Using games to motivate stu students in speaking english m a 60 14 10

VIETNAM NATIONAL UNIVERSITY OF HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE USING GAMES TO MOTIVATE STU STUDENTS IN SPEAKING ENGLISH by TON THI THIET, BA A Thesis in Master of Arts Major: TESOL Submitted in partial fulfillment of the requirements for the degree of Master of Arts Supervisor: LE THI THANH THU, Ed.D HO CHI MINH CITY, 2011 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “USING GAMES TO MOTIVATE STU STUDENTS IN SPEAKING ENGLISH” in terms of the statement of Requirements for Thesis in Master’s programs issued by the Higher Degree Committee Ho Chi Minh City, 27st April, 2011 Ton Thi Thiet ii RETENTION AND USE OF THE THESIS I hereby state that, Ton Thi Thiet, being candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for care, loan, and reproduction of theses Ho Chi Minh City, 27st April, 2011 Ton Thi Thiet iii ACKNOWLEDGEMENTS First, I would like to express my deep gratitude to my thesis supervisor, Dr Le Thi Thanh Thu, for her devoted guidance over the long period of writing this thesis She has given me invaluable comments, criticism and the best advice on how to improve this thesis Without her help, I could not have completed it Second, I would like to show my grateful to all my lecturers for their invaluable instruction during the master course at the University of Social Sciences and Humanities, National University in Ho Chi Minh City Third, I also thanks to all my colleagues and students at SaiGon Technology University, HoChiMinh City who have given me valuable assistance in carrying out this thesis Fourth, my great thanks are offered to Mr Tran Quoc Tuan for his sharing precious experience in doing this research Finally, I send my special thanks to my husband and my friends who have constantly given me favour, sympathy and encouragement They all have made a great contribution to the completion of my thesis iv ABSTRACT This thesis was conducted to investigate “To what extent, can games help motivate STU students in speaking English?” This research question is divided into two sub-questions: (1) How can games help promote students’ motivation? and (2) How can games help improve learners’ academic achievement through the impact of motivational behaviors? In this study, the author applied convenient sampling technique The subjects of the study were 70 students who were studying the fundamental English in the second semester of the academic year 2009-2010 at Saigon Technology University The experiment group was instructed with game as additional activities in the practice stage and the control group was instructed by using the non-game activities (the normal way) To obtain the answers for the research questions, three data collection instruments were utilized They were the questionnaires, observations and tests The findings showed that students in the experiment group had positive emotions towards learning speaking through games Game was found to greatly help the students study and practice speaking more meaningfully and joyfully because it could promotes students’ creativity; built up students’ confidence; satisfied students’ feeling of accomplishment when learning speaking with games Besides, learning with games, students showed more effort in learning speaking Experiment students used English to communicate 84.3% of time in the speaking classes Game indicated its useful as it did draw students attention to the speaking task A vast majority of students in the experiment group (90.6%) showed their willing to participate in the task Up to 44.9% of them raised their hands to answer the questions required by the task and 40% of them gave the correct answers After the subjects were taught through two different teaching methods, it was v found that the students studied speaking through games developed speaking better than those studying speaking through non-game activities The majority of experiment students (74.3%) got strong scores while only 34.3% control students did The weak students in experiment group were considerably much lower: 5.7% in comparison with 34.3% of the control group Besides, the experiment group’s average score rose sharply from 5.37 to 7.26 vi TABLE OF CONTENTS Page Statement of authorship i Retention and use of the thesis ii Acknowledgements iii Abstract iv Tables of content .vi List of tables x List of charts .xi Abbreviations xii CHAPTER I: INTRODUCTION 1.1 Statement of the study 1.2 Background of the study 1.2.1 Teachers’ profile 1.2.2 Students’ profile 1.2.3 The textbook 1.2.4 The current English teaching and learning speaking in STU .4 1.3 Statement of purpose 1.4 Research question 1.5 Delimitations and limitations of the study 1.6 Significance of the study .6 1.7 Thesis outline vii CHAPTER II: LITERATURE REVIEW 2.1 