INTRODUCTION
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
A study was conducted at Van Con Primary School in Hanoi to explore the attitudes of teachers and students towards the use of language games in English classes The research focused on how vocabulary games are utilized to teach and learn new words, as well as the challenges faced by both teachers and students The study involved the participation of 106 fifth-grade students, providing valuable insights into the effectiveness of language games in enhancing vocabulary acquisition.
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:
The study aims to assist English teachers by highlighting the advantages of incorporating language games into vocabulary instruction It seeks to enhance teachers' understanding of their students' attitudes toward using games for vocabulary improvement Additionally, the research offers practical suggestions for effectively integrating games into lessons.
The study is divided into five chapters:
Chapter 1 – “Introduction” provides the rationale for the study, aim and objectives of the study, scope, methodology and structure of the study
Chapter 2 “Literature review” provides overview of theoretical background of attitude, vocabulary, brief views of language games and benefits of using language games in teaching and learning vocabulary
Chapter 3 “Methodology” describes an overview on setting, textbook, instruments used in the survey In addition, the details of teachers and students at the primary school are supplied
Chapter 4 “Data Analysis and Discussion” is related to collecting the data from Van Con Primary School in Hanoi and analyzing the data to find out the teachers‟ and students‟ attitudes towards using language games in teaching vocabulary to primary learners In addition, the data is collected in order to find out game sources preferred by the teachers, and some difficulties faced by the teachers and students as well as suggestions for choice of suitable games to teach vocabulary
Chapter 5 – Conclusion – sums up what has been studied, provides some recommendations for the teachers and students and points out the limitations of the thesis, and suggestion for further studies.
Structure of the study
This chapter aims to provide a theoretical foundation for the study by reviewing key issues, including definitions and the role of attitudes in language learning It will also offer a clear overview of language games, detailing their definitions and significance in the learning process, along with an exploration of vocabulary, its definitions, and its essential role in language acquisition.
2.1 Attitudes in teaching and learning foreign language
Attitude is commonly defined as individuals' responses to specific subjects, with various researchers offering differing interpretations from multiple perspectives Notably, language attitude is differentiated from general attitudes, focusing specifically on people's perceptions and feelings towards language itself (Faso, 1984: 148) Essentially, language attitude encapsulates how individuals regard and interact with language.
Language serves as a reflection of our emotional, cognitive, and behavioral responses to various language varieties and their speakers, as noted by Rayan and Giles (1982) Thus, attitude encompasses our feelings, thoughts, and behaviors towards different languages in specific contexts.
Gardner (1985) emphasizes that an individual's attitude is shaped by their evaluative response to a specific referent or attitude object, which is influenced by their beliefs and opinions regarding that object.
It leads that people‟s belief or perception can cause favorable or unfavorable attitude to an object
On the basis of Gardner‟s argument, Wenden (1991) scrubs general definition of the attitude He classifies attitude into three components: behavioral, cognitive and affective The behavioral aspect of attitude
LITERATURE REVIEW
Attitudes in teaching and learning foreign language
Attitude generally refers to individuals' responses to specific stimuli, and various researchers have provided diverse definitions of attitude from different perspectives Notably, language attitude is distinct from general attitudes, as it specifically pertains to people's perceptions and reactions towards language (Faso, 1984: 148) Thus, language attitude encompasses how individuals feel about language itself.
Language, as defined by Rayan and Giles (1982), encompasses the emotional, cognitive, and behavioral responses individuals have towards various language varieties and their speakers Thus, attitude reflects how people feel, think, and act in relation to different languages in specific contexts.
Gardner (1985) emphasizes that an individual's attitude is shaped by their evaluative response to a specific referent or attitude object, which is influenced by their beliefs and opinions regarding that referent.
It leads that people‟s belief or perception can cause favorable or unfavorable attitude to an object
Building on Gardner's argument, Wenden (1991) refines the definition of attitude by categorizing it into three essential components: behavioral, cognitive, and affective The behavioral aspect reflects how an individual acts in specific situations, while the cognitive component encompasses their beliefs, ideas, and opinions related to the attitude Lastly, the affective component represents the emotional responses of "liking" or "disliking" certain objects or contexts These components are interconnected and consistently manifest whenever a person holds an attitude.
