Enhancing motivation in vocabulary learning via online games an action research project at a university in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐẶNG MINH ANH ENHANCING MOTIVATION IN VOCABULARY LEARNING VIA ONLINE GAMES: AN ACTION RESEARCH PROJECT AT A UNIVERSITY IN HANOI Tăng cường động lực học từ vựng qua trò chơi trực tuyến: Một nghiên cứu hành động trường đại học Hà Nội M.A MINOR PROGRAM THESIS Major: English Language Teaching Methodology Code: 8140231.01 HANOI - 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ĐẶNG MINH ANH ENHANCING MOTIVATION IN VOCABULARY LEARNING VIA ONLINE GAMES: AN ACTION RESEARCH PROJECT AT A UNIVERSITY IN HANOI Tăng cường động lực học từ vựng qua trò chơi trực tuyến: Một nghiên cứu hành động trường đại học Hà Nội M.A MINOR PROGRAM THESIS Major: English Language Teaching Methodology Code: 8140231.01 Supervisor: Hoàng Thị Xuân Hoa, PhD HANOI - 2019 DECLARATION I certify that the work presented in this research report has been performed and interpreted solely by myself I confirm that this paper is submitted in fulfillment of the requirement for the M.A Degree and has not been submitted elsewhere in any other form for the fulfillment of any other degree or qualification Hanoi, 2019 Đặng Minh Anh i ACKNOWLEDGEMENTS This M.A thesis could not have been accomplished without the invaluable help, encouragement and support form a number of people who I would like to show my sincerest gratitude and appreciation To begin with, I would like to express my greatest and deepest thankfulness to my supervisor, Hoàng Thị Xuân Hoa, PhD., for her enthusiastic and precious guideline and advice throughout the duration of my thesis Without her instruction and supervision, this thesis could not have reached the fulfillment Moreover, my honest thanks also come to all students for taking part in this study Last but not least, I give my thanks to family and relatives who have always supported me and supplied the best conditions for me to complete this thesis ii ABSTRACT The present thesis was conducted to examine the extent to which the application of Online games could help to enhance the students‟ motivation in learning vocabulary Participants of this study were 28 low-level students in a non-English major university in Hanoi Online games was used as the strategy to enhance students‟ motivation in vocabulary learning This thesis was designed as an action research The whole process of the research was divided into four steps of planning, implementing, observing and reflecting on progress with aims to reduce the problems and to improve students‟ motivation in learning vocabulary The research questions to be addressed in the thesis are: (1) To what extent online games have influences on students‟ motivation in learning vocabulary? (2) What are students‟ opinions towards the application of these games in vocabulary learning Survey questionnaire, semi-structured interview and classroom observation were used as instruments to collect data for reflection throughout the research The results had confirmed the positive effects of online games on enhancing their motivation in vocabulary learning as the level of motivation after the intervention was increase significantly in comparison with that before the intervention In addition, the results indicated that the students had positive opinions towards application of online games in vocabulary learning in all aspects of ARSC model Keywords: action research, vocabulary, motivation, online games, ARSC model iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES vii LIST OF ABBREVIATIONS viii PART A: INTRODUCTION 1 Rationale Research aims 3 Research questions Scope of the study Method of the study Significance of the study Design of the thesis PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary in language learning and teaching 1.1.1 The importance of vocabulary learning 1.1.2 Process of vocabulary teaching 1.2 Motivation in learning vocabulary 1.2.1 Nature of Motivation 1.2.2 Kinds of Motivation 1.2.2 Methods to enhance motivation in learning 11 1.2.3 ARSC Motivational Design model 12 1.3 The application of online vocabulary games in EFL classroom .14 1.3.1 Definition and classification of games in language learning .14 1.3.2 The application of games in teaching vocabulary 15 iv 1.3.3 The benefits of online vocabulary games 16 CHAPTER 2: METHODOLOGY 18 2.1 Action research 18 2.2 Research design 19 2.3 Participant selection 20 2.4 Materials 20 2.5 Intervention 20 2.6 Instruments 22 2.6.1 Survey questionnaire 22 2.6.2 Semi-interview 23 2.6.3 Observation 24 2.7 The study procedure 24 2.7.1 Identify the problems 24 2.7.2 Action plan 25 2.7.3 Evaluating the plan 27 2.8 Data collection