Applying digital games to improve english vocabulary for first year non english major students at a college in hanoi

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY MASTER THESIS M.A DEGREE IN ENGLISH STUDIES APPLYING DIGITAL GAMES TO IMPROVE ENGLISH VOCABULARY FOR FIRST-YEAR NON-ENGLISH M

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

MASTER THESIS M.A DEGREE IN ENGLISH STUDIES

APPLYING DIGITAL GAMES

TO IMPROVE ENGLISH VOCABULARY

FOR FIRST-YEAR NON-ENGLISH MAJOR

STUDENTS AT A COLLEGE IN HANOI

(Ứng dụng trò chơi kỹ thuật số để nâng cao vốn từ vựng tiếng Anh dành cho sinh viên năm thứ nhất không chuyên ngữ tại một trường Cao đẳng ở Hà Nội)

LÊ VÂN HƯƠNG

Hanoi – 2023

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

M.A THESIS

TITLE IN ENGLISH

(Title in Vietnamese)

NGUYEN VAN ANH

Field: English Language Code: 8.22.02.01 Supervisor: ………

Hanoi - 2023

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

MASTER THESIS M.A DEGREE IN ENGLISH STUDIES

APPLYING DIGITAL GAMES

TO IMPROVE ENGLISH VOCABULARY

FOR FIRST-YEAR NON-ENGLISH MAJOR

STUDENTS AT A COLLEGE IN HANOI

(Ứng dụng trò chơi kỹ thuật số để nâng cao vốn từ vựng tiếng Anh dành cho sinh viên năm thứ nhất không chuyên ngữ tại một trường Cao đẳng ở Hà Nội)

LÊ VÂN HƯƠNG

Field: English Language

Code: 8.22.02.01 Supervisor: Assoc Prof Dr Ho Ngoc Trung

Hanoi – 2023

i

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report entitled “Applying Digital Games to Improve English Vocabulary for First- year non-English Major Students at a College in Hanoi” submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgment in the thesis text

Hanoi, 2023

Lê Vân Hương

Approved by SUPERVISOR

(Signature and full name)

Date: ………

Besides, I would like to extend my sincere appreciation to the esteemed teachers of the Faculty of English at Hanoi Open University Their scholarly proficiency, enlightening presentations, and explicit instructions proved to be quite beneficial in

my endeavor to complete the job

Furthermore, I would like to express my gratitude to the 80 students who actively collaborated and participated in the research, as well as for their vital insights and recommendations

Last but not least, I would like to extend my heartfelt gratitude to my family, friends, and colleagues for consistently placing their trust in me, providing unwavering support, and demonstrating genuine concern throughout my academic pursuits, including the study, research, and execution of this research

iii

ABSTRACT

The purpose of the study was to test the effectiveness of using Digital Games to enhance students’ English vocabulary This is one of the new methods of applying digital technology to teaching and learning in the current digital era The research was conducted on first-year non-English major students at the Faculty of Food Processing Management of Hanoi Tourism College By using pre and post-tests, questionnaires, and interview questions as a tool to measure student effectiveness, it was found that when students used Digital Games to learn new words, they would remember new words faster and longer than with traditional learning methods The reason for the effectiveness of this method is because it is close to students’ interests in playing games, it includes very vivid colorful images, and it is flexible

to use anywhere Research shows that students are excited about using a new tool to learn vocabulary Students frequently participate in active learning by employing this particular method, thereby cultivating it as a habitual practice for studying many subjects The enhancement of students’ academic achievement and the cultivation of a robust learning routine are of utmost significance Furthermore, the frequent integration of Digital Games in English lessons, as well as other academic disciplines, might enhance students’ ability to retain knowledge more efficiently and for extended periods

iv

LIST OF ABBREVIATIONS

EFL English as a Foreign Language

DEGs Digital Educational Games

DGBL Digital Game-Based Learning

EBA Education Informatics Network

DGBVL Digital Game-Based Vocabulary Learning

VOLSI Vocabulary Learning Strategies Inventory

v

LIST OF TABLES, CHARTS, AND FIGURES

LIST OF TABLES

Table 4.4 Students’ opinions towards using Digital Games before the

Chart 4.2 Students’ results of the group below 4 42

CHAPTER II LITERATURE REVIEW

2.2.2 Digital Games and their Roles in Language Teaching 25

2.2.2.2 Digital Games in English Vocabulary Teaching and Learning 26 2.2.2.3 Classification and characteristics of digital educational games 28

CHAPTER III METHODOLOGY

vii

CHAPTER IV RESULTS AND DISCUSSION

4.1 The acquisition of the first-year non-English major Students at Hanoi

Tourism College of English Vocabulary through the use of Digital Games

40

4.2 The opinions of the first-year non-English major students at Hanoi Tourism

College towards using digital games to enhance their English vocabulary

45

CHAPTER V CONCLUSION

5.3 Recommendations and Suggestions for Further Research 53

1

CHAPTER I INTRODUCTION 1.1 Rationale of the Study

Vocabulary is the understanding of words and their meanings Steven Stahl (2005) asserts that comprehending a phrase includes comprehending both its definition and the context in which it is used Throughout a lifetime, one’s vocabulary expands in both breadth and depth; it is never fully mastered Unquestionably, one of the most crucial components of learning a language is developing one’s vocabulary Very little can be communicated without grammar, and nothing can be communicated without vocabulary In that vocabulary serves as the input for grammar’s general patterns, which are provided by grammar, Cook’s conclusion from 2000 is consistent with Wilkins’ from 1972 Lewis (1993) and other scholars have argued that teaching vocabulary should be the primary goal of language training because language is made up of grammaticalized lexis rather than lexicalized grammar People cannot read, talk, listen, write, or understand a foreign language without acquiring a certain number of words How can people comprehend the level of meaning that is implied in language or become conversationally fluent without the usage of lexis?

