VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONALSTUDIES FACULTY OF POSTGRADUATE STUDENTS STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE EFFECTS OF USING VOCABULARY
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The aim of this study is to investigate the effects of vocabulary games on students' attitudes and perceptions in English for Specific Purposes (ESP) instruction.
The specific objectives of this study aim to address the research questions by investigating the perspectives of both lecturers and students, examining the benefits and challenges associated with vocabulary game implementation, and exploring the impact of vocabulary games on student motivation and engagement By achieving these objectives, the study aims to contribute to the existing body of knowledge on ESP instruction and provide practical recommendations for educators to enhance vocabulary learning through the use of engaging pedagogical strategies.
Based on the stated aims and objectives, this study endeavors to explore the following research questions:
1 What are students’ perceptions of the effects of using language games in learning vocabulary?
2 What are teachers’ perceptions of the effects of using language games in learning vocabulary?
This study utilizes a concurrent mixed-methods approach, amalgamating qualitative and quantitative methods to comprehensively examine the impact of vocabulary games on the vocabulary learning of students in the context of English forSpecific Purposes (ESP) The mixed-methods approach allows for the integration of both qualitative and quantitative data, providing a more comprehensive and robust analysis.The qualitative component of the study involves conducting direct interviews with lecturers to explore their perceptions, experiences, and attitudes toward the use of vocabulary games in ESP instruction Meanwhile, the quantitative component of the study involves administering a questionnaire to students to collect data on their attitudes and perceptions toward the use of vocabulary games.
With the goal of training Vietnamese students to be global citizens, it is critical to place a premium on the quality of English teaching and learning in Vietnam The purpose of this study is to make a contribution to the area of second-language acquisition with a focus on vocabulary acquisition The analysis possibly leads to a deeper understanding of the use of vocabulary games in the class and how these games are employed to facilitate vocabulary teaching and learning.
Another contribution of this research is that it benefits not only the institution where it was performed, but also other universities in Vietnam, since students must be thoroughly prepared and trained in a systematic manner in a different course in order to learn and master such abilities.
Moreover, the study can also offer teachers insights into perceptions and attitudes of both learners and instructors when employing language games in teaching and learning vocabulary To develop effective ways and to establish a common ground between instructors and students, the findings will assist teachers in reflecting on and re- considering the adoption of language games in the classroom so as to enable students to maximize their vocabulary learning.
Finally, the research may contribute to the body of knowledge on the subject by referencing materials in teaching vocabulary and incorporating language games into instruction, particularly in the Vietnamese setting.
The study includes five chapters The goal of Chapter I is to give a broad overview of the issue at hand, including the overarching goals, rationales, and significance of conducting the study In order to clarify the research gap, Chapter II - Literature Review will review the theoretical background and discuss the related works In Methodology, the data gathering process is fully described (Chapter HH) Findings and discussion (Chapter IV) address the qualitative and quantitative analysis and examination of data in relation to the field's important research An overview of the study, as well as instructional implications, is offered in Chapter V — Conclusion, along with limitations and recommendations for further research.
This literature review section presents a theoretical background on four main areas. Firstly, it sheds light on the definition of vocabulary and its importance in learning any languages Secondly, it will provide a brief insight into the practice of teaching and learning vocabulary Thirdly, it will elaborate on the concept of games in language teaching and their applications in higher education Finally, some possible difficulties and challenges that might arise when using vocabulary games in the classroom will be reviewed.
Various scholars present diverse interpretations of the term "vocabulary." Hatch and Brown (1995) define it as a compilation of terms specific to a language, systematically arranged alphabetically, and employed by its speakers This definition underscores the structured nature of vocabulary within linguistic systems In a contrasting viewpoint, Allen French (1983), an authoritative figure in the field, asserts that vocabulary is an indispensable component of second language proficiency, essential for effective communication in a second language context His perspective highlights the instrumental role vocabulary plays in enabling linguistic fluency and expression Penny (1996) adds depth to this understanding by characterizing a language's vocabulary as an extensive catalog housing terms alongside their respective meanings This perspective accentuates the richness embedded in a language's lexical resources, forming the foundational basis for meaningful communication Recognizing vocabulary as a linchpin in language acquisition, particularly evident in English, is crucial As Willy (2005) suggests, vocabulary stands out as the cornerstone for mastering language skills,including listening, speaking, reading, and writing Given its pivotal role in shaping language competency, educators are strongly encouraged to actively guide students in comprehending and expanding their vocabulary In summary, the multifaceted nature of vocabulary encompasses structured linguistic elements, plays a critical role in language proficiency, and represents an expansive reservoir of terms and meanings Its undeniable significance in language learning, particularly in English, underscores the imperative for educators to facilitate students in comprehending and harnessing the power of vocabulary for effective language use.
Vocabulary has been always playing a critical role in language learning and language using (Laufer, 1997) It is, in fact, the one that connects the four language skills: speaking, listening, reading, and writing Without vocabulary, it is impossible for people to express meaning or communicate with one another (Allen, 1983; Bowen, 1985). According to Luppesu & Day (1993), one’s knowledge of vocabulary has a close connection with his/her level of language proficiency Therefore, learning vocabulary is an indispensable part of learning any languages According to Burns and Broman (1975), one may determine how well someone understands their culture by their understanding of the phrases and their ability to apply them appropriately in the proper place, time, and context Wilkins is the second scholar to discuss the significance of terminology (1982).
