Luận văn thạc sĩ Phương pháp giảng dạy tiếng Anh: Using games to enhance 3rd grade students’ vocabulary retention at a primary school in Hai Phong

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles BUI THI MAI HOA USING GAMES TO ENHANCE 3ỀP GRADE STUDENTS’ VOCAB

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

wlles

BUI THI MAI HOA

USING GAMES TO ENHANCE 3ỀP GRADE STUDENTS’ VOCABULARY RETENTION AT A

PRIMARY SCHOOL IN HAI PHONG

sinh lóp 3 tại một trường tiểu hoc ở Hải Phòng)

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

HA NOI - 2024

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

wlles

BUI THI MAI HOA

USING GAMES TO ENHANCE 3ỀP GRADE STUDENTS’ VOCABULARY RETENTION AT A

PRIMARY SCHOOL IN HAI PHONG

sinh lóp 3 tại một trường tiểu học ở Hải Phòng)

MA MINOR THESIS

Field: English Teaching MethodologyCode: 8140231.01

Supervisor: Assoc Prof Dr Võ Dai Quang

HA NOI - 2024

DECLARATION OF AUTHORSHIP

I certify that the minor thesis entitled “Using games to enhance 3rd

grade students’ vocabulary retention at a primary school in Hai Phong” is the product of my own work and hasn't been submitted in any way to universities or other institutions for consideration for another degree or diploma.

I understand that disciplinary action and fines in line with University policies

and norms may be applied if this declaration is determined to be false.

Hanoi, 2024The researcher

Bui Thi Mai Hoa

Approved bySUPERVISOR

(Signature and full name)

Assoc Prof Dr Võ Dai Quang

Date:

I want to express my gratitude to my advisor, Dr Vo Dai Quang, an

associate professor, for all of his help and support with this research project My research was greatly shaped and guided by his knowledge in this area and his unwavering dedication to excellence, and I am appreciative that I had the

chance to work under their direction

Throughout the course of this project, Associate Professor, Dr Vo Dai Quang provided insightful feedback and guidance that helped me to refine my

research questions, analyze my data, and present my findings in a clear andcompelling way His willingness to take the time to discuss my ideas, answer

my questions, and provide constructive criticism was truly invaluable.

I had numerous opportunities to learn and develop as a researcherfrom the professors and lecturers at the University of Languages andInternational Studies, Vietnam National University, Hanoi, in addition to his

support and direction They encouraged me to attend conferences, workshops,

and seminars where I could network with other scholars, learn about the latestresearch in my field, and develop my own skills as a researcher

I would also like to extend my sincere gratitude to all of the people

who supported me throughout my master's program, including my coworkers

and the third-graders who participated in this study at my place ofemployment

Finally, I want to express my gratitude to all of my family and friendsfor their unwavering encouragement and support throughout this project.Their love, kindness, and understanding helped me to stay motivated andfocused during the ups and downs of this process

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Students received instruction on how to incorporate games into their

vocabulary lessons as part of this action research study The purpose of the study was to determine whether or not using games to teach vocabulary could enhance students’ retention of the material To accomplish these aims, thirty-

six third graders from a Hai Phong primary school were selected to participate

in the eight-week study The results showed that there was a significant improvement in Cycle 2 post-test scores compared to Cycle 1, indicating that

games are beneficial in helping third-grade students retain more vocabulary.The statistical analysis confirmed the significant impact of games on students’

vocabulary retention Moreover, the questionnaire results highlighted the

benefits of implementing learning vocabulary with games in the classroom,emphasizing its value for student engagement and enjoyment These findingsprovide valuable insights for teachers seeking to enhance English languageteaching and learning activities Overall, learning vocabulary with gamesoffer an effective and enjoyable approach to improving students' vocabularyretention and fostering a positive learning environment

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TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP nhe, 1 ACKNOWLEDGEMENTS HH HH HH HH rưệt il D5) (00 iii LIST OF TABLES - ecceeeseeseeeseceeeeaeeeeeeseceaeeaeeeaeeseeeaeseeeaeeeeees vii LIST OF FIGURES HT TH nh TH HH He, Vili

CHAPTER 1: INTRODUCTION HH re, 11.1 Rationale for the r€S€aTCH - 5 +6 + 111911 911 E9 11 111v vn rệt 11.2 Aims and objectives of the Study SĂ 132 31 S9 vn rey 21.3 Research QU€SẨIOTNS «6 + E1 1111 vn TH TH nh 2

1.4 Scope Of the Study G111 HH HH tt 2

1.5 Method of the Study <5 1n ng ng 31.7 Organization Of the tÏh€S1S - - + s11 19119 111 ng ng ng ệc 4CHAPTER 2: LITERATURE REVIEW HH key 5

2.1 VOCabulary c1 TH HH ni 5

2.1.1 Definitions Of vOCabllaT - - «s11 vn rệt 52.1.2 Vocabulary knowledge - - «<< HnH ng n ng n HH 62.1.3 Vocabulary learning and teaching strategies « - «<< +55 62.2 CÏAIT€SS Ỏ G- G1 it 9

NEW VOCADULALY G0 19119011901 HH ng 9 2.2.2 Types Of CaImes -ó G1 11H TH TH ng II

2.3 Efficiency of game in learning new vocabulary - « -««+<s+ 162.4 Recent SŠfUI©S - c1 HH TH 17CHAPTER 3: METHODOLOGY - Gà SH ri, 21

3.1 Restatement of research QUeStiONS - «+ + +vEsseeseereeeeess 21

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3.2 Research gi 21

3.2.1 Definition of an action research - - «+ k rưnưkp 213.2.2 Principles of an action research - 5s s + ssss+vekssseererrerrrreere 223.2.3 Models of an action research sss+ss x3 xstvresererseereree 22

