Teachers’ and students’ attitudes towards using language games to teach vocabulary

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES HOÀNG THỊ NGA TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS USING LANGUAGE GAMES TO TEACH VOCABULARY: A STUDY AT A PRIMARY SCHOOL IN HANOI (Quan điểm giáo viên học sinh việc sử dụng trò chơi việc dạy từ vựng: nghiên cứu trường tiểu học Hà Nội) M.A MINOR PROGRAMME THESIS MAJOR: ENGLISH TEACHING METHODOLOGY CODE: 8140231.01 SUPERVISOR: PROF HOÀNG VĂN VÂN HANOI - 2020 DECLARATION I, Hoang Thi Nga, state that the minor thesis, entitled “Teachers’ and students’ attitudes towards using language games to teach vocabulary: a study at a primary school in Hanoi” is my own research result and that it has not been submitted for any other universities and institutes Hanoi, 2020 Student‟s signature Hoàng Thị Nga i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to Prof Hoàng Văn Vân, my supervisor for his invaluable advice During this thesis writing period, he provided much helpful guidance and encouragement Without constructive criticism, precious correction, my thesis could not have been completed My thanks also go to all of the lecturers and staff of the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures and useful materials I am also thankful to all the English teachers and students at Van Con Primary School for answering the questionnaires, which are indispensable for the analysis and discussion in my study Last but not least, my hearted thanks are reserved for my family and friends for their love and support that have encouraged me a lot in conducting this thesis ii ABSTRACT The current study aims at helping fifth-grade students at a primary school in Hanoi to improve their vocabulary learning through language games The school chosen for the study is Van Con Primary School in Hanoi The quantitative and qualitative methods are employed for the study Therefore, it is an attempt to investigate the teachers and students‟ attitudes towards using language games to teach vocabulary The subjects of the study are 05 English teachers and 106 fifth-grade students (03 classes) from Van Con Primary School in Hanoi The data have been gathered via survey questionnaires for both the teachers and students and informal interviews only for the teachers The first finding indicates the majority of the teachers and students have positive attitudes when applying language games to teach vocabulary The second finding is that most of the teachers have applied different types of sources of word games in teaching vocabulary However, there are some certain limitations They mainly use language games to present new words but not really call interest from their students or motivate them in learning new words This means that they have not yet made advantage of its potentials The final finding shows some possible difficulties faced by the teachers and the students when using language games to teach and learn vocabulary Based on the findings, some recommendations, it is hopeful that the study can be support to the teachers and students at Van Con Primary School for reference to teach and learn vocabulary more effectively iii TABLE OF CONTENTS Pages DECLARATION……………………………………………………… i ACKNOWLEDGEMENTS…………………………………………… ii ABSTRACT…………………………………………………………… iii TABLE OF CONTENTS……………………………………………… iv LIST OF TABLES AND FIGURES………………………………… vi CHAPTER 1: INTRODUCTION……………………………… 1 Rational of the study…………………………………………… Aim and objectives of the study………………………………… Research questions……………………………………………… Scope of the study………………………………………………… Methods of the study…………………………………………… Significance of the study………………………………………… Structure of the study…………………………………………… CHAPTER LITERATURE REVIEW……………………… 2.1 Attitudes in teaching and learning foreign language……… 2.1.1 Definition of attitude……………………………………… 2.1.2 The role of attitude in language learning…………………… 2.2 Games in teaching and learning language…………………… 2.2.1 Definition of language games……………………………… 2.2.2 Types of language games…………………………………… 10 2.2.3 Benefits in using language games to teach vocabulary…… 12 2.3 Vocabulary in teaching and learning language…………… 15 2.3.1 Definition of vocabulary…………………………………… 15 2.3.2 The role of vocabulary in language learning……………… 16 2.3.3 Techniques to teach vocabulary through games…………… 17 iv CHAPTER RESEARCH METHODOLOGY………………… 20 3.1 