VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES LY ANH THU TEACHER PERCEPTIONS OF USING GAMES IN TEACHING VOCABULARY A
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The significance of this study lies in its theoretical and practical contributions to the field of language education, specifically focusing on teachers' perceptions of using games in teaching vocabulary at a lower secondary school in Hanoi.
From a theoretical standpoint, this research adds valuable insights to the existing body of knowledge concerning language pedagogy By delving into teachers' perspectives, the study provides a nuanced understanding of how educators perceive the role of games in the vocabulary instruction process This theoretical contribution extends the discourse on effective language teaching methodologies and enriches the scholarly conversation on the integration of games in educational practices.Moreover, the study addresses a gap in the current literature by specifically examining teacher perceptions in the context of lower secondary education in Hanoi.While existing research highlights the benefits of using games in language instruction, there is a scarcity of studies focusing on the perceptions of teachers in theVietnamese educational setting This research, therefore, contributes to filling this void and offers a context-specific lens to the broader discussion on game-based language teaching Moreover, this particular case holds the potential to serve as a useful reference for subsequent studies that share a similar focus or operate within analogous educational contexts.
On a practical level, the findings of this study can inform language educators, curriculum developers, and educational policymakers in Hanoi and beyond. Understanding teachers' perceptions provides practical insights into the challenges and advantages they associate with incorporating games into vocabulary instruction. This knowledge can guide the development of targeted professional development programs to support teachers in effectively integrating games into their pedagogical practices.
In summary, the significance of this research lies in its dual contribution—both theoretical and practical The theoretical insights enrich the academic discourse on language pedagogy, while the practical implications provide guidance for educators and stakeholders involved in shaping language education policies and practices at the lower secondary level in Hanoi.
1.5 Brief description of research method
This study employed a mixed-methods case study research design The study enabled an in-depth exploration of teacher perceptions of incorporating games into vocabulary teaching within a specific context Quantitative methods involved the use of surveys with a five-point scale, allowing participants to express their agreement or disagreement with various statements related to the benefits and drawbacks of using games in vocabulary instruction Qualitative data were gathered through semi- structured interviews, providing rich insights into teacher perceptions of this teaching technique.
The study was carried out in a secondary school in Hanoi The study's goal is to look into teachers' perceptions regarding using language games in teaching vocabulary The researcher wishes to identify the advantages and disadvantages of this strategy in English vocabulary classes The study included the involvement of five English teachers from a secondary school in Hanoi.
Organization of the tẽH€SIS .- Ăn ST HH HH nhu 5
This study is divided into 5 chapters:
The first chapter, "Introduction", provides the background of the study, the statement of the problem, the significance of the study, the research questions, the scope and structure of the study.
The second chapter, “Literature review”, provides overview of theoretical background of vocabulary teaching and learning, games in vocabulary teaching, and an overview of previous research.
The third chapter, “Methodology”, will repeat the research questions This section also shows how the researcher conduct this research through the design of the study, research setting, participants of the research, sources of data, data analysis techniques.
The fourth chapter, "Findings and Discussion", is about analyzing data from the chosen secondary school in Hanoi and analyzing it to determine teachers' perceptions regarding utilizing language games to teach vocabulary to secondary learners Furthermore, data was also gathered in order to identify certain benefits and drawbacks encountered by teachers.
The last chapter, "Conclusion", summarizes what was investigated, offers some recommendations for teachers, points out the thesis' shortcomings, as well as provides some suggestions for further studies.
LITERATURE REVIEẨW Quy 6 2.1 Vocabulary teaching and ẽeaTn1nỉ .- - - - s6 s11 1 1v ng rệt 6 2.1.1 Definition of Vocabulary .- - c - s +11 111911 1 1 1 HH ng 6 2.1.2 The importance of learning Vocabulary - 5s s + ssseExeeereesereees 6 2.1.3 Vocabulary learning and ref€TIfIOI . 5 5 + xxx ng ngư 7 2.2 GAMES 2 ad
Research Setting 0n e Ử
The research was undertaken at a public school situated in Hanoi City, notable for its substantial size, catering to over 2500 students The school employs a diverse teaching staff comprised of 13 English teachers varying in age and teaching experience The study was conducted during the second semester of the 2020-2021 academic year A notable aspect of these teachers' pedagogical practices is their utilization of games in the process of teaching vocabulary.