3.3 Procedures Of the Study - - 5c 11119111 ng ng ngư 24 3.4 Context of the Study - 2G 111g HH HH kg 34 3.5 Participant 8 35 3.6 Data collection 1nSfTUI€TIES - - << 1121189311891 E911 11x r rưn 35 3.6.1 Pre-test and Post- f€SK - - cv TH TH TH ng nàn rưệt 36 E9) (i00 Ố 36

3.7 Data collection 0ivv.iì 0 ae 38

3.8 Data analysis ImetÏhOCS - óc + 1119911 91199111911 9v ng ng ng ngư 39

CHAPTER 4: FINDINGS AND DISCUSSION 43

AL Finding 200 43

4.1.1 Data analysis of the vocabulary tests eeceesesseeseeeeceseceneeeeneeenees 43

4.1.2 Data analysis of questionnaire for students - -‹ -««+<s<+++ 504.2 ID1SCUSSIOTI Q0 nHnH 52

4.2.1 The effectiveness of games to enhance 3rd grade students’ vocabulary

retention at a primary school in Hai Phong - 5 «+ +ss+++++sex++ 52

4.2.2 The student’s attitudes towards the use of games to improve students’

M9:I0iiria0i9ï9010/19):Ẽ2020022Đ77 53A.B SUMMALY 00 54

CHAPTER 5: CONCLUSION net 55

5.1 vi ion 555.2 Concluding remarks - ‹ + + 1xx vn TH TH ng triệt 555.3 Pedagogical implications - -.- c- «+ xxx ng nếp 56

5.4 Limitations of the Study G SG 11211219911 9 1 vn ng ng ky 58 5.5 Suggestions for further Study - c cv vn, 58 REFERENCES - 2-52 2S E2 E21 711211111 11111 1111 11 xe 59 APPENDICES 2-5-2 SE 2E EE 211271211271211 1121121111111 .1E1ree I APPENDIX I: LESSON PLANS 0 ccsscssscssssssesssessesssessesssessesssessesssesseeseessess I

APPENDIX II: TEST (PRE-POST) c.sscsssesssessssesseessesssesssesssessseesees xII

APPENDIX III: QUESTIONAIRE 2252 52s2£xczxezxcrxed XXV

APPENDIX IV: PHIẾU ĐÒNG THUẬN CHO HỌC SINH THAM GIA

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APPENDIX V: PHIẾU BONG THUẬN THAM GIA NGHIÊN CỨU XXVIII APPENDIX VI: PHOTOS 2-52 ©5SSEc2EE£EESEEEEEerkrrkrerreee XXIX

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0/0111 45Table 6: The significant difference of the pretest and posttest mean scores of

0.0.0 Ảdú Ô 46

Table 9: Grade 3 Students’ opinion on the field skills that can be obtained

from games in number and percentage - s55 + +*E+seeeeeeseeeess 50

Table 10: Grade 3 Students’ opinion on the field motivation from games in

number and percentage - - G5 E1 19931199301 9111 ng ng 51

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LIST OF FIGURES

Figure 1: Kemmis and McTaggart Research Model (1988) 24

Figure 2: The overall mean score of students' pre-test and post-test of the

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CHAPTER 1: INTRODUCTION

This section provides an overview of the study, outlining its

justification, goals, and questions as well as its methods, scope, significance, and thesis organization.

1.1 Rationale for the research

“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (1985, Hoang Tat Truong, cited in I) “If a language could be considered as a house, then its grammar could be considered as cement and its vocabulary could be figuratively compared to bricks.” (Huyen Nguyen (2004), I.) This means that to be vocabulary is an essential element of language Even though students frequently create

grammatically incorrect sentences, they can still communicate their ideasclearly by carefully choosing their key words Not only is vocabulary

essential for interpersonal communication, but it is also necessary for academic work Actually, a lot of standardized tests, like the GMAT, IELTs,

and TOFFLE, demand vocabulary knowledge As such, it is imperative thatstudents place a strong emphasis on expanding their vocabulary

Over the past few decades, there has been a noticeable change in the

field of language teaching and learning, with a stronger focus now beingplaced on students and their learning as opposed to teachers and theirinstruction This change has been reflected in various ways in a number oflearning strategies books published by reputable publishers such as Oxford

(1990), O'Malley and Charmot (1990), Nunan (1991), Nation (1990), andsoon Experts on vocabulary learning techniques include Nation (1982, 1990),Rubin and Thompson (1994), Taylor (1990), and others

Leveraging these studies, this investigation seeks to bridge thetheoretical-practical gap by assessing the effectiveness of Games in enhancing

vocabulary retention among 3'” grade students with the topic title: "Using games to enhance 3rd grade students’ vocabulary retention at a primary

school in Hai Phong" The researcher hopes that this research can enhance thequality of teaching and learning English vocabulary to third grade students in

general, and for all students at a primary school in Hai Phong specifically.

1.2 Aims and objectives of the study

The thesis is aimed at improving vocabulary retention for 3'” grade

students at a primary school in Hai Phong To achieve the aforementioned

goal, two goals are hereby established These objectives are:

1 To investigate the effectiveness of using games in enhancing 3" grade

students’ vocabulary retention at a primary school in Hai Phong.

2 To investigate the attitudes of students towards using games to enhance 3”

grade students’ vocabulary retention at a primary school in Hai Phong 1.3 Research questions

To make it easier to understand, the objectives can be rephrased as thefollowing two research questions:

1 What are the effects of using games on enhancing 3TM grade students’

vocabulary retention?

