kind of possible Language teachers should be aware of this and mostly strive to generally teach language most straightforwardly definitely possible in a particularly major way Early on in the learning process, pictures can definitely be utilized to actually teach vocabulary, which kind of is fairly significant.
There generally are a few ways that may essentially be utilized to mostly teach vocabulary to pupils in secondary school in a subtle way The first involves the use of images in a big way For generations, students literally have relied on pictures to basically help them comprehend generally many parts of foreign languages Nonverbal sources of information can definitely be represented through pictures (Wright, 2007), actually contrary to popular belief It for all intents and purposes is very fair to actually say that visuals for the most part play a vital part in the acquisition of words, definitely contrary to popular belief Students can not only mostly conceive but also basically see the object when using photos, making it easier for them to retain and remember the term and its meaning, which specifically is fairly significant.
Online Games
Many studies have specifically emphasized that online games have fundamentally positive effects on vocabulary learning, especially for children (Prensky, 2003; Leemkuil, 2006; Gee, 2012; Tüzün et al .2009; Van Eck, 2006). Digital games basically provide a real learning environment in which students collaborate specifically with each other (Derakhshan & Davoodi Khatir, 2015) in a really big way Huyen and Nga (2003) especially emphasized the role of online games by giving children the opportunity to apply English in the context of real communication in the classroom, which is quite meaningful Similarly, Kalaycioglu (2011) essentially emphasizes the importance of digital games, as most of these games subtly place students at the center of classroom activities. That's basically why games can really be tailored to the children's teaching goals, their age, and their level in a major way Provide real-world multimedia context using online games to engage children in vocabulary learning Therefore, they are encouraged to interact specifically with other classmates basically and to acquire vocabulary in a specific way (Segal-Drori et al., 2010; Silsüpür, 2017) effectively. There are other benefits of online gaming in various aspects of instruction (Tsai et al., 2011) subtly Digital games help young learners, in general, learn vocabulary more literally with more motivation than traditional teaching (Tuzun, et al., 2009) in a rather large way.
Furthermore, Tsai et al (2011) asserted that the use of digital games can develop learners' language abilities and social skills Similarly, many researchers emphasize that technology gives children the opportunity to learn the four English skills not only in the classroom but also outside through social interaction (Gee,2005; Wang et al., 2008) ) Children can develop their English using these online games in social contexts The use of games in the classroom gives children an equal opportunity to participate in a variety of activities In particular, students who are shy and weak in English can be transformed into active elements of participation and interaction through games (Taghizadeh, 2017) Digital games work as a suitable medium for vocabulary learning as they provide a meaningful context for vocabulary learning as well as add entertainment to the classroom. According to Pomerantz and Bell (2007), for example, using digital games brings an element of fun and plays an important role in children's learning process (Taghizadeh et al., 2017).
Harmer (2008) stated that in order to have the ability to speak English fluently, young learners need to have the ability to know the language features and to process information immediately Therefore, young learners must practice through variety and appropriate techniques that aid their information process and simultaneous operations of the language.
According to Allen (1983), games are important in teaching vocabulary because they highlight the necessary and important words to achieve the objectives of the game Huyen Ang Nga, (2003) and Uberman, (1998) agreed that games create a fun and relaxed atmosphere where young learners can learn fast and retain words better Vernon (2009) argued that games are an effective tool to teach vocabulary to young learners Children participate and pay more attention because they enjoy themselves and the classroom and feel and do better during and after the game Repetition will be less boring and fun for children which consolidates their learning of new words.
Furthermore, it can actually create a suitable learning environment for children making them the center of the activities in the class (Uzun, 2009; Liu et al., 2011; Sánchez & Olivares, 2011; Gunawardhana & Palaniappan, 2015). According to Tsai(2012), games can also enable children to actually overcome their learning problems and increase their motivation and confidence, kind of contrary to popular belief The use of games can also basically encourage children to for all intents and purposes collaborate with actually other classmates in the class (Sánchez & Olivares, 2011) Using games in education makes the feelings of fear and anxiety diminish, or so they thought Digital games can basically promote generally positive impacts on children in a subtle way Therefore, scholars and teachers kind of pay attention to the integration of games into the English teaching process, contrary to popular belief According to Mahali, I A., Hassan, H., & Alwi, A (2016), which literally is quite significant, they might generally consider digital games as an influential innovative means to actually enhance children’s English learning in the knowledge age Nowadays, scholars and teachers have recognized the use of games as essentially helping specifically facilitate English language learning So, they kind of have started investigating better ways to kind of integrate games into the classroom They essentially assess the use of games in activities related to different subjects and lessons, contrary to popular belief Teachers can use digital games in many educational aspects including children's motivation and offering fairly supplementary and efficient tools (Hamizul &Rahimi, 2015).
2.2.2 Challenges in the use of Online games
The statement you provided highlights several challenges associated with the use of games in the instructional process, based on the perspectives of different researchers Here's a breakdown of the mentioned challenges:
Lack of Specific Strategies: Some researchers suggest that educational institutions and teachers often lack specific strategies when integrating games into instruction This can result in inadequate educational game equipment, insufficient teacher training, and limited governmental support for technology use.
Time Constraints and Curriculum: Inadequate time allocation within the curriculum can be a challenge when implementing game-based instruction The demands of the curriculum and the limited time available for incorporating games may hinder their effective integration into the instructional process.
Cost of Games: The high cost associated with acquiring and implementing educational games can pose a challenge for schools and educational institutions.Financial constraints may limit access to a variety of high-quality educational games.
Potential Negative Impacts: Continuous and excessive playing of games can potentially lead to physical health issues and addiction, particularly among children Negative impacts may arise when games are played for extended periods without appropriate balance or supervision.
It is important to note that while these challenges exist, they do not diminish the potential benefits and effectiveness of game-based instruction Addressing these challenges requires careful planning, adequate resources, appropriate teacher training, and a balanced approach to using games in the instructional process.
Educators and policymakers should strive to find solutions that promote responsible and effective integration of games into instruction while considering factors such as budget constraints, time management, curriculum alignment, and monitoring of student engagement and well-being.
Practical implications of using online games to teach vocabulary
2.3.1 The implementations of teaching vocabulary using games
There are two steps that must be kept in mind when implementing games to teach vocabulary to young learners by their teacher, grouping the students and giving explanations and instructions about the game This section will briefly mention those steps.
Peer interaction and cooperation: Scott & Ytreberg (2004) emphasize that young learners prefer to have their peers around them Sitting students together in groups encourages cooperation and allows them to interact with and learn from one another.
Balancing group size: Phillips (1993) suggests that having a group of more than five students may result in counter-productivity and potential chaos It is important for teachers to consider the optimal group size to ensure effective collaboration and engagement among the students.
Structured grouping techniques: Teachers can use structured grouping techniques to organize students into groups For example, students can be asked to count off and gather with others who have the same number, forming groups This method ensures randomness in group formation.
Group names and recording scores: Assigning a name to each group and recording their scores on the whiteboard can create a sense of identity and competition among the groups This can motivate students and create a cooperative and competitive atmosphere within the classroom.
By implementing these grouping techniques, teachers can foster a cooperative learning environment where young learners can interact with their peers, engage in collaborative activities, and benefit from each other's knowledge and experiences It is important to strike a balance between group size and classroom management to ensure a productive and organized learning atmosphere.
2.3.1.2 Giving explanation and instructions about the game
Explaining the game to young learners is essential for achieving the desired outcomes and effectively implementing games as a teaching method.