On a weekly basis, the teachers conduct five English lessons, with three of these lessons held in the morning, following the curriculum outlined in textbooks published by the Ministry of Education The remaining two lessons, scheduled for the afternoon, are designed as intensive practice sessions It is worth noting that this research centers exclusively on the morning teaching activities in which the teachers employ a variety of teaching methodology in their classrooms.
The study's sample comprises five teachers who possess a minimum of two years of experience at the school and have instructed students across at least two
20 different grade levels I sought to collaborate with educators who had a diverse range of students to gain a deeper understanding of the advantages of games in vocabulary instruction Invitations to participate in the research were extended to English teachers via email, and the initial five respondents who both met the specified criteria and expressed their interest became the study's participants.
The participants chosen for this study exhibit a noteworthy combination of qualities that make them particularly intriguing subjects for investigation Renowned for their demanding yet innovative teaching styles, these educators express a distinct interest in leveraging games as part of their vocabulary teaching methodologies. Drawing from a range of experiences, these teachers bring a wealth of knowledge and diverse perspectives to the study Notably, they serve as key contributors to the development of teaching materials and activities for the entire teaching team Their influential role as core teachers is pivotal, as their perceptions and practices are poised to significantly impact the instructional strategies embraced by their colleagues This sample, therefore, stands out as an invaluable cohort for an in-depth examination, promising nuanced insights into the intricate dynamics of game integration within the context of vocabulary instruction.
The data gathered for this case study should center on individuals’ perspectives, with a particular emphasis on teachers' perceptions regarding the integration of games in vocabulary instruction Hancook and Algozzine (2006) emphasized that tools devised by the researcher could be a potent avenue for gathering data relevant to the researcher's inquiries These tools might encompass surveys, questionnaires, and assessments conducted with individuals possessing knowledge about the research context Therefore, the research methodology employed a combination of questionnaires and interviews in order to enrich the data sets Thanks to this combination, the researcher was able to collect rich and valuable resources, thereby obtaining better insights into teacher perceptions of incorporating games into
21 vocabulary teaching Participants were presented with an introduction outlining the study's objectives, an assurance of confidentiality, an overview of the research's structure, and an opportunity to seek clarifications or address any queries they might have Prior to the commencement of the study, participants were also given the option to decide whether they wished to proceed or withdraw from the research.
Preliminary data was acquired by having participants complete an online questionnaire and interview The questionnaire was adapted from study of Baimbetova, Z (2020) regarding teaching vocabulary through games in the EFL classroom Some other items were crafted by the researcher, based on research objectives, literature about vocabulary, teaching and learning vocabulary, games, using games in teaching vocabulary as presented in chapter 2 The questionnaire and interview encompassed topics related to teachers’ purposes and perceptions concerning the utilization of games as a tool in vocabulary instruction.
A questionnaire that consisted Likert scale and open-ended items was employed to systematically gather data derived from the information provided by the participants The questionnaire featured a series of questions, statements, and items presented to the participants They were encouraged to select statements and scales that best aligned with their individual perspectives.
The initial five questions in the questionnaire prompted participants to choose statements that resonated with their personal preferences The sixth question required participants to compile a list Questions 7 and 8 presented participants with a 5-point Likert scale format, offering the options of "strongly disagree," "disagree," "neutral,"won
"agree," and "strongly agree" for them to indicate their personal opinions These two sets of questions, structured in the form of a 5-point Likert scale, focused on gathering information related to teachers' perceptions regarding the use of games in the vocabulary teaching process.