2 What are the students' attitudes towards using games to enhance 3TM grade

students’ vocabulary retention? 1.4 Scope of the study

This study was conducted with the participation of 36 students at grade3 at a primary school in Hai Phong to investigate the effectiveness of the use

of games in vocabulary lessons and their attitudes towards games Because

the study was conducted over eight weeks, all of the research questions andobjectives could be thoroughly examined In addition to assessing theusefulness of games in vocabulary instruction and looking into students'

attitudes toward learning English vocabulary through games, the research

offered insights into the context of vocabulary instruction 1.5 Method of the study

A sample of thirty-six third-graders from a Hai Phong primary school

participated in the study, which used a classroom action research methodology Tests and questionnaires were used as research instruments While the questionnaires were used to assess students’ attitudes toward vocabulary learning, the pretest and posttest were used to measure students' retention of the material The researcher gave the students a questionnaire with 15 items to answer in order to learn more about how the students felt

about their ability to retain vocabulary and how games were used to teach it

The questionnaire's items were designed to elicit answers regarding subjects like students' attitudes toward vocabulary learning, the classroom

environment, vocabulary learning difficulties they have encountered, and thereasons behind those difficulties The Likert Scale was used to analyze the

responses The Likert scale data was treated as interval data, and the mean was used as the measure of central tendency The questionnaire items were

designed on a 5-point Likert scale, with values ranging from 1 to 5: StronglyAgree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1) To

evaluate the students’ baseline knowledge and vocabulary retention progress,

pre- and post-tests were given, respectively

1.6 Significance of the study

The traditional methods used to improve language learning are not

particularly enjoyable for the students To investigate the value of

incorporating games into English language instruction, it's critical tounderstand how well games help students learn vocabulary There are variousreasons why this study could be important to educators as well as learners

First, rather than depending solely on the conventional method, this study

may encourage teachers to reconsider their attitudes toward the use of games

in the classroom and consider utilizing them as a creative method of teachingvocabulary and improving student proficiency Moreover, it lessens the

workload for teachers and might assist in lowering the boredom and nervousness that occasionally surfaced during lessons Additionally, since it increases their desire to learn the language, it might support students in becoming active learners The study's conclusions will also encourage

educators to experiment with and adopt cutting-edge methods when it comes to instructing students through games in the classroom.

1.7 Organization of the thesis

An overview of the benefits of Games to kids' vocabulary retention

is provided by this research It is divided into five chapters Chapter 1 - Introduction provides the rationale of the study, aims and

objectives of the study, research questions, scope of the study, significanceof the study, and organizations of the study

Chapter 2 - Literature Review presents the theoretical framework and

reviews previous studies related to the topic

Chapter 3 - Methodology restates the research questions and outlines the research approach, procedures, context, participants, data collection instruments, data collection procedures, and data analysis methods.

Chapter 4 - Findings and Discussion describes the findings and discusses about the research questions and existing research.

Chapter 5 - Conclusion recapitulates the study, gives final thoughts, talks

about the study's limitations, explores the pedagogical ramifications, andmakes recommendations for more research

CHAPTER 2: LITERATURE REVIEW

The ideas and theoretical background surrounding the use of games in

vocabulary instruction for young English language learners are covered in this section 2.1 Vocabulary

2.1.1 Definitions of vocabulary

“Vocabulary can be defined, roughly, as the words we teach in the

foreign language However, a new item of vocabulary may be more than justa single word: for example, post office, and mother-in-law, which are made

up of two or three words but express a single idea” (Ur, 2003, p 60) Words

are the smallest meaningful unit of language and are used to represent an

object, idea, action, etc when building phrases and sentences Vocabulary is

implied to be essential for communication even though it isn't mentionedexplicitly While we can communicate without using proper grammar, we

cannot communicate without vocabulary, so grammar is less significant than vocabulary Since words are the building blocks of all communication,

speaking, writing, listening, and reading are all facilitated by having a largevocabulary

Vocabulary is viewed in various ways Rubin and Thompson (1994, p 79) pointed out that “One cannot speak, understand, read or write a foreign

language without knowing a lot of words Therefore, vocabulary learning is atthe heart of mastering a foreign language.” Furthermore, as stated by Taylor

(1992, p 30), “Vocabulary permeates everything language learners or language teachers do in an English language class, whichever skill or

language point is being practiced Vocabulary is a very important part inEnglish language learning and teaching.”

2.1.2 Vocabulary knowledge

Vocabulary is one of the most important topics for students studying

English as a second language They are unable to convey the concepts thathave been taught to them due to their limited vocabulary (Kufaishi, 1988)

Vocabulary needs to be learned before other skills like speaking, listening,

reading, and writing can be mastered It must be taught to students,

emphasized, and integrated into a variety of language-learning exercises.

Without vocabulary, learning a language would be impossible

In Daasvand (2001), Hatch and Brown (1995) emphasize how crucial it is for teachers to consider the various facets of word knowledge when

designing their language courses They also emphasize how important it is to

consider the kind of knowledge that language learners hope to acquire 2.1.3 Vocabulary learning and teaching strategies

a Vocabulary learning strategies

Since vocabulary enables students to both express and understand ideas

from others, it is essential to the teaching and learning of the English language As they become more expressive and fluent in English, learners should develop more inventive vocabulary knowledge and create their own

personalized vocabulary learning strategies Learners often have an innate

understanding of the importance of vocabulary in language acquisition A

variety of factors affect language acquisition on an individual and broaderlevel Individual variables that have a significant impact on a learner'slanguage acquisition include motivation, aptitude, and learning strategies

Aptitude is another important component in language learning.

Language acquisition is an intrinsic ability, or talent in this instance It isingrained in a person's character, and high aptitude accelerates comprehensionand learning When learning a language, learning style is also crucial It is

about how language learners prefer to represent and acquire language As suggested by Reid (1995, in Lightbown & Spada, 1999:58):

(1) When learning something new, visual learners prefer to see itdemonstrated, as in the case of reading books, charts, and advertisements

(2) For those who learn best by hearing, audiobooks, radio, or

lectures are the most effective sources of new information.