He said that very little can be told without grammar and that nothing can be conveyed without vocabulary It is necessary to recognize that a student's capacity to read, write,listen, and talk is contingent upon their vocabulary When it comes to reading abilities,vocabulary aids students in understanding the content In writing, vocabulary enables students to develop their thoughts in response to the material They can comprehend what the other person is saying when they listen In terms of speaking abilities,vocabulary teaches students how to communicate their thoughts vocally Moreover,Coady and Huckin (1997) emphasize the pivotal role of vocabulary in foreign language communication, acting as the cornerstone for proficiency in listening, speaking, reading, and writing In the absence of a substantial vocabulary, language learners may struggle to grasp the intricacies of the language Simultaneously, Gough (2001) underscores the critical importance of vocabulary, noting that it forms the essence of a word's meaning, and without a command of these words, effective communication becomes elusive. Consequently, a broader vocabulary equips individuals with the means to comprehend and engage with others more effectively Adding to this perspective, Bromley (2007) contends that language holds a central position in the teaching and learning process, with a primary goal of enhancing comprehension Proficiency in identifying and understanding numerous words facilitates comprehensive engagement with written and spoken content, enabling meaningful interactions and the expression of opinions. Additionally, effective vocabulary mastery contributes to academic success, as learners who adeptly navigate vocabulary achieve higher academic scores compared to those facing challenges in this regard Recognizing the pivotal role of vocabulary in academic achievement, learners are urged to prioritize and actively foster their vocabulary development In conclusion, if someone has a strong command of the language, he or she will be able to enhance understanding and accomplishment.
2.2.1 How has vocabulary been taught?
Despite the paramount importance of vocabulary in language learning, the instruction of vocabulary has historically been overlooked in certain language teaching methods and within numerous countries (Khuat & Nga, 2003) Notably, it has not been treated as an independent subject but has instead been integrated into lessons covering speaking, listening, reading, and writing Often presented to students in the form of lists, vocabulary learning necessitates memorizing meanings, pronunciations, spellings, and grammatical functions through teacher explanations, interactions with classmates, or reference to bilingual dictionaries This conventional approach results in the
10 memorization of new words in one's mother tongue without authentic contextual practice In essence, students have traditionally engaged in passive vocabulary learning, contributing to the perception that vocabulary learning is monotonous and lacks practical utility.
As highlighted by Khuat and Nga (2003), many Vietnamese learners exhibit reluctance to take risks in applying their acquired vocabulary knowledge While students may recognize a word in written or spoken form, considering themselves familiar with it, they often struggle to apply the word appropriately in diverse contexts or pronounce it accurately Similarly, in Pakistan, inadequate vocabulary knowledge is identified as a primary obstacle to language acquisition, primarily due to instructors relying on the Grammar Translation Method (GTM) for English instruction, which lacks engaging language activities Consequently, students become disinterested and disengaged from the learning process All learners express a desire to acquire vocabulary effectively through more captivating methods than the traditional approaches they have been accustomed to.
2.2.2 Current trends in vocabulary teaching and learning
While vocabulary learning and instruction have historically faced neglect within certain language teaching methodologies over the decades, there is now a consensus emphasizing the imperative for language learners to cultivate and enhance their vocabulary knowledge (Coady and Huckin, 1997) Furthermore, Channell (1998) advocates for recognizing vocabulary instruction as an independent domain within foreign language teaching, underscoring its pivotal role in fostering language proficiency Additionally, Carter (1992) identified a substantial demand for a more extensive vocabulary curriculum beyond what was typically covered in grammar or reading lessons Presently, there is widespread acknowledgment that vocabulary
11 instruction should be an integral part of the syllabus and necessitates careful incorporation into meticulously planned lesson structures.
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Vocabulary has been always playing a critical role in language learning and language using (Laufer, 1997) It is, in fact, the one that connects the four language skills: speaking, listening, reading, and writing Without vocabulary, it is impossible for people to express meaning or communicate with one another (Allen, 1983; Bowen, 1985). According to Luppesu & Day (1993), one’s knowledge of vocabulary has a close connection with his/her level of language proficiency Therefore, learning vocabulary is an indispensable part of learning any languages According to Burns and Broman (1975), one may determine how well someone understands their culture by their understanding of the phrases and their ability to apply them appropriately in the proper place, time, and context Wilkins is the second scholar to discuss the significance of terminology (1982).
He said that very little can be told without grammar and that nothing can be conveyed without vocabulary It is necessary to recognize that a student's capacity to read, write,listen, and talk is contingent upon their vocabulary When it comes to reading abilities,vocabulary aids students in understanding the content In writing, vocabulary enables students to develop their thoughts in response to the material They can comprehend what the other person is saying when they listen In terms of speaking abilities,vocabulary teaches students how to communicate their thoughts vocally Moreover,Coady and Huckin (1997) emphasize the pivotal role of vocabulary in foreign language communication, acting as the cornerstone for proficiency in listening, speaking, reading, and writing In the absence of a substantial vocabulary, language learners may struggle to grasp the intricacies of the language Simultaneously, Gough (2001) underscores the critical importance of vocabulary, noting that it forms the essence of a word's meaning, and without a command of these words, effective communication becomes elusive. Consequently, a broader vocabulary equips individuals with the means to comprehend and engage with others more effectively Adding to this perspective, Bromley (2007) contends that language holds a central position in the teaching and learning process, with a primary goal of enhancing comprehension Proficiency in identifying and understanding numerous words facilitates comprehensive engagement with written and spoken content, enabling meaningful interactions and the expression of opinions.Additionally, effective vocabulary mastery contributes to academic success, as learners who adeptly navigate vocabulary achieve higher academic scores compared to those facing challenges in this regard Recognizing the pivotal role of vocabulary in academic achievement, learners are urged to prioritize and actively foster their vocabulary development In conclusion, if someone has a strong command of the language, he or she will be able to enhance understanding and accomplishment.