In addition, Baker (1992: 10) defines attitude as “a hypothetical construct used to explain the direction and persistence of human behavior”
So, from the point of view, attitude is the way which human people act and behave in the specific situation to the object
In summary, attitude significantly influences human behavior and emotional responses, particularly in the context of language learning A person's reactions and interactions with a second language are largely determined by their attitude towards it, making attitude a crucial factor in the process of acquiring a new language.
2.1.2 The role of attitudes in language learning
Numerous studies highlight the reciprocal relationship between teachers' and students' attitudes in language learning These attitudes can be either positive or negative, significantly influencing the success or failure of language acquisition Ultimately, both positive and negative attitudes play a crucial role in determining language learning outcomes.
A positive attitude towards a target language is linked to higher proficiency in language learning According to Gardner and Lambert (1972), fostering a positive mindset can significantly enhance students' language skills.
Positive language attitudes significantly enhance learners' engagement in acquiring English, as noted by Karahan (2007: 84) When students possess a favorable outlook towards the language, they become more active participants in the learning process.
Games in teaching and learning language
Attitude plays a vital role in students' success in language learning, significantly impacting their achievements Positive attitudes among language learners lead to numerous benefits, making it essential to examine students' perceptions of the target language By fostering positive attitudes and addressing negative ones, educators can enhance language learning outcomes.
2.2 Language games in teaching and learning language
Games serve as enjoyable activities that can be physical, mental, or a combination of both Ludwig Wittgenstein's concept of games highlights the importance of linguistic practices and pragmatics in understanding the meaning of words in specific contexts Engaging in games is an effective method for learning various aspects of the English language, catering to both English language learners and native speakers who have a passion for word games.
In 1974, it was defined that a game is an activity governed by rules, involving players who either cooperate or compete to achieve their objectives within those established guidelines.
Therefore, there are different definitions of games, but its normal target is to create funny activities in order to motivate learners in learning vocabulary effectively
Language games are a valuable tool in English classrooms, defined by Hadfield (1996) as structured activities that include rules, a goal, and an element of fun These games facilitate engaging language learning experiences, making the challenging process of acquiring new vocabulary more enjoyable for students Mastering the meaning, pronunciation, and usage of new words can be daunting, but incorporating language games fosters interest and motivation, promoting a more natural learning environment.
In addition, language games allow the teachers to create the contexts in which words are meaningful, students can remember new words for a long time and save time in learning
Language games are considered as task based according to Lewis
Language games serve as an effective tool for students to reach their language learning objectives For successful participation, teachers must establish a clear set of rules that help students comprehend their actions and strategies within the game.
Games, while often seen as a source of fun, hold significant pedagogical value in second language teaching, as highlighted by Richard-Amato (1996) They effectively motivate students, reduce stress levels, and create opportunities for authentic communication, making them a powerful tool in the language learning process.
Language games can be conducted in groups or pairs and often involve competition, where students aim to win prizes by outperforming others As noted by Greenal (1984), these games serve to reinforce language that has already been taught or learned, typically taking place during the free stages of a lesson or at events like English club meetings.
Language games can be effectively integrated at any stage of a lesson to introduce new vocabulary or reinforce previously learned words, enhancing students' retention and memory These games can be physical, mental, or a combination of both, and can involve individuals, pairs, or groups, with clear rules aimed at achieving specific goals Additionally, word games promote clear and accurate pronunciation, aiding communication and comprehension among learners.
Learning a new language can be challenging and often stressful, requiring consistent effort to master understanding, pronunciation, and usage However, games serve as effective and enjoyable tools for language teaching and learning, as they enhance motivation, reduce stress, and foster real communication among learners.
According to Hadfield (1999), language games can be categorized into linguistic and communicative types Linguistic games focus on accuracy, providing correct synonyms and antonyms, while communicative games emphasize the successful exchange of information and ideas These games hold significant academic value and can be effectively utilized in the classroom, encouraging learners to actively use the language rather than merely memorizing forms By fostering creativity, cooperation, and spontaneity, games motivate students to engage in meaningful language use and promote a competitive spirit in learning activities.
