INTRODUCTION
Rationale
In today's globalized world, English has emerged as a crucial language for communication and knowledge acquisition, serving as a vital tool for international exchanges across various sectors In Vietnam, the significance of English continues to grow, becoming the most widely used language Traditionally, language education emphasized grammar and sentence structure, with learners' success hinging on their mastery of these rules This approach was characterized by conventional teaching methods, where the teacher led all classroom activities, positioning themselves as the focal point of the learning experience.
In the twenty-first century, characterized by advancements in science and technology, Vietnam is prioritizing education and training as a fundamental national policy to foster knowledge development To ensure the country's industrialization and modernization, it is essential to enhance the quality of teaching and learning, thereby developing skilled human resources As Vietnam strives to become a civilized and prosperous nation, mastering the English language is crucial for accessing global knowledge However, secondary school students often face challenges in learning English, primarily due to a lack of interest Therefore, it is vital for teachers to create an engaging and enjoyable learning environment from the very start of each lesson.
In response to societal changes, teaching methods have evolved to meet the increasing demand for proficient English communication skills This shift has led to higher teaching standards and the development of enhanced learning resources Consequently, there is a growing emphasis on student-centered teaching approaches, where learners take center stage in the foreign language acquisition process Students engage in real-life communication, collaborate in interpersonal or small-group settings to complete tasks, and are encouraged to express their thoughts and ask questions to clarify their understanding.
Learning foreign languages is most effective in a fun and relaxed environment that encourages real-world communication Incorporating language games into teaching significantly boosts students' motivation and interest in learning These games not only engage students but also provide teachers with the opportunity to create practical contexts for language use Participants must actively listen, speak, and write to express their thoughts, enhancing their overall language skills Language games can effectively develop listening, speaking, reading, and writing abilities, while also improving vocabulary and pronunciation, catering to students at various proficiency levels.
In school, this subject is essential for students as it serves as a vital communication tool that enhances their understanding of scientific and technological knowledge, fosters appreciation for multiculturalism, and promotes international integration.
Learning English has become a significant social concern, particularly among the younger generation The effectiveness of English teaching methods is crucial for fostering student engagement and inspiration To create an engaging reading lesson, teachers must start with an appealing pre-reading activity that captivates students' interest As an English teacher at Bac Son Lower and Upper Secondary School, I recognize the challenges many students face in the reading process and focus on strategies that enhance their enthusiasm for reading lessons.
Based on my experience, incorporating games into teaching, particularly in pre-reading activities, significantly enhances student engagement and learning outcomes Games create an exciting atmosphere at the start of a lesson, fostering enjoyment and reducing stress and boredom This approach not only improves comprehension but also transforms the classroom environment, making reading lessons more accessible and enjoyable Consequently, I have chosen to explore the impact of pre-reading games on reading skills in my thesis titled "Using Games in Pre-Reading Activities to Enhance Tenth Grade Students’ Comprehension."
This article explores various language games that enhance English learning, supported by research and personal experiences The aim is to provide valuable insights for educators to improve students' English skills, particularly in reading.
Aims of the study
The study will emphasize on the main following purposes:
- Investigating the effectiveness of using language games in pre-reading activities in reading lessons of grade 10 in Bac Son Secondary school.
- To identify effects of applying game to develop students’ reading skill in learning English.
Research Questions
The study intends to find out the answers to the following questions:
1 How game in pre-reading activities affect students’ comprehension?
2 Do using games help students to read faster?
Scope of study
This study examines the implementation of language games in pre-reading activities to enhance reading skills among students at Bac Son High School It specifically targets the teaching and learning of reading, focusing on the 10.4 class using Textbook 10.
Methods
In order to achieve the objectives of the study, the major methods employed include:
-Survey questionaire with the aims at finding out the effects of games on students when they are learning reading and their attitude to language game in pre-reading activities.
An interview with English language students reveals their responses to reading activities and highlights the effectiveness of language games in pre-reading exercises Students express that engaging games enhance their comprehension and motivation, making the learning process more enjoyable When selecting a game, they prioritize criteria such as relevance to the reading material, interactivity, and the potential to foster collaboration among peers These insights underscore the importance of integrating effective pre-reading strategies to improve language acquisition.