Vocabulary teaching and learning s5 5555 *++<ssssvsssesss 10 1 How has vocabulary been taught? se sekeree 10 2 Current trends in vocabulary teaching and learning
2.2.1 How has vocabulary been taught?
Despite the paramount importance of vocabulary in language learning, the instruction of vocabulary has historically been overlooked in certain language teaching methods and within numerous countries (Khuat & Nga, 2003) Notably, it has not been treated as an independent subject but has instead been integrated into lessons covering speaking, listening, reading, and writing Often presented to students in the form of lists, vocabulary learning necessitates memorizing meanings, pronunciations, spellings, and grammatical functions through teacher explanations, interactions with classmates, or reference to bilingual dictionaries This conventional approach results in the
10 memorization of new words in one's mother tongue without authentic contextual practice In essence, students have traditionally engaged in passive vocabulary learning, contributing to the perception that vocabulary learning is monotonous and lacks practical utility.
As highlighted by Khuat and Nga (2003), many Vietnamese learners exhibit reluctance to take risks in applying their acquired vocabulary knowledge While students may recognize a word in written or spoken form, considering themselves familiar with it, they often struggle to apply the word appropriately in diverse contexts or pronounce it accurately Similarly, in Pakistan, inadequate vocabulary knowledge is identified as a primary obstacle to language acquisition, primarily due to instructors relying on the Grammar Translation Method (GTM) for English instruction, which lacks engaging language activities Consequently, students become disinterested and disengaged from the learning process All learners express a desire to acquire vocabulary effectively through more captivating methods than the traditional approaches they have been accustomed to.
2.2.2 Current trends in vocabulary teaching and learning
While vocabulary learning and instruction have historically faced neglect within certain language teaching methodologies over the decades, there is now a consensus emphasizing the imperative for language learners to cultivate and enhance their vocabulary knowledge (Coady and Huckin, 1997) Furthermore, Channell (1998) advocates for recognizing vocabulary instruction as an independent domain within foreign language teaching, underscoring its pivotal role in fostering language proficiency Additionally, Carter (1992) identified a substantial demand for a more extensive vocabulary curriculum beyond what was typically covered in grammar or reading lessons Presently, there is widespread acknowledgment that vocabulary
11 instruction should be an integral part of the syllabus and necessitates careful incorporation into meticulously planned lesson structures.
ESP Vocabulary csscccsscscscsssscsssscscsscsssscsssssscsscssescesssssssscssssssssssesoes 12
English for Specific Purposes (ESP) is a branch of English language teaching that focuses on developing language skills and knowledge specific to particular professional or academic domains (Hutchinson and Alan Waters, 1987) One crucial aspect of ESP instruction is vocabulary acquisition, as domain-specific vocabulary plays a central role in effective communication within specialized fields.
According to Hutchinson and Waters (1987), ESP vocabulary refers to the specialized lexical items, terms, and phrases that are essential for effective communication and comprehension within specific disciplines or professional contexts. These vocabulary items are characterized by their technicality, specificity, and relevance to the target domain They are often discipline-specific and may not be commonly encountered in general English usage.
The acquisition of ESP vocabulary presents challenges for learners due to its technical, discipline-specific nature Learners need to acquire not only the meanings of domain-specific words but also their appropriate usage, collocations, and nuances within the specific contexts of the target field This requires learners to develop a deep understanding of the domain-specific concepts and the ability to apply the vocabulary accurately and appropriately in their professional or academic settings.
To facilitate the effective acquisition of ESP vocabulary, various pedagogical approaches and techniques have been proposed For instance, Coxhead (2000) suggests the use of explicit vocabulary instruction, focusing on teaching the meaning, form, and usage of domain-specific terms Authentic materials and texts from the target domain are also considered essential resources for ESP vocabulary learning (Basturkmen, 2006).
In recent years, the integration of technology in ESP vocabulary instruction has gained attention Corpus-based resources and online tools offer learners access to authentic language data and facilitate vocabulary exploration and practice within the target domain (Chen & Su, 2018).
Moreover, the potential of incorporating gamification and interactive activities, such as vocabulary games, in ESP instruction has been explored (Lomicka & Lord, 2016) Such games can engage learners, promote active participation, and provide opportunities for meaningful vocabulary practice and reinforcement within the targeted professional contexts.
In recent decades, with the growth of Communicative Language Teaching (CLT) method, educational games or gamification has been in the center of attention as a widespread teaching phenomenon.
Hadfield (1990) provides a definition of a game as “an activity with rules, a goal and an element of fun” (p 9) Likewise, Richards and Platt (1992) define a game as a structured activity featuring specific characteristics, including a defined goal, a set of rules, player competition, and communication among players through spoken or written language (p 153).