(3) Strong physical response components, such as gesturing or

miming, are preferred by kinesthetic learners

(4) When learning, tactile learners would rather "do" the material,

such as by playing games or creating models in mathematics Teachers should

consider Reid's four-group classification of students when planning their

lesson plans.

There are two components to learning a vocabulary, according to

Simensen (2007:220-228) Students must first acquire new words andcomprehend their meanings before they can memorize them It is important to

repeat words in order to retain them Among the many programs created for language-learning courses is the comprehensive language-learning program

offered by the Nation (1994: v) There are five primary language-learningcourse components in this program, which represent the distinct stages of the

participates actively in communicative activities as well as other tasks that

require solo, pair, or group work (2) The new word must be established assoon as it is noticed In order to create a new word, more meetings are required.(3) Later on in the process, it's crucial to expand on vocabulary from earliermeetings It is critical to understand the word's various meanings, suffixes,

prefixes, grammatical patterns, and other aspects (4) According to Nation, a

language-learning program must also include the development of vocabulary

strategies for dealing with unfamiliar vocabulary Lastly, (5) mastering known

vocabulary fluency is crucial for language learners to succeed

However, because the mind creates the new language, second languagelearners use the same stages of first language acquisition Both the learners'

linguistic background and the definition of a word are significant factors For

language learners whose first language was unrelated to their secondlanguage, the learning curve is especially steep This knowledge pertains tothe various roles that words play and is essential for trainers to consider when

teaching and learning new words Teachers can assist in lessening the

learning responsibility of words or the need for learners to find alternate

learning paths by highlighting systematic patterns and similarities within the second languageVideo games, music, movies, and the Internet have all had a big influence on young people's language usage recently Without studying, students pick up new words by hearing them The majority of the songs and films are in English, which could be helpful for vocabulary learning.

Nonetheless, a variety of methods can be modified to introduce new vocabulary words Certain methods are more well-liked, enjoyable, and

frequently employed than others Because of those unique methods, the pupil

acquires a lot of vocabulary on its own without having to study; it may not be

able to use it correctly, but it can express itself There upon next title we will

investigate the vocabulary teaching.

b Vocabulary teaching strategies

One of the most important parts of any language program is teaching

vocabulary Its objective is to assist students in expanding their vocabulary in

addition to improving it Nation (2001) argues that in addition to teachingwords, vocabulary instruction should focus on giving students the resourcesthey need to expand their vocabulary The vocabulary-learning process ismade easier, faster, more pleasurable, more beneficial, and more effective bythe strategies teachers employ

The activities a teacher uses to teach or practice target vocabulary arecalled vocabulary teaching strategies Instructors need to consider the mosteffective approach for imparting vocabulary to their students Consequently,teachers will carry out the teaching tasks according to their strategy.Instructors are able to blend various strategies, tactics, and methods All aimto support students in acquiring and maintaining a more varied vocabulary

To enhance vocabulary retention in young learners, the researcher in

this study proposes vocabulary teaching strategies that involve the selection

of games, teaching methods, and techniques with eduactional games.2.2 Games

2.2.1 Definitions of game, games activities, and game materials for

learning new vocabulary

According to Bakhsh (2016:126), games are enjoyable activities thatencourage communication, reasoning, education, and problem-solving

techniques A system that allows players to participate in a conflict simulation with predetermined rules and a quantifiable result is also referred to as a game.

“Games are effective tools for learning because they offer students a

hypothetical environment in which they can explore alternative decisionswithout the risk of failure Playing games teaches us how to strategize, to

consider alternatives, and to think flexibly.” (Martinson and Chu 2008: 478)

Games are enjoyable activities where players solve problems in order

to compete with other players or a different group to win There are numerousgames that can be used in vocabulary lessons for English classes As a result,in order for students to enjoy learning, the instructor must modify theirapproach Well-chosen and designed games are advantageous because they givestudents a break and let them practice language skills These games have theability to spark students’ interest in studying English and arouse their curiosity

The teacher can select from a variety of games to help students improve their

vocabulary and language skills, depending on the needs of the class

For the purpose of teaching and learning foreign languages, vocabulary

is usually essential Because there's only one fun thing about games, somestudents think they're a waste of time and decide not to use them in theclassroom Actually, games can offer EFL students much more Games have alot of educational value and can be used in the classroom to encourage

students to use the language instead of just memorizing formulas Students

have not received subject-specific vocabulary instruction; instead, speaking,

listening, reading, and writing lessons have been used to teach vocabulary

Students add new words to their own vocabulary throughout the lesson from the teacher and their peers, which they then use in class activities The lesson may grow tiresome if the instructor is always clarifying meaning or

definition, pronunciation, translation, spelling, and grammar rules

Understanding the definitions of new words is the only objective of vocabulary learning for students While they are playing the game, students pick up new skills Students may be able to comprehend new ideas or

concepts, view things from a different angle, or try out various options byengaging in games

The utilization of games in language instruction has significantadvantages for both the teaching and learning process By using play-based

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learning, vocabulary games aim to give students access to a broad range ofvocabulary inputs In general, games can be linked to a certain level ofintelligence.