Context of the study…………………………………… 20 3.1.1 The textbook……………………………………………… 20 3.1.2 The subjects……………………………………………… 20 3.2 Data collection instruments and procedures…………… 21 3.2.1 Instruments…………………………………………… 21 3.2.2 Procedures……………………………………………… 24 24 3.3 Summary CHAPTER 4: DATA ANALYSIS AND DISCUSSION………… 26 4.1 Teachers’ attitudes towards the use of language games in 26 teaching vocabulary………………………………………………… 4.2 Students’ attitudes towards the use of language games in 34 learning vocabulary………………………………………………… 4.3 Results from interview for teachers ……………………… 45 4.4 Discussion…………………………………………………… 49 4.3 Summary…………………………………………………… 51 CHAPTER 5: CONCLUSION…………………………………… 52 5.1 Recapitulation……………………………………………… 52 5.2 Concluding remarks………………………………………… 53 5.3 Limitations and suggestions of the study………………… 54 REFERENCES……………………………………………………… 52 APPENDICES……………………………………………………… I APPENDIX 1……………………………………………………… I APPENDIX 2……………………………………………………… III APPENDIX 3……………………………………………………… VI v LISTS OF TABLES AND FIGURES Table 1: Teachers’ ways of using language games to teach vocabulary and its frequency of use………………………………………………………………………… Pages 30 Table 2: Sources to get games by teachers…………………………………………… Table 3: Challenges faced by teachers in using language games to teach 31 32 vocabulary………………………………………………………………………………… Table 4: The reasons for the students’ interest in learning vocabulary through language games…………………………………………………………………………… 42 Table 5: The reasons for the students’ de-motivation in learning vocabulary 44 through language games………………………………………………………………… Table 6: Any problems in learning vocabulary through language games……… Figure 1: Teachers’ use of language games to teach vocabulary………………… Figure 2: Teachers’ interest in using language games to teach vocabulary…… 45 27 27 Figure 3: Teachers’ evaluation of language games in general…………………… Figure 4: Teachers’ frequency of language games in teaching vocabulary…… Figure 5: Language games’ availability……………………………………………… Figure 6: Any problem encountered by teachers when using language games in the processing of teaching vocabulary………………………………………………… 28 29 30 32 Figure 7: The role of vocabulary in language teaching…………………………… 35 Figure 8: Students’ interest when learning English vocabulary through using language games by teachers in lessons……………………………………………… Figure 9: Students’ evaluation on the usefulness of games in learning vocabulary………………………………………………………………………………… Figure 10: Level to learn vocabulary thanks to language games………………… Figure 11: Students’ attitudes towards the effectiveness of language games…… Figure 12: Students’ evaluation on their teachers’ frequency of using language games to teach vocabulary……………………………………………………………… Figure 13: Students’ attitudes towards using language games to learn new words in the options below……………………………………………………………… Figure 14: Teachers’ frequency in the use of language games to teach vocabulary to students…………………………………………………………………… Figure 15: Teachers’ enjoyment in teaching vocabulary and their reasons……… 36 vi 37 38 40 41 45 47 CHAPTER 1: INTRODUCTION Rationale for the study Nowadays in Vietnam, teaching and learning English has become a topical issue emerging for concerns of both learners and researchers It has become an international language which is used widely all over the world, especially after Vietnam‟s integration into the WTO, learning English gets more important in the all the fields of social life such as economy, technology, diplomacy, foreign trade, education and tourism Therefore, teaching and learning English has become ever urgent issue for everyone anywhere In the recent years, English has been taught in the light of the communicative and learner-centered approach which gives students more chances to communicate However, teaching and learning English has been out of learners‟ satisfaction Both teachers and especially students are facing difficulty in teaching and learning English vocabulary They are really difficult to read and remember In fact, many students cannot remember words for a long time and even cannot apply them in practice, especially in speaking, listening and writing skills Van Con Primary School in Hanoi is not an exception, English learning situation here is that the students find it hard to learn and remember new words although there are many techniques used during lessons such