an investigation into the use of games in efl speaking classes at tan phuc secondary school in binh thuan province

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY DUONG TRAN THUY TRINH AN INVESTIGATION INTO THE USE OF GAMES IN EFL SPEAKING CLASSES AT TAN PHUC SECONDARY SCHOOL IN BINH THUAN PROVINCE MASTER OF ARTS IN TESOL Ho Chi Minh City, 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY DUONG TRAN THUY TRINH AN INVESTIGATION INTO THE USE OF GAMES IN EFL SPEAKING CLASSES AT TAN PHUC SECONDARY SCHOOL IN BINH THUAN PROVINCE Major: Teaching English to speakers of other language Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: Dr NGUYEN DINH THU Ho Chi Minh City, 2019 i STATEMENT OF THE AUTHORSHIP I certify that the thesis entitled “An Investigation into the Use of Games in ÈFL Speaking Classes at Tan Phuc Secondary School in Binh Thuan Province.” is my original work; it is based on my own research All sources used by me have been documented No other person‟s work has been used without due acknowledgement This work has not previously been submitted for assessment in this or any other subject or course at this University or elsewhere Ho Chi Minh City, 2019 Duong Tran Thuy Trinh ii ACKNOWLEDGEMENTS First of all, I would like to give thanks to my supervisor, Dr Nguyen Dinh Thu for the aid and tolerance during my process of conducting this thesis He gave me very useful guidelines, feedback, and support when I carried out this study Secondly, I also would like to show my gratitude to all teachers and students at Tan Phuc secondary school who spent their valuable time to take part in the interviews and respond my questionnaires Also, thanks to the consent of headmaster and English teachers, the researcher could observe how an English speaking class was run there Thirdly, I would like to extend my appreciation to some of my colleagues who gave me some helpful advice and support me at work so that I had more time to complete my thesis Last but not least, I want to express my deep gratitude to my parents who continuously stand by me and encourage me during the process of this study Duong Tran Thuy Trinh iii ABSTRACT The English language speaking skill has been always considered as one of the prioritized skills in English language education EFL teachers, in fact, use a variety of techniques, including role-play, discussion, pair-and group-work to not only engage learners in the learning process but also enhance their English communication skills Among the frequently used activities, various games in EFL teaching have been paid attention and widely applied to create an interesting and interactive learning environment However, the types and methods of game application are varied among EFL teachers Hence, this study attempts to investigate the current situation of learning speaking skills through games and students‟ attitudes towards the use of games at a secondary school in Binh Thuan province Based on the theoretical framework of speaking skills and games, the research was carried out in the first semester of school year 2018-2019 The participant of this study consisted of all students and English teachers at Tan Phuc secondary school The data were collected from three different sources: questionnaires, interviews, and observations For analysis, the questionnaire data were quantitatively analysed while the interview data were qualitatively analysed The findings of the study revealed that current situations of learning oral skills through games are quite effective, and most students show their positive attitudes towards games in learning speaking skills However, there are still some challenges of using this tool in a speaking lesson, including the hesitation to participate in the speaking activities, the imbalance of student-talking time, or the overuse of the mother tongue of a small group of students in practicing speaking In order to deal with this problem, teachers should play a key role in managing the classroom‟s activities Hopefully, the study will shed light on using games to effectively encourage learners‟ English communication skills iv TABLE OF CONTENTS STATEMENT OF THE AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURES vii LIST OF TABLES vii LIST OF CHARTS viii CHAPTER INTRODUCTION 1.1 Rationales of the study 1.2 Purposes of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the study CHAPTER LITERATURE REVIEW 2.1 Theoretical background 2.1.1 Speaking 2.1.2 Games 16 2.1.3 How to employ games in speaking classes 22 2.2 Empirical studies 23 2.3 Chapter summary 26 CHAPTER 27 METHODOLOGY 27 3.1 