Theories relate to spoken language 2.1.1 Purposes for speaking 2.1.2 Classroom interaction 10 2.2 Motivation 12 2.2 Definition of motivation 12 2.2.2 Kinds of motivation 14 2.2.3 The effects of intrinsic motivation on language learning 17 2.2.4 The factors that promote intrinsic motivation 19 2.2.4.1 Challenge 19 2.2.4.2 Curiosity .20 2.2.4.3 Control 20 2.2.4.4 Fantasy 21 2.2.4.5 Competition 22 2.2.4.6 Cooperation 22 2.2.4.7 Recognition 22 2.3 Games 23 2.3.1 Definition 23 2.3.2 Benefits of games in English speaking classes 24 2.3.3 Types of language games 25 2.3.3.1 Communicative games 25 2.3.3.2 Types of communicative games 26 2.3.4 Games generating students’ motivation 28 2.4 Related researches on teaching speaking with games 31 viii CHAPTER III: METHODOLOGY 3.1 Objective 35 3.2 Population and target population 35 3.3 Research methodology 36 3.3.1 The experiment 36 3.4 Data collection instruments 38 3.4.1 Questionnaire 38 3.4.1.1 Questionnaire administration .39 3.4.2 Observation 39 3.4.3 Oral achievement tests 40 CHAPTER IV: DATA RESULTS AND ANALYSIS 4.1 Data analysis methodology 43 4.2 Data presentation and analysis 44 4.2.1 Results of questionnaire 44 4.2.1.1 Question 44 4.2.1.2 Question 46 4.2.1.3 Question 46 4.2.1.4 Question 47 4.2.1.5 Question 47 4.2.1.6 Students’ expectation about the frequency of using games 48 4.2.1.7 Students’ suggestions about using games in teaching and learning speaking 49 4.2.1.7.1 Effects of games 49 4.2.1.7.2 Problems 51 4.2.1.8 Conclusion 52 4.2.2 Results of observations in the speaking class 53 4.2.3 Results of students’ speaking test 55 4.2.3.1 The pre-test 55 ix 4.2.3.2 The post- test 57 4.3 Findings 61 CHAPTER V: CONCLUSIONS 5.1 Summary of the Study 65 5.3 Suggestions for teaching and learning English speaking with games 67 5.3.1 For teacher 67 5.4 Recommendations 69 BIBLIOGRAPHY 70 APPENDICES 76 In this case, S1 is the winner again, because he correctly guesses who S2 chooses S1 will take one paper from S2 The two will break up and go find a new partner and play again S2 will go to get a new paper from the teacher if she/he were out of paper If S1 guesses incorrectly S1: Are you Micheal Jackson? S2: No, I'm not :) In this case, S1 does not get to take S2’s paper The student with the most sheets of paper at the end of the game is the winner 80 APPENDIX LESSON PLAN Unit 14 SPEAKING (Guessing game: Spot the differences Designer: Ton) Duration: 30 minutes Topic: Describing things in a home Language objectives: Students are able to acquire the language to describe their own room in a home Stage: Practice Teaching aid: Picture cards Description: At first, the teacher makes sure that the students acquire the names of the furniture in a home by asking the questions such as, what furniture is usually put in a living room/ bedroom/kitchen? And so on The class is then divided into pairs The teacher prepares two similar pictures for each pair The pictures are similar to one another but differ in a number of significant details The objective of the game is that the students have to establish the differences between the two pictures (either as many as possible or a set number) by describing or asking questions For example: A: There is a lamp in my picture Is there a lamp in yours? B: Yes It is next to the sofa A: Next to the sofa? I not have a sofa in my picture What is the girl doing? B: She is watching TV A: There is no TV in my picture There is a picture on the wall in my picture B: Oh, the picture of a beautiful landscape A: beautiful landscape? My picture is about beautiful flowers APPENDIX 81 LESSON PLAN Unit 15 SPEAKING (Searching game: Questionnaire Designer: Ton) During: 30 Minutes Topic: Activities in one’s childhood Language objectives: Students will be able to talk about their own childhood activities Stage: Practice Teaching aid: Questionnaires Description: The teacher first introduces the game rule carefully Each student is given a questionnaire The objective of the game is to fill in the questionnaire To this, students have to move around the classroom, asking questions in the questionnaire such as, What games did you play as a child? What other things did you like to do? Did you play hide-and-seek/ hopscotch/marbles/ soccer… as a child? …The students had 25 minutes to the questionnaire When the time is over, the teacher says “Time’s up” All students have to stop and go back to their seats It is time for students’ report The teacher raises the questions: “How many people played hideand-seek?”, the same for the rest ones The students who interview the most people in the class are the winners 82 APPENDIX ORAL TEST Test  Functions required: Asking for personal information and answering questions  Language required: Talking about healthy activities Student A: Ask your partner about his or her healthy