chants, songs, telling stories… all are not really effective Hence, using games in teaching vocabulary is bringing surprising results; this shows in the learning attitudes of the students Use of language games not only helps students remember new words faster and better but also motivates them in learning and using English as well Theoretically, many linguists in the world have studied the use of language games in teaching vocabulary, and in Vietnam, there have been many such research works, but no one has studied about the teachers‟ and students‟ attitudes towards using language games to teach vocabulary at a primary school In practical terms, in the course of its teaching, the researcher finds that the application of the game brings many practical benefits From the above-said reasons, the researcher wants to conduct this research based on a practical basis for the purpose of enhancing the use of language games to improve vocabulary for primary students Aims and objectives of the study Aims of the study The aim of the study is to find out the teachers‟ and students‟ attitudes towards using language games to improve students‟ vocabulary in the context of a primary school in Hanoi Objectives of the study To be more specific for the aim of the study, this study has been carried out to explore: - To investigate teachers‟ and students‟ attitudes to teach and learn vocabulary through using games - To investigate the extent of game sources applied to teach vocabulary - To investigate difficulties faced by the teachers and students Research questions: - What are the teachers‟ and students‟ attitudes towards using language games to teach vocabulary? - To what extent have language games been used in teaching and learning vocabulary? - What are the problems faced by the teachers and students when teaching and learning vocabulary through language games? Scope of the study The research has been conducted in a primary school in Hanoi The research aims at investigating attitudes of teachers and students towards using language games The researcher would like to discover how vocabulary games are applied to teach and learn new words in the English learning classes and difficulties faced by the teachers and students The study has been conducted with the participation of 106 fifth-grade students of Van Con Primary School in Hanoi Methods of the study This study uses both qualitative and quantitative methods Data collections for analysis originate from the teachers and the students at the primary school by instruments: - Survey questionnaires - Informal interviews Signification of the study It is hoped that the findings of the study will be useful to the teachers of English as well as provides the teachers with the benefits of using language games in teaching language, especially teaching vocabulary It will help the teachers to realize their students‟ attitudes towards using language games to improve vocabulary The study also suggests the ways of using games in lessons Organization of the thesis The study is divided into five chapters: Chapter – “Introduction” provides the rationale for the study, aim and objectives of the study, scope, methodology and structure of the study 5.2 Concluding remarks It is not undeniable that the use of language games is very important in motivating students to learn vocabulary since they are amusing and at the same time challenging Furthermore, they also encourage and increase cooperation, help to motivate learners, promote communicative competence, and generate fluency in vocabulary learning process However, according to the survey results for the fifth-grade students at Van Con Primary School, the use of language games is actually exploited in vocabulary learning, but they are really not made the maximum advantage of its potentials So, it is recommended that the teachers should diversify and change different types of games when employing them, also enhance the frequency of the more use of word games in lessons, apply suitable approach to each group of students, depending on contexts as well Moreover, thanks to the data collected from the survey questionnaires and informal interview, both the teachers and the students are found to meet some certain obstacles For the teachers, difficulty in preparing games, class management as well as time waste on using language games in lessons seems to be the most outstanding problems