Using online vocabulary games to increase students’ vocabulary retention at a secondary schoolin nghe an

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ CẨM QUỲNH USING ONLINE VOCABULARY GAMES TO INCREASE STUDENTS’ VOCABULARY RETENTION AT A SECONDARY SCHOOLIN NGHE AN MASTER THESIS IN EDUCATION Batch 24 Nghệ An, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ CẨM QUỲNH USING ONLINE VOCABULARY GAMES TO INCREASE STUDENTS’ VOCABULARY RETENTION AT A SECONDARY SCHOOLIN NGHE AN Major: Theory and Methodology of English Language Teaching Code: 8.14.01.11 MASTER THESIS IN EDUCATION Batch 24 SUPERVISOR: Huỳnh Anh Tuấn, Ph.D Nghệ An, 2018 CANDIDATE’S STATEMENT ***** - I hereby certify that the thesis entitled USING ONLINE VOCABULARY GAMES TO INCREASE STUDENTS’ VOCABULARY RETENTION AT A SECONDARY SCHOOL IN NGHE AN is the result of my own research for the Degree of Master of Teaching Method at Vinh University and that this thesis has not been submitted for any degree at any other university or tertiary institution Signature: Date: i ACKNOWLEDGEMENTS First I would like to express my sincere and deep gratitude to my supervisor, Dr.Huynh Anh Tuan, who has given me great help with this thesis Without his experienced guidance, valuable suggestions and dutiful supervision, my research would be far from completed I would also like to acknowledge my debt of gratitude to the staff members of the Post Graduate Department and the lecturers at Vinh University for their valuable lectures, which laid the foundation of this thesis and for their knowledge as well as their sympathy I take this opportunity to thank all students and teachers at the secondary school where this research was conducted for their help and co-operation during the time I collected the data Last but not least, I would like to express my thanks to my beloved parents, my brothers, my sisters, and my friends who continually gave me a lot of support and encouragement for the fulfillment of this challenging work Vinh, 2018 ii ABSTRACT Thisstudywas carried out at a secondary school in NgheAn, Vietnam, to investigate the potential effectiveness of using online vocabulary games in increasing students’ vocabulary retention 36 students at the school were invited to take part in the study The findings suggestthat using online vocabulary game increases the students’ vocabulary intention although there are someflaws of the method Therefore, the approach may be employed in conjunction with other traditional approaches to reap the best outcome iii TABLE OF CONTENTS CANDIDATE’S STATEMENT……………………………… …… i ACKNOWLEDGEMENTS ………………………………… … ii ABSTRACT …………………………………………………….…… iii TABLE OFCONTENTS ………………………………… ……… 1-2 LIST OF TABLES …………………………………………… CHAPTER 1: INTRODUCTION ………………………………… 4-6 Rationale of the study………………………………………………… 4-5 Objectives of the study……………………………………………… 3.Research Questions…………………………………………… 4.Scope of the study…………………………………………………… Method of the study…………………………………………… 6 Design of the study…………………………………………………… CHAPTER 2: LITERATURE REVIEW…………………………… 8-23 2.1 Introduction ………………………………………………………… 2.2.Definition of vocabulary retention ….……………………… 8-9 2.3.The importance of using online games in teaching vocabulary… 9-12 2.4.Strategies of teaching online vocabulary games …………………… 13-14 2.5 Principles of teaching online vocabulary games …………………… 14-15 2.6 The problems of online vocabulary games ………………………… 15-16 2.7 Using online vocabulary games to help develop students’ vocabulary retention ……………………………………… 16-17 2.8 Status quo of vocabulary teaching in Vietnam and lesson from overseas …………………………………………… 17-23 2.8.1 The Grammar – Interpretation method …………………………… 18-19 2.8.2 The Listening - Speaking method ………………………………… 19-20 2.8.3 The communicative method ……………………………………… 21-22 2.8.4 Discussion on the approaches …………………………………… 22-23 CHAPTER 3: METHODOLOGY ………………………………… 24-31 3.1 Research questions ………………………………………………… 24 3.2 The study participants……………………………………………… 24-25 3.3 Action research procedure ………………………………………… 25-27 3.4 Data collection methods…………………………………………… 27-28 3.4.1 Questionnaire …………………………………………………… 27 3.4.2 Interviews ……………………………………………………… 28 3.4.3 Diaries …………………………………………………………… 28 3.5 Data analytical framework ………………………………………… 28 3.6 Ethical issues ……………………………………………………… 30-31 CHAPTER 4: DATA ANALYSIS AND FINDINGS ……………… 32-66 4.1 The extent to which the teacher’s use of online vocabulary games in the lessons increased the students’ vocabulary retention ……… 32 4.1.1 Pre-test data ……………………………………………………… 32-33 4.1.2 Post-test data …………………………………………………… 33-34 4.2 The students’ attitudes toward the teacher’s use of online vocabulary games in the lessons to increase their vocabulary retention ……… 34 4.2.1 Questionnaire data ……………………………………………… 34-41 4.2.2 Interviews and diaries …………………………………………… 41-63 4.3 The problems the teachers and learners encountered when using … 64-66 online vocabulary games to increase the students’ vocabulary retention 4.3.1 The problems of learners ………………………………………… 64-65 4.3.2 The problems of teachers ………………………………………… 65-66 4.4 Summary…………………………………………………………… 66 CHAPTER 5: CONCLUSION……………………………………… 67 5.1 Summary and Implications ………… …………………………… 67 5.2 Limitations and suggestions for further study …………………… 67 - 68 REFERENCES ……………………………………………………… 69-71 APPENDICES List of Tables Table 1: Sampling description 29 Table 2:The procedure of the research 29 Table 3: Statistics of the pre-test for the data sample 33 Table 4: Statistics ofthe post-test for the data sample ………… ……………34 Table 5: Students’ attitudes towards online vocabulary games 385 Table 6: Students’ attitudes towards online vocabulary games 36 Table 7: Students’ attitudes towards online vocabulary games 37 Table 8: Students’ attitudes towards online vocabulary games ….