Thus, the importance of vocabulary in language learning cannot be contested The best way to teach and learn a language is still not clear, even though professors and students at most Vietnamese institutions, as well as the Hanoi Tourism College (HTC), are currently devoting attention to the subject My observations and personal experience indicate that the grammar-translation method is usually used to teach vocabulary, meaning that explanation and definition typically take up much vocabulary teaching time Additionally, students produce pages and pages of word lists that they rarely get to use, and classroom blackboards are routinely covered in a flood of fresh lexical objects As a result, the students’ short-term memory is strengthened with new vocabulary terms They will swiftly forget the new words’ meanings and contexts Additionally, it deters students from taking language lessons seriously

One of the most difficult aspects of learning a foreign language is being able to retain vocabulary The success of English language learners depends on their ability

to expand their vocabulary If a learner has a big vocabulary, communicating with

2

others and comprehending written material will be rather simple But learning new words has never been easy To help students increase their vocabulary, teachers must employ a range of techniques, such as visual aids, exercises, and notably educational games

Nation (1994) suggests giving students speaking and writing assignments based on written material that contains the words, engaging them in graded reading or listening to stories, assigning them speaking and writing tasks based on the written material, and engaging them in vocabulary-testing activities like Word and Picture Matching, Same or Different, etc to help students remember words they have already encountered The use of visual aids in the classroom, speaking exercises (role plays, narratives, etc.), games, questionnaires, and problem-solving activities are among the suggestions made by Gairn and Redman (1986) Contrarily, Watcyn-Jones (1993) recommends that teachers use games and activities to reinforce vocabulary since they seem to make learning more active, profoundly engage students, and considerably boost retention

These methodology writers usually endorse encouraging instructors to play a more active role in implementing lessons that encourage students to recycle their words in the classroom Playing language games, especially online, is the activity that is most usually recommended They assert that playing language games is highly competitive, fun, and inspiring They also encourage a more relaxed atmosphere and provide students with more opportunities to use and review their language With the use of language activities, students will be entertained, stimulated, and involved in vocabulary growth They can pick up new lexical concepts faster and retain them better as a result Due to its various advantages, language games seem

to be an effective way to teach and learn a foreign language in general and vocabulary in particular

Games are pleasurable by nature, and most people would agree that if learning could be made enjoyable, students would learn more, according to Celce-Murcia (1979) By putting language use over language practice, games achieve this by bringing the classroom closer to the actual world Each game stresses one or more English language skills, such as grammar, vocabulary, or communication, whether

on purpose or by default Games can teach, thus there may be no barrier to including them in a class

3

On their phones, HTC students love to play games They engage in play in all places, including the classroom, the canteen, the stairway, and the area outside the school gate They have a lot of trouble retaining words, but they enjoy playing games in particular Therefore, we decided to use Digital Games (DGs) to teach students vocabulary in English Online resources for software to create DGs for vocabulary acquisition abound This will improve students’ ability to pick up the language in college

The topic chosen is “Applying Digital Games to Improve English Vocabulary for First-Year Non-English Major Students at a College in Hanoi” for the reasons

mentioned above

1.2 Aim and Objectives of the Study

This study aims to aid the first-year non-English major students at a college in Hanoi who are learning English in expanding their vocabulary through the use of DGs

The objectives of this research are:

(i) Finding out how much the first-year non-English major students at Hanoi Tourism College acquire English vocabulary through the use of digital games; (ii) Investigating the opinions of the first-year non-English major students at Hanoi Tourism College towards using digital games to enhance their English vocabulary

1.3 Research Questions

The above objectives were created to respond to the following queries:

1 To what extent do the first-year non-English major students at Hanoi Tourism College acquire English vocabulary through the use of digital games?

2 What are the opinions of the first-year non-English major students at Hanoi Tourism College towards using digital games to enhance their English vocabulary?

1.4 Scope of the Study

1.4.1 Academic Scope

There are so many different themes that can be covered during the teaching and learning of vocabulary Within the constraints of a thesis, it is impossible to dive fully into every aspect of this topic The study is only being done as a part of a teaching technique that uses DGs to teach vocabulary

4

1.4.2 Social Scope

The investigation is conducted at a Hanoi college The fact that the researcher is employed there is the primary justification for this choice As a result, the task of gathering data and conducting the research is made easier and more pleasant for the researcher

The study only focuses on determining how much first-year non-English major students at HTC acquire English vocabulary through the use of DGs and exploring their attitudes toward using DGs to improve their English vocabulary, even though there are numerous different concepts and ideas related to using DGs to teach English vocabulary

The study’s findings only apply to the second semester of the school year 2022–

2023

The study’s participants were 80 first-year students who are not English majors and

10 students were randomly selected for in-depth interviews

1.5 Significance of the Study

It is intended that the findings of this study will be useful not only to the instructors and students but also to the administrators who have expressed significant interest

in matters about the instruction of English vocabulary as a second or foreign language at HTC

First of all, the research can be used as a resource for teachers to teach English vocabulary to students by utilizing DGs as a unique teaching tool With this knowledge, teachers can select from a variety of techniques to help students increase their vocabulary and learn how to effectively use it in class dialogue

Additionally, students might pick up a novel way to develop their English vocabulary They also have more freedom to choose their strategy thanks to the vast range of recommendations and suggested tactics

Finally, administrators can take a more comprehensive look at the research findings and supply instructors with the tools they need to increase their students’ vocabulary

1.6 Structure of the Study

This study is broken up into 5 Chapters, References, and Appendices to accomplish the stated goal

5

Chapter 1 - Introduction, provides the study’s justification, purpose, and

objectives, as well as its research questions, scope, significance, and organizational framework

Chapter 2 - Literature Review, is the next This chapter serves as the research’s

background material, reviewing both the theoretical underpinnings and prior studies

Chapter 3 - Methodology, is crucial as well It concerns the study’s methodology,

which explains how the research was conducted and how it was oriented to answer the questions posed in the first chapter

Chapter 4 - Findings and Discussion, which is followed by a discussion, the

results of the data analysis, and the results of the interviews are provided

Chapter 5 - Conclusion, provides a final summary of the subject addressed in the

prior sections Along with several recommendations for additional study, this chapter also discusses the study’s weaknesses

The study’s references and appendices are located at the end

6

CHAPTER II LITERATURE REVIEW

This chapter endeavors to offer a comprehensive evaluation and examination of the scholarly works pertinent to the subject matter of the thesis The research commences with a comprehensive examination of previous studies Furthermore, this paper examines the theoretical foundations contributing to a comprehensive vocabulary understanding This includes an exploration of its definition, its importance in the pedagogy and acquisition of the English language, its various classifications, and its different aspects Furthermore, it provides a comprehensive examination of pedagogical approaches employed in language instruction to students

2.1 Review of Previous Studies

2.1.1 Previous Studies Overseas

The advantages of using games to learn the vocabulary of the target language have been well-documented by academics (Vasileiadou & Makrina, 2017) Saffarian and Gorjian (2012) claim that the study’s participants were taught to play video games

in class while the other students were given instructions to engage in more traditional learning activities Their research’s conclusions showed a significant gap

in the trainees’ skill levels Children who learned by playing games did better than others

Additionally, Sundqvist and Sylvèn (2014) emphasized the crucial part that games play in fostering students’ excitement for learning English vocabulary According to the study’s findings, the majority of participants were more driven and self-assured, and they also gave the learners’ class a fun factor

