the impacts of games on learning vocabulary of grade 5 students at asian international school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN THAO THUAN THE IMPACTS OF GAMES ON LEARNING VOCABULARY OF GRADE STUDENTS AT ASIAN INTERNATIONAL SCHOOL MASTER OF ARTS IN TESOL Ho Chi Minh City, 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN THAO THUAN THE IMPACTS OF GAMES ON LEARNING VOCABULARY OF GRADE STUDENTS AT ASIAN INTERNATIONAL SCHOOL Major: Teaching English to speakers of other language Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: LE THI THANH THU, Ed.D Ho Chi Minh City, 2019 ABSTRACT The purpose of the study was to explore the impacts of games via the Grade students’ attitudes towards the application of games in their vocabulary learning and the effects of games on the students’ vocabulary achievement at Asian International School To achieve these purposes, an experimental research was employed This study lasted in three months, one group learned vocabulary in the normal way while the other group learned vocabulary with game application in the review stage The pre-test was delivered to both groups at the beginning of the study After games were applied in six weeks of the treatment, the post-test was held to evaluate the vocabulary achievement of two groups Next, the post-test was administrated to the students of both groups at the end of the treatment Right after the post-test 2, a set of questionnaire was delivered to only 25 students of the experimental group to find out their attitudes towards the learning vocabulary with games The results from the vocabulary tests proved that students learning with games had significantly better results than students learning with the normal method The experiment students showed their positive attitudes They all like studying with games mostly in every lesson Emotionally, they felt relaxed, interested and motivated in learning The positive attitudes helped to contribute to their better results in the vocabulary tests Students in the experimental group did made better progress in their vocabulary learning in comparison with what students in the control group did This led to the suggestion that games should be implemented to help primary school students develop their vocabulary performance STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The impacts of games on learning vocabulary of Grade students at Asian International School” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2019 NGUYEN THAO THUAN RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thao Thuan, being a candidate for the degree of Master of Arts (TESOL), accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, 2019 NGUYEN THAO THUAN ACKNOWLEDGEMENTS This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the people who have kindly contributed with enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis First of all, I am deeply indebted to my supervisor, Le Thi Thanh Thu Ph.D., whose compassions, encouragement and guidance throughout the research have helped in the completion of this thesis I have truly learned from the excellence of her skills and from her wide experience in research; no words are adequate to describe the extent of my gratitude I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me with invaluable sources of intellectual knowledge during my study there This knowledge was very useful when I conducted this research I owe a great debt of gratitude to the anonymous participants who contributed data to this thesis Without them the data collection for this study could not properly been carried out Last but not least, I would like to express my particular gratitude to my beloved family for their unconditional love, understanding, encouragement, and financial and spiritual support over time and distance TABLE OF CONTENT Page ABSTRACT i STATEMENT OF AUTHORSHIP ii RETENTION AND USE OF THE THESIS iii ACKNOWLEDGEMENT iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES AND CHARTS x CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Objectives of the study 1.3 Research questions 1.4 Significance of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of vocabulary 2.2 Aspects of knowing a word 2.2.1 