Games frequently encourage engagement, critical thinking, learning, and problem-solving skills Furthermore, games contain a feature that allows players to generate information in a short amount of time Some games demand players to fulfil physical exercise as well as mental challenges.
Games used in language teaching and learning are categorized differently by different scholars (Omar, 2021) For example, according to McCallum (1980) there are
7 types of language games including vocabulary games, number games, structure games, spelling games, conversation games, writing games, role-play and dramatics. Meanwhile, Wright, Betteridge & Buckby (2006) classifies games for language teaching according to their family type within each of the eight sections The family name is always a verb which summarizes the most important way in which the learners are engaged in the game More specifically, they are “care and share”, “do: move, mime,
33c 33c draw, obey”, “identify: discriminate, guess, speculate” “describe”, “connect: compare, match, group”, “order”, “remember”, “create” Hadfield [7, 8] said that games can take one of the following forms: A) Information gap B) Guessing games C) Search games. D) Matching games E) Matching-up games F) Exchanging games G) Collecting games H) Arranging games Teachers must take into account the purpose of the class when selecting games, since each kind of game focuses on a linguistic component or a skill.
2.4.3 Effects of using games in language teaching
The integration of games in English teaching has garnered increased popularity and attention in recent years due to the challenge of establishing a conducive learning environment in English classrooms that aligns with learners' psychological characteristics and interests To cater to diverse learning styles, games prove to be highly effective tools for foreign language instruction Despite some English teachers perceiving language games as time-consuming or merely for recreational purposes, numerous scientific works and articles, such as those by Kostikova (2017), have extensively documented the significant pedagogical value inherent in language games.
As per Gulin Yolagelidi & Arda Arikan (201 1), language games hold a distinctive role in any foreign language program by facilitating the process of foreign language learning Correspondingly, Barabadi and Khajavi's (2017) study findings suggest that integrating education with games can offer a blend of both educational and entertaining elements The adoption of games for vocabulary learning transforms the classroom environment into a more conversational setting Additionally, the consensus from Murray and Ian (2018) supports the idea that involving students in activities like playing games contributes to a quicker retention of new language Game-based learning fosters a fearless and meaningful approach to learning The utilization of games for vocabulary instruction has not only encouraged collaboration among students but has also contributed to the enhancement of their vocabulary knowledge, as noted by Ebrahimzadeh and Alavi (2016) Newton (2001) mentions this approach as a means that allows learners to manage and improve their language and communicative abilities at the same time A significant number of experts in language teaching methodology oftentimes agree that playing games during classes could be considered a positive way to learn vocabulary, particularly in the CLT classroom.
With the use of games, instructors will be able to establish multiple situations in which learners have to use the target language for communication, knowledge share and viewpoint expressions (Wright, Betteridge and Buckby, 2001) According to Yalden (2004), it is concluded that playing vocabulary games could promote certain psychological and intellectual influences that could enhance learners’ engagement in class by increasing self-esteem, enthusiasm and spontaneity, which might result in a positive learning outcome.
It is suggested that if fluency is seen as the ability to express a meaning with ease and comprehensibility, vocabulary adequacy and clarity would matter more than grammatical correctness Freeman (1986) indicated that real life communication
15 elements are included in language games This means that players are expected to share thoughts with each other and to gain immediate input from their playmates as well as instructors According to Hansen (1994), one of the benefits of employing a language game is that it affords shy students the opportunity to actively participate in classroom activities.
Review of previous studies on teaching and learning vocabulary using
2.4.1 Using games in vocabulary teaching and learning
In recent year the question of how to best teach vocabulary has been a matter of great concern for language teachers Among a wide variety of approaches and strategies proposed to tackle the issue, using games is considered to be one of the most effective way to widen learners’ lexis (Bakhsh, 2017; Chancons, 2010; Earnawati, 2009; Guo, 2008; Huyen & Nga, 2003, Maria , 2017) The promising potentials of game- based approach to teaching vocabulary can be attributed to several reasons First of all, the traditional methods in which students often have to learn words by heart in the form of lists and the meaning of new words is remembered in their mother tongue without any real context practice are proved to be ineffective and boring, and thus, a new approach to teaching vocabulary is much needed Secondly, several academics argue that a relaxing, motivating, and engaging atmosphere in which learners may focus only on the
16 new term and its contextual use can significantly aid in vocabulary learning; and this kind of environment can be created through using educational games strategy in the classroom Finally, words should not be learned independently or by memorization without understanding, according to Decarrico (2001) As a result, the instructor can use games to generate a variety of scenarios in which students must use the language to interact, trade information, and express their own viewpoints (Wright, Betteridge, and Buckby, 1984).
2.5.2 Effects of using games on vocabulary retention
According to Yip and Kwan (2006), language games hold enormous advantages regarding leaning new vocabulary.