………….38 Table 9: Students’ attitudes towards online vocabulary games ……………39 Table 10: Students’ attitudes towards online vocabulary games ……………40 Table 11: Students’ attitudes towards online vocabulary games ……………41 Table 12: Students’ problems towards using online games in learning vocabulary …………………………………………………………………………….……65 Table 13: Students’ problems towards using online games in learning vocabulary … ……………………………………………………………………… …….65 CHAPTER 1: INTRODUCTION Rationale In the midst of the growing economic integration, English is the communication tool acting as a bridge connecting cultures In fact, when it comes to the English language, people immediately think of it as an international language It is used as the official default means of communication in the European Unionand in many events, conferences, and exhibitions Thus, for any individual and particularly for Vietnam and Vietnamese, as an emerging economy, there is no doubt about the importance and necessity of English Given its’ significance, English has been made as a compulsory subject in the Vietnamese education system Vietnamese students start learning the language since primary school level and are all subjected to take English as a compulsory graduation exam Contrariwise, after years of education from primary, secondary, to high school, adding extra curriculum, many Vietnamese students, at university levels and beyond, lack the confidence and the ability, to employ the language in daily lives Meanwhile, the use of language games in foreign language teaching is often considered one of the most effective ways to increase student learning.Growing with technological advances, the games evolved from alongside the gaming tools from the first generation of PlayStation to the now online games playable from multiple devices including personal computers, laptops, pads, and mobile phones Many language games require students to work in pairs, in groups, or require the participation of the whole class to work together to meet the requirements of the game, and to score as many points as possible At the same time, through these games, students are naturally motivated to review learned knowledge, as well as to receive new knowledge with enthusiasm In addition, in order to win the game, or to solve the problem encountered, each player must contribute their knowledge or opinions This approach has always been questioned and has mostly been employed toward teaching youth Its’ usefulness in teaching older students remain under debate However, in this era, especially for Vietnam, an appropriate teaching approach for students of all ages is required Conversely, vocabulary plays an importance role for those who want to learn a language Without having access to a range of vocabulary, we will not be able to name objects, to express ideas about specific subjects or actions and get our meanings across Vocabulary teaching and learning is a constant challenge for teachers as well as students The communicative language of students at secondary school is still limited Because they not have enough chances to practise English, they are less likely to remember the vocabulary Speaking English requires students to have a certain vocabulary to practice One of the techniques that can be used to teach vocabulary is online games Of course, the criteria for selecting words should be considered carefully since it is not the case that all words can be taught through word games However, in order to achieve the most from vocabulary games, it is important that suitable games are chosen Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and classroom settings are factors that should be taken into account.Evidently, the effect of using games on English vocabulary learning and vocabulary retention remains an attracting issue for many studies Some examples may count the control experimental analysis in Iran by Jafarian and Shoari (2017), or by Taheri (2014), or Derakhshan and Khatir (2015) As a teacher of English, I have dealt with many questions relating to vocabulary learning which are raised by my students or among my colleagues For example, what are the effective ways of learning vocabulary? How to retain a new word in the mind? Personally I find it necessary to provide them successful learning strategies to learn English words This is the major reason why the study “Using online vocabulary games to increase students’ vocabulary retentionat a secondary school in Nghe An” is carried out in the hope of helping the students at the school learn vocabulary, review words and remember words effectively Not being able to focus on the games (lack 2,8 22,2 16,7 25 Others 12 33,3 Total 36 100 of attention