Thesis design
The thesis consists of the following parts:
Some brief information about the background of the study, the aims, the scope, research questions as well as method of the study
This chapter outlines the theoretical foundations related to pre-reading, including its definition and purpose, as well as the concept of games and their importance in enhancing reading comprehension.
This part presents the study and these include, research questions, participants, material, procedures and summary.
Chapter 4: Data analysis and discussion
This chapter mentions their analysis and discussion based on data collected by means of classroom observations, post-survey questionnaires and interviews
This study summarizes its main findings and implications, highlighting the significance of the results Additionally, it offers recommendations for future research directions to enhance understanding in the field.
Appendices consist of the questionnaires for students, interview questions, observation of Unit 13 and 14.
LITERATURE REVIEW
Reading comprehension
Reading comprehension involves understanding, explaining, and responding to written material, functioning as a combination of various cognitive processes that work together to derive meaning from text (Frederiksen, 1982) It focuses on grasping the overall message rather than just isolated words or sentences During reading, children develop mental models that represent the ideas conveyed in the text, categorized into a text-based model and a situation model (Kintsch, 1998; van Dijk and Kintsch, 1983) This process encompasses deriving meaning from written language and constructing additional meaning based on personal experiences and inferences Therefore, reading comprehension transcends mere word recognition; it requires understanding the author's intended message.
Reading comprehension is a complex cognitive activity where readers actively construct meaning rather than passively receiving information Skilled comprehenders utilize a diverse set of language skills to create a text-based model while simultaneously employing their background knowledge to form a situation model related to the text To enhance their understanding, readers must engage actively in the reading process, utilizing metacognitive skills to monitor and regulate their meaning-making efforts.
Comprehension is an interactive process where readers employ various skills and cognitive strategies when engaging with text This complex process involves multiple components, and several cognitive models have been developed to support the diverse skills that influence comprehension (Broek et al., 1999; Cromley & Azevedo, 2007; Graesser et al., 1994; Kintsch & Van Dijk, 1978; Kintsch & Rawson, 2005).
Reading plays a crucial role in learning a foreign language, as highlighted by numerous researchers While the act of reading is complex and not easily defined, Widdowson (1984) describes it as a process of acquiring information through print However, many scholars argue that reading involves cognitive, social, and interactive elements, where readers engage with texts to understand and interpret messages based on specific purposes (Aebersold & Field, 2003; Anderson, 1999) This understanding, known as reading comprehension, varies according to the reader's intent, which generally falls into two categories: reading for pleasure or reading for information (Grellet, 2006) The purpose of reading influences how individuals approach texts, and different types of reading tasks are categorized into seven main purposes by Grabe and Stoller (2002), including searching for information, skimming, learning, integrating information, writing, critiquing, and general comprehension.
For many years, reading was overlooked by educators and researchers, who primarily concentrated on oral skills such as listening and speaking This trend was exemplified by the Audio Lingual Method, developed in the United States during World War II, which aimed to teach foreign languages quickly for military needs This approach prioritized oral communication, viewing reading as a passive skill that warranted little attention.
In the pre-reading stage, teachers aim to prepare students for upcoming texts by designing activities that activate their background knowledge Effective strategies include brainstorming, semantic mapping, and posing questions related to the title Additionally, students can engage in writing about their personal experiences, making predictions, identifying text structures, skimming for general ideas, and summarizing based on previews Pre-teaching vocabulary is also crucial and will be explored further in the literature review (Auberbach & Paxton, 1997, p 259).
Reading skills are essential for extracting meaning from written discourse, as highlighted by Harmer (2007) It's important to note that translating written symbols into sounds is merely decoding, not true reading (Ur, 2007) For effective foreign language learning, exposure to comprehensible language through reading and listening materials is crucial Therefore, the selection of reading passages in EFL textbooks focuses on texts that are easily understood, while also including material that challenges learners slightly beyond their current level, in line with Krashen's hypothesis (Lightbown & Spada, 2006).
Effective second language acquisition relies on finding a balance in textbook difficulty; materials that are either too challenging or overly simplistic do not facilitate learning Proficient reading is an active process where learners engage with the text, formulate hypotheses about its meaning, and use textual cues to validate or refute these hypotheses (Goodman, 1970, as cited in Clarke, 2000, p 115).