Initially, games serve as an efficient means to facilitate the retention and acquisition of vocabulary This is attributed to the fact that engaging in games provides students with a valuable opportunity to enhance their exposure to a variety of words, thereby contributing to improved vocabulary acquisition According to Rubin (1987), optimal learning occurs when learners encounter a word in a context different from their initial encounter Schmitt (2000) also emphasized the impact of exposure on the acquisition of second language vocabulary According to a study conducted by Stanford University in 1990, students generally require five to sixteen exposures to a new word to achieve mastery Furthermore, Bunch (2009, p 1) underscores the benefits for English language learners when participating in various activities designed to enhance exposure to essential vocabulary Furthermore, Laufer (1997, pp 140-142) underscores the correlation between vocabulary acquisition and the beneficial effects of repetition on learning, emphasizing that repetition stands out as one of the most effective strategies for acquiring new words.
In her research, Uberman (1998) asserts the beneficial impact of incorporating games into vocabulary teaching, drawing upon and examining various expert opinions.
Based on her own teaching background, she views games as a means for students not only to derive enjoyment and entertainment from the language they are learning but also to incidentally practice and reinforce it Likewise, Earnawati (2009) conducted a master's research project focusing on the use of games to enhance vocabulary knowledge among senior high school students in Indonesia The outcomes demonstrated significant improvement in students’ academic performance, with 70% of them exhibiting enhanced vocabulary learning and retention Similarly, Vahdat and Rasti-Behbahani (2013) conducted a study examining the impact of video games on the vocabulary acquisition of Iranian English as a Foreign Language (EFL) students Their research involved 40 intermediate EFL learners, comprising both male and female participants chosen based on their proficiency in the Test of English as a Foreign Language (TOEFL) The participants were systematically divided into control and experimental groups, where the former received conventional vocabulary instruction and the latter engaged in vocabulary learning using the same set of words through the video game “Runaway: A Road Adventure.” The results of their investigation demonstrated a positive correlation between the utilization of vocabulary games and the improvement of students’ vocabulary knowledge In a similar research initiative, Dolati and Mikaili (2011) embarked on an exploration of the influence of instructional games on students’ vocabulary acquisition Their aim was to gain deeper insights into the crucial role played by games in fostering the development of students' vocabulary proficiency The research revealed the pivotal role that games play in the instruction of vocabulary to language learners The study emphasized that games possess significant potential as educational tools for literary training, capable of motivating and engaging learners, especially those who are typically reserved and passive in the learning process (p.1218) Vocabulary acquisition, often regarded as a tedious endeavor for language learners, becomes particularly challenging for those raised in the digital era In this contemporary digital landscape, the Internet offers a myriad of opportunities for learners to enhance their
18 target vocabulary, providing teachers and parents with the means to prepare students for an engaging reading and writing experience using online games (Turgut & Orgin, 2009).
Demirbilek, Yilmaz, and Tamer (2010) delved into the perspectives of graduate-level second language teachers regarding the incorporation of educational games in second language acquisition Conducting semi-structured interviews with 11 professors from a university's School of Foreign Languages in southwest Turkey, their research revealed that the use of computer games as instructional support influences various aspects, including their integration into lectures, game features, in-class hardware and software infrastructure, as well as instructors’ and students’ perceptions and attitudes toward computer games (p 720) Alemi's (2010) investigation focused on the impact of word games on vocabulary expansion Utilizing five word games namely Crossword Puzzles, Passwords, Definition Games, Charades and Twenty Questions with participants randomly selected from third-grade school students, the researcher divided the participants into experimental and control groups The control group received conventional term instruction, while the experimental group was treated to word games at the conclusion of each session A subsequent vocabulary exam indicated a discernible positive influence of word games on learners’ vocabulary expansion.
Second, incorporating games into the classroom increases students' enthusiasm to learn new words Maria (2017) conducted a research on the use of games to help 11th grade students enhance their vocabulary at a senior secondary school in Indonesia The findings indicated that games were quite beneficial in terms of expanding students’ vocabulary and enhancing their desire Through various activities, students seemed to be more engaged and participatory in their responses to professors’ queries and in their interactions with classmates Prabha and Abdul Aziz (2020) similarly emphasized the importance of games in providing learners with a pleasurable and soothing learning experience After learning and using new terminology, students may communicate in a non-stressful manner Although pupils acquire vocabulary, they place a greater focus on
19 the message than on the language As a result, they are unconcerned with the language forms and only want to keep the idea This would eliminate the risk of pupils being harshly assessed or evaluated in public, which may be the major reason children lessen their anxiety and learn better in a friendlier setting (Miyazaki, 2019).
Thirdly, the utilization of games serves as a means to provide students with robust and meaningful language practice, as emphasized by Wright, Betteridge, and Buckby (2005) Notably, a significant portion of vocabulary games encourages learners to actively engage with the language, going beyond mere rote memorization of precise forms, as highlighted by Lee (1995) Hadfield (1990) aligns with the idea that games facilitate genuine dialogue, serving as a link between the classroom setting and the practical application of language in the real world Consequently, language games enable the application of meaningful and practical language in real-world scenarios, enabling students to employ the language they have acquired.
In essence, games emerge as valuable and effective tools that merit incorporation into vocabulary classes Their dual capacity to motivate and enhance effectiveness is apparent, increasing the likelihood of vocabulary exposure and providing students with meaningful linguistic practice In this regard, Lee (1995, 78) contends that games should not be relegated to mere activities for idle moments but should instead be integral to language instruction overall, with a specific emphasis on vocabulary, as argued by Uberman (1998).