to the games) Not having enough time to complete the games Some difficult games make learning vocabulary ineffectively No access to the Internet at home (Not being able to play the games at home because you couldn’t get access to the Internet at home.) Table 12: Students’ problems towards using online games in learning vocabulary In addition to the issues mentioned by the teacher, 33.3% of the students gave other reasons And the problems they had listed in the questionnaire were the same as the ones I had gathered from my interviews and diaries The results as follows: Question 10 (in questionnaire) What difficulties did you encounter when learning vocabulary using online games? Others Number of students 12 Percent (%) 33,3 - Noisy classes cause distraction - Teammates not have the same level - Some games not understand the rules when playing at home - Some games are too easy and simple Table 13: Students’ problems towards using online games in learning vocabulary 4.3.2 The problems of teachers In the eight lessons using online vocabulary game, I found some difficulties such as: 65 The classroom's atmosphere was too noisy, teacher was hard to control That also affected other classes Like some students reflected on questionnaire and interviews, the fact that noise made them lack of concentration on memorizing words Moreover, some difficult games spent more time to guide students Due to their levels were not equal, it were inevitable that some of them did not clear the rules of the games Besides, teacher found it difficult to observer and control all students at the same time, consequently, some of them used the game to play without paying attention to vocabulary 4.4 Summary Given the above results and analysis, the following evidences were found: The post-test reveals evidence on improvement of performance in vocabulary retention by students learning using online vocabulary games In addition, students seemed not only enjoy learning English in class using online vocabulary games but also doing homework at home using the same approach Apart from using online vocabulary games seem able to improve students’ tendency to review class after school, other motivational method should be added to complement the result In other words, the most appropriate teaching method may be a mixed one Provided the above results and analysis, it is clear that teaching new vocabulary using online vocabulary game is not a totally effective approach After all, many students still find it difficult to recall new vocabularies after eight lessons However, it seems that the ability to recall gradually improve when students are exposed more to the approach The effectiveness seems to be rather good After all, nearly forty percent of students would be able to recall new vocabularies both during the lesson and afterwards The end-result for the after-math even seems to be an improvement compared to the observatory obtained during class 66 CHAPTER 5: CONCLUSION 5.1 Summary and Implications This study generated interesting findings about using online games in relation to vocabulary learning This method was also able to improve students’ tendency to review class after school However, it is important for curriculum designers, teachers and students alike to acknowledge that a balanced approach is important particularly for foreign language learners in input-poor environments, especially rural areas There are lacks of equipments and materials such as lab rooms, cassettes, televisions, magazines, etc Chances of accessing to both English language and English culture are rare Learning words individually will not take care of the other aspects such as communicative competence, vocabulary knowledge and so on Pedagogically, it is important and feasible that teachers play a more active role in students’ vocabulary learning by providing learners with systematic vocabulary instructions The ultimate purpose is to encourage learner autonomy so that students can learn vocabulary wisely both inside and outside of the class for more productive outcomes In this thesis, from a study of 36 students in a secondary school in Nghe An, the author has found the evidence on the improve outcome of students exposed to teaching approach using online vocabulary games and support the use of the approach in handling out homework, the approach should be taken into serious consideration for the future of English study in Vietnam 5.2 Limitations and suggestions for further study This was an action research project that only caught a glimpse of the present status of students' vocabulary retention at a secondary school in Nghe An A larger sample with more diverse backgrounds would be desirable in order to yield more generalizable findings Furthermore, it should be reminded the study is limited to the small data in the classroom at school The result should not be taken as a definite outcome and should not be implacable to all other group of students with different backgrounds, capability, and others 67 Nowadays, online learning is a new trend in the world for helping students to study English anytime or anywhere they want Therefore, my study does not only stop at researching online games to increase the students’ vocabulary, but also