Ur (2007) added the following characteristics of efficient reading:
The reading progresses fairly fast
The reader concentrates on the significant part and skips over unnecessary details
The reader thinks ahead, hypothesizes, and predicts what is coming next
The reader uses background information in order to understand the text.
The reading is purposeful, and the reader is aware of the purpose of reading task.
Reading activities are essential tools that educators employ to help students integrate their prior knowledge with new information encountered in texts, enhancing their comprehension of the material's message.
Reading activities in the present study refer to guessing reading content from pictures, and pre-reading questioning activities the researcher used to stimulate the learners’ use of their schema
Reading comprehension is the measure of a learner's ability to understand text, evaluated through scores obtained from tests conducted prior to the introduction of two pre-reading activities.
Learner satisfaction reflects their preferences regarding the use of games in pre-reading activities, such as guessing reading content from pictures and engaging in pre-reading questioning In this study, satisfaction levels were assessed through scores from a questionnaire distributed after the experimental activities, providing valuable insights into the effectiveness of game-based learning in enhancing reading comprehension.
Reading difficulties among students with special needs can stem from various factors, often with underlying causes that remain unclear (Lewis and Doorlag, 1999) Research indicates that the prevalence of these difficulties is frequently associated with the economic and social conditions of the home environment Many children facing reading challenges encounter significant language and cultural disparities between their home and school settings (Elkins, 2002a, b; McNaughton et al., 2004; Rohl and Rivalland, 2002) Historical studies from the mid-1970s have shown that factors such as social class, parental educational background, family income, and the availability of books at home are consistently linked to reading achievement in schools (Romeo).
2002) The claim is that the respect for education, community standards and the value placed on education also influenced whether or not students have mastered basic literacy skills (Samuels 1978).
There are some difficulties that students can get as follow:
Finding enough time and energy
Selecting what to focus on in texts
Understanding new, theoretical or detailed information
Identifying main points and arguments
Evaluating evidence Identifying similarities and differences between texts
Reading texts that assume background knowledge & experience
Reading different types of text (passage, reports, literature reviews,letter etc.)
Pre-reading stage
Sookchotirat (2005) emphasized that pre-reading is a crucial stage in the reading process, serving as the foundation for success in life Effective readers acquire extensive knowledge through reading, while pre-reading enhances their understanding and broadens their perspectives This stage fosters cognitive development by allowing readers to generate new ideas and perspectives as they connect the text to their own experiences Pre-reading prepares students mentally for the material ahead, as "effective comprehension depends largely on the readers’ readiness," highlighting the importance of entering the reading process with the right mindset (Manzo et al., 2001).
Effective reading instruction requires teachers to implement structured steps, beginning with a crucial pre-reading phase This stage prepares students by providing essential background knowledge, especially for those lacking prior exposure to the material Engaging learners in various pre-reading activities enhances their understanding and schema, leading to improved comprehension (Graves, Watts, and Graves, 1994) Research by Yeeding (2007) demonstrates that such activities not only boost motivation but also significantly enhance reading comprehension scores Pre-reading activities familiarize students with relevant topics, vocabulary, and text structures, thereby facilitating better understanding (Bilokcuoglu, 2011) According to Tudor (1990), these techniques engage learners in conceptual activities related to the text, enabling them to process the material more meaningfully.
According to Haque (2010), pre-reading activities serve as essential warm-up exercises that prepare students for reading tasks These activities are flexible in format and can vary in length, as well as in the level of input required from students to successfully complete them.
In 1963, pre-reading activities were identified as 'advance organizers' that equip learners with essential information These organizers activate prior knowledge, facilitating better processing and retention of the text.
In a study by Taglieber, Johnson, and Yarbrough (1988), participants engaged in three pre-reading activities: predicting content from images, vocabulary learning, and answering pre-reading questions, while a control group had no such activities Both groups underwent pre-tests and post-tests, revealing that those who participated in the pre-reading activities outperformed the control group Notably, reading scores were highest for those who guessed content from pictures and answered pre-reading questions, compared to those who focused on vocabulary learning.