2.4.2 Some difficulties of using vocabulary games in the class
Despite the proven efficacy of games as a tool for instructing vocabulary to young learners, they pose distinct challenges for both teachers and students The initial hurdle involves the classroom's potential for chaos and noise When students become enthusiastic, they tend to be highly active and vocal, creating difficulties in maintaining control.
Brown (2001) highlights the importance of teachers comprehending the qualities of their students to effectively manage a class and establish a positive learning environment Understanding these student dynamics is crucial in overcoming the challenges posed by the energetic and noisy atmosphere that games may generate in a classroom setting.
Educators of young learners should opt for a variety of creative activities to capture their students' focus, especially when they are not occupied with other tasks.
Harmer (2001) emphasized the impracticality of expecting young children to sit or remain involved in a single activity for an extended duration due to their attention diminishing after a few minutes Moreover, considering the limited attention span of young learners, activities need to be highly engaging, as interest tends to wane after approximately ten minutes In the context of choosing or creating games for teaching vocabulary to young learners, the essence of creativity becomes crucial.
Another difficulty that instructors may have is that students sometimes want to talk in their home language during class and games in order to interact with one another and their professors (Wright, Betteridge, and Buckby, 2005) Teachers are required to answer in English, even if a pupil addresses them in their native tongue.
A balance should be struck between the kind of game, the quantity of vocabulary words, the amount of time and effort required, and the usage of the students’ native language Experienced instructors will have no difficulty managing all of these problems when teaching vocabulary to their young students via games.
METHODOLUOCY o- 5c G00 09500508656 0566 22 Na e.Ồ
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Having gathered data through surveys of students and interviews with teachers, the author has identified findings that can provide valuable insights for the teaching and learning of vocabulary The results will be presented in 2 subsections corresponding to the 2 research questions, (1) students' perceptions towards the use of language games in learning vocabulary, (2) teachers’ perception on the effects of using language games on vocabulary learning among students.
4.1 Research question 1: What are students’ perceptions towards the use of language games in learning vocabulary? a) Level of satisfaction
The students were first asked to demonstrate how satisfied they were with the use of vocabulary games in the classroom The results of their responses are shown in the chart below:
Figure 1: Students’ level of satisfaction with vocabulary games
= Very dissatisfied = Dissatisfied =Neutral ô= Satisfied = Very satisfied
Figure 1 Students’ level of satisfaction with vocabulary games
FINDINGS AND DISCUSSION -s-c<<c<<e<5<°ss°5 33
Research question 1: What are students’ perceptions towards the use of
The students were first asked to demonstrate how satisfied they were with the use of vocabulary games in the classroom The results of their responses are shown in the chart below:
Figure 1: Students’ level of satisfaction with vocabulary games
= Very dissatisfied = Dissatisfied =Neutral ô= Satisfied = Very satisfied
Figure 1 Students’ level of satisfaction with vocabulary games
It is obvious from the chart that first-year students found the use of vocabulary games in the classroom satisfied In fact, the percentage of those who were very satisfied and satisfied is 60% and 32 % respectively while only a very small number of them remained neutral Most importantly, there is no students who were dissatisfied or very dissatisfied with vocabulary games It is evident that the finding is consistent with the results of previous studies which showed high levels of satisfaction among students towards the employment of games in teaching vocabulary (Perveen, Asif and Mehmood,
In order to understand more about students’ attitudes towards vocabulary games, the participants were asked to specify why they were satisfied or unsatisfied with vocabulary games The students’ responses reviewed that the most common reason why students enjoyed games in learning vocabulary is that games were fun and they liked the relaxed atmosphere that games brought about in the classroom This is in line with the study conducted by Ara (2009) who asserted that students appreciated the use of vocabulary games since they allowed them to engage more actively in the class and work more collaboratively with other peers However, surprisingly enough, the result from this study is at odds with that of Nguyen (2021) who claimed that the use of vocabulary games becomes less and less interesting to those of higher education status and thus they are less satisfied with those games.
Figure 2: Students’ willingness to take part in vocabulary games
Figure 2 Students' willingness to take part in vocabulary games
According to figure 2, almost all students (92%) said that they were willing to join vocabulary games during the lesson Only a small number of them (8%) reported that their willingness to take part in the games depended on other factors The most common factors that they wrote down on their answers are health and emotion issues. When they “do not feel well” or when they are “in bad mood”, it is likely that they will not be willing to participate in any kinds of activities in the class let alone playing vocabulary games.
When the participants were asked whether they want and try to win during the games,
90 % of them agree that they felt motivated and always try their best when playing vocabulary games This is in line with the statement from Deesri (2002) that games boost students’ motivation in the class and students, as a result, become very absorbed in the competitive aspects of games Reuben (1999) expresses a similar perspective, asserting
35 that the incorporation of games in the classroom promotes active learning, collaboration, and interaction among students Essentially, games ignite students’ interest in classroom activities, fostering increased motivation and a willingness to engage in vocabulary learning. c) Students’ perception of vocabulary games’ effectiveness
Figure 3: Students' perception of vocabulary games’ effectiveness
Figure 3 Students' perception of vocabulary games' effectiveness
Figure 3 displays a view into students’ perception towards the effectiveness of vocabulary games in the class The overall response for this question was very positive.