Additionally, Bytheway’s (2014) research looked into the possibility of using friendly online games to support vocabulary development Her research has shown the value of utilizing games to teach youngsters vocabulary in context to children

kid-As a result, learning is improved and affected

To acquire proficiency in spoken and written English, individuals must undergo instruction from numerous Oxford dictionaries (Peterson, 2013) The interdependence of the four English language abilities and vocabulary is evident According to Schmitt (2010), children can enhance their English language

7

proficiency by acquiring vocabulary and developing a comprehensive understanding of its use across various language skills

Nevertheless, the acquisition of vocabulary is a significant challenge in the process

of acquiring a second language (L2), and many young learners have difficulties in this regard due to a lack of motivation (Jung & Graf, 2008) Numerous methods can

be employed by teachers to help students acquire the language Children can learn a great deal about language from real items Thus, increasing your vocabulary is a sensible decision If a translation for the children’s native tongue is not available, the direct method is just as helpful Students can acquire a lot of languages rapidly with the help of games with a variety of activities

Despite the inherent challenges associated with acquiring vocabulary, it remains a crucial component of language acquisition Despite the existence of numerous techniques for vocabulary teaching and acquisition, researchers continue to explore strategies that have proven to be effective Recent research has demonstrated that DGs possess the capacity to augment language acquisition The predominant focus

of scholarly inquiry within the existing body of literature about digital game-based vocabulary learning (DGBVL) centers on the evaluation of the efficacy of DGBVL activities To accomplish this objective, a comprehensive examination of the scholarly literature about the relationship between DGs and the enhancement of language skills was undertaken, encompassing the period spanning from 1996 to

2020 The findings unveiled several prominent themes, encompassing dual encoding, instantiation, authenticity, feedback, and incentives Based on the existing body of knowledge, the following subjects encompass elements within DGs that have the potential to enhance vocabulary acquisition

In a scholarly publication from 2014, Chian-Wen KAO did a study examining the impact of digital game-based learning (DGBL) tasks within the framework of English as a Foreign Language (EFL) A systematic review and meta-analysis were undertaken to evaluate the impact of DGBL in educational contexts about EFL The analysis encompassed a total of twenty-five research studies, which collectively showed a reasonably positive impact These findings indicate that DGBL training exhibits superiority over conventional instructional methods, such as grammar-translation or audio-lingual techniques, in EFL settings A coding system was devised, drawing upon the correlation between DGBL and task-based language acquisition The study examined six potential moderating variables within three task

In a study conducted by Esin Hazar (2020), an examination was undertaken to assess the extent to which DGs contribute to the expansion of English vocabulary,

in comparison to traditional pen-and-paper activities In light of this rationale, DGs were implemented on the Education Informatics Network (EBA) platform as a means to augment vocabulary instruction within a Turkish public primary school The research comprised a sample of 37 third-grade students selected from two separate classes The experimental group consisted of 20 students from one class, while the control group consisted of 17 students from another class The data utilized in this investigation was collected using pre- and post-test results during the vocabulary acquisition process on EBA, the experimental group engaged in game-based learning activities, while the control group got traditional English lectures The impact of DGs on the experimental group’s vocabulary development was evaluated using a distinct sample test The results indicated that there was a significant difference in the mean scores seen during the post-test phase The results

of the post-test statistical analysis indicated that the experimental group had superior performance compared to the control group The results indicate that the utilization of computer games as an instructional tool for vocabulary acquisition yielded enhanced academic outcomes among students

The paper authored by Luz Castillo-Cuesta (2020) explores the research conducted

on the utilization of DGs as a means to enhance EFL grammar and vocabulary skills within the context of higher education The objective of this study is to examine the potential benefits of incorporating DGs in the teaching of EFL grammar and vocabulary within the English Major program at the Universidad Técnica Particular

de Loja in southern Ecuador A total of 68 participants, who demonstrated proficiency at the B1 level of the Common European Framework of Reference for Languages, were included in the present study Each participant signed up for one

9

of two Communicative Grammar classes This study’s data were acquired and examined utilizing a mixed-method approach The instruments were pre- and post-questionnaires and writing rubrics DGs that offered students constant feedback were prevalent during the five-month academic sessions The results show how DGs can be used to teach grammar concepts like the use of gerunds, infinitives, and models to students Students also showed a vocabulary improvement, especially in fields like employment and education

2.1.2 Previous Studies in Vietnam

A limited study has been conducted in Vietnam regarding the utilization of DGs as

a pedagogical tool for enhancing vocabulary acquisition among non-English major students Presented below is a compilation of entities that have garnered public reviews

In their article from 2020, Do Thi Huyen and Vo Thi Duyen Anh conducted a study

on how non-English major students use DGs to learn vocabulary and how they approach learning At Van Lang University, a quasi-experimental study is being conducted to look at the significant impacts that DGs have on students who are not majoring in English when it comes to acquiring new words Pre-test, post-test, and questionnaires were employed in this study’s mixed-methods technique to collect the qualitative data sets The quantitative data sets were gathered through the use of open-ended questions The findings of this study indicate that using DGs to teach vocabulary to students is a successful strategy The research participants are similarly positive about the usage of internet games to learn languages

Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga acknowledge that Vietnamese students tend to adhere to traditional learning methods, such as transcribing concepts onto paper, attempting to commit them to memory, and passively absorbing the teacher’s explanations Consequently, these students frequently find vocabulary sessions to be lacking in engagement To enhance students’ engagement

in language classes, specifically in vocabulary sessions, and to optimize their learning experience through games, an AR approach was employed to investigate the following inquiry: “To what extent do games facilitate effective vocabulary acquisition among students, and what are the underlying mechanisms?” The fundamental basis for the bulk of academic assessments posits that games yield benefits when employed in conjunction with other educational modalities Upon conducting a comprehensive examination of the limited academic perspectives

10

available on this particular area of study, AR was initiated by introducing games into our instructional sessions, observing the classes of fellow educators, and conducting interviews with approximately ten students to ascertain their responses, emotions, and the efficacy of utilizing games for vocabulary acquisition Research indicates that they have proven to be efficacious in facilitating the enhancement of students’ lexical repertoire