Language games have many more categories in viewpoint of Hadfield
(1999) As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type:
Sorting, ordering, or arranging games
For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store
Information gap games involve one or more participants possessing crucial information that others require to accomplish a specific task For example, in a drawing game, one player has a drawing while their partner must replicate it based on verbal instructions These games can feature a one-way information gap, as illustrated in the drawing example, or a two-way information gap, where each participant holds distinct information necessary for completing the task.
Information gap games, such as the popular guessing game "20 Questions," involve one player thinking of a famous person, place, or object while others attempt to guess what it is Participants can ask up to 20 Yes/No questions to gather clues and deduce the answer, making it an engaging and interactive experience.
Participants engage in a matching game where they must find pairs of words, pictures, or cards In this activity, students arrange 30 word cards—consisting of 15 pairs—face down in a random layout Players take turns flipping over two cards at a time, aiming to uncover matching pairs by relying on their memory skills.
These are a form of matching, in that participants match labels and pictures
Role play, drama, and simulation are often confused but have distinct differences Role play involves students adopting roles they do not typically assume in real life, like a doctor, while simulations focus on roles that reflect real-life scenarios, such as being a customer at a restaurant Additionally, dramas are scripted performances, whereas role plays and simulations allow students to create their own dialogue, although some preparation can enhance the experience.
In conclusion, the researcher has presented various game types to assist teachers in creating appropriate games for each lesson, serving as a foundation for further study in the next phases of research.
2.2.3 Benefits in using language games to teach vocabulary
Vocabulary in teaching and learning language
Vocabulary refers to the words taught in a foreign language, encompassing not only single words but also multi-word expressions that convey a single idea, such as "post office" and "mother-in-law," as noted by Ur.
(1996:60) In addition, the viewpoint of Pyles and Algeo (1970: 96) is that
Vocabulary is essential to language, as it encompasses the sounds and meanings that enable effective communication By arranging words into sentences, we create conversations and various forms of discourse Mastery of vocabulary is crucial not only for learning languages in general but is particularly vital for acquiring foreign languages.
Moreover, in the view of Morgan and Rinvolucri (1986), “A word is a basic unit of a language denoting concepts, things and phenomena in the society”
Vocabulary is defined in various ways, but a common understanding is that it encompasses more than just individual words It represents a broader aspect of language, serving as a crucial medium for learners to articulate their thoughts Vocabulary is essential for effective communication; without it, conveying information becomes challenging.
The researcher highlights the significance of vocabulary in language learning, underscoring its importance as a focal point for linguistic scholars worldwide This topic remains a crucial area of interest for researchers engaged in the study of language acquisition.
2.3.2 The role of vocabulary in language learning
Vocabulary is essential for effective communication, as highlighted by David Wilkins (1972), who stated, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Even if grammar is not perfectly mastered, a robust vocabulary allows audiences to grasp the intended message McCarthy (1990) reinforces this idea, asserting that without a sufficient range of words, meaningful communication in a second language is impossible, regardless of grammar proficiency Therefore, prioritizing vocabulary in teaching and learning is crucial for achieving communicative goals.
A robust vocabulary enhances communication skills, enabling learners to articulate their thoughts effectively and comprehend others' ideas Additionally, a rich vocabulary supports the development of the four essential language skills: listening, speaking, reading, and writing.
Learning vocabulary is crucial for effective communication, as it involves understanding not just the meanings of words, but also their forms and usage A robust vocabulary boosts confidence in both oral and written expression, allowing individuals to articulate their ideas clearly When learners acquire new words and grasp how to use them correctly, they enhance their communication skills and increase their chances of success in interactions.
Folse (2004) defined that “the lack of grammar knowledge can limit conversion; lack of vocabulary knowledge can stop conversation”
Vocabulary is a crucial element of any language, making it essential to prioritize vocabulary instruction in English language teaching Integrating vocabulary activities into language skills training is vital for fostering learners' overall language development.
Vocabulary plays a crucial role in language learning, a fact supported by linguists in their definitions This significance serves as the foundation for the researcher to proceed with subsequent research steps.