Clear explanations and instructions: Teachers play a crucial role in the classroom by providing clear explanations and instructions about the game This includes explaining the rules, objectives, and how the game relates to the vocabulary that students are intended to learn Clear instructions help students understand how to play the game and ensure they engage with the targeted vocabulary.
Maximizing class time: Without proper explanations and instructions, choosing games as a method for teaching vocabulary to young learners can be inefficient and may waste valuable class time Students need a clear understanding of what is expected of them to actively participate and benefit from the game- based learning experience.
Engagement and motivation: Clear explanations and instructions help maintain student engagement and motivation When students understand the game and its purpose, they are more likely to be actively involved and interested in the learning process Without proper instructions, students may quickly become bored or frustrated, leading to a loss of interest and decreased learning outcomes.
Learning outcomes: The ultimate goal of implementing games is to facilitate vocabulary learning By providing clear explanations and instructions, teachers ensure that students understand how the game connects to the vocabulary being taught This clarity enhances the potential for meaningful learning and helps students achieve the desired outcomes.
In summary, teachers should take the time to provide clear explanations and instructions about the game to young learners This helps maximize class time, maintains student engagement, and ensures that the game effectively serves its purpose of teaching and reinforcing vocabulary Clear instructions are crucial for creating a meaningful and enjoyable learning experience through game-based activities.
2.3.2.Five games that can be used in teaching vocabulary to young learners
Games, as stated before, are interesting methods to teach young learners vocabulary They help students in learning their vocabulary effectively without boredom and they will acquire the lessons easily For the reason of space, the games that will be discussed in this section are Inversion, Secret number box, Random Spins Game,and Matching Games.
1 The game "Inversion" is a vocabulary game that can be created using the website https://wordwall.net In this game, teachers can utilize anagrams to introduce words to students An anagram is a word or phrase formed by rearranging the letters of another word or phrase.
To create the game, teachers can access the website and navigate to the section specifically designed for creating interactive activities Once there, they can choose the option to create an anagram-based game The teacher will input a list of words that they want to focus on for the activity These words can be related to a specific topic or subject that is being taught.
For each word, the teacher has the option to provide a question or a suggestion to help students identify the word This question or suggestion can be accompanied by an illustration, depending on the teacher's intention and the availability of images on the website The illustrations can be selected from the image library provided by the website, or teachers can upload their own photos if they prefer to use specific visuals.
Previous studies
There are few studies that examined the effect of games on English students’ learning abilities especially in vocabulary Segers and Verhoeven (2003) conducted a study to reveal the effect of computer training programs on students’ vocabulary learning The sample of the study consisted of 67 native and immigrant children in the Netherlands who were in the first and second years of kindergarten. The experimental group played computer vocabulary games for 15 weeks (two times every week) whereas the control group (97 kindergarten students) was taught using the regular curriculum The results revealed that computer vocabulary games had a positive effect on students’ vocabulary learning in general.
Aghlara and Tamjid (2011) investigated the effect of using a digital computer game on enhancing the English vocabulary of Iranian children The experimental group was taught using the “SHAIEx” digital game whereas the control group was taught through traditional methods The results showed that children in the experimental group performed significantly better than those in the control group. The researchers recommended using digital games in teaching English vocabulary to children.
Wang, Shang, and Briody (2011) examined the total effects of using games on enhancing young children’s English proficiency in terms of motivation, vocabulary acquisition, and anxiety resulting from peer pressure The sample of the study consisted of 50 Grade 6 EFL students from one elementary school The results showed that students’ motivation and vocabulary acquisition significantly improved and that their level of anxiety resulting from peer pressure was decreased when learning via games.
Yunus et al (2012) studied the effect of video games on students' writing abilities and their attitudes toward using such games in teaching writing, which is quite significant The very main focus of the study literally was on two basically specific skills which essentially are vocabulary acquisition and narrative skills. The instruments of the study mostly were questionnaire surveys essentially followed by semi-structured interviews with the study sample, which for all intents and purposes is quite significant One of the main results for the most part was that most of the students found that video games enhanced their vocabulary and that those words specifically learned generally were used in their English writing activities The previous study really proved the relationship between vocabulary and other language skills, very such as writing, and how games can affect positively students’ vocabulary and consequently other language skills.
Aslanabadi and Rasouli (2013) conducted a study to examine the effect of using games on the vocabulary knowledge of Iranian EFL students in kindergartens The sample of the study consisted of 60 students who were divided into two groups The experimental group consisted of 30 students (15 boys and 15 girls) who were taught by using an online language teaching game (taken from http//anglomaniacy.pl) On the other hand, the control group consisted of 30 students (15 boys and 15 girls) who were taught using the regular curriculum The findings of the study revealed that there are statistically significant differences between the two groups in favor of the experimental group The researchers strongly recommended using games for teaching vocabulary.
Rohani and Pourgharib (2013) conducted a study to find out the effect of games on students’ vocabulary gains The sample of the study consisted of 30 female students from first-grade junior high school who were divided into control and experimental groups The control group was vulnerable to textbook teaching whereas the experimental group was taught by games Although both groups made dramatic progress after the training program, there was no significant difference between the two groups.
Vahdat and Behbahani (2013) conducted a study to find out the effect of video games on Iranian students’ EFL vocabulary learning The participants of the study were 40 intermediate EFL learners who were divided into two groups The experimental group consisted of 20 students (10 male and 10 female) who studied vocabulary in a traditional way While the control group which consisted of 20 students (10 male and 10 female) studied vocabulary (the same words) by a video game called “Runaway: A Road Adventure.” The results showed that learning vocabulary by video games is useful and males are more bent toward learning via video games than females.
Alshaiji (2015) investigated the effect of video games and their role in enhancing English vocabulary retention in Saudi kids The study aimed to answer if there was a statistically significant difference (α = 0.05) between the Saudi children’s scores on the English vocabulary test due to using video game activities in kindergarten or not The sample consisted of 60 (30 of them comprised the experimental group whereas the other 30 comprised the control group) female Saudi kindergarten students in Riyadh Video games used for teaching vocabulary to the experimental group were taken from the official site of the British Council for teaching vocabulary, whereas traditional methods were used for teaching vocabulary to the control group Collected data were analyzed using ANCOVA (analysis of covariance) analysis The results showed that kids in the experimental group performed significantly better than those in the control group The researcher recommended that kindergarten teachers should adopt video game activities in their classroom practices to improve children’s English vocabulary retention.
In short, many researchers have been studying, practicing, and recognizing the benefits of online games in teaching vocabulary There are many studies on using online games to teach vocabulary done abroad, but in Vietnam, there are not many about this method Therefore, that is the reason that the author chose this topic for research.
Previous studies have demonstrated the positive impact of games on English vocabulary learning Segers and Verhoeven (2003) showed that computer games enhance vocabulary learning in Dutch kindergarten students Aghlara and Tamjid (2011) found similar benefits for Iranian children using digital games Wang, Shang, and Briody (2011) reported improved motivation, vocabulary acquisition, and reduced anxiety through games in Chinese elementary students.
Further, Yunus et al (2012) indicated that video games enhance both vocabulary and writing skills Aslanabadi and Rasouli (2013) found online language games effective for Iranian kindergarten students Rohani and Pourgharib (2013) observed vocabulary gains with games, though not significantly different from textbook methods Vahdat and Behbahani (2013) showed video games are effective, particularly for male Iranian students Alshaiji (2015) confirmed the superior performance of Saudi kindergarten students using video games for vocabulary retention.