Research Design and Instruments 27 3.1.1 Research design 27 3.1.2 Research instruments 28 v 3.2 Research site 34 3.3 Participants 34 3.4 Data collection technique 35 3.5 Data analysis technique 36 3.5.1 Descriptive data analysis 36 3.5.2 Content analysis 36 3.6 Methodological issues 37 3.6.1 Reliability and validity of the questionnaire 37 3.6.2 Reliability and validity of the observation and interview 38 3.6.3 Triangulation 38 3.7 Chapter summary 38 CHAPTER 39 FINDINGS AND DISCUSSION 39 4.1 Research findings 39 4.1.1 Results from the questionnaires 39 4.1.2 Results from the class observations 62 4.1.3 Results from the interviews 72 4.2 Discussion of findings 78 4.2.1 The situations of learning speaking skills through games 79 4.2.2 Students‟ attitudes towards the use of games in speaking lessons 80 4.3 Chapter summary 81 CHAPTER 82 CONCLUSION AND RECOMMENDATIONS 82 5.1 Summary of major findings 82 5.2 Recommendations 83 5.2.1 For students 83 5.2.2 For teachers 84 5.3 Strength and limitations of the methodology 84 5.3.1 Strengths 84 vi 5.3.2 Limitations 85 5.4 Recommendations for further research 85 5.5 Chapter summary 85 REFERENCE 86 APPENDIX 93 QUESTIONNAIRE DATA COLLECTION 93 APPENDIX 98 QUESTIONNAIRE (ENGLISH VERSION) 98 APPENDIX 101 QUESTIONNAIRE (VIETNAMESE VERSION) 101 APPENDIX 104 CLASSROOM OBSERVATION SHEET 104 APPENDIX 107 QUESTIONS FOR SEMI-STRUCTURED INTERVIEW WITH TEACHERS 107 APPENDIX 108 LESSON PLANS 108 vii LIST OF FIGURES Figure 1: Questionnaire process 31 Figure 2: Observation process 32 Figure 3: Interview process 34 LIST OF TABLES Table 1: Gender 39 Table 2: Reliability statistics 40 Table 3: Reliability Statistics (Section 2) 41 Table 5: Reliability Statistics (Section 3) 50 viii LIST OF CHARTS Chart 1: Does your teacher use games in speaking lessons? 42 Chart 2: Do you participate in games in speaking activity? 43 Chart 3: Does you teacher encourage or give you the opportunity to speak English when playing games? 44 Chart 4: Do you take advantage of every chance given to speak English when playing games? 45 Chart 5: Do you have as much time to speak English as your classmates? 46 Chart 6: Do you focus on your speaking topics when playing games? 47 Chart 7: Does your teacher give feedback or correct your mistake after you practice speaking through games? 48 Chart 8: I feel confident when speaking English in games 51 Chart 9: I feel bored when learning speaking skill in games 52 Chart 10: I am not interested in learning speaking English through 53 Chart 11: I feel tired when studying speaking skill through games 54 Chart 12: I think studying speaking skill through games is enjoyable 55 Chart 13: I think it is easier to practice speaking skill though games 56 Chart 14: I have motivation to practice speaking skill through games 57 Chart 15: I feel relaxed when studying speaking skill through games 58 Chart 16: I want to play games in speaking class because I feel I can speak English better 59 Chart 17: I think my speaking class through games is really a waste of time 60 Chart 18: I want to learn speaking skill through games as much as possible 61 109 - T introduces the new lesson Reading Pre-reading a Pre-teach vocabulary - essential (a): đa dạng, phong phú - attraction (n): điểm thu hút - cuisine (n): cách nấu ăn b Check vocabulary: Rub out and Remember c Prediction: Key: - T asks Ss to look at the pictures at page 54 and make It is from a predictions about the text with the question: magazine/newspaper + Where is the passage from? It is about natural + What is it about ? beauty in Viet Nam + What you know about the subject? I think the subject is - T takes notes the answers Have Ss practice task to about some famous and check their prediction wonderful places for visiting in Viet Nam 2.2 While reading Task 1: Look at the picture then read and check your ideas - T sets minutes limit to ensure Ss read quickly for information and then check their ideas - Ss work individually, then compare the answers with their partners Key: Task 2: Find these words in the passages in 1, then essential (a): something check the meaning very important - Ask Ss to find the four words in the passages and activities (pl.n): actions underline them or things done(eat 110 - T asks Ss to read the sentences and check the meaning seafood, watch dance, of the words take a boat,…) attraction (n): things or places very attractive cuisine (n) a kind of food in Hue Task 3: Read the following sentenses, then tick True Key: or False 1- T 2- F - T sets minutes limit for Ss to reread the text and F 3- T 4- 5T answer T or F - Give feedback 2.3 