Research by Langer (1984) and Adams and Collins (1979) emphasizes the crucial role of readers' prior knowledge and experiences in enhancing reading comprehension To effectively integrate this knowledge during the reading process, implementing pre-reading activities is essential for learners.
Pre-reading activities are essential for preparing students to engage with reading materials effectively, as they help activate prior knowledge, build background, and capture learners' attention (Ringler & Weber, 1984; Vacca & Vacca, 2002) These activities familiarize students with the topic and introduce new vocabulary related to the text, which is crucial for comprehension, especially for those with lower proficiency levels (Nessamalar et al., 1995) By implementing pre-reading strategies, teachers can enhance students' motivation and ability to connect the text to their existing knowledge, ultimately improving their understanding and interpretation of the material.
Pre-reading activities are essential tools used by teachers to prepare students for reading tasks, tailored to the specific text and learner needs According to Tierney and Cunningham (1984), these activities help bridge the gap between students' prior knowledge and the new material They categorize pre-reading activities into two types: teacher-centered, which involves one-way question and answer sessions, and student-centered, which fosters independent learning from the outset These warm-up activities can vary in length and complexity, ranging from simple tasks like showing a picture to aid comprehension, to more interactive exercises such as conducting a class survey on a relevant topic The selection of pre-reading activities should align with the text type, learner characteristics, and the overall objectives of the reading task, as highlighted by Stoller (1994).
To stimulate interest in the text.
To help learners bring their prior knowledge to the survey.
To give a reason for reading.
To help learners go on pre-reading passage
To prepare the reader for the language of the text.
To make them search for specific information.
To help reader to guess the text's ideas.
Direct readers towards the text's key words and ideas
Pre-reading, also known as previewing or surveying, is the technique of skimming a text to identify key ideas before engaging in a thorough reading This process enhances reading speed and efficiency by providing an overview of the material Effective pre-reading involves examining titles, chapter introductions, summaries, headings, subheadings, study questions, and conclusions to better understand the content.
Pre-reading activities are essential for preparing students for reading tasks, as they activate relevant schemata and enhance motivation These activities enable learners to anticipate the topic, familiarize themselves with key vocabulary, and identify important grammatical structures within the texts Consider implementing various pre-reading strategies to optimize student engagement and comprehension.
Pre-reading is a crucial activity employed by teachers to prepare students for reading specific texts, helping them understand the purpose behind their reading This phase, part of a broader reading strategy that includes while-reading and post-reading activities, assesses students' linguistic skills to ensure comprehension Effective pre-reading activities enable students to recognize the reasons for engaging with a text, such as knowledge acquisition and emotional connection, and empower them to decide whether to continue with the text or explore other works by the same author.
2.2.3 Importance of Pre-reading activities
Reading plays a crucial role in language learning, as pre-reading activities significantly enhance learners' comprehension of texts Research indicates that background knowledge is vital for understanding, with many readers struggling due to a lack of this knowledge This raises the question: can we enhance students' reading skills by activating their prior knowledge through targeted activities? Numerous studies affirm a positive response Carrel and Eisterhold emphasize the importance of text previewing for ESL readers, highlighting the cultural specificity of text content Additionally, learners with lower English proficiency often face challenges at the word level, as they struggle to connect word meanings to the context.
In 1983, it was proposed that word association tasks can effectively diagnose students' existing knowledge and identify areas where they need further understanding of key concepts Additionally, Hudson's 1982 experiment demonstrated that learners who engaged in pre-reading activities, such as discussing pictures, were better equipped to predict the content of the reading material.
Pre-reading activities are essential exercises conducted before students engage with reading material, designed to equip them with the necessary background knowledge for improved comprehension These activities not only activate learners' schemas but also establish a clear purpose for reading, thereby preventing potential misunderstandings of the text By familiarizing students with the topic, vocabulary, and complex structures present in the passage, pre-reading activities play a crucial role in enhancing overall reading comprehension.
Pre-reading activities play a crucial role in enhancing reading motivation and imparting essential cultural concepts According to Chastain (1988), these activities significantly motivate readers, preparing them for a more effective reading experience When readers are motivated, they can engage with the text more effortlessly and confidently Furthermore, Ur's study (1996) highlights that pre-reading tasks not only make reading more engaging but also provide students with a clear purpose and allow teachers to assess comprehension through these preparatory tasks.