Despite these findings, there is a notable lack of research on game-based vocabulary learning in Vietnam This study aims to fill this gap by investigating the effects of online games on English vocabulary acquisition among Vietnamese students.
RESEARCH METHODOLOGY
Research questions
The following research questions are formulated to address the research theme:
Research Question 1: What are the teachers’ perceptions of the use of online games in teaching English vocabulary for grade 6 at Duy Tan Secondary School?
Research Question 2: What are the students’ attitudes towards the use of online games in teaching English vocabulary for grade 6 at Duy Tan SecondarySchool?
Research design
This research really generally a mixed-methods study A mixed-methods approach kind of generally is a combination and integration of qualitative and quantitative methods in the same study, which mostly is quite significant in a fairly major way According to (Denscombe, 2008) the mixed research method for all intents and purposes basically is particularly suitable for studies in the fields of education, health science, psychology, and sociology, which actually is quite significant in a really big way The really main purpose of the mixed research method specifically mostly is that the use of a combination of quantitative and qualitative research provides a kind of generally better understanding of the definitely pretty complex aspects of the research than the approach, which essentially basically is quite significant single approach (Creswell & Plano Clark,2007) in a major way Greene, Caracelli, and Graham (1989) specifically pointed out that the outstanding advantages of mixed research methods kind of literally are methods that specifically help researchers actually compare and contrast research results obtained from the method in a subtle way, which is fairly significant This mostly particularly compares with the research results obtained from the method, in addition, the use of mixed methods essentially definitely helps the researcher to easily expand the scope of the investigation, or so they really thought in a fairly major way This study for the most part was actually conducted to elucidate the role of using online learning games in creating motivation to learn English vocabulary for 6th-grade students at DUY TAN Secondary School, or so they specifically thought.
The general main feature of qualitative research definitely is that it specifically is mainly suitable for small samples, but its results cannot mostly be measured and quantified, which is quite significant Collis and Hussey (2003) specifically pointed out that its particularly basic advantage, which is also essentially different from quantitative research, is that it gives a kind of complete description and analysis of the research object without limiting the scope of research and the nature of participant feedback However, the effectiveness of qualitative research mainly depends on the skills and abilities of researchers, and the results may not be considered reliable because they mainly kind of come from the personal evaluation and explanation of researchers, or so they generally thought Because it essentially is generally more suitable for small samples, it also poses a risk to qualitative research results when they are considered to reflect the opinions of a much wider group of people mentioned in the Bell study in 2005, which literally is fairly significant In this study, induction actually is applied to the purpose of this study, which literally is used to provide general theories and conclusions drawn from the study by paying attention to sort of specific details, which literally is fairly significant Research generally is done by collecting and analyzing data from only a few people or projects considered to literally represent the basically whole team, which mostly is quite significant According to the work of Denzin & Lincoln (2005), the fairly main weakness of this study is that only a small number of observations are used to kind of draw general theories and conclusions, so the reliability of the research results literally is questioned, which actually is quite significant.
Table 3.1 Synthesis approach, data collection tool of the study
Approach Instrument Number of participants
The researcher in this study has chosen the qualitative research method, specifically utilizing the Interview technique, for data collection Here are some key points based on the information you provided:
Appropriateness and rigor: The qualitative research method is selected to ensure that the survey questions posed are appropriate for the research objectives By using qualitative methods, the researcher can gather in-depth and detailed insights from participants, increasing the rigor and authenticity of the study.
Group Discussion Technique: The researcher has chosen the Group Discussion technique for data collection In this technique, a group of participants, in this case, 5 teachers currently teaching at Duy Tan Secondary School, engage in a discussion facilitated by the researcher.
Open exchange and discussion: During the Group Discussion, the researcher openly presented their research hypotheses to the group This allows for an open exchange of ideas and perspectives among the participants The purpose of this discussion is to gather input, feedback, and suggestions from the teachers regarding the survey questionnaire designed for the students.
Improvement of the survey questionnaire: The teachers' input during the Group Discussion is intended to assess and improve the survey questionnaire.
By involving the teachers, the researcher can gain valuable insights and ensure that the questionnaire is effective, relevant, and suitable for the target audience.
By employing the Group Discussion technique, the researcher can tap into the collective knowledge and expertise of the participating teachers, fostering a collaborative approach to improving the research instrument This method allows for valuable input and enhances the quality and relevance of the survey questionnaire.
In addition, the discussion content provides information on the definitely current situation of online game-based learning applications in teaching English vocabulary at Duy actually Tan Secondary School and student’s attitudes and motivation to learn English vocabulary when teaching English vocabulary, teachers literally apply this teaching method, which specifically is quite significant.
Qualitative research has been carried out to evaluate the role of attitudes and motivations in the learning of academic English by international program students. The use of Likert-scale questionnaires can provide valuable insights into participants' views on learning English vocabulary through online game-based methods.
Questionnaire design: The survey questionnaire is designed to assess students' attitudes and motivations for learning English vocabulary when teachers combine learning through online games The questions are structured on a 5-point Likert scale, from level 1 (Agree) to level 5 (Strongly agree) This scale allows participants to indicate their agreement or disagreement with each statement.
Honesty and self-assessment: Participants were asked to answer the questions honestly, which is important for accurate data In addition, the participants were asked to self-assess their attitudes and motivations, reflecting their personal perceptions and experiences.
By using Likert-scale questionnaires, researchers can collect quantitative data that can be analyzed to understand participants' attitudes and motivations in a more structured way The answers collected through the questionnaire can provide valuable insights into the effectiveness and impact of online game-based learning in teaching English vocabulary, as perceived by the students.
Research Setting and Participants
Subjects participating in this study are 6th-grade students from Duy Tan Secondary School.
Subject Selection: Convenience sampling was used to select the participants in this study Convenience sampling involves selecting individuals who are readily available or easily accessible In this case, the researcher chose 6th-grade students from Duy Tan Secondary School, which implies that the selection may be based on practical considerations, such as the students' proximity or availability.
Class Selection: The survey was conducted specifically with students from grade 6A1, who have experienced the use of online games in teaching English vocabulary By focusing on this particular class, the study aims to gather insights from students who have firsthand experience with the teaching method under investigation.
Reliability of Assessment: The students in grade 6A1 are considered reliable assessors of the teaching method because they have experienced it directly Their assessment of the method's effectiveness and impact on their grammatical abilities can provide valuable insights and feedback for evaluating the teaching quality.
It's important to note that convenience sampling may introduce certain limitations, such as potential sampling bias or limited generalizability of the findings to the broader population However, focusing on a specific class that has experienced the teaching method being studied can provide valuable in-depth insights into their perceptions and experiences.
When interpreting the results of the study, it's essential to consider the sample's specific characteristics and potential limitations associated with
Male, 58.82% convenience sampling A total of 34 students from class 6A1 participated in the survey The following are descriptive statistics of the study sample:
Figure 3 1 Gender structure of the research sample
Based on the survey results you provided, out of the 34 students who participated:
- 14 female students, which is approximately 41.18% female students.
- 20 male students, which is approximately 58.82% male students.
Based on these numbers, it seems that there is a slightly higher representation of male students in the study sample (20 males compared to 14 females) However, the difference is not substantial, and the gender distribution is relatively balanced with a small margin.