In their research titled “Teachers and Students’ Perspectives on the Utilization of DGs for Enhancing Vocabulary in Non-English Major Classes,” Trinh Thi Hang, Nguyen Minh Ngoc, and Tran Thi Thanh Huong (2022) conducted a study to investigate the viewpoints of teachers and students regarding the efficacy of DGs in augmenting vocabulary skills among non-English major students The present cross-sectional study employed a systematic survey methodology to gather data from a sample of 30 professors and 150 students Additionally, in-depth interviews were conducted with a subset of randomly selected participants from each group The results indicated that both participant groups exhibited predominantly positive attitudes about DGs The educators acknowledged the significance of DGs as an innovative and engaging method for vocabulary acquisition However, they expressed hesitancy in incorporating DGs into their teaching practices regularly due

to limitations in time availability, potential distractions, and the perceived complexity of the technology involved The majority of students agree that playing video games can aid in children’s learning However, they did think that a more effective timetable would involve playing games in class on occasion More precise language is typically taught through the use of DGs more effectively The study is very helpful in informing teachers and students about the benefits and drawbacks of using DGs to promote vocabulary development

2.2 Review of Theoretical Background

2.2.1 Review of Vocabulary

2.2.1.1 Definition of Vocabulary

Any English language learner nearly always encounters the term “vocabulary” during the first lesson People frequently assume that vocabulary is the entire quantity of words in a language but hardly ever look into what exactly it means Depending on their study goals and points of view, researchers and linguists define language in a variety of ways, leading to a wide range of meanings

11

In a broader sense, vocabulary can be approached from various perspectives As highlighted by Finch (2000), it can be conceptualized as including all the words inside a particular language or as the internalized knowledge that individuals who speak that language hold According to Rupley, et al (1998), it may be argued that language plays a crucial role in connecting narratives, concepts, and information, hence enhancing comprehension The basic concept behind the concepts given above is that vocabulary should be taught separately from other language skills while learning an L2

Nation (2001) utilizes the term “patterns” to describe lengthier lexical units, which can apply to any type of collocation, idiom, etc As vocabulary is naturally about words, defining a word might help people comprehend it better

Vocabulary can also be referred to as a group of terms, as Ur (2003) points out Yet, such a description appears to be very simplistic and does not adequately capture all the significant lexical domains of language characteristics When examining the various domains in which vocabulary is researched and analyzed, such as psychology, corpus linguistics, language competence, and formulaic speech, different characteristics of vocabulary can be detected Vocabulary can be broadly defined as the collection of words that are taught and learned in the context of a foreign language A novel lexical unit, meanwhile, may comprise a combination of two or three lexemes while effectively conveying a singular concept, exemplified

by instances such as “post office” and “mother-in-law.” An effective strategy is to utilize the term “things” instead of “words” to embrace a broader range of situations

According to Hebert and Kamil (2005), vocabulary refers to the comprehension of word meanings The term “vocabulary” encompasses a wide range of meanings and interpretations For instance, certain educators employ the term “sight-word vocabularies” to describe students’ capacity to promptly identify words in written form, while other educators employ the term “meaning vocabularies” to describe students’ comprehension of words The concept of academic vocabulary is employed by educators in various disciplines to denote terminology that is pertinent

to the specific field of study

The term “vocabulary” refers, according to Hatch & Brown (2005), to a collection

of words used by a given language or by a particular speaker of that language The only mechanism used is the alphabetical order as vocabulary is a list Therefore, the

12

choice of terminology and the methods used to teach vocabulary are crucial elements In alternative terms, vocabulary refers to a compilation or collection of terms that are unique to a given language, or a roster of words that are commonly utilized by speakers of that language The use of vocabulary helps speakers convey their meaning and ideas

As stated by Nation (2006), vocabulary encompasses a range of knowledge that individuals need to possess to comprehend a term This knowledge includes the word’s definition, its written and spoken forms, its grammatical characteristics, its collocational patterns, its associations, and its frequency of usage The vocabulary items are also considered by Nation as a tedious list of words that students must learn the meanings of and memorize; lexical forms are seen as playing a crucial part

in contextualized and meaningful language

According to Richards and Renandya (2006), vocabulary plays a fundamental role

in language proficiency and serves as a crucial foundation for the many language skills, including speaking, listening, reading, and writing, that learners develop Students often fail to reach their full potential and may lose interest in language learning due to a limited vocabulary and a lack of strategies for vocabulary expansion This hinders their ability to take advantage of the abundant opportunities for language acquisition, such as engaging in conversations with native speakers, utilizing language in diverse settings, reading, listening to radio programs, or watching television

According to Lubliner and Scott (2008), vocabulary is defined as the entire quantity

of words that make up a language, along with their meanings and grammar rules According to the aforementioned definitions, vocabulary is defined as any words that have a form of expression and include aspects, meaning, use, and form (pronunciation and spelling) This theory can be utilized as a helpful framework for categorizing instructors’ challenges when teaching English vocabulary from vocabulary-related perspectives

In short, as language is essentially the national property of every independent country, it is easy to understand why each nation and linguist would define this statement differently

2.2.1.2 Classification of Vocabulary

According to methodology, structure, meaning, and function, Ur (1996) divides vocabulary into categories

13

In terms of methodology, both active and passive words make up vocabulary

Active words are those that students have been educated and instructed in Learners can speak them correctly, comprehend their meanings clearly, and apply them successfully

Passive words are wording that learners recognize when they are used in settings but are unable to appropriately comprehend, generate, or use

In terms of structure, vocabulary is divided into simple words, derived words, and compound words

Simple words, such as “book,” “pen,” “cat,” etc., are those that have only a root or a single free morpheme without any inflection affixes

Derived words that have a root morpheme and one or more derivational affixes are referred to Examples include development, risk, scenario, etc

Compound words include those like “blackboard” and “backpack” that have two or more root morphemes, either with or without derived morphemes

In terms of meaning, notional words, and functional words make up vocabulary Notional words, also known as content words, are words that have lexical meaning

on their own They discuss things like things, acts, qualities, etc

Functional words have grammatical meaning and are used in sentences They can only be used in conjunction with other words to have significance Frequently, they are prepositions, conjunctions, articles, etc

In terms of function, vocabulary is divided into several parts of speech, such as nouns, verbs, adjectives, adverbs, prepositions, and pronouns Each type adheres to specific grammatical rules and serves a specific purpose and location in the phrase Additionally, Hiebert and Kamil (2005) distinguish between two types of word knowledge

Productive vocabulary: An individual can employ their productive vocabulary when speaking or writing They are words that are well-known, familiar, and frequently used

Receptive vocabulary: When reading or listening, a person might give meanings to

a group of words in their receptive vocabulary These are words that are frequently used less frequently and are less well-known There are some terms that people often do not just say out loud However, they can identify these terms when they come across them

Montgomery added yet another classification in the 2007 NCS Pearson Inc book The Bridge of Vocabulary: Evidence-Based Activities for Academic Success Four categories of vocabulary exist:

Listening is the act of hearing and understanding speech;

Speaking refers to the words we use when we speak;

Reading refers to the terms we comprehend when we read text;

