Employing kahoot game to improve first year students’ english grammar accuracy an experimental research at an engineering university in the north vietnam

1.VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** Style Definition: thom2: Font: Italic, Space After: 0,5 line Style Definition: thom3: Font: Bold, Space Before: 0,2 line, After: 0,4 line Style Definition: TOC 3: Tab stops: NGUYỄN THỊ THƠM 15,5 cm, Right,Leader: … + Not at 16,07 cm Formatted: Font: 14 pt Formatted: Font: EMPLOYING KAHOOT GAME TO IMPROVE FIRST YEAR Formatted: Font: 14 pt STUDENTS’ ENGLISH GRAMMAR ACCURACY: AN EXPERIMENTAL RESEARCH AT AN ENGINEERING UNIVERSITY IN THE NORTH VIETNAM SỬ DỤNG TRỊ CHƠI KAHOOT ĐỂ TĂNG CƯỜNG ĐỘ CHÍNH XÁC NGỮ PHÁP TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT: MỘT NGHIÊN CỨU THỰC NGHIỆM TẠI MỘT TRƯỜNG ĐẠI HỌC KỸ THUẬT TẠI MIỀN BẮC VIỆT NAM M.A Minor Thesis Field: English Teaching Methodology Formatted: Font: Code: 8140231.01 Formatted: Font: 14 pt Hanoi - 2018 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THỊ THƠM EMPLOYING KAHOOT GAME TO IMPROVE FIRST YEAR STUDENTS’ ENGLISH GRAMMAR ACCURACY: AN EXPERIMENTAL RESEARCH AT AN ENGINEERING UNIVERSITY IN THE NORTH VIETNAM SỬ DỤNG TRÒ CHƠI KAHOOT ĐỂ TĂNG CƯỜNG ĐỘ CHÍNH XÁC NGỮ PHÁP TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT: MỘT NGHIÊN CỨU THỰC NGHIỆM TẠI MỘT TRƯỜNG ĐẠI HỌC KỸ THUẬT TẠI MIỀN BẮC VIỆT NAM M.A Minor Thesis Field: English Teaching Methodology Code: 8140231.01 Supervisor: Trần Thị Duyên, Ph.D Hanoi - 2018 DECLARATION OF AUTHORSHIP Formatted: thom1, Centered I certify that this thesis is the result of my own research and the substance of this thesis has not, wholly or in part, been submitted for a degree to any Formatted: Font: Not Bold other universities or institutions Formatted: Font: Not Bold i ACKNOWLEDGEMENTS Formatted: thom1, Centered First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Tran Thi Duyen for her invaluable assistance, constructive Formatted: Font: Not Bold criticism, and encouragement without which my thesis would not have been accomplished Secondly, I am thankful to all the lecturers and staff of the Post-Graduate Department of University of Languages and International Studies, Vietnam National University for their scientific knowledge, guidance and Formatted: Font: Not Bold enthusiasm during my course My sincere thanks also go to my friend - Mrs Nguyen Thi Thu Ha and her students for their substantial support for the data collection for this study In addition, I would like to express my gratitude to my friend – Mrs Bui Hong Van who helped me to proofread and edit my writing Formatted: Font: Not Bold Last but not least, I owe my deep thanks to my family and friends who have helped and encouraged me while I was conducting the research NGUYEN THI THOM Formatted: Font: Not Bold Formatted: Font: Not Bold Formatted: Font: Not Bold Formatted: Font: Not Bold ii ABSTRACT Formatted: thom1, Centered Grammar learning plays an important role in second language acquisition Games have been considered an effective tool for enhancing English teaching and learning process The paper aims to study the use of Kahoot game for enhancing the effectiveness of English teaching and learning process at one University in Hanoi and investigate students’ attitude of 1styear students toward Kahoot game at this University In order to conduct the study, three data collection tools were employed: (1) tests, (2) questionnaires and (3) interviews The research results show that the employment of Kahoot game help improve the students’ grammar accuracy In addition, most of the students indicated positive attitudes towards the use of Kahoot game in English lessons and it seems that the integration of Kahoot game could help increase the students’ learning motivation It is hoped that the study can be a useful source of reference for teachers and practitioners who are looking for ways to improve their teaching of English language, especially English