procedure 27 2.9 Data analysis method and procedure 27 2.9.1 Survey questionnaire 28 2.9.2 Semi-structured interview 30 2.6.3 Observation 30 CHAPTER 3: FINDINGS 31 3.1 Survey questionnaire 31 3.1.1 Questionnaire on Motivation in learning vocabulary 31 1.2 Questionnaire on the Use of online games 33 3.2 Semi-structured interview 36 3.3 Observation 37 CHAPTER 4: DISCUSSIONS 40 PART C: CONCLUSIONS 42 Summary of findings 42 v Implications 42 Limitations 43 Recommendations 43 Reflections 43 REFERENCES 45 APPENDICES 51 APPENDIX A: Pre-intervention questionnaire 51 APPENDIX B: Post-intervention questionnaire 52 APPENDIX C: Survey questionnaire 53 APPENDIX D: Open-ended interview questions 56 APPENDIX E: Teacher observation record 57 vi LIST OF TABLES Table 2.1 IMMS scoring guide 29 Table 3.1 Descriptive statistics of students‟ motivation in learning vocabulary 31 Table 3.2 Comparison of motivation between pre- and post-intervention 32 Table 3.3 Scale reliability based on Cronbach‟s alpha 33 Table 3.4 Range of motivation level 34 Table 3.5 Overall mean scores of students‟ evaluation 34 Table 3.6 Numbers of respondents in each level 34 LIST OF FIGURES Figure 2.1 Action research model 19 Figure 3.1 Descriptive statistics of Pre-test and Post-test on motivation in learning vocabulary 32 Figure 3.2 Percentages of respondents in each level 35 Figure 3.3 Descriptive statistics of Game evaluation in each scale 36 vii ARSC CIS CLT EFL ESL IMMS viii Journal of Language and Literature Vol III/2 Semarang: Semarang State University 48 45 Shirdel1, N & Soleimani, H (2015) The effect of computer game assisted teaching on Iranian EFL learners' motivation for learning spelling Journal of Language and Literature Retrieved from: https://www.euprint.org/doi/JLL2015(4-44).pdf 46 Shodiqin (2015) Improving students‟ motivation through collaborative learning strategies Retrieved from http://eprints.walisongo.ac.id/5092/1/113411104.pdf 47 Silsüpür, B (2017) Does Using Language Games Affect Vocabulary Learning in EFL Classes? Journal of Foreign Language Education and Technology, 2(1), Retreived from dergipark.gov.tr/download/article-file/285655 48 Simões, J., Díaz Redondo, R., & Fernández Vilas, R (2013) A social gamification framework for a K-6 learning platform Computers in Human Behavior, 29, 345-353 49 The Skytt, J (2000) The Action Research Guide for Alberta Teachers Alberta teachers‟ association Retrieved from www.teachers.ab.ca/ /ATA/ /ActionResearch.pdf 50 Thornbury, S (2002) How to Teach Vocabulary United Kingdom: Pearson Education Limited 51 Uberman, A (1998) The use of games for vocabulary presentation and revision Forum, 36(1), 20-27 Retrieved from http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm 52 Vermeer, A (1992) Exploring the second language learner lexicon In L Verhoeven, & J H A L De Jong (Eds.), The construct of language proficiency (pp 147-162) Philadelphia, USA: John Benjamin‟s Publishing Company Retrieved from https://doi.org/10.1075/z.62.16ver 53 Wichadee, S & Pattanapichet, F (2018) Enhancement of performance and motivation through application of digital games in an English language class Teaching English with Technology, 18(1), 77-92 Retrieved from: 49 https://files.eric.ed.gov/fulltext/EJ1170635.pdf 54 Widodo, H P (2006) Approaches and procedures for teaching grammar, English Teaching:Practice and Critique, 5(2), 122-141 55 Wilkins, D (1972) Linguistics in Language Teaching Edward Arnold 56 Rixon, S (1992) How to use games in language teaching London: Modern English Publications 57 Harmer, J 2001: The Practice of English Language Teaching Third Edition Cambridge: Longman-ELT 58 Schmuck, Richard A 1997 Practical Action Research for Change Illinois: Skylight Professional Devolpment 50 APPENDICES APPENDIX A: Pre-intervention questionnaire Questionnaire on motivation in learning vocabulary Please circle the number for your answer = strongly agree = agree = uncertain = disagree = strongly disagree I am interested in learning vocabulary I often participate in activities related to vocabulary I ask someone for advice when I have problems with learning vocabulary 21 It is worthwhile to dedicate more time to study vocabulary 5 I am very satisfied with my performance in vocabulary tasks 21 I believe that I can help my classmates to learn vocabulary I am able to use vocabulary that I have learnt I find a way to solve a problem, if I cannot understand vocabulary in class I hope to learn more topics and its vocabulary 10 I would like to spend more time learning vocabulary 11 I feel that the materials used in the class are interesting 12 I think that I can understand the vocabulary taught in class 51 APPENDIX B: Post-intervention questionnaire