Writing refers to the phrases we can recall when we write to express ourselves The final two components constitute the lexicon employed in written language, while the initial two components constitute the lexicon utilized in spoken language During early childhood, children commence the acquisition of receptive and expressive language skills, while simultaneously expanding their lexicons for reading and writing purposes The fundamental basis of written language is derived from its spoken counterpart Fortunately, the diversification of vocabulary acquisition across diverse domains can yield benefits in terms of broadening one’s linguistic repertoire

In his thesis in 2015, Nguyen Dac Trung classified the vocabulary in many ways Classification by origin: native words and loan words Loan words, like abdomen and cookie, are terms that are borrowed from one language and used in another Native words, such as hand and chair, have not been adopted from another language but rather have been passed down from a previous stage of the language

Classification by level of usage: Vocabulary can be categorized into common, literary, colloquial, slang, and technical words

The majority of a vocabulary’s words are common or popular words, with their core constituting fundamental word stock, and they frequently refer to commonplace objects or activities Since they have a neutral style, they can be used in both official and informal writing and speaking

John was fired for petty thieving (Colloquial)

John was dismissed for petty thieving (Common)

Slang terms are words with a strong, vibrant, imaginary, or taboo nature that are either created for particular occasions or uses or formed from the unconventional usage of the vocabulary that is generally accepted Take the words buzz and knockout

Technical terms, such as “psychoanalysis,” are employed in a variety of specialized professions in part to refer to items or processes that lack names in everyday English The majority of these terms remain fundamentally unfamiliar to outsiders and even educated native speakers

Classification based on the notion: Function or structural words and content words are the two categories that make up vocabulary, so the notion goes

Function words are words that serve as grammatical cues or functional markers, such as determiners, conjunctions, or auxiliaries They are part of a closed system and lack lexical meaning

Words with content are used to describe things, traits, deeds, or states They are a part of the open system and have unique lexical meanings

Classification by the usage of the word: There are two types of vocabulary used in language instruction: productive vocabulary and receptive vocabulary

In general, productive vocabulary refers to words that may be used in the right context and convey the speaker’s or signer’s intended meaning However, there are several levels at which a specific word may be regarded as a component of an active vocabulary, just like with receptive vocabulary Even while knowing how to pronounce, sign, or write a word does not guarantee that it can be used correctly or that it will accurately convey the speaker’s intended meaning, it does demonstrate some level of practical understanding

The categorization of items according to their frequency of usage Frequency studies categorize vocabulary into two types: high-frequency and low-frequency vocabulary High-frequency vocabulary consists of terms that are commonly used in

16

ordinary conversation across all four language skills and usage contexts The inclusion of a significant portion of English function words and frequent content words is observed High-frequency words are utilized with such frequency that they include over 95% of the words in informal spoken texts and over 87% of the running words in formal written texts Conversely, low-frequency words constitute only a small proportion of the running words in continuous texts Therefore, educators must possess a comprehensive understanding of the constituent elements comprising the high-frequency words in the English language, and allocate instructional time towards their instruction within the classroom setting

Classification by the concept of morpheme: According to this standard, there are three types of words: simple words (words made up of a single root morpheme), derived words (words made up of a single root and one or more derivational morphemes), and compound words (words made up of at least two roots, either with

or without derivational morphemes)

The classification of words based on their part of speech is an essential aspect of linguistic analysis This categorization allows for a systematic understanding of how words function inside a sentence and how they relate to one another By assigning words to specific parts of speech, such as nouns, verbs, adjectives Nouns, verbs, adjectives, adverbs, prepositions, articles, and conjunctions encompass the many lexical categories

2.2.1.3 Aspects of Vocabulary

As commonly understood, vocabulary generally pertains to lexemes that are categorized into distinct classes based on their varied grammatical roles or syntactic categories, as delineated by the authoritative Merriam-Webster online dictionary These classes encompass but are not limited to, nouns, verbs, adjectives, adverbs, pronouns, and prepositions

 Noun:

A noun is a linguistic unit that denotes an entity, such as an object (book), an individual (Charles), a living creature (cat), a geographic location (England), a characteristic (softness), an abstract concept (justice), or a behavior (yodeling)

There exist various distinct classifications of nouns: common noun, proper noun, countable noun, uncountable noun, collective noun, gerunds, attributive noun, count noun, mass noun (or noncount noun), singular noun, and plural noun

Adjectives describe or modify nouns and pronouns, which means that they restrict

or limit their meaning Any type of quality may be named, such as huge, red, angry, gigantic, one-of-a-kind, unusual, etc

There exist kinds of adjectives: demonstrative adjectives, indefinite adjectives, interrogative adjectives, possessive adjectives, ordinary adjectives, common adjectives

 Adverb:

An adverb is a lexical category found in all languages, which primarily functions as

a modifier of various linguistic elements such as verbs, adjectives, other adverbs, prepositions, phrases, clauses, or sentences Adverbs express a wide range of relations, including manner or quality, place, time, degree, number, cause, opposition, affirmation, and denial, and in English, they also serve as connectors and provide commentary on the content of clauses An adverb serves the purpose of answering inquiries about temporal aspects, spatial aspects, quantity, duration, or frequency

There are main kinds of adverbs: adverbs of manner, adverbs of degree, adverbs of place, adverbs of time, adverbs of frequency, adverbs of purpose, conjunctive adverbs, focusing adverbs, interrogative adverbs, and relative adverbs

 Pronoun:

A pronoun is a linguistic unit that functions as a substitute for a noun, sometimes employed to avoid repetitive usage of the same noun Similar to nouns, pronouns can serve as references to humans, objects, concepts, and locations The majority of sentences contain at least one word or pronoun

There exist personal pronouns, impersonal pronouns, demonstrative pronouns, interrogative pronouns, relative pronouns, indefinite pronouns, reciprocal pronouns, a dummy pronouns

18

 Preposition:

Prepositions are words that indicate direction (to in “a letter to you”), location (at in

“at the door”), time (by in “by noon”), or that introduce an item (of in “a basket of apples”) They are nearly always extremely few, very common words Prepositions commonly occur in conjunction with an object, which may manifest as a noun (e.g., noon), a noun phrase (e.g., “the door”), or a pronoun (e.g., “you” in this instance)

 Conjunction:

A conjunction is a linguistic element that serves to connect words, phrases, or clauses in a syntactic structure The English language encompasses a wide range of conjunctions: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions

2.2.1.4 Vocabulary in Language Teaching

Undoubtedly, the lexicon of a language is undeniably one of its most crucial components The attention of methodologists and linguists is increasingly being drawn to the role of vocabulary in the process of language teaching and learning According to McCarthy (1990, p.8), effective communication in an L2 is impossible without the presence of words that encompass a range of meanings This holds irrespective of the level of grammatical proficiency or mastery of L2 phonetics achieved by the learner