Wallence (1992) concludes after his study that in order to reach satisfactory interpretation of the text, second language readers need to operate on appropriate schematic knowledge.
A review of the literature of Games
Games should be central to foreign language teaching rather than mere filler activities, as noted by Lee (1979) Rixon (1981) defines a game as an activity involving cooperation or competition among decision-makers aiming to achieve objectives within a set of rules Salen & Zimmerman describe it as a system where players engage in artificial conflict defined by rules, leading to quantifiable outcomes Hadfield (1984) emphasizes that a game includes rules, a goal, and an element of fun Importantly, games facilitate learners' recall of material in an enjoyable manner All authors agree that even if games create noise and entertainment, they are valuable in the classroom for motivating learners and enhancing communicative skills.
Games play a crucial role in motivating students to engage in reading, as they stimulate participation and boost confidence (Carrier, 1980) Hadfield (1987) categorizes language games into several types, including sorting, ordering, information gap, guessing, matching, labeling, and puzzle-solving games, highlighting their diverse applications in enhancing language skills.
A game is defined as a structured form of play that adheres to specific rules and aims for a predetermined outcome, as noted by Okoń (1992: 64) and Byrne (1986: 100) Toth (1995: 5) further elaborates on this concept, highlighting the significance of rules and conventions in the gameplay experience.
A game is defined as an engaging activity that involves rules, a specific goal, and an enjoyable element Games can be categorized into two types: competitive games, where players or teams strive to be the first to achieve the objective, and cooperative games, where participants collaborate towards a shared goal The focus in these games is on effective communication rather than the accuracy of language.
El Shamy (2001, p.15) defines a game as a competitive activity governed by rules, where players engage in challenges to achieve specific objectives and win Language games incorporate essential elements such as clear and concise rules, competition, relaxation, and learning These rules should be straightforward and well-explained to avoid confusion, while also being tailored to various levels and topics to accommodate different students This approach ensures that all participants can enjoy the experience and achieve optimal results.
In addition to the definition a greater insight into the nature of games can be provided by looking at an array of basic features they have Following Juul
2002 in Whitehead, games reflect the following characteristics:
- Games are based on rules
- Games have variable, quantifiable outcomes.
- The outcomes of games might have a positive or a negative value
- Games provide a degree of challenge which means that learners need to make effort in order to achieve a given objective
Students participating in a game place great importance on its results, understanding that a positive outcome leads to a player's victory and happiness, while a negative outcome results in loss and disappointment.
- Negotiable consequences: the same game can be played with or without real-life consequences.
Teaching methods have evolved significantly, shifting from passive learning to active engagement in the classroom Incorporating language games into reading classes not only fosters student participation but also enhances language acquisition, making it an effective strategy for modern educators.
Games enhance the engagement of students in language learning, which can often be perceived as challenging and tedious By incorporating games into the learning process, students are encouraged to maintain their interest and motivation, ultimately supporting their long-term efforts in mastering a new language Sustaining interest through interactive activities is crucial, as language acquisition requires consistent dedication over an extended period.
-The variety and intensity that games offer may lower anxiety and encourage shyer students to take part in reading classes positively, especially when games are played in small groups.
Games enable teachers to create engaging contexts where language becomes meaningful and practical Students are motivated to participate, which requires them to comprehend others' communication and articulate their own perspectives or share information effectively.
Games in education are student-centered, allowing learners to take an active role in gameplay These activities can be structured to empower students, positioning them as leaders while teachers serve as facilitators.
The national curriculum emphasizes the significance of diverse teaching methods in foreign language education to maintain student interest Teachers can foster this diversity by incorporating creative activities and balancing individual and cooperative learning Utilizing games as a teaching method, including role-playing, imitation games, theatrical expression, and problem-solving activities, is encouraged across all stages of language learning Howard Gardner's theory of multiple intelligences suggests that topics should be explored in various ways, including "the personal way," which involves engaging students through role play and interactive methods to enhance learning outcomes.
142) In addition, Armstrong (2000) suggests board games as a teaching strategy that might suit students with interpersonal intelligence because they provide an excellent setting for interaction between students.