Because it is linked to the four skills of speaking, writing, listening, andreading, vocabulary in English is important However, mastering thevocabulary of the language seems to be extremely difficult for Vietnamesespeakers of English as a second language They become difficult to directlymemorize and speak with fluency as a result Sometimes, students struggle to

comprehend new vocabulary, have trouble remembering its meaning, and struggle to use it in sentences A successful plan must be in place to grab

students’ attention, end their boredom, and liven up the classroom

But because vocabulary aids in language comprehension and usage,

teaching it is one of the most important parts of teaching English to non-native speakers Thus, learning vocabulary involves more than just memorizing the word; it also entails applying the word automatically and appropriately in context The method can enhance learners' motivation and make learning more pleasurable while also improving vocabulary acquisition intentions.

c Games frequently incorporate a manipulative component, like cards,

spinners, or pieces, that appeal to kinesthetic and/or bodily intelligence a BINGO

Bingo is a game of luck played on bingo cards containing square grids,

each divided into rows and columns with each square holding a number The

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basic rule of the game is for players to try to complete a specific line or

pattern on their bingo card by marking squares when the corresponding numbers

are called

A game master (or automated machine) randomly calls out numbers from

a set Players mark these numbers on their bingo cards The objective is to achieve a line according to specific rules, such as a horizontal, vertical, diagonal line, or other patterns like a square, H, or T.

Players call out "Bingo!" when they complete a winning condition If this is verified according to the rules, that player becomes the winner of the game b SLAP THE BOARD

"Slap the Board" is an interactive and dynamic educational language

game designed to amplify vocabulary retention, rapid cognitive processing,

and linguistic reflexes In this engaging activity, a teacher or facilitatorintroduces a set of words, often related to a specific theme or topic, andpresents them on a board or visible surface Participants, usually divided into

teams, compete to be the first to recognize and accurately slap the corresponding word as it is called out.

The essence of the game lies in the participants’ swift identification ofwords and their physical interaction with the learning material The act of

"slapping" or tapping the correct word not only adds a kinesthetic element to

the learning process but also fosters active engagement Points are typicallyawarded to the individual or team that successfully and promptly slaps thecorrect word, further adding a competitive aspect to the educationalexperience

"Slap the Board" is widely employed in educational settings as aversatile tool to make vocabulary building more exciting and effective Byencouraging quick recall, fostering a competitive spirit, and emphasizing

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physical interaction, this game transforms language learning into a lively and

memorable experience, catering to diverse learning styles and enhancing

overall linguistic proficiency

c THROW THE STICKY BALL

"Throw the sticky ball" is an interactive and engaging educational game

often employed by teachers to reinforce vocabulary in a lively manner In this game, participants, typically students, are divided into teams The teacher prepares a soft, sticky ball, and vocabulary-related images are displayed on the board Each team has a designated player who stands in front of the board The

remaining team members take turns reading aloud a vocabulary word specifiedby the teacher The player with the ball then aims to throw it at the

corresponding image on the board while simultaneously stating the correct word The excitement builds as teams compete to be the quickest and most

accurate This activity not only encourages active participation but alsocombines visual, auditory, and kinesthetic elements, catering to various

learning styles and enhancing the overall learning experience d MIMING GAME

The Miming game, a versatile and interactive activity, adds a dynamiclayer to language learning across various topics Students are divided into

teams for this interesting exercise, and each team has one member who faces

away from the board The challenge for the rest of the team is to conveyspecific words or phrases related to the chosen topic through expressivegestures and actions without uttering a single word This not only tests their

understanding and recall of vocabulary but also prompts them to think

creatively about how to represent abstract concepts physically

As the miming unfolds, the team member facing away must closely

observe and interpret the actions of their teammates to guess the correct

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answer The competitive aspect, where points are awarded for swift and

accurate guesses, introduces an element of excitement and encourages active

participation This game not only reinforces language skills but also promotesteamwork, effective communication, and quick cognitive processing

Overall, the Miming game stands out as an effective, adaptable, and

enjoyable educational tool across a spectrum of topics e MUSIC BOX

The Music Box game is a versatile and lively educational activity that can be tailored to various topics In this interactive game, the teacher introduces an element of mystery and excitement by placing thematic

vocabulary cards inside a specially designated box As the teacher playsmusic for a brief period, typically ranging from 10 to 15 seconds, students

pass the box around the classroom in a coordinated and lively manner.

This game not only incorporates elements of movement but alsointroduces an auditory component through the background music, fostering a

multisensory learning experience As students eagerly anticipate the music stopping, the element of surprise keeps them engaged and focused When the

music halts, the student holding the box opens it, revealing a vocabulary cardrelated to the current lesson's theme The challenge for the student is to correctly

identify and articulate the word, earning points for their team in the process.

Beyond its entertaining nature, the Music Box game serves as aneffective tool for reinforcing vocabulary retention and recall As they work tomake connections between the thematic vocabulary and the matching word on

the card, students are encouraged to actively participate, collaborate, and think quickly f GUESSING GAME

"Guessing games" encompass a diverse array of activities where

participants engage in making predictions or estimations based on partial or

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concealed information These games often introduce an element of intrigue,

prompting individuals to leverage their deductive reasoning, intuition, orexisting knowledge to formulate educated guesses

In the specific context mentioned earlier, the "Guessing game" involvesa structured process The teacher may present a grid of numbered squares,each concealing a hidden image or clue Teams or participants take turnsselecting a square, unveiling a segment of the visual, and then endeavoring to

guess the associated word or concept This dynamic fosters interactive

learning within a competitive yet collaborative framework

The game not only cultivates a sense of excitement and unpredictability

but also serves as an effective educational tool It challenges participants tothink quickly, enhance their descriptive abilities, and expand their vocabularyas they articulate their guesses The blend of mystery, competition, andlanguage learning makes guessing games versatile and engaging, facilitating aholistic learning experience in both formal and informal settings

g HIDDEN CARDS

The Hidden Cards game is a versatile and engaging activity that can be

adapted to various topics, fostering memory retention and critical thinking

skills In this game, a set of cards with thematic content or vocabulary related

to the lesson is prepared These cards are initially hidden from view, either face-down on a surface or concealed in some way Players take turns revealing cards, attempting to find matching pairs or uncover specific information.