The ability to recognize and create a wide variety of vocabulary items is one of the tools that enable students to perform effectively, appropriately, and fluently in any scenario, according to Mathews & Spratt (1985), who also agreed with this statement

According to Wilkins (1974), without vocabulary, nothing can be conveyed, only a very small amount of information can be sent without vocabulary This remark implies that speakers may still understand a discussion, but only to a limited extent, without syntax But, without vocabulary, people are unable to communicate any information to others

Language learners need to have a vast vocabulary to be successful But, if a teacher merely concentrates on the meaning of each word and pays little attention to how those words are combined in a phrase, the students will have trouble communicating Hence, it is crucial to link vocabulary to grammar so that students may understand the meaning of words and how to apply them appropriately

19

2.2.1.5 Techniques in Teaching Vocabulary

Stoffer (1995) created a 53-item questionnaire with the express purpose of measuring vocabulary acquisition processes The researcher administered the Vocabulary Learning Strategies Inventory (VOLSI) and the Strategies Inventory for Language Learning to a total of 707 students enrolled at the University of Alabama According to Stoffer’s research, the 53 items on the VOLSI can be categorized into nine distinct clusters The following items are enumerated below

(1) Strategies involving authentic language use

(2) Strategies involving creative activities

(3) Strategies used for self-motivation

(4) Strategies used to create mental linkages

(5) Memory strategies

(6) Visual/auditory strategies

(7) Strategies involving physical action

(8) Strategies used to overcome anxiety

(9) Strategies used to organize words

Schmitt (1997) is an academic researcher who investigates a range of collaborative techniques He possesses a plan that differs from that of Stoffer The author’s methodology differentiates between the strategies employed by students to determine the meanings of unfamiliar words during initial encounters, and the strategies used to retain those meanings during later encounters In the former, a range of social, memory, cognitive, and metacognitive techniques are seen, whereas

in the latter, a similar set of social, memory, cognitive, and metacognitive methods are identified A significant portion of prior research on language acquisition strategies has mostly centered on the compilation of a comprehensive catalog of methods employed by students, either observed or self-reported The prominence of the study gradually shifted towards the classification of learning strategies However, an agreement has not yet been reached on this topic This is evident from the fact that academics identify learning strategies from different perspectives and employ distinct terminology to describe them This section presents a discussion of some notable and excellent approaches for classifying strategies

as advanced organizers, directed attention, selective attention, self-management, planning, self-monitoring, delayed production, and self-evaluation

Cognitive strategies refer to the specific techniques or behaviors employed in problem-solving tasks that require a direct analysis, transformation, or synthesis of educational content Repletion, directed physical activity, translation, grouping, note-taking, deduction, recombination, imagery, auditory representation, keyword usage, contextualization, elaboration, transfer, and inference are illustrative instances of cognitive methods O’Malley and Chamot (1990) suggest that cognitive strategies, such as the ones mentioned, exhibit a strong correlation with the successful accomplishment of particular learning tasks

Social/affective strategies are how learners communicate with other students or native speakers This wide category encompasses all forms of communication with others They are typically thought to apply to a variety of tasks Collaboration and clarification-seeking questions are examples of social/effective techniques

21

 Direct Strategies and Indirect Strategies

Direct tactics encompass memory strategies, cognitive strategies, and compensating strategies According to Oxford (year), compensatory strategies enable language learners to effectively utilize the language despite their notable deficiencies in knowledge Cognitive strategies, on the other hand, facilitate learners in comprehending and generating novel language through various approaches Additionally, memory strategies aid students in the storage and retrieval of newly acquired information According to Oxford (1990:37),

Indirect tactics encompass metacognitive, affective, and social techniques The strategies within this particular category are again tangentially connected to the acquisition of a target language, as indicated by the term “indirect.” According to the research conducted by Oxford (year not specified), social strategies have been found to facilitate the learning process by promoting contact and collaboration among students On the other hand, metacognitive strategies are known to empower learners to govern their cognitive processes, allowing them to effectively organize and manage their learning activities through various functions such as centering, ordering, planning, and evaluating

 Language Learning Strategies and Language Using Strategies

Language learning strategies encompass several techniques that facilitate the recognition and differentiation of the content to be acquired, its organization for enhanced learning, repeated exposure to the material, and active retention of the learnt information

Various language-utilizing strategies encompass retrieval techniques, rehearsal strategies, cover strategies, and speaking strategies Retrieval techniques are those utilized to access language information by using whatever memory-searching techniques the learners are capable of mastering Strategies for practicing the structure of the target language make up rehearsal techniques When students utilize cover methods, they try to give the idea that they are in charge of the content even though they are not Communication strategies are methods for delivering an interesting and instructive message to the reader or listener

Nearly every subject benefits greatly from vocabulary development To effectively convey and comprehend a topic, cadets must expand their vocabulary Unfortunately, learning new words isn’t always enjoyable Homework and worksheets have their limitations, and many cadets find them to be dull and

22

monotonous Giving a definition is the standard method of defining language, but this approach does not always function well due to the absence of context cues Thus, it is crucial to use approaches when teaching vocabulary

 Visual Techniques:

Visual materials include flashcards, images, drawings on blackboard, wallcharts, and realia They are often used to convey meaning and are especially helpful for teaching vocabulary related to tangible objects, such as food or furnishings, as well

as specific vocabulary categories, like places, character descriptions, actions, and activities, to practice tasks involving cadet interaction

Gestures and mine are often employed in addition to other means of meaning transmission A teacher might construct a scenario to illustrate a topic, using the chalkboard and gesture to emphasize it, while teaching something like “to swerve”

 Verbal Techniques:

Use of illustrative situation (oral or written): to illustrate a point is particularly useful when dealing with abstract concepts Teachers frequently use multiple situations or contexts to check that learners have understood the topic to ensure that students do

Use of synonymy and definition: When teaching low-level cadets, teachers frequently utilize synonymy, which inevitably forces them to make concessions and limit the breadth and depth of their explanations The definition alone is frequently insufficient for conveying meaning, and examples that are properly contextualized are typically needed to make the item’s boundaries evident

Contrasts and opposites: Cadets themselves apply this strategy by frequently asking,

“What’s the opposite of ?”