To save time on preparing language games, the teachers should know how to use the selective and suitable games understandably and simply The best way is to collect the game sources from textbooks, from real objects, internet or even from their colleague‟s sharing In addition, to use language games effectively without much time waste in lessons, the teachers had better try to prepare carefully in advance and teaching time is scheduled in class It is much better that the teachers must practice the chosen games many times at home before going to class with their techniques and experiences To find out suitable games, it is advisable to classify games and aim to use them in each context, then they collect from 53 different source However, these recommendations are for reference only to address teachers‟ immediate difficulties when employing language games with their own efforts It would be better if it is coordinated between the school boarding and the teachers in financial support to help the teachers have more training programs in strengthening the more effective use of language games For the students, some students are still de-motivated from the use of vocabulary games, sometimes they feel confused, even lack of confidence to participate in the games provided by the teachers Probably, this is due to no various types of games or unsuitable ones applied In order to recover the problems, the teachers should remain improving their language games to be more attractive, creative, motivating and flexible in different types of games Clearly, the funny and relaxed atmosphere created by language games will motivate students‟ learning Most of the learners expressed their wish to learn vocabulary effectively in more interesting ways than the traditional ones that they knew Hence, the teachers should keep in mind in the easy, relaxed atmosphere which is created by using games, students remember things faster and better 5.3 Limitations and suggestions for further studies Although this study provides remarkable findings, it cannot avoid some limitations These limitations still exist due to the researcher‟s lack of study experience First of all, the researcher‟s practical experience in using language games to teach vocabulary is limited So, the recommendations provided by the researcher are subjectively possible and they are only for reference Secondly, the study is in a small scope, only conducted in 106 students and teachers at Van Con Primary School Therefore, the conclusion on attitudes towards using language to teach vocabulary will not be generalized 54 Moreover, the instruments used to collect data are the survey questionnaires and informal interview, it would be better if the observation is applied in this study So, reliability is not really high In spite of some unavoidable limitations, the researcher, to a certain scope, satisfied the research questions mentioned in the thesis Hopefully, the research would be an interesting source of information for the teachers at Van Con Primary School towards using language games to teaching and learning vocabulary It is desired that the limitations will be dealt in further studies such as on applying language games in grammar teaching and speaking skill teaching 55 REFERENCES Billow F.L (1961) The Techniques of Language Teaching London: Longman Buckingham, A., & Saunders, P (2004) Survey methods workbook: From design to analysis Cambridge, UK: Polity Press Carter, 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ULIS 61 APPENDICES APPENDIX SURVEY QUESTIONNAIRE FOR THE TEACHERS This survey questionnaire is designed to aim at obtaining necessary data for the study “Teachers’ and students’ attitudes towards using language games to teach vocabulary: a study at a primary school in Hanoi.” Your assistance in completing the survey will be great distribution and highly appreciated in my thesis All information provided will be kept secret and is only used for my thesis purpose Thank you in advance for your sincere cooperation Survey conductor: Hoang Thi Nga, Teacher of English in Hoai Duc Please tick (√) to fill in the information where appropriate - Full name: ………………………………… - Age:……………… - Gender:  Male  Female - How long have you been teaching English? years Do you use language games in teaching games to teach vocabulary? a Yes b No How you feel when using games for the fifth-grade