The challenge lies in memorization and deduction Players must recall

the locations or content of previously revealed cards to make successful

matches or guesses This game not only reinforces knowledge but also

enhances concentration and cognitive skills It can also be customized for

various age groups and academic levels, which makes it an adaptable tool for

teachers looking to design engaging and memorable lessons.

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h SPELLING GAME

Spelling games serve as engaging and effective tools for enhancing language skills, specifically focusing on improving spelling proficiency These

educational activities come in various formats, providing players with tasks that

demand attention to detail and precision in arranging letters One common type

involves the arrangement of letters in the correct order to form a given word,encouraging players to reinforce their understanding of spelling patterns

Additionally, some games may task participants with constructing words using provided letters, fostering creativity and word-building capabilities.

The interactive nature of these games makes the learning experience

dynamic and enjoyable Whether through alphabet sorting challenges or answering questions related to spelling rules, these games contribute not only

to the development of spelling skills but also to the expansion of vocabulary

and overall language comprehension The incorporation of education into an

entertaining context makes spelling games a valuable resource for educatorsand learners alike, promoting active participation and positive engagement inthe learning process

2.3 Efficiency of game in learning new vocabulary

The efficiency of integrating games into the process of learning new vocabulary is notably significant, as supported by various studies and

educational research These games serve as dynamic tools that go beyond

traditional memorization methods, offering a more engaging and enjoyable

approach to language acquisition Play games to foster a happy and

comfortable learning atmosphere When there is a fun element included, students are more likely to be motivated and actively participate in the

learning process The element of fun not only captures their attention but also

enhances memory retention, making it easier for learners to recall and apply the newly acquired vocabulary.

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Furthermore, the incorporation of friendly competition in vocabulary

games adds another layer of efficacy The competitive aspect introduces a

sense of challenge and excitement, compelling students to strive forimprovement This not only increases their desire to excel but also contributes

to a more interactive and dynamic learning experience The enjoyment derived from competition becomes a powerful catalyst for engagement, driving students to invest more effort in mastering the vocabulary.

Importantly, these games offer a practical bridge between theoretical

knowledge and real-world application By embedding vocabulary within the context of games, learners encounter the words in scenarios that mimic

everyday communication This contextualization enhances the practical utility

of the acquired vocabulary, making it more likely that students can seamlessly integrate these words into their spoken and written language.

In summary, enjoyable games are effective at teaching new vocabularybecause they establish a positive learning atmosphere, encourage motivationthrough friendly competition, and give language application a real-world

context The study's findings imply that games are utilized not just for

enjoyment but also, and perhaps more significantly, for reviewing andpracticing language skills, which is crucial for enhancing students'

communicative skills 2.4 Recent Studies

Numerous research have been conducted regarding the effect of gameuse on vocabulary learning in language classes Ibrahim (2017), for instance,carried out research to examine the value of incorporating games into

instruction He noted that it doesn't appear like games are widely used or

accepted in classrooms There is a misconception that the learning process

needs to be taken seriously, he continued On the other hand, he discovered in

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his research that language instructors should use games in their lessons

because they give them a fun and engaging way to incorporate color into the

classroom, especially for those who are just starting out He concluded that

“ 1E1S clear that teachers involved in this study strongly agreed that teachinglanguage games are useful to EFL Learners because of their positive impacton students’ output in English language and they can also help in building a

good relationship with the new language” (P 148, Ibrahim, 2017).

Gruss (2016) carried out research to find out how well games work as a

vocabulary-teaching tool for young learners of foreign languages The study'sanalysis suggests that using games to help students form visual-auditoryassociations between pronunciation and pictures is beneficial Furthermore,it's critical to watch and learn about kids' likes and dislikes as well as howthey react to different games in order to optimize the educational process as it

moves forward.

Alemi (2010) carried out a study on this subject in addition to the

earlier research, in which he randomly selected 60 students from a group of

100 third graders They were all junior high school kids They were divided

into two groups: the experimental group and the control group The students’ level was determined using a proficiency pretest that included questions on vocabulary, grammar, expressions, pronunciation, and a posttest on achievement that had questions that followed the same format as the pretest According to the research's findings, games help students learn more effectively because they engage them in the process and help them and their teachers build relationships Students can develop word associations through

gaming, which will eventually help them with other skills

Silsiipiir (2017) conducted an additional study This study examined the effectiveness of language games in helping students who are studying English as a second language to increase their vocabulary The aim of the research

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was to determine whether vocabulary acquisition can be impacted by the use

of language games in English language instruction abroad According toSilsiipiir's research, games can help kids learn vocabulary by providing themwith opportunities to practice and pick up the language The results of this

study demonstrated that games can be used to inspire students and promote greater teamwork among them in addition to improving student performance in EFL classes Games may raise motivation and vocabulary acquisition.

Vietnamese studies have also made significant contributions to understanding games in enhancing vocabulary retention Tran, T T T (2011) studied how seventh-form students at Phuong Nam Private Lower Secondary

School learned vocabulary through language games The results showed that

one of the most effective methods for teaching vocabulary to high school students is through games Furthermore, Phung (2022) carried out a study

wherein grade 5 students at a rural school were taught grammar andvocabulary through language games The findings indicated that teaching

vocabulary and grammar by using language games not only helps students

effectively memorizing and in-depth understanding but also get themcomfortable using the language which improve their communicative skill.Furthermore, a study on the impact of games on third-graders' vocabulary

retention was carried out by author Pham (2022) The results of the study

showed how games improved participant attitudes and third graders’vocabulary retention in a primary school

It is anticipated that this study will add localized evidence and useful

suggestions to the body of existing literature The investigation of the specific

challenges faced by grade 3rd students at primary school will help to informfuture teaching practices and improve vocabulary teaching approaches in theVietnamese primary school context The current study into the use of games to