Scale: This can be a helpful method of reviewing and introducing new material after cadets have mastered two related or dissimilar gradable things

Translation: It can be a very rapid approach to get rid of low-frequency items that can bother the cadets but do not require substantial attention, and The utilization of this tool has the potential to conserve significant time that would otherwise be allocated towards laborious and generally unproductive elucidations in the English language

 Student-centred:

Grains and Redman claim that this not only makes the student more accountable for his education but also makes it possible to pay more attention to specific needs

23

Recent advancements have stressed how crucial it is to give students the tools they need to deal with skill exercises Asking others, consulting a dictionary, inferring meaning from context, and making educated guesses are all part of the vocabulary-learning process

Asking others: A student may approach a teacher or another student to enquire about the significance of what he has recently come upon

Using a dictionary: Even in the absence of a teacher or peer, a student can use a dictionary to find answers to a variety of issues It can be a bilingual dictionary or one created especially for international students

Contextual guesswork: This entails inferring meanings from the context in which a word appears or, in certain situations, from the word itself

 Techniques for Consolidating and Checking Vocabulary:

The majority of the techniques used for this segment are games that encourage, amuse, teach, and enhance fluency Word games encompass a diverse array of activities that serve the purpose of reinforcing and reviewing vocabulary after its initial introduction (Haycraft) In particular for pair or group work, a variety of puzzles, word squares, crosswords, jigsaw projects, picture-describing, and orderings are helpful More specifically, games create an environment where communication is crucial, making them an engaging and exciting tool to teach students the target language without them even realizing it This is the rationale behind the author’s decision to use games to teach English vocabulary

In his thesis, Tran Long My provided strategies for motivating young students that should be carefully considered:

• Teaching vocabulary through games

One of the best methods for making lessons more engaging and successful is using games Playing games is an essential component of children’s growth and education A fun and pleasant environment is produced via games They provide learners with enjoyment and relaxation while also assisting in stress reduction Games thus encourage students and aid in their better and quicker word acquisition Games are an effective technique to reinforce vocabulary while encouraging engagement and motivation among students They give young students the chance

to foster a sense of community and encourage active, learner-centered learning

24

• Teaching vocabulary through songs and chants

Due to the opportunities it provides for vocabulary practice and imagination development, music plays a significant part in the vocabulary learning process for young students When children are exposed to new words through songs and chants,

it is less intimidating and gives them the repetition they need to learn the words They consequently significantly enhance their speech and listening skills

• Teaching vocabulary through flashcards and pictures

The usage of flashcards and images is particularly beneficial for both teaching and practice Pictures can be used to enhance the context, add vividness, and lessen monotony Because flashcards and images are lively and colorful, they grab students’ attention and add to the fun of a session When teaching vocabulary, learners might come up with concepts and convey them using flashcards and images Flashcards and visuals aid in reinforcing learning throughout the practicing phase

• Teaching vocabulary through mimes and gestures

It is an effective approach to illustrate a word’s meaning using movement, such as running, jumping, dancing, etc Due to their love of acting and movement, primary school students find this technique to be quite helpful Additionally, miming and gestures can boost learners’ confidence and help them remember phrases better Students typically find it simpler and more motivating to produce language when they have to complete a goal, thus mime that incorporates pair or group work is recommended

• Teaching vocabulary through translation

Translation is a tried-and-true method that is still useful in educational settings It is the simplest and clearest way to illustrate the terms’ meanings The translation is suggested when introducing abstract words Since the translation may clarify complex words, it appears to be quick and simple to comprehend The usage of L2

in the classroom is decreased, and passive students may result if professors employ this strategy too frequently

• Teaching vocabulary through synonyms and antonyms

In the customary practice of elucidating the significance of a novel term, it is common to employ synonyms and antonyms Teachers often employ antonyms or synonyms to elucidate the meaning of a term This educational tool facilitates the

25

expansion of students’ lexical resources by enabling them to cultivate new vocabulary based on their existing knowledge

• Teaching vocabulary through realia

Realia describes actual items and objects that are brought into the classroom for instruction and learning Realia is a successful tool for teaching new words to young students The realia frequently displays meaning more immediately and simply than verbal explanation when new terminology is presented Children learn by their hands, eyes, and ears, and when they communicate, they use gestures As a result, they have no trouble comprehending words that they can hear, smell, feel, or touch

2.2.2 Digital Games and their Roles in Language Teaching

2.2.2.1 Definition of Digital Games

Digital Educational Games (DEGs) facilitate a novel comprehension of the culture

of learning that is in harmony with the interests of students Digital instructional games are an educational innovation that has the potential to enhance students’ learning and facilitate the acquisition of skills The integration of digital instructional games in the classroom has the potential to greatly facilitate the transformation of the educational system The attitudes of teachers towards DGBL have considerable importance and can hinder their endeavors to integrate new technological tools within the educational setting The incorporation of DGBL into teaching methodologies can be facilitated by the cultivation of positive attitudes among teachers

The scholarly discourse around DGs encompasses a diverse range of terminologies and interpretations, mostly due to the proliferation of many forms of digital gaming media The term “Digital Games” has come to embrace a range of terms, such as computer games, digital games, electronic games, and video games DGs can be defined as a diverse collection of digital applications that possess some common attributes, like the presence of a gaming environment, active participation from the player, interactivity, and the increasing utilization of multimedia elements

According to Prensky (2001), the main characteristics of DGs include rules, goals, consequences, feedback, competition/challenge, interaction, and representation or story (as cited in Schneider, 2012) Furthermore, the use of DGs in education can aid in the development of students’ linguistic and academic abilities (Mayer, 2014) While it focuses on instructors’ opinions of utilizing DGs in teaching English vocabulary rather than the variations among digital devices that offer the games, in

of entertainment The utilization of any game has the potential to further both educational and recreational goals

Games can be thought of as instructional tools that support learning According to Liu and Chen (2013), DGs can assist EFL students in learning vocabulary by giving them animated pictures, auditory effects, and a strong incentive to learn vocabulary

in a foreign language

Noraddin and Kian (2014) propose a categorization of DGs into two distinct groups One category of games is instructional games This form is used by teachers to combine educational objectives with enjoyable components The players of these games can learn a foreign language vocabulary by engaging in exercises These activities can be used in teaching and preparation with students of all ages

2.2.2.2 Digital Games in English Vocabulary Teaching and Learning

Digital educational software applications integrate the attributes of video games and computer-based games Their mission is to create effective learning opportunities that align with certain learning objectives and outcomes DEGs prioritize the development of logical thinking and the acquisition of knowledge, abilities, and skills, while also taking into account students’ inclination and enthusiasm for playing By using alternative instructional methods that go beyond traditional didactic tactics commonly employed by educational institutions, it is possible to engage even the most rigorous students in the learning process, capturing their attention and meeting the needs of the most demanding learners DEGs utilize multimedia and Internet technology for this purpose Currently, the student demonstrates the ability to comprehend complex vocabulary within a certain academic discipline at their individualized learning rate, facilitated by interactive and engaging instructional methods Students across various grade levels are