develop in the direction of online teaching However, in my study at this time, I only refer to the improvement of students’ vocabulary retention It is not enough to help them develop four skills: listening, speaking, reading and writing Thus, the activities that help students increase their skills will be concerned Hopefully, this will lead to more thorough investigations in the field 68 REFERENCES Ashraf, H., Motlagh, F G., & Salami, M (2014, May 6) The Impact of Online Games on Learning English Vocabulary by Iranian (Low-intermediate) EFL Learners Procedia - Social and Behavioral Sciences, 98, pp 286 - 291 Retrieved February 25, 2018, from https://www.sciencedirect.com/science/article/pii/S1877042814025099 Brown, H D (1994) Teaching by Principles: An interactive approach to language pedagory Englewood Cliff, NJ: Prentice Hall Burns, A (1999) Collaborative action research for English LanguageTeachers Cambridge: Cambridge University Press Byrne, D (1978) Teaching Oral English London: Longman Derakhshan, A., & Khatir, E D (2015) The Effects of Using Games on English Vocabulary Learning Journal of Applied Linguistics and Language Research, 2(3), pp 39 - 47 Retrieved February 25, 2018, from https://pdfs.semanticscholar.org/774c/2cae6b8aefbe2fdcf88c151d0441bebba 857.pdf Dornyei, Z (1994) Conceptualizing Motivation in Foreign-Language Learning Language Learning, 40, pp 45 - 78 Retrieved 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Infernafional Journal of English Studies, 4(1), pp - 37 Retrieved 70 April 1, 2018, from https://files.eric.ed.gov/fulltext/EJ1072195.pdf Taheri, M (2014, May) The Effect of Using Language Games on Vocabulary Retention of Iranian Elementary EFL Learners Journal of Language Teaching and Research, 5(3), pp 544 - 549 Retrieved February 25, 2018, from https://pdfs.semanticscholar.org/59ff/a449f6879253203dc7fb58d680b6fa290 6b3.pdf Washang, S (2014, July 9) Boosting Vocabulary Retention through Adding a Video Component to the Vocabulary Building Classes in English for Specific Purpose Situations Procedia - Social and Behavioral Sciences, 136, pp 89 - 93 Retrieved February 25, 2018, from https://www.sciencedirect.com/science/article/pii/S1877042814037756 Yip, F W., & Kwan, A C (2006) Online vocabulary games as a tool for teaching and learning English vocabulary Education Media International, 43 Retrieved February 25, 2018, from https://www.tandfonline.com/doi/full/10.1080/09523980600641445?scroll=t op&needAccess=true Yudintseva, A (2015, October) Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review Open Journal of Social Sciences, 3, pp 101 - 109 Retrieved February 25, 2018, from https://file.scirp.org/pdf/JSS_2015102310050828.pdf 71 APPENDICES Pre-test: The test took content from unit 1,2,3,4 in textbook - Tiếng Anh (https://hoc247.net/tieng-anh-9/trac-nghiem-unit-1-lop-9-vocabulary-l5782.html) Choose the best answer to complete these following sentences I was very impressed the efficiency of the staffs A on B by C to D in The project’s success depends the support of everyone concerned A to B for C in D on They moved away five years ago, but we still A keep pace with B keep in touch C get out of D take up on He failed the test because he didn’t follow his teacher’s A statements B sentences C lessons D instruction US dollars are considered common in international transaction A currency B money C value D support Lan and Maryam are pen pals They with each other twice a week A comprise B touch C correspond D separate Many people go to my village on the weekends to have a rest after A hard working week C a hard working week B a working hard week D a hard week working There is a big old banyan tree at the to the village A door B gate C chance D entrance The bus stopped at the a/an to get some more fuel A air-port B pond C store D gas station 10 Mr.Parker grows maize on his farm He is a A farmer B doctor C teacher D worker 11 Minh is new to English He should attend the class A beginner B intermediate C advance D supper 12 Van is a/an student in the USA A bright B foreigner C exchange D intelligent 13 What you think about his of coin A collector B collective C collect D collection 14 If you want to know about a word, check it up in a A book B tape C dictionary D magazine 15 My memory is poor I can’t learn these new words A in mind B in heart C of mind D by heart 16 After completing the basic class of computing, you can a high course A come B have C attend D go 17 Our classes always at and at 11 am A begin/finish B start/end C come/leave D both a and b 18 She told me to pass the written before taking the oral exam A show B examination C work D task 19 What of learning English you find most difficult? A form B type C kind 20 I want to go to the international language school All the teachers there are ……………………… A good-qualified B well-qualified C enough qualified D qualified D aspect Post-test: The test took content from unit 5,6,7,8 in textbook - Tiếng Anh (https://hoc247.net/tieng-anh-9/trac-nghiem-unit-1-lop-9-vocabulary-l5782.html) Choose the best answer to complete these following sentences 1.How much time you spend the web a day? A clicking B skiing C entering D surfing We can communicate with friends by of e-mail A paths B means C methods