Games are frequently misunderstood as mere filler activities for the end of a lesson, yet they are essential components of language curricula Their significant contributions to language teaching and learning make them invaluable tools in the educational process.
Games play a crucial role in language education by creating meaningful contexts for learners, as highlighted by Andrew Wright, David Betteridge, and Michael Bucky They encourage active participation, requiring students to comprehend spoken or written language and articulate their thoughts effectively The practice of drilling focuses on specific language forms through repeated use, which many games facilitate By integrating information and opinion into gameplay, these activities not only reinforce language structures but also transform learning into a dynamic form of communication The significance of meaningfulness in language acquisition has been widely recognized in recent years.
Meaningfulness in learning occurs when learners engage with content emotionally, responding with feelings such as amusement, anger, challenge, intrigue, or surprise This emotional connection enhances their experience and retention of the language they encounter through listening, reading, speaking, and writing Incorporating games into the learning process can effectively practice all language skills—reading, listening, writing, and speaking—across various teaching stages, including presentation, repetition, recombination, and free use of language, while also addressing different types of communication, such as encouraging, criticizing, agreeing, and explaining.
Simon Greenall (1984) emphasized the importance of incorporating games into English Language Teaching (ELT) due to their significant benefits He argued that games enable students to produce meaningful and authentic language in a relaxed environment, facilitating listening and speaking under simulated real-life conditions Greenall highlighted the need for a balance between relaxed activities and intensive practice, noting that language games create a psychologically secure space for learners to experiment with their newly acquired skills Additionally, he pointed out that the low stakes of games reduce the fear of making mistakes, allowing students to build confidence through learning from inaccuracies Ultimately, language games provide a valuable opportunity for spontaneous language practice, bridging the gap between formal lessons and real-life situations.
METHODOLOGY
Research questions
The study intends to find out the answers to the following questions:
1 How game in pre-reading activities affect students’ comprehension?
2 Do using games help students read faster?
Participants
An investigation was conducted involving 40 students from class 10.4 at Bac Son Lower – Upper Secondary School, focusing on their responses to questionnaires about the role of games in pre-reading activities The study primarily targeted 10th-grade students, most of whom have been learning English since grade 6 and come from a mountainous area English is a compulsory subject for them, and they primarily learn it in class While they possess basic grammar knowledge and an active vocabulary, they struggle with reading comprehension Despite these challenges, the majority of students recognize the importance of learning to read in a foreign language, particularly in English.
Pre-reading activities in language classrooms serve multiple purposes, including fostering positive relationships between students and teachers and creating a comfortable learning environment These activities can capture students' attention, activate their background knowledge, and enhance motivation Effective pre-reading strategies, such as cooperative and linguistic games, can promote class cohesion and engage students before diving into the main material Additionally, understanding students' preferences for games can help educators select appropriate pre-reading activities that enhance reading skills in the classroom.
Materials
The "Tieng Anh 10" English textbook, authored by Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, and Nguyen Quoc Tuan, was published in 2006 This comprehensive resource includes sixteen units designed for two academic terms, emphasizing the development of four key language skills: reading, speaking, listening, and writing Additionally, the textbook incorporates essential language elements such as pronunciation, grammar, and vocabulary.
“Tieng Anh 10” is divided into two semesters with a total of 105 periods,
3 periods per week Each period is 45 minutes long.
The current textbook for teaching English to 10th graders at Bac Son Lower-Upper Secondary School is "English 10," structured around 16 thematic units Each unit consists of five sections: reading, speaking, listening, writing, and language focus, featuring a diverse range of exercises and tasks designed for effective practice.
- Reading: including one or more passages with 180-220 words; making students acquaint with theme of lesson and providing information to develop students’ comprehension skill.
- Speaking: including activities to practice speaking skill through using language in communication such as work in pair, discuss in group and individual.
- Listening: including some passages or dialogues related to theme of lesson; practicing not only listening skill but also correcting pronunciation and grammatical structure mistakes.
- Writing: including exercises to improve students’ writing skill such as writing letters, describing datum, reported stories, etc.
- Language focus: including two main parts Pronunciation and Grammar and vocabulary.