In addition to the structured questionnaire with its predefined sequence, structure, and targeted focus, the researcher also formulated eight open-ended questions These questions were crafted to grant participants the opportunity to
22 articulate their own ideas and tailor their responses according to their unique perspectives on the subject.
The open-ended questions are centered on gathering insights into the participants' comprehension of the methods for employing games in teaching, their first-hand experiences with utilizing games in vocabulary instruction, and their reasons for choosing games as a method for teaching vocabulary The surveys were administered online through Google Forms.
The collection of data involved structured interviews conducted with the participants These interviews followed a carefully designed sequence that aimed to delve into the unique aspects of each participant's perceptions regarding the implementation of games in teaching vocabulary The sequence of the interviews was thoughtfully organized to create a comprehensive narrative that included topics such as the teachers' background, their experiences with game-based teaching, their perceptions of its effectiveness, and the reasons behind their choice to use games as a teaching method for vocabulary.
During the interviews, the researcher meticulously recorded all discussions, ensuring that the participants’ responses were accurately captured These recorded interviews were then transcribed in a verbatim manner, preserving the exact wording and tone of the participants’ statements This approach was adopted to maintain the fidelity of the qualitative data and enable a thorough analysis of the participants' perspectives.
The quantitative data were collected through the closed-ended questions in the survey questionnaire after collecting the questionnaire responses from 5 teachers teaching English in a secondary school The quantitative data obtained from the questionnaire were analyzed and reported with the use of descriptive statistics The results were presented in text, tables and charts.
Participants of the r€S€ATCH SG SH ng HH Hệ 21 3.5 Data collection methOS . <5 25 6316310133111 2111 911 103 1 ng ng rưy 21 3.6 Data analysis techniques - - 5 c1 1 19319911121 TH ngư, 23
This chapter explains the findings of the research It looks into the purposes why English teachers use games to teach vocabulary and what they think about the advantages and challenges of using games in this teaching process The insights come from the responses given by teachers in surveys and interviews.
It is important to note that the majority of survey participants are female, These participants fall within the age range of 25 to 44 years This demographic profile reveals that a significant proportion of the teachers involved in the study are relatively young and bring a contemporary approach to their teaching This modern approach is often informed by the latest teaching methodologies they have acquired during their university education Consequently, their perception and pedagogical techniques are integral to the subsequent analysis, adding a layer of current relevance to the research findings.
Figure 1 The techniques teachers usually use when teaching English vocabulary
The findings illustrated in Figure 1 underscore the diverse array of techniques at teachers’ disposal to facilitate effective vocabulary instruction, with games being a particularly popular and pervasive choice among educators Initially, my objective was to discern the predominant technique frequently employed by teachers for teaching vocabulary The survey results revealed valuable insights in this regard. Notably, 5 out of 5 surveyed teachers acknowledged the incorporation of games as a technique in their vocabulary instruction This indicates the widespread use of games as a favored technique in the teaching of vocabulary Furthermore, alongside game- based instruction, teachers utilized additional strategies to augment their vocabulary
FINDINGS AND DISCUSSION ẶẶcằe.eieike 25 4.1 C2 con ch e
Teachers’ perceptions about the advantages of using vocabulary games when
Table 1: Teachers’ perceptions about the advantages and challenges of using vocabulary games when teaching English vocabulary in class a3) 2 |5 |g |e 4 8
English language teaching is a waste of time; therefore, it is ; ° ' 5 ' hổ not effective at all.
2 Using games in English vocabulary learning can make 0 0 4 1 0 3.2 students feel hyperactive.
English class can help students have fun while _ learning ' ' Ị ' „ở
4 Using games in English vocabulary teaching can help 0 0 2 3 0 3.6 students gain knowledge more
Strongly disagree Disagree Neutral Agree Strongly agree Average effectively.
5 Using games in English vocabulary teaching can boost 0 0 1 4 0 3.8 students’ creativity.
6 Using games in English vocabulary teaching can
0 0 1 4 0 3.8 encourage students to use language spontaneously.