Questionnaire on motivation in learning vocabulary Please circle the number for your answer = strongly agree = agree = uncertain = disagree = strongly disagree I am interested in learning vocabulary I often participate in activities related to vocabulary I ask someone for advice when I have problems with learning vocabulary 21 It is worthwhile to dedicate more time to study vocabulary 5 I am very satisfied with my performance in vocabulary tasks 21 I believe that I can help my classmates to learn vocabulary I am able to use vocabulary that I have learnt I find a way to solve a problem, if I cannot understand vocabulary in class I hope to learn more topics and its vocabulary 10 I would like to spend more time learning vocabulary 11 I feel that the materials used in the class are interesting 12 I think that I can understand the vocabulary taught in class 52 APPENDIX C: Survey questionnaire Questionnaire on the use of Online games in vocabulary learning Please circle the number for your answer = strongly agree = agree = uncertain = disagree = strongly disagree When I first looked at this game, I had the impression that it would be easy for me There was something interesting at the beginning of this game that got my attention The questions of the game was more difficult to understand than I would like for it to be After reading the introductory information, I felt confident that I knew what I was supposed to learn from this game Answering the questions in this game gave me a satisfying feeling of accomplishment It is clear to me how the content of this game is related to things I already know Many of the questions had so much information that it was hard to pick out and remember the important points These games are eye-catching There were pictures or examples that showed me how this material could be important to some people 10 Completing this game successfully was important to me 11 The quality of the questions helped to hold my attention 12 This game is so abstract that it was hard to keep my attention on it 53 13 As I played this game, I was confident that I could learn the content 14 I enjoyed this game so much that I would like to know more about this topic 15 The questions of this game look dull and unappealing 16 The content of this game is relevant to my interests 17 The way the questions are presented on the game helped keep my attention 18 There are explanations of how to play this game 19 The questions in this game were too difficult 20 This game has things that stimulated my curiosity 21 I really enjoyed playing this game 22 4321 The amount of questions in this game caused me to get bored 23 4321 The content and style of writing in this game convey the impression that its content is worth knowing 24 I learned some things that were surprising or unexpected 25 After playing this game for a while, I was confident that I would be able to pass a test on it 26 This game was not relevant to my needs because I already knew most of it 27 The wording of feedback after answering the questions in this game, helped me feel rewarded for my effort 28 The variety of illustrations, helped keep my attention on the game 29 The illustration of game is boring 30 I could relate the content of this game to things I have seen, done, or thought about in my own life 31 There are so many words on game that it is irritating 32 It felt good to successfully complete this game 54 33 The content of this game will be useful to me 34 I could not really understand quite a bit of the questions in this game 35 The good organization of the content helped me be confident that I would learn this material 36 It was a pleasure to work on such a well-designed game 55 APPENDIX D: Open-ended interview questions Semi-structured interview on use of Online games in vocabulary learning Questions: What did you like the best about the game? _ How did the game relate to learning vocabulary? _ What made you continue to play the game? _ How did you feel about your score at the end of the game? _ 56 APPENDIX E: Teacher observation record Teacher Observation Record Lesson: Week: _ Date and Time: Observations of events: Student’s participation: Comments/Summary: 57 ...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ĐẶNG MINH ANH ENHANCING MOTIVATION IN VOCABULARY LEARNING VIA ONLINE GAMES: AN. .. in vocabulary learning in particular and in language learning in general Research aims Vocabulary is the basis of any language to be learned and how to motivate the learners to learn vocabulary. .. learner will easy to master vocabulary and they can reach the goals of teaching and learning a foreign language, that is produce a language in speaking, reading, and writing 1.2 Motivation in learning