students? a Very interested b Interested c Neutral d Uninterested What you think of using language games in teaching vocabulary? a Very useful b Useful c Not useful at all How often you apply language games to teach vocabulary? a Always b Sometimes I c Never How often you used games to: Always Sometimes Never Present new words Help students reinforce new words Are games commonly available? a Yes b No Where you get them from? Internet Textbooks Books in the libraries Others Have you encountered any problems when using language games in the processing of teaching vocabulary? a Yes b No If yes, what barriers you from using games? (You can choose more than one option) a Difficulty to prepare b Time-consuming to prepare c Difficulty in class management d Difficulties in find out suitable games e Other (please specify)…………… 10 What suggestions you provide to use games more effectively in teaching vocabulary? II APPENDIX PHIẾU ĐIỀU TRA HỌC SINH Tên Hồng Thị Nga, giáo viên tiếng Anh Hiện tơi thực đề tài nghiên cứu thái độ giáo viên học sinh việc sử dụng trò chơi để dạy học từ vựng Trường tiểu học, Hà Nội Bảng câu hỏi điều tra nhằm mục đích thu thập ghi nhận ý kiến em số vấn đề lên quan đến đề tài Rất mong nhận hợp tác nhiệt tình từ em Xin chân thành cảm ơn Em vui lịng cho biết ý kiến cách đánh dấu (√) vào ô em cho thích hợp, viết câu trả lời vào phần để trống Em học sinh lớp: ………………….Tuổi: ……… Giới tính:  Nam  Nữ Em học tiếng Anh rồi? năm Em nghĩ vai trò việc học từ vựng dạy ngôn ngữ? a Rất quan trọng c Không quan trọng b Khá quan trọng d Không quan trọng chút Em cảm thấy học từ vựng thơng qua trị chơi giáo viên lớp?  Rất hứng thú  Hứng thú  Bình thường  Không hứng thú  Không hứng thú Em nghĩ việc sử dụng trò chơi để học từ vựng hữu ích nào?  Rất hữu ích  Hữu ích  Không hữu ích chút III Em thấy học từ vựng thơng qua trị chơi có học dễ dàng nhanh khơng?  Có  Khơng Em có đồng ý thơng qua trị chơi giúp em học từ vựng hiệu khơng? a Hồn tồn đồng ý c Khơng đồng ý b Đồng ý d Không ý kiến Em đánh tần suất sử dụng trò chơi để dạy từ vựng giáo viên lớp?  Luôn  Thường xuyên  Đôi lúc  Hầu không  Chưa Theo em đâu cách học từ tốt lựa chọn đây? a chơi trò chơi có hướng dẫn thầy b Thầy/ viết từ lên bảng, giải thích nghĩa, hướng dẫn Em cách đọc cách dùng từ c Em tự chuẩn bị từ tự học nhà Lý khiến em cảm thấy hứng thú với việc học từ vựng các trị chơi?) Lý Hồn tồn Đồng Khơng Hồn tồn đồng ý ý đồng ý không đồng ý a Em cảm thấy dễ nhớ từ vựng b Em cảm thấy chủ động việc học IV c Tiết học vui sôi học d Em cảm thấy thoải mái học e Em có hội nói tiếng Anh nhiều Lý khiến Em cảm thấy không hứng thú với việc học từ vựng thơng qua trị chơi? Lý Hồn tồn Đồng Khơng Hồn tồn đồng ý ý đồng ý không đồng ý a Lớp ồn b Mất thời gian c Học sinh học yếu khó theo kịp d Học sinh không ý vào học Lý khác:……………………………………………………………………… 10 Em có gặp khó khăn học từ vựng thơng qua trị chơi khơng? (Em lựa chọn nhiều đáp án đây)  Học từ vựng qua trò chơi chán  Em thấy khó hiểu học từ vựng qua trị chơi  Em thấy tập trung học từ vựng qua trò chơi  Em thấy lúng túng học từ vựng qua trò chơi Các mục khác (em nêu cụ thể)…………………………………………… V APPENDIX INTERVIEW FOR THE TEACHERS Teacher: Date of birth: Researcher: Do you often use language games in teaching vocabulary to your students? Teacher: ……………………………………………………………………… Researcher: Do you think it is useful when using language games in teaching vocabulary to primary students? Teacher: ……………………………………………………………………… Researcher: Do you have any difficulties in using language games to teach vocabulary? Teacher: ……………………………………………………………………… Researcher: Where you get language games? Teacher:……………………………………………………………………… Researcher: What are types of language games you often use to teach vocabulary the most? Teacher:……………………………………………………………………… VI ... Teachers’ use of language games to teach vocabulary? ??……………… Figure 2: Teachers’ interest in using language games to teach vocabulary? ??… 45 27 27 Figure 3: Teachers’ evaluation of language games in general……………………... out to explore: - To investigate teachers‟ and students‟ attitudes to teach and learn vocabulary through using games - To investigate the extent of game sources applied to teach vocabulary - To. .. faced by the teachers and students Research questions: - What are the teachers‟ and students‟ attitudes towards using language games to teach vocabulary? - To what extent have language games been