Word form 2.2.2 Word grammar 2.2.3 Word use 2.2.4 Word formation 2.2.5 Word meaning 2.3 The importance of vocabulary learning 2.4 The stages of teaching vocabulary 10 2.4.1 Presentation 10 2.4.2 Practice 11 2.4.3 Production 11 2.4.4 Review 12 2.5 How to learn vocabulary effectively 12 2.6 Characteristics of young learners 13 2.7 Learners’ attitudes in language learning 15 2.7.1 Definitions and components of attitudes 15 2.7.2 The importance of attitudes 15 2.8 Games in language learning 16 2.8.1 Definitions of games 16 2.8.2 Types of games 16 2.8.3 Cooperative vocabulary games 17 2.8.3.1 Definitions 17 2.8.3.2 Types of cooperative vocabulary games 17 2.8.4 The advantages of using games in language teaching and learning 19 2.8.5 The disadvantages of games 20 2.8.6 When to play games 21 2.9 Previous studies 22 2.9.1 International studies 22 2.9.2 Vietnamese studies 23 2.10 Chapter summary 25 CHAPTER 3: METHODOLOGY 26 3.1 Research setting 26 3.1.1 Research site 26 3.1.2 Participants of the study 27 3.2 Research design 28 3.3 Description of the material 29 3.4 The experimental procedures 30 3.4.1 Time distribution 30 3.4.2 Teaching procedures of the experimental group and control group 35 3.5 Data collection instruments 3.5.1 Attitude questionnaire 37 37 3.5.2 Vocabulary tests 38 3.6 Data analysis methodology 40 3.7 Reliability and validity 41 3.7.1 Reliability and validity of vocabulary tests 41 3.7.2 Reliability and validity of attitude questionnaire 41 3.8 Summary 42 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 43 4.1 Questionnaire analysis and discussions 43 4.1.1 The students’ affective attitudes toward learning vocabulary with 43 games 4.1.2 The students’ cognitive attitudes toward the benefits of games in 44 their learning vocabulary with games 4.1.3 The students’ general affective and behavioral attitudes on game- 46 based vocabulary lessons 4.1.4 Discussions on the research question 4.2 Test analysis and discussions 48 50 4.2.1 Pre-test between experimental group and control group 50 4.2.2 Pre-test and Post-test within each group 52 4.2.2.1 Pre-test and Post-test within the experimental group 52 4.2.2.2 Pre-test and Post-test within the control group 54 4.2.3 Post-test and Post-test within each group 55 4.2.3.1 Post-test and Post-test within the experimental group 55 4.2.3.2 Post-test and Post-test within the control group 57 4.2.4 Post-test between experimental group and control group 59 4.2.5 Post-test between experimental group and control group 60 4.2.6 Discussions on research question 63 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 67 5.1 Summary of results 67 5.2 Recommendations for teachers 69 5.3 Limitations of the study 70 5.4 Recommendations for further research 70 REFERENCES 72 APPENDIX 3.1: LESSON PLAN UNIT 10 (ENGLISH TIME 5) 78 APPENDIX 3.2: LESSON PLAN UNIT (ENGLISH TIME 6) 80 APPENDIX 3.3: LESSON PLAN UNIT (ENGLISH TIME 6) 82 APPENDIX 3.4: LESSON PLAN UNIT (ENGLISH TIME 6) 84 APPENDIX 3.5: LESSON PLAN UNIT (ENGLISH TIME 6) 86 APPENDIX 3.6: LESSON PLAN UNIT (ENGLISH TIME 6) 88 APPENDIX 3.7: QUESTIONNAIRE (ENGLISH VERSION) 90 APPENDIX 3.8: QUESTIONNAIRE (VIETNAMESE VERSION) 92 APPENDIX 3.9: THE PRE-TEST 94 APPENDIX 3.10: THE POST-TEST 97 APPENDIX 3.11: THE POST-TEST 100 APPENDIX 4.1: TEST SCORES 103 89 UNIT 5: NATERAL DISASTERS (ENGLISH TIME 6) THE SEARCHING GAME APPLIED IN UNIT DIRECTIONS: Work in groups of four to find out the words about natural disasters in the puzzle The clues are given below: DOWN: (1) a very large ocean wave that is caused by a storm or an earthquake, and that destroys things when it reaches the land (2) a violent tropical storm with very strong winds (6) a long period of time when there is little or no rain (8) a large amount of water covering an area that is usually dry (9) a severe snow storm with strong winds ACROSS: (3) a storm with thunder and lightning and usually heavy rain (4) a strong, dangerous wind that forms itself into an upside-down spinning cone and is able to destroy buildings as it moves across the ground (5) a sudden violent movement of the earth's surface, sometimes causing damage (7) landslip a mass of rock and earth moving suddenly down a steep slope (10) the state of