D uses Enter a user name and to get into the computer system A website B logo C password D keyword The crier shouted the news as he was working A late B later C latter D latest Today TV can watch a lot of interesting local and international programs A lookers B seers C viewers D observers If you don’t pay the bill within two weeks, electricity will be A turn off B come off C cut off D take off The villagers are interested in natural resources but they don’t know how to so A to conserve B conserve C conserving D conserved If we wasting water, there will be shortage of fresh water in a few decades A turn on B turn off C go on D look for We are taking about the preservation of resource A natural B naturally C nature D all are correct 10 It is your policy to forest and increase forestation A protect B protecting C to protect D protection 11 I suggest using energy-saving bulb our electricity bill A to reduce B reducing C reduces D reduced 12 Solar panels on the roof of a house to receive the energy from the sun A is put B is installed C are putting D are installed 13 In winter, heating for 50 percent of our electricity bill A takes B occupies C accounts D costs 14 Energy can be collected by solar on cloudy days A boards B panels C bars D sheets 15 If we don’t find sources of power, we will use up all the fossil fuels in the near future A effective B efficient C natural D alternative 16 Passover is celebrated in Israel and by all people A English B Vietnamese C Jewish D Chinese 17 The moon festival which celebrated in A mid-autumn B mid-spring C mid-summer D mid- winter 18 Auld Lang Syne is an old song which is sung on A Christmas day B Father’s day C Halloween D New Year’s Eve 19 My father is a man who is loved by all his friends A general B free C generous D charity 20 Tet is a festival which in late January or early February A celebrates B occurs C calls D crowds Questionnaire: Please spare a few minutes of your valuable time to answer this simple questionnaire (Your answer is used for research purposes only.) Put an “” in the answer of the appropriate choice Which among the following online games you like playing most? Why? A Vocabulary Memory Match E Which Letter Team? B Sound It Out F Aim Spell C Match It Definitions G Word Search D Crossword H WordFind Explain why: …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… Please evaluate the online vocabulary games as: Online games A Vocabulary Memory Match B Sound It Out C Match It Definitions D Crossword E Which Letter Team? F Aim Spell G Word Search H WordFind Tedious Not very A bit interesting exciting Stimulating To what extent you find it difficult when learning vocabulary using online games? Online games Extremely Very much Not at Moderately Somewhat all A Vocabulary Memory Match B Sound It Out C Match It Definitions D Crossword E Which Letter Team? F Aim Spell G Word Search H WordFind To what extent online vocabulary games help you in learning vocabulary? Extremely Very much Moderately Somewhat Not at all ☐ ☐ ☐ ☐ ☐ To what extent online games change your habit in memorizing the vocabulary? Extremely Very much Moderately Somewhat Not at all ☐ ☐ ☐ ☐ ☐ To what extent online games increase your vocabulary retention? Extremely Very much Moderately Somewhat Not at all ☐ ☐ ☐ ☐ ☐ How you like to play online vocabulary games? A Individual B Pair work C Group work D Whole class What would you like your teacher to when you learn vocabulary using online games? A Provide more vocabulary B Provide less vocabulary C More time to practice in class D Provide more online vocabulary games to practice at home What difficulties did you encounter when learning vocabulary using online games? A Not being able to focus on the games (lack of attention to the games) B Not having enough time to complete the games C Some difficult games make learning vocabulary ineffectively D No access to the Internet at home (Not being able to play the games at home because you couldn’t get access to the Internet at home.) E Others Please specify: ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… 10 To what extent you want to continue learning vocabulary using online games? Extremely Very much Moderately Somewhat Not at all ☐ ☐ ☐ ☐ ☐ INTERVIEW QUESTIONS Student’s name: _ Class: Questions for students Do you like the online vocabulary games today? Which part of the game you like best? Which part of the game you dislike? Is the game easy or difficult to play? Do you have enough time to finish the game? Why? Do you find any difficulties when playing games? What are they? What would you like to change in the vocabulary lesson using online games? Student’s answer ... more online vocabulary games to practice at home Total Table 10: Students’ attitude toward online vocabulary games Now, coming to students’ attitude toward using online vocabulary games in the... that the students and the teacher encountered 3.5 Data analytical framework In order to achieve the aims of the study, the quantitative and qualitative analysis areused for analysing the data,... students’ vocabulary retention The brain can store any amount of information when it comes to signals, and English games help shape vocabulary thinking in a natural way English language games are built