Post -reading Key: Task 4: Now answer the following questions 1- Ha Long Bay is in - Read the sentences together with Ss Set a longer time Quang Ninh Province limit for them to re-read the text and answer T or F You must take a boat - Again ask Ss to note where they found the information ride that helped them complete the activity - Ss work in pairs imperial City is more - Have Ss give answers important A visit Because to the people travel there just for the cuisine Speaking 3.1 Pre -speaking Task 5: Work in pairs Make notes about one of the places in the brochure Use the information in the 111 text and your own ideas - Ask Ss to discuss which things they find interesting /uninteresting about Ha Long Bay and Hue 3.2 While -speaking Task 6: Tell your partner about the place - Ask SS to close their books Divide Ss into group A and Group B - Tell group A to describe Ha Long Bay and group B to describe Hue - Ask them to practicee their descriptions together, before they rejoin their partners Ha Long Bay Hue Island Huong famous river Caves Imperial City Seafood Museum Traditional dance Art gallery Beaches Cuisine Ngu Binh mountain 3 Post –speaking Task 7: Your friends are visiting your town Think about what they must and mustn’t while they are there role- play the conversation in group - Organize students to work in group of or to join a role-play game - Ask each student to present some interesting features of their town while the others play the role of visitors They should ask for and give advice about things they 112 must and must not when visiting there - Teacher and students will vote for each group‟s performance Which group has the most votes will be the winner and they will receive point bonus for their 15- minute test Home work - Copy and learn the new words - Prepare SKILLS OBSERVATION (GRADE 7) Class 7A2 Teacher: Tran Thi Thu (Pseudonym) UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 5: Skills A Objectives: By the end of this lesson, students can:  Read for specific information about Pho, a popular food in Viet Nam  Describe some food in a simple way B Language knowledge:  Vocabulary: the lexical items related to “Vietnamese food and drink”  Structures: Nouns (countable/ uncountable) How much? / How many? a/ an, some, any… C Teaching aids  1.Teacher: Course book, CD player, pictures  2.Students: Textbooks, workbooks D Procedures: 113 I Warm up (5‟)  Chatting about food and drink II New lesson Teacher’s Activities Ss’ Activities Reading Questions: *Act 1: (3‟)  What dish you think it is? - Ask Ss to look at the picture of a bowl of  Which place is famous for this dish? Ask them some questions  What are the ingredients for it?  When people often have it?  Do you like to have it? Why? Why not? *Act 2: (7‟) Read Phong’s blog Find the words - Ask Ss to scan the passage to find where from the box below in the text an the words: stewing, bones, broth, boneless underline them Use the words around and slices are in the passage each underlined word to help you understand the meaning - Ask Ss to read the text again and answer Read Phong’s blog again and answer the questions the questions - Ask Ss to note where they found the KEY: information that helps them to answer the We can enjoy Pho for all kinds of questions meals during a day, from - Have ss compare their answers before breakfast to dinner, and even for a discussing in front of the whole class late night snack They are made from the best variety of rice The broth for Pho bo is made by stewing the bones of cows for a long time in a large pot The broth 114 for Pho ga is made by stewing chicken bones It is boneless and cut into thin slices Speaking *Act 1: (5‟) - Remind Ss of form and use of a/ an, some, Look at the list of ingredients below any and phrases of quantity used with Work in pairs Ask and answer uncountable nouns Ask Ss to work in pairs, questions about the ingredients for an asking and answering the questions about omelette the ingredients for an omelet *Act 2: (5‟) - Ask ss to work individually, using the Look at the pictures of how to cook phrases in the box to complete the an omelette instructions on how to cook an omelette - Have ss share their answers with their Key: d e a b c partner *Act 3: (10‟) - Give Ss time to think about some food and Work in groups Practice giving drink and how to make them Ask them to instructions on how to make a dish or take notes about the steps to make their drink food and drink Example: - Ask Ss to work in groups to practice A: Can you tell me how to cook the rice, please? What should I first? B: First, put some