7 Language games assist students in sustaining the effort 0 0 1 2 2 4.2 of learning vocabulary.
8 Games promote a more positive attitude toward
0 0 1 4 0 3.8 vocabulary learning ¡in the classroom.
In the following sections, the researcher will conduct a thorough analysis of the teachers’ perceptions about the benefits of incorporating games into their vocabulary teaching process This assessment involves six items, prompting teachers to articulate their viewpoints on a five-point scale ranging from 1 - "strongly disagree" to 5 -
"strongly agree." The data was categorized into three main sections: Games enhance learners’ vocabulary acquisition and language use; Games create positive learning environment; Games promote positive attitude toward vocabulary learning
4.2.1 Games enhance learners’ vocabulary acquisition and language use
When it comes to the assertion that games can enhance students’ knowledge acquisition, the survey reveals a nuanced landscape of perspectives Notably, 3 out
28 of 5 of the respondents express agreement with the notion that games serve as an effective means to bolster knowledge retention Teachers who endorse this perspective underline that games offer a highly efficient mechanism for reinforcing students’ recollection of acquired knowledge One teacher aptly emphasizes, "Games make learning a two-way street; it's not just about absorbing information but actively retaining it through engaging activities One teacher highlighted that: “Labeling games as ineffective is a disservice to the richness they bring to the classroom Games have the power to reinforce vocabulary in a contextual and practical manner, fostering a deeper understanding among students It's not about wasting time; it's about investing time in meaningful learning experiences." Another educator echoes this sentiment, stating, "Incorporating games turns the learning journey into a memorable experience, where knowledge is not just gained but retained with enthusiasm." Beyond mere rote learning, games inject an element of enjoyment into the learning process, bridging the gap between study and the natural acquisition of knowledge As one teacher insightfully notes, "When students enjoy the process, learning becomes a seamless and enjoyable experience Games create an atmosphere where knowledge is not a burden but a joy." Moreover, games are recognized as versatile tools that can motivate, entertain, instruct, and facilitate the development of students' communicative skills and fluency Another educator underscores this versatility, stating, "Games are like Swiss Army knives in education; they serve multiple purposes They don't just teach vocabulary; they enhance communication skills, fluency, and the joy of learning." Thus, using games in vocabulary teaching helps students, from the teacher's perspective, acquire vocabulary better Teachers who supported the idea highlighted the transformative role of games in fostering spontaneous language use among students One teacher shared, "Games create a lively environment where language isn't a task; it's a tool for interaction I've observed students who, in the midst of a game, express themselves more freely and spontaneously, using the language without hesitation."
The viewpoint that language games play a crucial role in helping students sustain their effort in learning vocabulary is met with a range of perspectives among
29 teachers While one teacher maintains a neutral stance on this idea, two teachers express agreement, and two teachers strongly agree, suggesting a general inclination towards acknowledging the positive impact of language games on students' sustained effort in vocabulary learning.
One teacher, expressing agreement, emphasizes, "Games inject an element of enjoyment into the learning process, making it less of a task and more of an engaging journey This shift in perspective can significantly contribute to students' sustained effort, as they view vocabulary acquisition not as a chore but as a dynamic and enjoyable challenge."
Supporting this perspective, another teacher adds, "Learning vocabulary can be a demanding task, and language games provide the necessary variation to keep students consistently engaged It's like a continuous spark that fuels their effort, as each game becomes a new opportunity to explore and reinforce vocabulary."
The endorsement becomes stronger among teachers who strongly agree with the idea One teacher notes, "Language games act as motivators, and motivation is the key to sustained effort When students find joy and challenge in the learning process, they naturally put in more effort to excel It becomes a cycle of motivation and effort, facilitated by the interactive and dynamic nature of games."
Another teacher strongly supporting this notion states, "The sustained effort in learning vocabulary is not just about spending time; it's about spending quality time. Games offer that quality by integrating learning with fun Students don't see it as a burden but as a continual exploration, and this mindset is instrumental in sustaining their effort over the long term."