Each set of three units includes a "Test Yourself" section designed to assess skills in Listening, Reading, Pronunciation, and Grammar Additionally, the book concludes with a comprehensive vocabulary list that provides Vietnamese translations for the terms covered in each unit.
Research instruments
In order to implement this research, I used different types of research instruments such as classroom observations, questionnaires, and interview to the students
The researcher conducted observations in a classroom of 10.4 students at Bac Son Lower-Upper Secondary School, focusing on student responses, attitudes, and participation during game-based learning activities This study aimed to analyze the dynamics of teaching and learning processes through interactive games.
A questionnaire conducted with a sample of 40 students within a specific timeframe facilitates efficient data collection while ensuring participant anonymity, which encourages honest feedback This method not only allows researchers ample time to analyze the gathered data and insights but also serves as a foundational step for subsequent interviews.
Interviews follow questionnaires and involve selected research subjects, allowing for open-ended questions that enable interviewees to elaborate on their ideas This format not only helps researchers explore new research avenues while staying aligned with the questionnaire's theme but also fosters a collaborative exchange of ideas between the interviewer and interviewee, free from the constraints of a traditional questionnaire.
Data collection procedures
Data is crucial in research as it serves as the foundation for obtaining results Various methods for collecting data include observation, interviews, document analysis, and testing To effectively gather data, researchers must utilize appropriate instruments tailored to their specific methodologies.
In my recent lesson plan for English 10, I focused on two topics from Part A Reading: films and cinema from Unit 13, and the World Cup from Unit 14 To enhance pre-reading engagement, I created interactive game activities using PowerPoint One notable activity was Kim’s game, where students had 15 seconds to observe images on the screen and then recall and write down the sports they remembered To encourage participation, students who provided additional answers received a small prize.
3.5.2 Classroom observations through teaching process
The author, who served as the teacher for the class, conducted direct observations of the reading learning process in the 10.4 class at Bac Son Upper Secondary School during the second semester of the 2016-2017 academic year, specifically from March 15, 2017.
27 th March 2017 In this research, the writer acts as an active observer The writer interacts with the students as well as the teacher
Through reading lessons that incorporate game activities in pre-reading, we can assess students' responses, bravery, and participation, highlighting their engagement throughout the teaching and learning process.
3.5.3 Post-survey questionnaire for students
A survey consisting of six questions was created in Vietnamese to ensure that students fully understood each item The survey was administered to 40 students from the 10.4 class, which was selected for the piloting procedure All forms were successfully returned (See Appendix 1).
The survey for students focus on investigating the following issues:
This study investigates students' attitudes towards proposed game activities, focusing on their comprehension of the activities and their suitability for the students' skill levels.
This article explores the effectiveness of classroom activities in enhancing students' confidence and willingness to use the target language, while also improving their comprehension skills Through experimentation, it highlights students' perspectives on how these activities contribute to their language development and overall learning experience.
Interviews are a useful strategy for finding out what individuals feel and prefer
To facilitate clear expression of opinions, I conducted individual interviews with learners in Vietnamese shortly after two lessons Each face-to-face, one-on-one interview consisted of five questions tailored to gather insights effectively.
1 How the games in pre-reading activities help you in read a text in reading lesson?
2 Are games in pre-reading activities effective on helping you to read faster?(Very effective/ Effective/ Normal/ Not effective)
3 Do you think using games or not using games in pre-reading activities help you read faster? (Using games/ Not using games)
4 Do games in pre-reading activities make you read a text easier? (Very much/ Much/ Normal/ None)
5 Do games in pre-reading activities help to solve difficulties when you comprehend a text? ( Almost/ Some/ None)
The study utilized both quantitative and qualitative analysis methods to evaluate students' attitudes toward game activities in the classroom Results were presented through numerical data and percentages, supported by tables and figures that illustrated the effectiveness of these activities in the 10.4 class Additionally, qualitative data from classroom observations and interviews were descriptively and interpretively analyzed, focusing on students' responses, bravery, and participation This comprehensive approach confirmed the positive impact of using game activities as a technique for teaching reading during comprehension lessons.
This chapter examines the current state of teaching and learning English comprehension skills, outlining the methodological framework and data collection instruments used in the research The subsequent section highlights the key findings of the study and provides a discussion of the results derived from these findings.