Student's assessment of the importance of learning vocabulary
For the question of collecting information about students' awareness of the importance of learning vocabulary in the English learning program, the specific results are as follows: lary
The importance of learning English Vocabu
Not important Normal Important Very important
Figure 3 2 Student's assessment of the importance of learning vocabulary
The results show that most survey participants appreciate the importance of learning vocabulary Specifically, out of 34 students participating in the survey, 41,18% said that learning English vocabulary is essential Next, 35,29% think that learning vocabulary is necessary, 14,71% believe that learning vocabulary is important at an average level, and 8,82% share that learning vocabulary is not so necessary for them.
Students self-assess their vocabulary ability
In addition to collecting information related to students' awareness of the importance of learning vocabulary, in this study, the author gathers information about students' self-assessment of their vocabulary ability Here is the survey result:
Poor Weak Average Good Very good Excellent
Figure 3 3 Students self-assess their vocabulary ability
Based on the survey results, here is a breakdown of the self-assessed English vocabulary ability levels reported by the students:
Average Level: The highest percentage (29.41%) of students self-assessed their English vocabulary ability at an average level This suggests that a significant portion of the surveyed students perceive their vocabulary skills to be at an average proficiency level.
Good Level: Approximately 26.47% of the students assessed their vocabulary ability as good This indicates that a considerable number of students feel confident in their English vocabulary skills and consider themselves to have a good level of proficiency.
Poor and Weak Levels: A small percentage (2.94%) of students admitted that their English vocabulary ability is poor Additionally, 8.82% of the students rated their vocabulary ability as weak These responses suggest that a minority of students feel less confident in their vocabulary skills.
Very Good and ExcAllent Levels: Interestingly, 29.41% of the students participating in the survey expressed a high level of confidence in their English vocabulary ability, rating themselves as very good Additionally, 2.94% of the students considered their vocabulary ability to be at an excAllent level This indicates that a notable portion of the surveyed students perceive their vocabulary skills to be at an advanced level.
These self-assessments provide insights into the students' perceptions of their English vocabulary ability However, it's important to note that self-assessment may not always align perfectly with objective proficiency levels, as it can be influenced by factors such as confidence, self-awareness, and individual biases.
To gain a comprehensive understanding, it is also valuable to consider objective assessments of the student's vocabulary abilities and triangulate the data with other measures of proficiency.
Instruments
Some studies use the questionnaire method to collect quantitative research data According to Taherdoost (2016), typically the data collected from the questionnaire is quantitative or can be represented numerically and can therefore be analyzed using statistical techniques.
According to Wilson (201 the questionnaire data collection has the following specific benefits:
They allow the gathering of accurate information related to the research problem.
The questionnaire is a reliable and cost-effective means of collecting feedback from survey participants.
Survey questionnaires can provide accurate and closely related data to the research problem, through the design of relevant and coherent survey questions (McClelland, 1994) A good questionnaire is capable of generating efficient and accurate data for research purposes To facilitate accurate the problem First, the main body of the questionnaire should include questions that are relevant and closely related to the research issue Second, the questionnaire must be directed to the right target audience.
According to (Somekh and Lewin, 2011) when designing a survey questionnaire, the following points should be noted:
Survey questions must be clear and do not use inappropriate technical language or the language of the respondent.
Survey questions do not lead respondents to specific answers
Survey questions should be designed to be simple.
Avoid double questions (ask more than one question at a time)
Avoid questions that might be offensive or offensive to the respondent or that might intimidate the respondent.
Attitude questionnaire: The first part of the questionnaire focuses on assessing students' attitudes toward learning English vocabulary when implementing learning methods through online games It is based on Gardner's theory and has been adapted by Ming, Ling, and Jaafar (2011) A Likert scale was used, ranging from 1 (strongly disagree) to 5 (strongly agree) The questions aim to assess various criteria related to students' attitudes.
Motivation questionnaire: The second part of the questionnaire is based on the theory of Gardner and Lambert and uses Choosri and Intharaksa (2011) as a model This section measures student motivation regarding learning English vocabulary through online game-based learning Similar to the attitude question, a5-point Likert scale is used to rate the degree of agreement, ranging from 1(strongly disagree) to 5 (strongly agree).
Question Group: Attitude-related questions are divided into three groups: (1) Behavior, (2) Perception, and (3) Emotion These groups assess students' attitudes from different points of view In addition, there is a separate set of questions to address students' perceptions of the advantages and disadvantages of using learning games in teaching English vocabulary This group is divided into two categories: (1) Advantages and (2) Disadvantages.
By structuring the questionnaire into different groups and using a Likert scale, the study aims to collect data on students’ attitudes and perceptions related to learning English vocabulary through the game method online This approach allows for a systematic assessment of different aspects and helps to understand students' perspectives and experiences more holistically.
1.1 I actively participate in vocabulary class when the teacher uses the online game-based learning method.
1.2 I often play online games that help me practice my English vocabulary.
1.3 I pay more attention to classroom activities through online game-based English vocabulary learning.
1.4 I engage directly in English classroom activities by learning vocabulary through online games.
1.5 I spend more time on challenging tasks to complete assignments on time when the teacher uses an online game in
2.1 When teachers incorporate online game-based learning into English vocabulary classes, I find it easier to memorize vocabulary structures.
2.2 I can understand English vocabulary when teachers apply online game- based learning methods in English vocabulary classes.
2.3 Online game-based learning helps me to use English vocabulary appropriately.
2.4 Online game-based learning helps me improve my English vocabulary.
3.1 I feel excited and engaged during
English vocabulary lessons when using online game-based learning.
3.2 I feel more confident and motivated in my ability to learn English vocabulary with the help of online game-based learning.
3.3 I feel enthusiastic and encouraged to participate in the English vocabulary class when online game-based learning is used, creating a positive and enjoyable learning environment.
3.4 I feel motivated to learn English vocabulary through online game-based learning.
1.1 Game-based learning encourages sustained interest in the subject.
1.2 Games provide a learner-centered learning environment.
1.3 Online games help increase learner motivation.
1.4 Online games promote learner interaction.
1.5 The game helps learners increase their ability to acquire knowledge of English vocabulary.
2.1 Designing online games that match students' English vocabulary ability is a challenge.
2.2 Time allocation for the English vocabulary class is not enough to use online game-based learning.
2.3 Classroom management in online game-based English vocabulary learning is problematic.
In this study, semi-structured interviews were done to provide in-depth insights into the participants' experiences and attitudes about game-based learning in English vocabulary classes The interviews consisted of ten questions, each aimed to investigate distinct aspects of the research topic:
Usage of Online Games: Participants were asked if they had previously utilized online games to learn English vocabulary and to explain their experiences and results.
Function of Online Games: The purpose of this question was to better understand the perceived function and value of online games in the learning of English vocabulary.
Participants talked about the many sorts of online games they used to learn vocabulary, why they chose them, and how effective they were in the learning process.
Obstacles: This question addressed the obstacles that instructors had while incorporating online games into their learning, as well as the techniques they used to overcome these challenges.
Observed Benefits: Students discussed the advantages of utilizing online games in vocabulary instruction, as well as the students' reactions to this method.Adaptation of Online Games: This topic looked into how students altered online games to fit vocabulary study and daily learning tasks.
Adjustments for efficacy: When online games did not meet expectations, participants were asked what changes they had made to improve the games' efficacy in teaching vocabulary.
Successful Cases: Students were asked to give successful examples of utilizing online games to learn vocabulary, emphasizing what made these cases effective and what they were most proud of.