burning that produces flames that send out heat and light (7) L (5) A (9) B N D S L I D E I (8) Z F Z L A S T O R M O D D (6) (1) (2) (3) T H U N D E R T T R I Y O D P U A H G (10) F L O H W (4) T O R N A D O T A N V E A R T H Q U A K E I R E 90 APPENDIX 3.7 QUESTIONNAIRE (ENGLISH VERSION) This questionnaire is to collect information for the study of the impacts of games on learning vocabulary at Asian International School We really appreciate your great contribution to the study and we ensure that all information in this questionnaire is only served for the purpose of the study Thank you for your cooperation! No Questions Completely Disagree disagree (1) Not Agree sure (2) (3) Completely agree (4) (5) Question 1: How you feel when learning vocabulary with games? Please tick at the box that suits the most 1.1 I am interested in the lessons when learning with games 1.2 I feel motivated to learn 1.3 I feel relaxed in the lesson 1.4 I feel nervous in the lesson 1.5 I feel bored Question 2: In your opinion, what benefits can you get from learning vocabulary with games? 2.1 Games bring cheerful learning atmosphere 2.2 Games help me to be more active 2.3 Games help me remember the new words easily 2.4 Games create a context for me to practice the words 91 2.5 Games encourage me to communicate with my friends 2.6 Games enhance my motivation in learning the lessons Question 3: Generally, how you like learning vocabulary with games? (Please tick at the appropriate box) Do not like So so Like but not very much Very much Question 4: How often you like learning vocabulary with games? (Please tick at only one box) Every lesson Every week Thank you! Every month Never 92 APPENDIX 3.8 BẢNG KHẢO SÁT VỀ VIỆC SỬ DỤNG TRÒ CHƠI TRONG GIỜ HỌC TỪ VỰNG ĐỐI VỚI HỌC SINH LỚP TẠI TRƯỜNG QUỐC TẾ Á CHÂU Bảng câu hỏi để thu thập thông tin cho đề tài nghiên cứu tác động trị chơi việc học từ vựng thơng qua trị chơi học sinh lớp Trường Quốc tế Á Châu Xin vui lòng trả lời cách đánh dấu tick (√) vào ô Chúng thực đánh giá cao đóng góp to lớn cho nghiên cứu đảm bảo tất thông tin bảng câu hỏi phục vụ cho mục đích nghiên cứu Cảm ơn hợp tác con! Số Câu hỏi Hồn tồn Khơng Khơng khơng đồng ý đồng ý Đồng Hoàn toàn đồng ý ý chắn (1) (2) (3) (5) (4) Câu hỏi 1: Con cảm thấy học từ vựng thơng qua việc chơi trị chơi? Vui lịng đánh dấu “√ ” vào thích hợp 1.1 Con cảm thấy thích thú học từ vựng cách chơi trò chơi 1.2 Com cảm thấy có động lực để học 1.3 Con cảm thấy thoải mái học 1.4 Con cảm thấy hồi hộp học 1.5 Con cảm thấy chán 93 Câu hỏi 2: Theo con, nhận lợi ích từ việc học từ vựng qua trò chơi? 2.1 Trò chơi mang đến cho khơng khí học tập vui vẻ 2.2 Trị chơi giúp động 2.3 Trò chơi giúpcon nhớ từ cách dễ dàng 2.4 Trò chơi tạo bối cảnh để thực hành từ 2.5 Việc học với trị chơi khuyến khích giao tiếp với bạn bè 2.6 Học với trò chơi giúp tăng cường động lực việc học học Câu hỏi 3: Một cách tổng quát, có thích học từ vựng qua trị chơi khơng? (Vui lịng đánh dấu “√” vào thích hợp) Khơng thích Khơng thích Thích khơng nhiều Thích nhiều Câu hỏi 4: Con thích thường xuyên học từ vựng với trò chơi nào? (Vui lịng đánh dấu “√” vào ơ) Mỗi học Mỗi tuần Mỗi tháng Cô cám ơn nhé! Không 94 APPENDIX 3.9 PRE-TEST I Write the words for these pictures (2.5 marks) Ex: Ex: F l u t e II M _ C BB _ _ _ _ _ L _ B _ Match the words in column A with the definitions in column B (5marks) Column A Ex: Coffee Column B A A building where people stay, usually for a short time, paying for their rooms and meals Hotel B A hot drink made from coffee powder and boiling water It may be drunk with milk or sugar Cello C A large bird with a sharp curved beak and very good sight Eagle D A building in which objects of artistic, cultural, historical or scientific interest are kept and shown to the public Museum E A system for talking to somebody else over long distances, using wires or radio Phone F A musical instrument with strings, shaped like a large violin The player sits down and holds the cello between his or her knees 95 III Fill in the gaps in the phrases with these verbs(2.5marks) Do Catch Blow Get Do laundry Ex: Give Iron ……………… a bubble ………… a speech ……………… a frog ………… a haircut ……………… a shirt IV Write “True” or “False” Ex: chop vegetables