activities, use questions (beginning with: what, how, why, how often, who, when, where, which, how many, how much) as many as possible Student B: Ask your partner about his or her healthy activities, use questions (beginning with: what, how, why, how often, who, when, where, which, how many, how much) as many as possible 83 Test Function required: Asking for and giving information Language required: Asking for and giving directions Student A: You are a guest staying in New World Hotel You are eating breakfast in the hotel restaurant You would like to visit somewhere (Ben Thanh Market, Independent Palace) Ask the waiter/ waitress for direction to reach these places on foot Student B: You are a waiter/ waitress working in a restaurant located in New World Hotel A guest needs your help for directions to some places Help the guest with the most suitable route to go to these places Wish the guest to have a good visit 84 Test  Functions required: Requesting  Language required: Requesting information about room available in a hotel Student A: You want to book a double room for four nights at Sofitel Hotel You come and see the receptionist at the hotel Make a conversation including the following: Greet him/her Say you want a double room and ask for the price Find out if the hotel has a swimming pool, an exchange bureau and a car park If so, book a parking space Say thank you/ goodbye Student B: You work at Sofitel Hotel There are a guest come to ask for information about room available, price, swimming pool, car park, exchange bureau Make a conversation including the following: Greet him/her Ask what the guest needs Tell the guest about room available, price and available facilities in your hotel Ask his/her name and phone number and ask him/her to leave some money as a deposit Say thank you/ goodbye 85 Test  Functions required: Asking for personal information and answering questions  Language required: Talking about one’s childhood activities Student A Ask your partner about his or her childhood activities, use questions (beginning with: what, how, why, how often, who, when, where, which, how many, how much) as many as possible Student B Ask your partner about his or her childhood activities, use questions (beginning with: what, how, why, how often, who, when, where, which, how many, how much) as many as possible 86 Test  Functions required: Asking for and giving suggestions  Language required: Asking for and giving suggestions about one’s problem Student A: You love your parents a lot but you think sometimes you disappoint them So you want to be a better son/daughter Make a conversation to ask for some advice including the following: Tell your friend the problem Show you agreement with the solutions that your friend suggested and ask for examples for each situation Show your disagreement on some advice, give the reason why Say thank you Student B: Your friend has a problem with his/her parents: he/ she sometimes disappoints his/her parents and she/he wants to be a better son/daughter Make a conversation to give some advice including the following: You want him/her to: Take time to talk to them; compliment parents on things that they have done; be a good listener; come home on time everyday; the household work, etc Give some specific examples on what you have suggested Argue with your friend about the suggestions that he/she disagree by giving some suitable reasons Test 87  Functions required: asking for and giving suggestions  Language required: asking for and giving suggestions about how to get improving in English learning Student A: You want to study abroad after graduating Your English, however, is not improving Ask your friends for some advice about how to get improving in English Make a conversation to ask for some advice including the following: Show you agreement and ask for examples for each suggestion Show your disagreement on some advice Say thank you Student B: Your friend has a problem with English studying: his/her English does not improve Make a conversation to give some advice including the following: You want him/her to: Join English speaking clubs; study at a quality English center; 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The most common CG are information gap games, guessing games, searching games, matching games, role-play game, simulation games and problemsolving games In information gap games, one or more... 4.3: STU students? ?? confidence in learning speaking with games 46 Table 4.4: STU students? ?? accomplishment in learning speaking with games 47 Table 4.5: STU students? ?? satisfaction in learning speaking. .. drawing Information gap 26 games can involve a one-way information gap, such as the drawing game just described Guessing games are a variation on information gap games One of the best known examples