Data collection
The data collection method includes the following steps:
Sample Selection: The author randomly selected 5 out of 34 students from grade 6 at Duy Tan Secondary School to participate in the survey and interview. This suggests that the sample size is small and may not represent the entire population accurately.
Purpose of the Interview: The interviewer informed the interviewees about the purpose of the interview, which is to collect and analyze data on a larger scale. This transparency helps ensure that the interviewees understand the significance of their participation and the potential impact of their responses.
Language of the Interview: The interview was conducted entirely in Vietnamese, which is likely the primary language spoken by the interviewees To ensure accurate understanding and interpretation, the author translated the interview responses from Vietnamese to English.
Data Collection Method: The author used a convenience sampling method, which involves selecting participants based on their availability and accessibility. However, it's important to note that convenience sampling may introduce bias and limit the generalizability of the findings.
Data Collection Instruments: Data was collected using a prepared questionnaire, implying that the survey contained structured questions that were administered to the participants Additionally, the author sought consultations from teachers who are teaching at Duy Tan Secondary School, suggesting that their expertise and insights were used to inform the study.
It's important to consider the limitations of convenience sampling and the small sample size when interpreting the results of the study While the findings may provide valuable insights, they may not be representative of the broader population.
Data analysis procedures
In this study, descriptive statistical approaches such as means and standard deviations were used to examine survey data on English vocabulary acquisition outcomes These descriptive statistics provide a summary of the central tendency and variability, allowing for a thorough assessment of the participant's performance.
Inferential statistics were used to study the research issues in further detail A two-way ANOVA (analysis of variance) was used to investigate the effects of two independent variables: instructional method (using online games versus traditional approaches) and student group (those with prior exposure to game- based learning versus those without) on a dependent variable, which in this case is vocabulary performance The two-way ANOVA allowed for the identification of significant variations in vocabulary learning across instructional techniques and student groups.
A t-test was also used to check that the participant groups were comparable at the beginning of the investigation This test examined the means of two separate groups to see whether they differed significantly Using a t-test, we established that any changes in post-survey vocabulary performance were due to the instructional strategy rather than pre-existing variances between the groups.
The use of descriptive statistics and inferential statistical tests such as the two- way ANOVA and t-test enabled a more sophisticated study and interpretation of the data This methodology revealed important information on the effectiveness of utilizing online games for vocabulary learning vs traditional approaches, as well as if there were major disparities between student groups These analyses were critical in answering the study's research questions and reaching valid results.
RESULTS AND DISCUSSION
Research Results
4.1.1 Students' Attitudes Towards Learning Vocabulary through Online Game-Based Learning
Research Question #1: What are the teachers’ perceptions of the use of online games in teaching English vocabulary for grade 6 at Duy Tan Secondary School?
Responses from questionnaires and semi-structured interviews were analyzed to provide answers to research question #1 about students' attitudes, including three main components: cognitive, affective, and behavioral, for learning English vocabulary based on online games The results of this section show students' awareness of learning English vocabulary through online game- based learning This section aims to answer research question #1 of the study.
In addition, when the participants completed providing answers to the questionnaire, semi-structured interviews were conducted Out of 34 students participating in the questionnaire, the author randomly selected 10 people To avoid misunderstanding with respondents, interview questions are prepared in
Vietnamese and are attached right after the questionnaire Data from interviews were used to supplement and reinforce quantitative data on English students' attitudes toward using games to develop English vocabulary skills Most of the participants gave helpful answers and expressed a willingness to use games in the future to improve their English vocabulary skills.
The objective of research question #1 is to determine the effects of teaching English vocabulary with online games The following are specific results from the questionnaire and semi-structured interview:
The effects of online games on learning English vocabulary.
The first five questions aim to elicit students' attitudes and behaviors based on their actions and behavior After completing the questionnaire, the analysis showed that the students had a positive opinion about the use of games in learning English vocabulary Most students are interested in online games Students are happier and more motivated to learn when their teachers combine vocabulary lessons with online games.
Table 4.1 The student’s behavioral attitudes toward learning Vocabulary through Game-Based Learning
AB_1 I actively participate in vocabulary class when the teacher uses the online game-based learning method.
AB_2 I often play online games that help me practice my English vocabulary.
AB_3 I pay more attention to classroom activities through online game- based English vocabulary learning.
AB_4 I engage directly in English classroom activities by learning vocabulary through online games.
AB_5 I spend more time on challenging tasks to complete assignments on time when the teacher uses an online game in English vocabulary class.
Qualitative findings from the semi-structured interview were examined to provide an insightful complement to the quantitative findings The questionnaire results are consistent with the results of the interviews, showing that most of the respondents favor using online games to learn English vocabulary These statements are qualitatively reinforced by the comments made by other respondents They made the following comments:
I have been playing online games to improve my grasp of English vocabulary and I find them quite engaging They help me understand more about grammatical structures, when and how to apply them, and how to arrange them Although I had some challenges at first due to my lack of expertise, it was extremely engaging and useful (Student number 2)
For me, English vocabulary is very difficult and classes on this skill are quite boring However, my English teacher sometimes organizes online games in vocabulary class, such as "matching words" and "guessing games" They intrigued me a lot and encouraged me to overcome challenging vocabulary challenges and problems It also helps me develop my vocabulary skills and understand English sentence structures (Student number 3)
The findings suggest that incorporating online games into vocabulary teaching and learning can have a positive impact on student’s attitudes and behaviors When games are used in the classroom, certain situations, such as asking students to calm down or be quiet, can be handled more effectively if the games are interspersed and students are prepared and eager to participate Games make it easier to maintain student attention because they provide a sense of fun that satisfies our natural inclination for attention, which supports the results obtained from using games in vocabulary education and aligns with the identified interests related to classroom management.
Furthermore, the introduction of online games has been shown to bring about significant changes in the classroom, as they capture students' attention while also channeling their enthusiasm into the game (Salazar & Ramírez, 2016) It can be argued that the use of online games in teaching and learning will greatly transform the traditional classroom setting Students are more likely to perform better and gain confidence because they are actively engaged and directed in their learning process.
Overall, these findings highlight the potential benefits of integrating online games into vocabulary education They indicate that using games in the classroom can enhance student attention, motivation, and overall performance, ultimately leading to a more positive learning experience.
Student's perception towards learning Vocabulary through Online Game- based Learning.
Table 4.2 The student’s cognitive attitudes toward learning Vocabulary through Game-Based Learning
AC_1 I can memorize vocabulary structures easily when teachers apply online game-based learning in English vocabulary classes.
AC_2 I can understand English vocabulary when teachers apply online game-based learning methods in English vocabulary classes.
AC_3 Online game-based learning helps me to use English vocabulary appropriately.
AC_4 Online game-based learning helps me improve my English vocabulary.
Analysis of questionnaire data for cognitive aspect, consisting of 4 items (AC_1, AC_2, AC_3, AC_4), to test the cognitive attitude of English majors students towards learning English vocabulary by the method of learning through online games To further interpret the results of the cognitive dimension, qualitative findings from semi-structured interviews were evaluated.
The findings indicate that the majority of participants have a positive cognitive attitude toward learning English vocabulary through online games They believe that using online games to practice vocabulary is beneficial and appropriate The participants strongly agree that game-based learning in English vocabulary classes helps them recall vocabulary structures quickly They also agree that using online games in vocabulary lessons enables them to better grasp English vocabulary and improve their ability to use correct vocabulary in English- French contexts Additionally, the participants express a preference for game- based learning aids to enhance their English vocabulary skills.