False Trumpet ……………… … Kangaroo …………… … Cut out a heart Bake bread … Theater … ……………… ……………… ……………… 96 ANSWER KEY_ PRE TEST I Write the words for these pictures (2.5 marks) Camel Lemonade Medicine Bridge Barbershop II Match the words in column A with the definitions in column B (2.5marks) A F C D E III Fill in the gaps in the phrases with these verbs(2.5marks) Blow Give Catch Get Iron IV Write “ True” or “ False” True False False True True 97 APPENDIX 3.10 POST-TEST I Write the words for these pictures (2.5 marks) Ex: Ex: W e a k H W C _ L _ _ _ S _ _ _ _ _ II Match the words in column A with the definitions in column B (5marks) Column A Ex: Hungry Column B A A piece of jewelry that you wear on your finger Busy B Having a lot to do; perhaps not free to something else because you are working on something Ring C Feeling that you want to eat something Old D Having lived for a long time Sunglasses E A long comfortable seat for two or more people to sit on Couch F A pair of glasses with dark glass in them that you wear to protect your eyes from bright light from the sun III Fill in the gaps in the phrases with these verbs(2.5marks) Skip Ex: Fall Skip lunch Win Forget Make ……………… a prize ………… a mistake ……………… off the fan 4.………… my homework ……………… of my chair Turn 98 IV Write “ True” or “ False” Ex: jacket ………True…………… Prize ……………………… Fan ……………………… Hungry ……………………… Watch ……………………… Old ………………………… 99 ANSWER KEY_ POST-TEST I Write the words for these pictures (2.5 marks) Happy Watch Strong Lamp Calculator II Match the words in column A with the definitions in column B (2.5marks) B A D F E III Fill in the gaps in the phrases with these verbs(2.5marks) Win Make Turn Forget Fall IV Write “True” or “ False” (2.5 marks) True True False False False 100 APPENDIX 3.11 POST-TEST I Write the words for these pictures (2.5 marks) Ex: Ex: T i d a l w a v e D L A L_S F S _ _ _ II Match the words in column A with the definitions in column B (2.5marks) Column A Ex: Worried Landslide Column B A A mass of earth, rock, etc that falls down the slope of a mountain or a cliff B Thinking about unpleasant things that have happened or that might happen and therefore feeling unhappy and afraid Dangerous C A storm with thunder and lightning and usually heavy rain Thunderstorm Earthquake Proud D Likely to injure or harm somebody, or to damage or destroy something E Feeling pleased and satisfied about something that you own or have done, or are connected with F A sudden, violent shaking of the earth’s surface III IV Clean Ex: Fill in the gaps in the phrases with these verbs (2.5marks) Make Feed Build Bring Clean the stable Set ……………… the horse 2………… build a fire ………… the first aid kit 4…… …… the table ……………….biscuits 101 IV Write “ True” or “False” Ex: Surprised ………True……………… Sunscreen …………………………… Fire …………………………… Angry …………………………… Fence …………………………… Biscuits …………………………… 102 ANSWER KEY_ POST-TEST I Write the words for these pictures (2.5 marks) Drought Angry Sign Sunscreen Fence II Match the words in column A with the definitions in column B (5marks) A D C F E III Fill in the gaps in the phrases with these verbs(2.5marks Feed Build Bring Set Make IV Write “ True” or “ False” True True False False True 103 APPENDIX 4.1 TEST SCORES Experimental group Pre-test Post-test Post-test 5 6.5 6.5 6.5 5 6 5.5 5.5 6.5 7.5 8 7.5 7.5 6.5 8.5 5.5 7 7.5 6.5 7 7 4.5 5.5 5 7 4.5 3.5 4.5 6 5 6.5 5 Coded Student 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Control group Pre-test Post-test Post-test 6.5 5.5 5 6.5 6 6.5 5.5 4.5 6.5 4.5 6.5 6 8 4.5 6.5 6.5 7.5 5 4.5 6.5 7 6 5.5 4 6 4.5 5 4.5 5 5.5 ... specific context of the Asian International School 1.2 Objectives of the study The primary concern of this research is to study the impacts of games on learning vocabulary of the Grade students at the. .. games via the Grade students? ?? attitudes towards the application of games in their vocabulary learning and the effects of games on the students? ?? vocabulary achievement at Asian International School. .. others, cooperative learning? ?? (p 6) Because of the reasons above, the researcher decides to conduct the study on the impacts of games on learning vocabulary of Grade students at Asian International