Thus, while there is one neutral perspective, the majority of teachers align with the idea that language games play a vital role in sustaining students' effort in learning vocabulary The quotes from participants underscore the belief that games contribute not only to engagement but also to a positive and enjoyable approach, fostering consistent and quality effort in the process of vocabulary acquisition.
Having perceived such advantages, teachers tend to choose games as an additional method of delivering content and assessing student knowledge and abilities
30 in their actual vocabulary lessons The researcher recorded that out of the five participants in the study, four expressed agreement with this idea, while one teacher strongly concurred One teacher who endorsed this approach highlighted, "Games are not just a break from the routine; they're a strategic tool When I use games after a lesson, I'm not just entertaining students; I'm reinforcing what they've learned in a more engaging manner It's like a disguised review, and they don't even realize they're being assessed." Another educator echoed this view, stating, "Games are not a separate entity from the lesson; they are an integral part I carefully choose games that align with the lesson objectives They serve as a dynamic way to gauge how well the students grasped the content It's not about winning or losing; it's about understanding." The average point 4.2 reflected that the majority opinion was that games, when strategically integrated, serve a dual purpose They act as a vehicle for reinforcing lesson content in an enjoyable manner and provide teachers with valuable insights into individual student comprehension This sentiment is aptly captured by one participant who remarked, "I see games as an extension of the lesson They're not just for fun; they're a mirror reflecting how well the students internalized what I taught."
In conclusion, teachers view games as versatile tools that not only reinforce learners’ vocabulary acquisition, but also providing a reflective mirror for assessing student understanding.
4.2.2 Games create positive learning environment
Continuing the examination of opinions, there is consensus among the teachers regarding the idea that incorporating games into vocabulary instruction can make the process enjoyable for students while they learn English Acknowledging the propensity for students to become bored during lessons, especially in larger class settings, language games emerge as a valuable tool to infuse enjoyment into the learning experience, ensuring that students remain attentive and engaged throughout the lesson.Notably, a significant majority of teachers, accounting for 4 of the respondents, express their agreement with this viewpoint One _ teacher enthusiastically remarked, "Games inject an element of fun into the learning process,
31 turning what might seem mundane into an exciting journey for the students It's about creating an environment where learning is not just a task but an enjoyable experience." The consensus on this matter underscores the prevailing sentiment among educators that games play a pivotal role in creating a pleasurable and engaging learning experience As another teacher emphasized, "Games are not just tools; they are gateways to a more vibrant and participative classroom It's about making the learning journey memorable and enjoyable, ensuring that students are not just recipients of information but active participants in the process." Furthermore, this aspect of game-based instruction is considered an indisputable advantage Beyond enhancing the learning of English vocabulary, teachers recognize the broader applicability of games across various subjects The integration of games is viewed as a potent strategy for enlivening the classroom atmosphere One teacher shared, "Games are not limited to language classes; they have the power to breathe life into any subject They create an atmosphere where students are eager to participate, not just in language learning but across the curriculum."
This perspective highlights the versatile and universally applicable nature of game-based teaching as a means to promote active student engagement and enjoyment in the learning process As echoed by a teacher, "Games are more than just tools for teaching vocabulary; they are catalysts for fostering a love for learning. They transcend subject boundaries, making the classroom a space where curiosity thrives, and students actively engage with the learning material."
Thanks to the favourable learning environment, the classroom becomes an ideal learning environment for students to dare to use language spontaneously Four out of five teachers emphasized the positive impact of game-based language learning on spontaneous language use Teachers who supported the idea highlighted the transformative role of games in fostering spontaneous language use among students. One teacher shared, "Games create a lively environment where language isn't a task; it's a tool for interaction I've observed students who, in the midst of a game, express themselves more freely and spontaneously, using the language without hesitation." Another participant emphasized the connection between enjoyment and language
32 spontaneity, stating, "When students are having fun with games, they naturally become more expressive It's not a forced effort; it's an outcome of an enjoyable learning atmosphere." A third teacher, echoing similar sentiments, added,