These findings collectively suggest that the participants hold a favorable learning attitude regarding the effectiveness of online games for learning English vocabulary They recognize the benefits of using games as a tool to engage with and practice vocabulary, and they believe that game-based learning can positively impact their language learning outcomes The participants' positive cognitive attitude towards online game-based learning indicates their willingness to embrace this approach and suggests that they perceive it as an effective method for improving their English vocabulary proficiency.
Moreover, the majority of students believe that using online games to study can help them improve their knowledge of English vocabulary In addition, the participants believed that game-based learning could improve teamwork among classmates and make learning more enjoyable The following statements by interviewees corroborate this finding.
In vocabulary lessons, I have a hard time remembering and using English tenses I find it confusing and often use the wrong format because there are so many rules, structures, and uses My English teacher suggested playing online games to learn vocabulary After some practice, I discovered that using tenses is not so difficult anymore I can identify vital signs, memorize complex rules, and correct my own writing and speaking (Student #5).
Discussion
4.2.1 Students' attitudes towards learning vocabulary through online game- based learning
Research Question #1: What are the teachers’ perceptions of the use of online
Responses from questionnaires and interviews were assessed in relation to the first research question, which tested students' perception of vocabulary acquisition using online game-based learning The results show that the majority of the participants agree that learning vocabulary based on online games is fun and can improve the classroom environment In addition, they admit that using this method helps them memorize grammatical structures more easily and improve their semantic ability According to the results of the study, the students agree that online game-based learning makes it easier for them to memorize vocabulary and helps them use words appropriately This study is comparable to the study by Sukkrong and Teo (2010), which looked at first-year students at Nakhon Si Thammarat Rajabhat University who were taught English vocabulary with and without games as well such as their attitudes about using games as teaching tools.
As a result of previous research, students thought it was easier to learn how to use and remember new syntax when they had learned vocabulary through games. Games are student-centered activities that require active student participation In the view of Crookall (1990), learners and teachers change their roles and relationships through play, and learners are encouraged to take an active role in their learning process As a result, games provide learners with the opportunity to direct their own learning From a tutorial standpoint, creating a meaningful context for language use is another advantage the game offers By using games, teachers can create contexts that allow for unconscious learning because learners' attention is focused on the message, not the language Thus, when fully focused on play as an activity, students acquire language the same way they acquire their mother tongue, i.e without being aware of it (Cross, 2000, p 153 ) Furthermore, games bring real-life situations into the classroom, giving learners the opportunity to use the language Celce-Murcia (1979: p 54) argues that “in games, language use takes precedence over language practice, and in this sense, games help bring the classroom into the real world, regardless of them how it might be staged.” In other words, by placing learners in real-life situations, online games make connections with actual language use.
Not only that, after studying vocabulary using this method, the students said they enjoyed it and were more motivated to learn These results are in line with research by Kunnu, Uipanit, and Sukwises (2016) that looked at how well upper primary school children learned vocabulary through games before and after spending seven weeks studying at the English Club According to the study's findings, students were shown to be more engaged and having fun while learning through games than when using more conventional teaching techniques. Additionally, the students admitted that when they were given more opportunities to engage in educational activities, their sentiments about being a part of the learning process improved The aforementioned results were consistent with what Wang, Shang, and Briody (2011) showed in their study: grade 6 EFL students who were the study's participants tended to be willingly involved in learning activities more than previously while learning vocabulary through games.
Additionally, the students acknowledged that learning through game-based learning improved the environment in the classroom This was in line with Yahoui's (2012) study, which sought to determine the value of language games for vocabulary instruction The findings of the study demonstrated that games may be utilized to set up favorable learning conditions and foster a fun learning environment in the classroom The fact that games are the most suitable instructional activities for young learners is obvious because they are a natural part of their existence Nedomová (2007, p.17) argues that “young learners are not able to pay their attention for more than 10-20 minutes and after that, they start to be bored and tired.” Especially when vocabulary teaching is too dependent on rules and memorization, they start to lose their interest and motivation Teachers know that young learners like being physically active as they learn by doing Moreover, they are imaginative and creative and they learn without being aware of it Besides, young learners use their previous experience, knowledge, skills, and abilities which help the teacher present the new information by enabling children to practice the new knowledge on top of their previous knowledge (Nedomová, 2007, p 28) Therefore, the best way to direct this capacity in vocabulary teaching is by using games Bekiri (2003, p.1) states that when a lesson includes a game, the game gives a chance to the teacher to help learners acquire new forms and lexis in an effective way It should not be a complicated game, but a simple one because it is usually more effective as young learners find it difficult to understand a long list of rules Similarly, games should also include praise and encouragement because young learners always love to be the center of attention In addition to all these, it should be borne in mind that games should be as short as possible because as mentioned before, young learners are able to pay attention to the games just for a limited time.
Finally, the students agreed that after learning vocabulary through online game-based learning, they memorized it better The results agree with a study by Al-Shaw (2014) that looked at the use of games as an effective method for learning vocabulary Research results show that after learning through games, students' ability to remember syntax is significantly improved.
4.2.1 Advantages and disadvantages of implementing online game-based learning in learning English vocabulary in secondary schools
Research Question #2: What are the students’ attitudes toward the use of online games in teaching English vocabulary for grade 6 at Duy Tan Secondary School?
In general, the use of online games in the classroom has a number of benefits to student response, including increased motivation and engagement The attitude observed in students when games are incorporated into the lesson and the fact that even shy students actively participate in games and can produce in English due toChildren's enjoyment are the main reasons why the use of games to motivate students and increase participation is seen as a strength As Erzos (2000), noted earlier in the Justification section, incorporating games in the classroom can inspire and challenge students to acquire English as a foreign language McCallum(1980, p ix) emphasizes this point by suggesting that “playing automatically stimulates student interest, a properly introduced game can be one of the motivational techniques tallest." Avedon (1971; Quoted in Deesri, 2002, p 2) further argues that “games promote motivation and students are passionate about the competitive aspects of games; Moreover, the children try harder in the games than in other courses” In other words, games stimulate students' interest in classroom activities and, as a result, students become motivated and willing to learn.
In addition, the inclusion of online games increases student engagement It can be concluded that the use of online games can significantly reduce the shyness of students In language classes, learners feel stressed because they think they have to be fluent in the target language they don't know Besides, learners become too worried about being criticized and punished by teachers when they make mistakes. Online games are beneficial at this point because they reduce anxiety, increase positive emotions, and improve self-confidence because learners are not afraid of punishment or criticism when practicing the target language comfortably (Cookal,
1990, p.112) In addition, students produce because they take risks; as stated in observation #2, "We don't even know we're being assessed, we just think we're playing when the teacher uses games in vocabulary class", they don't feel I'm being judged because they just think it's a game, so they take the risk of actually doing it. This also allows teachers to correct their students' pronunciation and observe their progress.
Furthermore, Online Games are a great tool to improve students' English language results and vocabulary levels This power is supported by (Pound, 2005)
“learning by doing”, who asserts that children learn best by doing and acting in the world When they perform some action, they will know what it means By using a game that gives children plenty of opportunities to act, act, and move, children can acquire more meaningful vocabulary and structures For example, the reason why games are a great tool to improve English vocabulary for students is considered a strength is basically because students after playing the game “get to know each other” It is possible to conduct a survey asking and answering a partner's personal information, and this as a by-product of this game It is important to emphasize that the same topic was presented in another class that did not use online games but rather dialogue and that the students could not create in this way and gain different results when the game was deployed.