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improve third graders' vocabulary retention in Hai Phong has a strong foundation

thanks to the study's efforts to bridge the gap between theoretical perspectives

and classroom application

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CHAPTER 3: METHODOLOGY

More details regarding the data collection techniques utilized to examinethe author's research questions are provided to the reader in this third chapter

In general, pre-test, post-test, and questionnaire are the main tools to help the

author collect information, the tools are prepared and arranged in an ordersuitable to the research circuit Detailed information will be presented in

detail according to the sections below 3.1 Restatement of research questions

As previously mentioned, the main objective of this study was toanswer the following two questions in order to ascertain whether or not games

in the language classroom can have a significant impact on third graders' vocabulary development and motivation in the context of a primary school:

1 What are the effects of using games on enhancing 3rd grade students’ vocabulary retention?

2 What are the students' attitudes towards using games in teaching English? 3.2 Research approach

The utilization of action research provides a framework for researchers

to implement actual intervention strategies, evaluate their impact, and gain

more profound insights into their teaching practices

3.2.1 Definition of an action research

Regarding the definition of an action research, many definitions have

been defined by different authors as below:

Lewin (1946) defined action research as comparative study that looks at

the state and outcomes of different forms of social action, ultimately resulting

in social action He emphasizes that research solely producing books is not sufficient Building upon the research of Burton and Bartlett (2006), Efron

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and Ravid (2013) note that educators conduct inquiry processes in their own

contexts through action research to enhance their practice and improve

students’ learning.

According to Peter, Bradbury, Hilary, eds (2001), action research is aninteractive inquiry process that combines data-driven collaborative analysis orresearch with problem-solving exercises carried out in a group setting

The researcher can determine that action research is a technique used to

improve practice based on the definitions mentioned above It is participatory

and collaborative, undertaken by individuals with a shared purpose.Additionally, action research involves problem-solving, particularly when thesolution leads to practice improvement

3.2.2 Principles of an action research

Regarding principles of an action research, many principles have been

given out by different authors as below:

As being said by Zeichner and Noffke (2001), they propose

“trustworthiness”, or the honesty and authenticity of the data analyses, reports and interpretations Greenwood and Levin’s (2007) clarified that credibility

covers internal credibility, the meaningfulness of the knowledge toparticipants and external credibility, the reliability of outcomes to theuninvolved in the research The term credibility obviously covers the conceptof trustworthiness and worthwhileness in action research, so this study aims atsatisfying the principle of credibility

Overall, it is agreed that reflective critique, validity and credibility arethe mean principles of action research

3.2.3 Models of an action research

Due to the long history of action research, various researchers havedeveloped unique models Kemmis and McTaggart (1988) recommend a four-

stage model These four broad phases make up a research cycle that can

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continue or spiral backward until the action researcher determines it's time to stop after reaching a satisfactory conclusion The teachers-researchers use the

four-stage cyclical process to gain a deeper understanding of action inquiryand practice, which they then apply to actualize the desired improvement in

teaching and learning practices The process is composed of a spiral of cycles, each of which covers four stages and is carried out in 2 cycles First, a well- thought-out plan of action is created to make the current circumstances better.

After that, the plan is implemented Next, the intended action's outcomes are

noted Finally, the effects are regarded as the starting point for further cycles The processes in Somekh's (1989) and McBride's (1995: 27) action research

model are as follows: choose an area of interest (problem), gatherinformation, analyze information and develop a hypothesis, plan and carry out

action steps, gather information to track changes, analyze and evaluate, and

plan the following cycle

In summary, the researcher used the Kemmis and McTaggart (1988)

Two-cycle Action Research Spiral Model because it was appropriate and useful for her research This model includes four stages: plan, action or

implementation, observation, and reflection The goal of this model is to helpthe researcher systematically investigate a problem or issue, and to develop

practical solutions or interventions that can be implemented in real-world

settings Through the use of this model, the researcher can develop a betterunderstanding of the problem or issue at hand, and can work collaborativelywith stakeholders to implement and evaluate potential solutions By engaging

in this iterative process of action and reflection, the researcher can make

continuous improvements to their approach and refine their interventions toachieve the desired outcomes

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implement this method, the researcher spent 8 weeks and applied games in 6Units (Unit 12 — Unit 17) carried out 6 lesson plans in Global Success forgrade 3 in learning vocabulary with Games.

i) Planning the actionPrior to implementing the intervention, the researcher administered a

pretest to the students After that, the students received instruction on the two

cycles of English vocabulary consolidation strategies that the researcher

would employ.

In light of the study's goals, the intervention procedure ought to be

planned to increase the participants' vocabulary in English and provide an

environment in which they feel comfortable reflecting on the games and

vocabulary-teaching methods As a result, the vocabulary games were created

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to satisfy the aforementioned requirements Due to the fact that vocabulary isa means to help students do tasks reading, listening, writing and speaking In

this study, vocabulary was often presented within fifteen to twenty minutes

before students started reading, listening and speaking After that, when thestudents finished their tasks, they might have enough time for practicevocabulary

ii) Implementing and observing the action The researcher executed the activities which were carefully planned in

the previous phase through six steps following Papandreou (1994):

Step 1:

Preparation(1 period)

In this stage, the researcher (the teacher) gave out a number of games to stimulate the students’ interest Besides, the teacher also introduced the vocabulary and structure in the textbook and then instructed the students about games that was going to

be used for the treatment with 2 cycles In light of the study'sgoals, the intervention procedure ought to be planned toincrease the participants’ vocabulary in English and provide anenvironment in which they feel comfortable reflecting on the

games and vocabulary-teaching methods To begin with, the teacher introduced the topic, outcome and

process of the lecture Students and the teacher discussed thelesson plan subtopics drawn from the theme in the textbook,

and explained the purpose of the lesson Three smaller groups

were created by the teacher Each group had at least one

enthusiastic student who used to perform well and

enthusiastically in the class as the group leader This member

could play an active role in connecting group members and get

the task done

Step 2:

Planning(1period)

In this second phase, the students were split up into groups after the teacher gave them guidance on how to apply their newly learned vocabulary retention Students will score higher if they

apply new vocabulary and make connections to the lessontopic Learners are advised to spend enough time on discussing,

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solving problem, trying different courses of action and makingsituations happen to overcome challenges during games This

period the teacher had to provide scaffoldings as well as necessary vocabularies, connectors and useful structures before students did the products.