The focus of learning has switched from lectures and written assignments to playing games, and DGBL has become an essential component of contemporary education

To engage students in classroom activities, several novel tactics have been put forth through the use of Digital Games (Ibharim et al., 2015)

Online games, according to Yip and Kwan (2006), are a useful tool for both students and teachers to learn new words Compared to typical lessons, it serves as

an educational tool It promotes student interest and ensures effective learning According to Uberman (1998), students are provided with the chance to employ language in a relaxed manner after acquiring and honing new vocabulary through game-based activities According to Sorayaie-Azar (2012), students are provided with an opportunity to utilize the target language and enhance their communicative abilities

Digital gaming technology enables teachers to effectively monitor students’ progress over an extended period through continuous gameplay and interaction Consequently, the utilization of DGBL has been implemented to enhance student retention rates and cultivate effective communication and collaborative skills (Bodnar, Anastasio, Enszer, & Burkey, 2016)

Zeiger (2017) asserts that online games often provide unique instances and situations that enable students to engage in skill-building exercises Therefore, the utilization of online games facilitates the process for educators to effectively tailor their training to accommodate the individualized demands of every student Online games often adapt to the unique needs of individual learners while also catering to a wide range of learning styles Educators have the option of employing games as a

28

means to assist students in sustaining their academic proficiency over the academic year Alternatively, they may choose to administer a comprehensive review at the commencement or culmination of the year, or immediately before a pivotal examination The primary advantage of DGs is their inherent capacity to provide enjoyment

2.2.2.3 Classification and Characteristics of Digital Educational Games

According to Prensky, these are the following characteristics:

• The rules of the game

• The aims of the game

• The result and its feedback

• The element of conflict/competition/challenge/rivalry

• The element of interaction

• The representation of a story or plot

DEGs can be categorized into three primary classes according to their intended educational purpose: educational games, recreational games, and educational recreational games

Educational games can be defined as interactive digital or physical activities designed with explicit educational objectives in mind, aiming to facilitate and enhance the teaching and learning processes This description encompasses many phrases such as “serious games,” “edutainment,” “game-based simulations,” and

“epistemic games.”

Leisure games are those that do not explicitly and solely promote learning, however, they do not rule out their potential value in imposing learning Commercial games, usually referred to as commercial off-the-shelf games, fall under this category

Educational leisure games, despite their commercial nature, are designed to be utilized inside educational settings such as classrooms or laboratories, to enhance the process of teaching and learning The digital gaming business is seeing growth

as an increasing number of organizations recognize the potential applications of DGs in education, higher learning, and military training

DEGs don’t make having fun and enjoyment their main goal, but their settings incorporate educational material in a stimulating and entertaining style that encourages active learning

29

From a comprehensive standpoint, it is imperative for DEGs to effectively manage and harmonize elements such as engagement, challenge, pleasure, and learning Engagement, autonomy, mastery, and advancement are the four primary components on which digital instructional games are based Engagement is a connection between the player and the game’s instructional material In terms of the capacity to decide what to do and how to proceed, digital instructional games give players more autonomy The level of repeatability required for players to fully control a game is known as mastery Progress can be defined as the system via which players receive rewards for their achievements In reality, the impetus for players to fulfill the game’s objectives and acquire knowledge stems from advancement

The assessment of DEGs can be conducted through the use of diverse criteria, encompassing aspects such as game design, user interface, engagement, enjoyment, usability, playability, utility, cognitive behavior, pedagogical concerns, and learning outcomes

2.3 Summary

With a general understanding of English vocabulary and theoretical reviews like an overview of vocabulary and teaching vocabulary to students, Chapter 2 introduced the theoretical background for the entire thesis These reviews served as a solid foundation for the researcher’s conceptual framework and the design of related items in the questionnaire and interview The following chapter will cover the research technique

30

CHAPTER III METHODOLOGY

The study was carefully planned and executed to get a closer and better understanding of how first-year HTC non-English major students use DGs to expand their English vocabulary and what they think of the method This chapter covers the research design, population and sample, research methods, data collection, and methods of analysis

3.1 Research Design

The purpose of this study was to find out the answer to the following questions: (1) To what extent do the first-year non-English major students at Hanoi Tourism College acquire English vocabulary through the use of digital games?

(2) What are the opinions of the first-year non-English major students at Hanoi Tourism College towards using digital games to enhance their English vocabulary?

To answer those research questions, numerous methods, including qualitative, quantitative, descriptive, and analytical were used Action research (AR) was also selected in this study

First, the population and sample are selected Those were first-year non-English major students at the HTC

Data collection must be pertinent to the research problem Data Collection Instruments include Tests, Observations, Questionnaires, and Interviews The data collection procedures involved five primary stages: defining the research problem, instrument preparation, questionnaire delivery, observation, decisions on improvement, and interviewing

After analyzing the research results, based on data from tests, observation, questionnaires, and interviews, the benefits evaluated of using DGs to teach English vocabulary And then, a sample lesson is given

Ultimately, the summary discloses the inherent constraints of the study In addition, the provision of recommendations and proposals for further research was also offered

3.2 Population and Sample

Creswell (2008) defines a population as a collective of individuals who share a common trait In light of the aforementioned assertion, the sample population for

3.3 Research Methods

AR is the major method used in this study AR is a form of research approach that concentrates on useful improvement and problem-solving in a particular context or place Solving real-world difficulties and problems encountered in a particular environment, such as a classroom, organization, or community, is a collaborative and iterative process that actively incorporates researchers and practitioners It focuses on identifying workable solutions and enhancing current procedures As they jointly identify the issue, create interventions or modifications, and assess the results, researchers and practitioners are expected to actively engage in and collaborate on the research process Additionally, AR often employs a planning, acting, observing, and reflecting cycle that includes recognizing an issue, acting to solve it or make changes, monitoring the results, and reflecting on the findings to guide additional actions or modifications In the subject of linguistics, AR is frequently used to explore phenomena connected to language, deal with real-world language-related problems, and enhance language teaching and learning techniques The study represented the features First, the study sought to increase the vocabulary of Hanoi College first-year non-English major students Second, the study would advance the field of language teaching science Thirdly, the researcher intervened in the study’s participant’s use of online games for instruction Finally, the study questions needed to be addressed as the participants expressed their growth and interest throughout the procedure

This study used Kemmis and McTaggart’s (1988) framework to analyze the specifics of teacher-researcher identity building, even though there are numerous models of researchers that include various processes to carry out the AR