On the other hand, the implementation of online games for vocabulary learning and the identified challenges related to student anxiety are supported by the study of Chuang (2007), which found that attitudes Students' levels of depression or even anxiety stem from experiences such as losing a game or receiving criticism from peers for their performance This is another challenge that has been identified from the process in terms of generating anxiety, especially when it comes to group games Similar results from this class project include when group games like "best answer" or "snakes and stairs" are played, whenever participants make a mistake, the partners start head scolding and complaining to them This immediately threatened those students with re-engagement He explains why creating this anxiety is seen as a challenge because although the game creates great competition between groups and keeps the whole class motivated, it also increases anxiety in students who make mistakes when performing games; This is basically because students are always in a game with an obligation to score points for their team when they don't, the team immediately starts blaming and complaining which makes these students lose interest. interested in participating and that reduces their motivation when they feel afraid of making mistakes so they prefer to be quiet This is a big limitation when implementing group games, as mentioned before, although students love to compete, many times students do not participate in games for fear of saying the wrong thing On the other hand, sometimes it isn't possible to stop students from blaming others or making jokes It is important to say that, although after playing the game in groups, not blaming others starts to become part of the rule, it is almost impossible to control the situation because of the stress there will always be stability in the game and pressure from friends in the game because no one wants to lose points.
The prolonged period of playing online games is also another difficulty when using online game-based learning to teach vocabulary to students Longer game time should be given to keep the class moving because when the game is too short, students' attention is reduced This particular challenge is supported by Anderson (1983), Bloom (1976), and Fisher, et al (1980) who asserted that the temporal factor can change students' perceptions and thus their performance, achievement, and attitudes Instead, online games that should last 10 to 15 minutes are planned to last only 5 or 6 minutes when students get interested but have to finish too quickly. What I learned from this particular challenge is that teachers must know their students very well to effectively manage any situation that may arise It's important to note how long each activity should last so you can maximize the learning potential of games and other activities.
Summary
4.3.1 Students' Attitudes Towards Learning Vocabulary through Online Game-Based Learning
Students' attitudes towards learning vocabulary through online games were explored through 13 closed-ended questionnaires and semi-structured interviews. Question items are related to participants' attitudes toward vocabulary learning through Online Game-Based Learning.
The results show that the top four items, which are closed-ended questions, in the questionnaire were rated by the participants as having the highest level of agreement There is AE_3 "Using online learning games in English vocabulary class to create a positive learning atmosphere", section AB_2 "I often play online games to help me practice English vocabulary", AC_2 "I can understand English vocabulary when teachers apply game-based learning in English vocabulary class" and section AB_4 "I directly participate in activities in English class through learning vocabulary English based online game”.
It is clear that the participants believe that online games are useful for vocabulary teaching and practice First, online games can reduce anxiety and help students will be more motivated because learning is fun at the same time Teaching will not be effective if the teacher does not capture the attention of the students As a result, online games can be seen as an effective tool for doing this.
Second, the use of online games can have a positive effect on the classroom atmosphere and the learning environment in general as online games can enhance student relationships and help them understand more about each other, allowing for a more collaborative learning experience.
Third, online games provide students with a suitable framework for practicing the target language Students require language for practical purposes, such as tourism Online games provide an appropriate framework for this type of language exercise Furthermore, games provide additional opportunities for student-centered classrooms in which students have greater control over their own learning This increases student initiative.
Fourth, playing online games can be quite beneficial for introverted students or students who are shy and lack confidence in participating in classroom activities Working in small groups or pairs rather than as a whole class allows shy students to feel more relaxed and calm, which in turn is more motivated to learn.
4.3.2 Advantages and disadvantages of implementing online game-based learning in learning English vocabulary in secondary schools
In summary, it can be concluded that online games enhance student engagement and create internal motivation to participate Regarding the assessment of students' reactions to the use of online games in the classroom, it can be said that online games have provided teachers with a great space where teachers can have many outcomes student output and this way it will be easier to gauge their response to the game It must be said that observation and logging are very important to accomplish this, as with these teachers can practice reflection and in this way, the performance will be better day by day Since online games bring a wide range of emotions to students, ranging from boredom, and anxiety to excitement, it is easier for teachers to gauge their reactions, which can be evidenced by their strengths and challenges in student responses.
Besides all the benefits that game-based learning brings to the classroom, online games can alternately increase students' anxiety due to peer pressure, which can make students less engaged and increase student stress; Competition can become a nightmare for some students when they don't get points for their team. Additionally, time considerations also play an important role when using online game-based learning, so it's important to plan ahead for the games you'll be using. , remember to tailor a creative game to your students, and keep in mind that you always need a little trick in case students start to lose interest.
The findings of this research have important implications for English language teaching, particularly in the context of grade 6 education at Duy Tan Secondary School Incorporating online games into classroom instruction can offer numerous benefits for both teachers and students.
By leveraging online games, teachers can create a more dynamic and interactive learning environment Traditional methods of teaching vocabulary often rely on rote memorization and passive learning, which may not effectively engage students However, the use of online games encourages active participation and provides immediate feedback, fostering a more engaging and effective learning experience.
Moreover, online games can help address individual differences in students' learning styles and preferences Some students may learn better through visual stimuli, while others may excel in hands-on activities Online games can cater to these diverse learning needs by offering a variety of interactive elements, such as visuals, audio cues, and kinesthetic interactions This promotes a more inclusive and personalized learning environment.
However, it is important to note that online games should be used judiciously and with clear instructional objectives in mind Games should supplement and reinforce the curriculum rather than replace traditional teaching methods entirely. Additionally, careful monitoring and guidance from teachers are necessary to ensure students remain focused on educational goals and avoid distractions.
In conclusion, the research demonstrates the potential of online games as an effective tool for teaching English vocabulary to grade 6 students at Duy TanSecondary School The positive impact on student engagement, vocabulary acquisition, and independent learning supports the integration of online games into language instruction Further studies and ongoing evaluation of different game- based approaches can contribute to a more comprehensive understanding of how to maximize the benefits of online games for English language learning.
CONCLUSION AND RECOMMENDATIONS
Conclusion
Students' attitudes towards learning combined with online games in learning English vocabulary:
Online games can make the learning process more engaging and interactive. They can help students practice their vocabulary skills in a fun and challenging way For example, online games like Scrabble or Bananagrams can help students improve their vocabulary and spelling while playing with others Similarly, games like Mad Libs or Scrambled Sentences can help students practice sentence structure and vocabulary rules.
Language online games create an enjoyable and peaceful learning atmosphere, which helps to increase and maintain students' interest in learning a new language and learning English vocabulary in particular In addition, it increases students' interest in learning and encourages participation in classroom activities Using language online games is one of the practical teaching methods, taking learners as the center of active teaching methods As a result, students can interact in the natural environment and cooperate in pairs or small groups to complete specific tasks If a student does not understand something, they are free to express their thoughts or feelings and ask questions These factors have helped the teaching of foreign languages in general and the teaching of English vocabulary.
Advantages and disadvantages of implementing online game-based learning in learning English vocabulary.
Engagement and Motivation: Games inherently provide a sense of challenge, competition, and fun, which can greatly enhance student engagement and motivation By incorporating games into vocabulary lessons, students become active participants in their learning, making the process more enjoyable and stimulating.