Step 3: Research

(2 period)

The next stage, the teacher supported students facilitates if

necessary Besides the teacher guided them how to finish tasks of games, each group member found and shared relevant information sources, clues with group members From such opinions and ideas in groups discussed together to decide the

final answer The researcher provided them a large number ofvarious games activities to engage their learning Students usedtheir vocabulary retention to solve problem, conquer challengesand missions in the game to win

Step 4: Conclusions (1 period)

Teacher focused on teaching students the language and mannerto vocabulary retention The teacher observed all activities ofstudents, listened to them and jot down some comments

Step 5:

Presentation(2period)

Teacher asked each group to send a representative to presentthe class what they have learnt Students said aloud some wordsthey remember from the lesson Teacher showed again the

dialogue or paragraph related the topic unit by an overhead projec-tor in the classroom highlight the key words related to

the topic.

Step 6: Evaluation

discussed vocabulary related to this theme: doctor, driver, teacher, worker,

job The instructor divided the students into three groups and got ready to

grade the stickers

Step 2: Planning

The teacher guided students in pronouncing vocabulary related to the topic of jobs The teacher displayed images and vocabulary cards on the board and then introduced the Bingo game and its rules.

O

O

O

Step 3: Research

The teacher guided students to listen and recall vocabulary from an

audio file in the learning materials The teacher sequentially presentedimages, and students pronounced the words Afterwards, they placed wordcards below the corresponding images Students then practiced reading as a

whole class, in rows, pairs, and individually Step 4: Conclusion

During pronunciation practice, the teacher observed that somestudents hadn't fully memorized the words, and some encountered difficultiesin remembering and pronouncing vocabulary To enhance students' interestand improve word retention, the teacher organized a game

provide feedback on their peers' grammar learning processes in class Finally,

teachers identified students’ strengths and weaknesses to make necessary

adjustments in future grammar lessons

UNIT 13: MY HOUSE

Step 1: Preparation

The teacher introduced the theme "My House" The teacher and students discussed vocabulary related to this theme: living room, bedroom, bathroom, kitchen The instructor divided the class into three teams and prepared stickers for scoring.

Step 2: Planning

The teacher guided students in pronouncing vocabulary related to the

theme the house The teacher presented images through slides on the TV screen The teacher displayed images and vocabulary cards on the board and then introduced the Spelling game and its rules.

Step 3: Research

The teacher guided students to listen and recall vocabulary from an

audio file in the learning materials The teacher sequentially presentedimages, and students pronounced the words Afterwards, they attached wordcards with the corresponding images on the back Students then practiced

reading as a whole class, in rows, pairs, and individually Step 4: Conclusion

During pronunciation practice, the teacher observed that somestudents hadn't fully memorized the words, and some encountered difficultiesin remembering and pronouncing vocabulary To enhance students' interestand improve word retention, the teacher organized a game

Step 5: Presentation

Students played the game, the teacher provided guidance as needed.

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Step 6: Evaluation

The teacher awarded points to the player who wrote the fastest and

most accurately The teacher observed students' attitudes during and after thegame, assessing the classroom atmosphere Teachers also encouraged

students to provide feedback on their peers' grammar learning processes in class Finally, teachers identified students’ strengths and weaknesses to make necessary adjustments in future grammar lessons.

UNIT 14: MY BEDROOM

Step 1: Preparation

The teacher introduced the theme "My Bedroom" The teacher and

students discussed vocabulary related to this theme: desk, bed, door, window

The teacher separated the students into three groups and prepared stickers for scoring.

Step 2: Planning

The teacher guided students in pronouncing vocabulary related to the

theme the bedroom The teacher displayed images through slides on the TV screen The teacher attached images and word cards on the board and then introduced the Guessing game and its rules.

Step 3: Research

The teacher guided students to listen and recall vocabulary from an

audio file in the learning materials The teacher sequentially presentedimages, and students pronounced the words Afterwards, they attached imagecards with accompanying words behind those images Students then practiced

reading as a whole class, in rows, pairs, and individually Step 4: Conclusion

During pronunciation practice, the teacher observed that some

students hadn't fully memorized the words, and some encountered difficulties

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in remembering and pronouncing vocabulary To enhance students' interest

and improve word retention, the teacher organized a game Step 5: Presentation

Students played the game, the teacher provided guidance as needed

Step 6: Evaluation

The teacher awarded points to the player who guessed quickly and

reads the word most accurately The teacher observed students’ attitudesduring and after the game, assessing the classroom atmosphere Teachers also

encouraged students to provide feedback on their peers' grammar learning processes in class Finally, teachers identified students' strengths and

weaknesses to make necessary adjustments in future grammar lessons

CYCLE 2 (with more exciting games) UNIT 15: AT THE DINING TABLE Step 1: Preparation

The teacher separated the students into three groups and preparedstickers for scoring The teacher organized a Warm-up Bingo game to assess

vocabulary from the previous lesson: door, chair, big, small, new, old.

The teacher introduced the theme "At the Dining Table" The teacherand students discussed vocabulary related to this theme: beans, fish, meat,