It is clear from the graph that the “Effective” category received by far the highest proportion (55%) It is followed by “Very effective” category by 35% Meanwhile, only 10% of the students gave a neutral answer and in contrast, no one chose “Very ineffective” or “ineffective” The results can reflect the fact that a significant number of the participants acknowledged the effectiveness of vocabulary games in learning vocabulary This supports the results from the study conducted by Perveen, Asif and
Mehmood (2016) which indicates that students believed “the new techniques via games had fruitful benefits in improving vocabulary” (p 633).
Figure 4: Students’ ability to learn new words faster and better when participating in vocabulary games mŸes =No =Notsure
Figure 4 Students' ability to learn new words faster and better when participating in vocabulary games
As can be seen from the pie chart above, the majority of students (70%) reported that they can learn new words better and faster while only a small percentage of them indicated the opposite This result supports that of several previous studies which have highlighted the beneficial effect of vocabulary games on students’ vocabulary acquisition (cite) Interestingly, a noticeable one-fifth of the respondents suggested that they were not sure about the effect of participating in games on their vocabulary learning.
Figure 5: Students' ability to use words more effectively in contexts m Yes
Figure 5 Students' ability to use words more effectively in contexts
In response to the question item 6 “Do vocabulary games help you in using words more effectively in contexts?”, just over half of those surveyed indicated that vocabulary games are beneficial to their use of new words The more interesting aspect of the data is actually the surprisingly high percentage of students who were not sure with the effect of those games on their ability to use words in contexts Meanwhile, only a small number of students reported that games didn’t help them in using words more effectively in contexts These results are consistent with those of Nguyen (2021), who suggested that students hold a positive perception towards the effect of games on their ability to use words in contexts d, Difficulties
In response to the question: “What are some difficulties that you have encountered when playing games in the class?”, a range of responses was elicited.
@ Unclear instructions Inadequate time Distraction Disorganization TM Others
FIGURE 6: SOME DIFFICULTIES STUDENTS HAVE ENCOUTERED WHEN PLAYING VOCABULARY
Figure 6 Some difficulties students have encountered when playing vocabulary games
It is clear from the graph above that students encountered a number of difficulties when taking part in language games during the lesson The most striking result to emerge from the data is that almost all students reported they experienced distraction when playing games in the class One possible explanation for this might come from the relaxed, comfortable and entertaining atmosphere that games bring to the classroom As a result, students tend to get distracted and thus devote attention on other factors such as talking to their friends or using mobile phone to surf the Internet (Khuat & Nguyen, 2003) Following “distraction”, disorganization is the second most common problem existing when employing vocabulary games in the class This supports Brown’s (2001) opinion which suggests that when students are overjoyed, they frequently move and speak excessively, making it difficult to control them Meanwhile, unclear instruction and inadequate time are also 2 difficulties that students perceived when playing games in the class.
Overall, the above results together provide important insights into the participants’ attitudes towards the use of language games in the class It is apparent that first-year non English major students at Hanoi University have a positive attitude and good experience with vocabulary games In more details, they were apparently willing to join games during the lesson and they felt highly motivated and satisfied with the adoption of language games in learning vocabulary In their opinion, games are useful and effective for vocabulary acquisition However, it should also be noted that there remain several possible challenges that students encountered when working with vocabulary games including distraction — the biggest problem, disorganization, unclear instruction and inadequate time.
4.2 Research question 2: What are teachers’ perceptions towards the use of language games in learning vocabulary?
From the data collected through the semi-structured interview, it is obvious that two main themes have emerged They are “benefits of using vocabulary games” and
“difficulties of using vocabulary games”
4.2.1 Benefits of using vocabulary games: a) Students’ ability to remember words
On the other hand, data collected from teachers’ interview also provides useful insights into students’ ability to remember new vocabulary Regarding this matter, Teacher 1 agreed: “Yes Definitely When playing games, the students will get great exposure to the new vocabulary In other words, the more they are exposed to words, the better they can remember them.” Teacher 2 also stated her opinion: “Compared to the traditional way of teaching English to students, which is giving them a list of key vocabulary, using vocabulary games proves to help students remember words for longer and better I think the excitement and entertainment factors from games are something that encourages students to remember words more.” Teacher 3 shared: “From my experience, the
40 students become more active and put more effort in remembering new words The obvious drive here is that they want to win the games, to earn the gifts I know that this shouldn’t be the primary motive behind students’ making efforts to learn words, but gradually I think they did create a habit of learning words more effectively And for that,
I believe games have proven their usefulness.” Teacher 4 also shared some of her experiences regarding the matter: “At the beginning of any lessons, I often check whether the students remember new words from previous lessons or not And after employing games in the class, it is interesting that my students really remember words better In my opinion, playing games is a chance for them to once again review the words and really interact with them Therefore, words will stay in their mind for longer And they learn words faster as well”.