Contextual Learning: Games provide a meaningful context for learning vocabulary They present words and phrases within a story, scenario, or problem- solving context, making the learning experience more relevant and applicable to real-life situations This contextualization helps students understand the meaning, usage, and nuances of vocabulary words, enhancing their comprehension and retention.
Active Learning: Games promote active learning by requiring students to actively participate, interact, and think critically about vocabulary words Through gameplay, students have opportunities to practice using words in various contexts, reinforce their understanding, and develop their language skills in a practical and engaging way.
Repetition and Reinforcement: Games often involve repetition and reinforcement of vocabulary words Students encounter words repeatedly throughout gameplay, which helps reinforce their understanding and retention. This repeated exposure to vocabulary in a fun and interactive manner increases the likelihood of long-term memory and recall.
Variety and Engagement with Multiple Senses: Games can incorporate different multimedia elements, such as visuals, sounds, and interactive features,which engage multiple senses This multisensory experience enhances vocabulary acquisition and retention by creating stronger neural connections and facilitating better memory recall.
Immediate Feedback: Games often provide immediate feedback, allowing students to learn from their mistakes and correct them in real time Immediate feedback helps students reinforce correct vocabulary usage, clarify misconceptions, and deepen their understanding This iterative learning process promotes vocabulary acquisition and helps students develop accurate language skills.
Vocabulary Expansion and Enrichment: Games can expose students to a wide range of vocabulary words, including Synonymyys, antonyms, idioms, and collocations By playing games that feature diverse word choices and associations, students can expand their vocabulary, enhance their lexical knowledge, and develop a more extensive word bank.
Collaboration and Communication: Many game-based learning approaches encourage collaboration and communication among students Multiplayer games or group activities foster teamwork, social interaction, and language practice. Students can engage in discussions, negotiate meaning, and communicate using the vocabulary words they have learned, thus improving their language proficiency and communication skills.
Personalized Learning: Game-based learning can be adapted to meet the individual needs and abilities of students With adaptive game mechanics, the difficulty level can be adjusted based on the student's performance, ensuring an optimal level of challenge for each learner This personalized approach accommodates different learning styles, pacing, and levels of vocabulary proficiency, providing a tailored learning experience.
Positive Learning Environment: Game-based learning creates a positive and supportive learning environment where students feel motivated to explore,experiment, and learn from their experiences Games reduce anxiety associated with vocabulary learning, promote a growth mindset, and foster a sense of achievement and enjoyment, leading to increased self-confidence and intrinsic motivation.
By incorporating game-based learning into English vocabulary lessons, educators can harness these advantages to create a dynamic and effective learning environment, facilitating vocabulary acquisition, retention, and language proficiency development.
Limited Focus: Games often have a specific vocabulary focus or theme, which may not cover all aspects of vocabulary comprehensively While games can be designed to target specific word categories or topics, they may not provide a comprehensive understanding of the entire vocabulary repertoire Supplementing game-based learning with other instructional methods is necessary to ensure a well-rounded vocabulary acquisition.
Superficial Understanding: Some games may prioritize speed and accuracy over deep comprehension of vocabulary words Students may focus more on winning the game or completing tasks quickly, leading to a superficial understanding of word meanings It's crucial to strike a balance between game mechanics and the depth of learning, ensuring that students comprehend the nuances and usage of vocabulary words rather than merely memorizing definitions for gameplay purposes.
Limited Transferability: The vocabulary learned through game-based learning may not always seamlessly transfer to real-life language use While games can provide valuable practice and reinforcement of words, students may struggle to apply the vocabulary words in different contexts or spontaneous conversations Incorporating varied language activities and authentic communication opportunities alongside game-based learning can help bridge this gap.
Limitations
While the use of online games in teaching English vocabulary has its benefits, there are also limitations that should be considered Here are some common limitations:
Limited Vocabulary Range: Online games typically focus on a specific set of vocabulary or themes This may result in a restricted vocabulary range for students, as they may not encounter a wide variety of words or contexts Lack ofContextualization: Online games often present vocabulary words in isolated contexts, without providing real-life or authentic language use This may hinder students' ability to understand and apply the vocabulary in different situations.Gaming Distractions: Some students may become overly engaged in the gaming aspects rather than focusing on the language learning objectives This can lead to a loss of instructional time and a decrease in the effectiveness of vocabulary acquisition Limited Feedback and Assessment: Online games may not provide comprehensive feedback on students' vocabulary performance or offer personalized assessments This can make it challenging for teachers to track individual progress and provide targeted support Technical Issues: Online games require reliable internet connectivity and appropriate devices to function effectively Technical difficulties or limitations may hinder the smooth implementation of game-based vocabulary activities Accessibility and Equity: Not all students may have equal access to online games due to disparities in technology availability or internet access This can create an uneven learning experience and exacerbate educational inequalities To address these limitations, it is important for teachers to carefully select and supplement online games with other teaching methods that provide a more comprehensive approach to vocabulary learning Additionally, incorporating activities that encourage contextualized vocabulary use and providing feedback and assessment opportunities can help mitigate some of these limitations.
Recommendations For Further Studies
In order to further enhance the effectiveness of game-based learning (GBL), it is recommended that future studies focus on the following areas:
Examination of different types of games: Further research can explore the effectiveness of different types of games, such as simulation and role-playing games, in enhancing learning outcomes Investigation of long-term effects: Long- term studies are needed to examine the lasting effects of GBL on students' learning and skills development beyond immediate post-game assessments Exploration of individual differences: The impact of individual differences in terms of student characteristics, such as gender, age, and prior knowledge, on the effectiveness ofGBL, should be investigated Incorporation of social interaction: Social interaction is an important aspect of learning, so further research could explore how to integrate social interaction into GBL activities to improve learning outcomes Comparison with other teaching methods: Comparative studies can be conducted between GBL and other teaching methods to determine their relative effectiveness and identify best practices for integrating GBL into classroom instruction.
By addressing these research gaps, we can gain a deeper understanding of the benefits and limitations of GBL and continue to develop effective strategies for integrating games into the learning process.
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I actively join the vocabulary class when the teacher uses online game-based learning.
I often play online games that help me practice my English vocabulary.
1.3 I pay more attention to classroom activities through online game- based English vocabulary learning.
English classroom activities through online game-based
I spend more time on challenging tasks to complete assignments on time when the teacher uses an online game in English vocabulary class.
I can memorize vocabulary structures easily when the teacher applies online game- based learning in the
I can gain an understanding of
English vocabulary when the teacher applies online game- based learning in the
Online Game-based learning helps me use
Online Game-based learning helps me improve my English vocabulary.
English vocabulary lessons through online game-based learning are attractive.
I feel more confident and motivated in my ability to learn
English vocabulary with the help of online game-based learning.
Using online game- based learning in
English vocabulary classes creates a positive learning atmosphere.
English vocabulary through online game- based learning.
III Students' perceptions of the advantages and disadvantages of using online games in learning English vocabulary
Online Games-based learning encourages learners to maintain an interest in the subject.
Online Games provide a learner-centered learning environment.
Online Games help increase learners' motivation.
1.4 Games that promote learner interaction.
The online game helps learners increase their ability to acquire knowledge of English vocabulary.
Designing online games that match students'
English vocabulary capacity is a challenge.
English vocabulary class is not enough to use online game-based learning.
Classroom management in learning English vocabulary based on online games is problematic.
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