water in a pot and heat it until it boils A: And then? 115 Consolidation: (7’) Rule: Divide class into two big teams to play Each team elects one person to be the guessing game chair person The chairperson of each team in turns takes a card with an image of food and describes it to their teams On finding the correct kind of food, other members in each team need to ask yes or no question After the game, the team who gave more correct answers after IV Homework (3’) asking a maximum of ten questions would be the winner - Do exercises - Prepare next lesson OBSERVATION (grade 8) Class: 8A3 Teacher: Tran Thi Thu (Pseudonym) Unit 7: MY NEIGHBORHOOD Lesson : speak and listen I Objectives:  Teaching points : By the end of the lesson , Ss will be able to talk how to send parcels or letters II Language contents:  Vocabulary: some words of post office  Grammar: III Teaching aids : Textbooks , chalk , lesson plan, posters IV Procedure: 116  Organization: - Greeting and checking attendance  New lesson: Teacher’s activities Warm up : (5‟) Students, activities + Chatting - Show a letter and ask Ss some questions + What is this? + Where can I post it to my friend? + How can I post it? + How much? + Is it more expensive when I send a parcel? + Have you ever sent a letter or a parcel?  Lead in the new lesson Presentation : (5‟) + Pre- teach vocabulary : - air – mail : letter or parcel sent by air Listen and repeat chorally , - surface mail : letter or parcel sent by bus , train individually or ship … Copy down - Parcel ( n) buu pham buu kien ( whole class ) - charge (v / n ) : le phi, cuoc phi Play game * Checking: Rub out and remember Listen carefully Practice: A/ Speak: ( 17’) + Reading comprehension - Set the scene “ Mrs Kim wants to send a parcel to Qui Nhon , so she has to go to the post office ” - Give Ss some questions and ask Ss to work in -Work in pairs pairs to compare their answers - Ask Ss to read the dialogue and find out the -Read the dialogue to find out answers the answers 117 a Does Mrs Kim send the parcel airmail or -Practice asking and answering surface mail? Why? the questions b What is the weight of her parcel? KEY: c How much does she pay? a Mrs Kim send the parcel - Call on Ss to ask and answer the questions surface mail because it is much cheaper b Her parcel is five kilograms c She pays 19, 200 dongs Practice : - Call on a student to play role of Mrs Kim and Practice practice the dialogue with teacher ( clerk ) the dialogue with teacher - Call on some pairs to practice the dialogue Correct their pronunciation Work in open pairs - Call on some pairs to practice the dialogue in Work in closed pairs front of class Further practice : - Set the scene and ask Ss to make the dialogue + Mrs Lan wants to post a letter air mail - Ask Ss to make the dialogue between Lan and the clerk in the post office - Elicit and encourage Ss to make the dialogue themselves Expected dialogue Clerk: Can I help you ? Practice the dialogues, using Mrs Lan: I want to send a letter to Kontom the situations Clerk:Do you want to send it airmail or surface ( whole class ) mail ? Mrs Lan: I send it airmail How much is it? 118 Clerk: Let me see Mmm, 15 grams, it is only 1,200 dongs Mrs Lan: Here you are Clerk: Thank you Work in pairs - Get Ss to practice the dialogue in pairs - Give Ss some situations : Postcard / HCM city / airmail / 15 g Parcel / Ca Mau? air mail / kg Parcel / Buon Me Thuot / surface / kgs - Divide class into groups , each prepares a Work in groups dialogue - Call on pairs from each group to practice their Work in open pairs dialogue - Get Ss to work in pairs, practicing three Work in closed pairs dialogues and move around class to help Ss B/ Listen: Prediction ( 14’) Listen and copy Pre - listening : - Set the scene “Na is new in the neighborhood Listen and copy She is talking to Nam about what she is going to on the weekend.” - Ask Ss to listen to the tape twice and give the answers and fill in the blanks in each advertisement Work individually While - listening : + Listening task : - Let Ss listen to the tape twice and give the answers - Give feedback a The new comer Work individually b Town Ground 119 c English speaking contest d Culture House Listening task : - Ask Ss to read the statements in the exercises Work in pairs 2/66 Listen to the conversation - Get Ss to guess which is true , which is false again and tick in the corrects which has no information boxes - Ask Ss to share their ideas with their friends - Give feedback - Let Ss listen to the conversation again n and tick in the correct boxes: True? False or No information + Comprehension questions - Ask Ss some questions to check their understanding of the conversation - Turn on the tape again a Does Na like movies? Practice asking and answering b Why will not she go to see the film “The New the questions comer?” ( whole class ) c Why will not Na go to the photo exhibition? d Who will Na go to the soccer match with? e What time does the match start? Post - Listening : - Work in pairs - Ask Ss to work in groups to talk to their friends - Answer the questions about what Na is going to this weekend - Call on some volunteers from each group to tell Work in group the whole class about Na Talk about What Na is going to this weekend 4.Consolidation: ( 3‟)- Retell the main points of this lesson 120 Homework : (1‟) Copy the three dialogues in their notebooks - Ss copy down Prepare the next lesson OBSERVATION (grade 9) Class: 9A1 Teacher: Le Thi Thuy (Pseudonym) UNIT: Lesson THE MEDIA SPEAK I Objectives: By the end of the lesson, students will be able to talk to their friends about the programs that they like or dislike II Language contents:  Vocabulary: - violent, documentary, informative  Grammar structure: - Tag questions - Gerund after some verbs III Teaching methods and techniques: - Noughts and crosses, Gap fill, Predict dialogue, answer the question , - Rub out and remember, lucky numbers, comprehension question IV Teaching aids: text-book, , picture cards, cassettes V Time: VI Procedures: Check up: Warm up : Running dictation Divide the class into two teams; choose volunteers to stand in two lines Teacher shows the first student in each line a sentence (written on a small piece of paper: ( You don’t like foreign films, you ?) 121 The last student shouts out the sentence then write it on the board, if it is the same as the sentence teacher shows, that team wins the game New lesson: SECTION :- SPEAK Instruction Content Pre-speaking: Violent ( adj) : ['vaiələnt]bạo lực + Pre teach vocabulary: Documentary (n): [,dɔkju'mentəri] phim tài liệu Informative (adj): [,infə'mei∫n] giàu thông tin Checking vocabulary: Rub out and remember + Revision of tag questions: Lien: You like watching sports (1)……….? Answers keys: Trung: Not really Some sports are so (1) don‟t you (2) like / love violent, and I don‟t (2)………… Watching (3) watching (4) documentaries them I prefer documentaries (5) watch (6) don‟t you Lien : I‟m the opposite I love(3)…… (7) information ( 8) too Sports and (4)…… seem quite boring to (9) you (10) I don‟t me Trung: But you: (5)……… the news (6)…? Lien: Yes, everyday It‟s very (7)…… Trung: I enjoy it (8)…… You don‟t like foreign films (9)……? Lien: No, (10)… -Check their pronunciation / intonation of * Agree: tag questions * I prefer documentaries -Let students work in pairs to practice the * I love watching sports 122 dialogue While speaking: * I enjoy it too * disagree: -Have some Ss read the dialogue in pairs * Not really before class * I don‟t like watching sports -Have Ss pick out sentences showing * I‟m opposite agreement and disagreement and ask them * Documentaries seem quite to practice boring to me Brainstorming: Songs I love Sports folk music Wildlife world programs cartoon -Have students talk to each other about the TV programs they like or dislike, making Documentaries similar dialogues Weather forecast news Sample: A: You like watching cartoon, you? B: Not really, some cartoons are so boring and I don‟t like watching them I prefer films A: I‟m the opposite I like watching sports and films always make me sleepy B: But you watch the news, don‟t you? 123 A: Yes, but not often B: I enjoy news because it is very informative A: You don‟t like drama, you? B: No‟ I don‟t Post-speaking: Play question game: -Ask students to write a tag question in a small piece of paper -Collect students‟ questions -Call on randomly students to pick a question and answer (explain why) Homework: - Ask the Ss to write the dialogues they made in their notebook - Prepare section: Read Learn by heart the new word and structures ...MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY DUONG TRAN THUY TRINH AN INVESTIGATION INTO THE USE OF GAMES IN EFL SPEAKING CLASSES AT TAN PHUC SECONDARY SCHOOL IN BINH THUAN. .. this thesis aims at investigating the use of games in EFL speaking classes at Tan Phuc secondary school in Binh Thuan province To be specific, the purposes of this study are (1) to understand the. .. of games in EFL speaking classes at Tan Phuc secondary school in Binh Thuan Province 1.2 Purposes of the study Being aware of the effectiveness of games in teaching and learning speaking skills,