grammar, to support learners iii Formatted: Font: Not Bold 1.2.3 When to use games TABLE OF CONTENTS 14 1.2.4.Review of previous related studies 15 DECLARATION OF AUTHORSHIP i 1.5 Summary of the chapter ACKNOWLEDGEMENTS ii 16 ABSTRACT CHAPTER 2: METHODOLOGY iii 18 LIST OF TABLES AND FIGURES 2.1 The English teaching x at Engineering University PART I: INTRODUCTION 18 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Grammar 1.1.1 Definition of grammar 1.1.2 The roles of grammar in ELT 1.1.2.1 For-grammar perspectives 1.1.2.2 Against-grammar perspectives 1.1.3 The methods of teaching grammar 1.1.3.1 Grammar-Translation Method 1.1.3.2 Direct method 1.1.3.3 Audio-lingual 10 1.1.3.4 Communicative Language Teaching 11 1.2 Games 12 1.2.1 Definition of games 12 1.2.2 Advantages of games 13 iv Formatted: Right: -0,5 cm Formatted: Font: 14 pt Formatted: Font: (Default) Times New Roman, 14 pt, Font color: Auto 2.2 The current textbook Topnotch (version 3) in use at Engineering University and its grammar 19 2.3 Employing Kahoot games in teaching grammar 20 2.3.1 The background of Kahoot 20 2.3.2 Creation of quizzes in Kahoot 21 2.3.3 How to play Kahoot in the classroom 22 2.3.4 Effects of using Kahoot games to teach English Grammar 24 2.4 The setting of the study 27 2.5 The participants 28 2.6 Data collection instruments 28 2.6.1 Pre-test and post-test 28 2.6.1.1 Pre-test 28 2.6.1.2 Post-test 29 2.6.2 Survey questionnaire 30 2.6.3 Interview 30 2.7 Data collection procedure 31 2.8 Data analysis 31 2.9.Summary of the chapter 32 CHAPTER 3: RESEARCH RESULTS AND DISCUSSION 33 3.1 Test results 33 3.2 Questionnaire results 37 3.3 Interview Results 42 3.4 Discussion 45 PART 3: CONCLUSIONS AND IMPLICATIONS 48 Major findings 48 Limitations 49 Implications 49 Suggestion for further research 50 v REFERENCES 51 APPENDIX 54 Aim of the study Research questions Method of the study Significance of the study Structure of the thesis 1.1 Grammar 1.1.1 Definition of grammar 1.1.2 The roles of grammar in ELT 1.1.2.1 For-grammar perspectives 1.1.2.2 Against-grammar perspectives 1.1.3 The methods of teaching grammar 1.1.3.1 Grammar-Translation Method 1.1.3.2 Direct method 1.1.3.3 Audio-lingual 10 1.1.3.4 Communicative Language Teaching 11 1.2 Games 12 1.2.1 Definition of games 12 1.2.2 Advantages of games 13 1.2.3 When to use games 14 1.2.4.Review of previous related studies 15 1.5 Summary of the chapter 16 2.1 The English teaching at Engineering University 18 2.2 The current textbook Topnotch (version 3) in use at Engineering University and its grammar 19 2.3 Employing Kahoot games in teaching grammar 20 2.3.1 The background of Kahoot 20 2.3.2 Creation of quizzes in Kahoot 20 vi 2.3.3 How to play Kahoot in the classroom 21 2.3.4 Effects of using Kahoot games to teach English Grammar 22 2.4 The setting of the study 23 2.5 The participants 24 2.6 Data collection instruments 24 2.6.1 Pre-test and post-test 24 2.6.1.1 Pre-test 24 2.6.1.2 Post-test 25 2.6.2 Survey questionnaire 26 2.6.3 Interview 26 2.7 Data collection procedure 27 2.8 Data analysis 27 2.9.Summary of the chapter 28 3.1 Test results 29 3.2 Questionnaire results 33 3.3 Interview Results 37 3.4 Discussion 40 Major findings 43 Limitations 44 Implications 44 Suggestion for further research 45 REFERENCES 46 APPENDIX 49 Formatted: Font: 14 pt DECLARATION OF AUTHORSHIP ACKNOWLEDGEMENTS vii ... toward the use of Kahoot game in year students’ grammar accuracy: An experimental research at an Engineering University in North Vietnam? ?? Aim of the study The study aimed to investigate:  the effects... competitive that they want to finish first and win in the dictation game It can be clearly seen that games can attract students'' attention and participation, so they can motivate students to want to learn... Kahoot game on first year students’ English grammar accuracy the English grammar class Research questions The research is carried out with an attempt to find out the answer to the following research