When asked about this matter, the participating teachers all agreed that vocabulary games are an effective tool in helping learners to retain vocabulary more easily and effectively This result, according to some interviewees, can be explained as students, when getting greater exposure to new words in games, are able to remember those words better and for longer This supports Carter and McCarthy’s study in 1988, which stated that if new words are not recycled in some ways and become part of long- term memory, they are lost Words must be repeated several times in order to be learned. Indeed, one strategy for facilitating vocabulary learning is to provide accidental encounters with words (Sửkmen, 1991) Students may be exposed to the same word in a variety of situations, languages, and activity kinds via frequent recycling This not only enhances recall and strengthens memory processes, but also broadens their comprehension and connections with words in an ever-growing network of meaning and usage As games give another opportunity to interact with the target words, they have the added benefit of being enjoyable, competitive, and hence memorable (Sửkmen, 1997) Moreover, as shown in the table above, the relaxing atmosphere and competitive as well as entertaining features of games are believed to motivate students to retain words
CONCLUSION AND RECOMMENDA TION
Pedagogical implications .- s5 + 111191 9311911 911 93v nh ng net 47
The use of vocabulary games in language teaching and learning is now being investigated; more study in this field will result in an ever-growing body of research that will aid multiple researchers, instructors, and lecturers in gaining a better grasp of this application Another conclusion of this research is the intention to inform both lecturers and students about the need of mutual understanding between professors and students in order to achieve the most productive outcomes in the classroom Attitude exploration, impact assessment, and problem identification will assist lecturers and students in becoming aware of the research's significant issues and communicating with one another in order to enhance the quality of teaching and training.
Limitations of the study and further recommendations - 48 REEERENGCES 0-5 5c cọ Họ TT n0 0000010000900 49 APPENDICES - œ5 GỌI 0.000000000000800090096090090.00 I
While this study aimed to investigate the acquisition of ESP vocabulary in specialized domains, it is important to acknowledge several limitations that may have influenced the findings and should be taken into consideration First, the findings of this study may be limited in terms of generalizability due to the specific context and sample size The study focused on a limited number of lecturers and students from a particular institution or program Therefore, caution should be exercised when applying the findings to different contexts or populations To enhance the validity and generalizability of the findings, it is recommended to replicate this study with larger and more diverse samples from different educational institutions, settings, and ESP disciplines This would provide a broader understanding of the effects of vocabulary games across various contexts Second, the data collected through interviews and questionnaires relied on self- reporting, which may be subject to biases such as social desirability bias or recall bias. Participants’ responses may not fully reflect their actual experiences or attitudes Third, this study focused on capturing immediate attitudes and perceptions of students and lecturers regarding vocabulary games However, the long-term effects on vocabulary retention or academic performance were not assessed Future research could consider conducting follow-up assessments to evaluate the lasting impact of vocabulary game integration Finally, another limitation of this study pertains to the variable of “game types” used in the research design The study does not provide clear criteria or a well- defined framework for categorizing or selecting the specific game types used in the investigation Future research should strive to establish clear criteria and a robust framework for selecting and categorizing game types This would enhance the rigor and reliability of investigations into the impact of different game types on vocabulary acquisition.
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Thank you for agreeing to spend your precious time participating in this survey I am doing research on Students’ and Teachers’ Perceptions of the Effects of Using Vocabulary Games on Students’ ESP Vocabulary Learning at A University in Hanoi.
Please take a few minutes to complete this questionnaire.
All responses will remain anonymous and used for statistical purpose of the research lào
How do you feel when taking part in vocabulary games?
Did you feel motivated and try to get a high score or to be the winner during the games?
Are you willing to take part in vocabulary games during the lessons?
In your opinion how effective these games are in vocabulary acquisition?
5 Do you remember new words faster and better when participating in the vocabulary games?
6 Do vocabulary games help you in using words more effectively in contexts?
7 What are some difficulties that you have encountered when taking part in vocabulary games in the class?
Interview Protocol for Semi-Structured Interview with Teachers:
Welcome and thank the teacher for participating in the interview.
Briefly explain the purpose of the study, which is to investigate teachers' perceptions of the effects of using vocabulary games on students' ESP vocabulary learning.
Assure the teacher that their participation is voluntary and their responses will remain confidential.
Begin by asking for basic demographic information, such as the teacher's name, years of teaching experience, and the courses they teach.
Teaching Practices and Vocabulary Instruction:
Ask the teacher about their current vocabulary teaching practices in ESP classes For example: a How do you typically teach vocabulary in your ESP classes? b What strategies or techniques do you use to engage students in vocabulary learning? Perceptions of Vocabulary Games:
Explore the teacher's perceptions of using vocabulary games in ESP instruction Ask questions such as: a Have you ever used vocabulary games in your ESP classes? If yes, please describe the types of games you have used. b What are your thoughts on the effectiveness of using vocabulary games for enhancing students' ESP vocabulary learning? c What do you see as the potential benefits and challenges of integrating vocabulary games into ESP instruction?
Inquire about the teacher's attitudes and beliefs regarding the use of vocabulary games. Ask questions like: a What is your personal opinion about the use of vocabulary games in ESP classes? b How do you perceive students’ engagement and motivation when vocabulary games are incorporated into the lessons? c Do you believe that vocabulary games can positively impact students’ retention and application of vocabulary knowledge? Why or why not?
Ask the teacher to reflect on the outcomes they have observed when using vocabulary games in ESP classes Questions could include: a Have you noticed any changes in students' vocabulary learning outcomes when using vocabulary games? b How do you gauge the effectiveness of vocabulary games in terms of students’ vocabulary acquisition and retention? c Have you received any feedback from students regarding the use of vocabulary games? If so, please share their perspectives.
Are there any specific challenges or limitations you have encountered when using vocabulary games? How have you addressed them?
Thank the teacher for their participation and valuable insights.
Offer the opportunity for the teacher to ask any questions or provide additional comments.
Reiterate the confidentiality of their responses and explain the next steps of the research process.