2.3.3 How to choose language games to teach effectively
Mei and Yu-jing (2000) emphasize the importance of fun in games for children, noting that vocabulary games enable them to explore and engage with their surroundings By playing games, students can acquire English in a natural, stress-free manner, similar to how they learn their native language, allowing even shy students to participate actively Additionally, they provide guidance on selecting appropriate games for effective learning.
A game must be more than just a fun
A game should involve “friendly” competition
A game should keep all of the students involved and interested
A game should encourage students to focus on the use of language rather than on the language itself
A game should give students a chance to learn, practice, or review specific language material
It is possible students wish to play games purely for fun Teachers, however, need more convincing reasons
Teachers need to thoughtfully select games that align with the syllabus and educational goals, considering the unique benefits each game offers to students Successful language games should have clear rules, a well-defined objective, and most importantly, be enjoyable for the learners.
Language games serve as effective and valuable resources in language teaching, particularly for motivating students in the vocabulary learning process To maximize the benefits of these games, English teachers must understand the unique characteristics of each type and select the most appropriate ones to enhance student engagement and learning outcomes.
In this section, the researcher has provided the ways to choose games to teach vocabulary effectively, namely the ways are given by Mei and Yu-jing
(2000) that helps the researcher design questionnaires for the teachers and students properly
This chapter reviews definitions of vocabulary and its significance in language teaching and learning, with a particular focus on vocabulary instruction It also addresses the role of games in education, including their definitions, classifications, benefits, and criteria for selecting effective games As a result, the researcher gains a comprehensive understanding of the interplay between games and vocabulary, enabling the design of an appropriate questionnaire for the study This foundational knowledge will facilitate a more thorough analysis in the subsequent chapter.
RESEARCH METHODOLOGY
Context of the study
The textbook "Tiếng Anh 5" (English 5) is the third installment in a three-level series designed for Vietnamese primary school students Authored by Hoàng Văn Vân (General Editor), Phan Hà, Đỗ Thị Ngọc Hiền, Đào Ngọc Lộc, and Trương Thị Ngọc Minh, with contributions from Ken Wilson of MacMillan Education, it adheres to the curriculum sanctioned by the Ministry of Education and Training (MoET).
(2018) includes 20 units and 6 reviews Each unit has a common structure of
3 Lessons/Unit and the knowledge consists of 4 parts: Competences, Sentence patterns, Vocabulary and Phonics At each Lesson, students are trained in Listening - Speaking - Reading - Writing skills
The study focuses on 106 fifth-grade students, aged 11 to 12, and 5 experienced English teachers at Van Con Primary School All participating students have over two years of English learning experience, while the teachers, aged between 25 and 45, bring many years of teaching expertise to the classroom.
The study involves 106 fifth-grade students from three classes (5A, 5B, and 5C) at Van Con Primary School in Hoai Duc, with each class containing approximately 33-36 students Among them, there are 64 males and 402 females aged between eleven and twelve, all of whom have been learning English for over two years since grade 5 While they are familiar with elementary-level English teaching methods, they struggle to find effective ways to learn vocabulary and often have difficulty memorizing new words In vocabulary learning activities, students tend to be passive, relying heavily on teachers for instruction.
The study involved a group of female teachers, aged 25 to 40, who teach students from 3rd to 5th grade and have a minimum of three years of teaching experience Among them, two teachers are graduates of the English faculty at Hanoi University of Languages and International Studies, while others are trained at the English Departments of Hanoi University and Thai Nguyen University These dynamic educators are dedicated to English teaching, particularly in vocabulary instruction, and are keen on incorporating language games to enhance the learning of new words.
Data collection instruments and procedures
To investigate teachers' and students' attitudes towards the effective use of vocabulary teaching through games, this study employed two data collection methods: survey questionnaires and interviews The survey included separate questionnaires for teachers and students, serving as the primary research instrument to gather both quantitative and qualitative data As noted by Babbie (1973), surveys are a non-experimental, descriptive research method ideal for collecting data on phenomena that are not directly observable Additionally, interviews were utilized to complement and validate the findings from the questionnaires.
A questionnaire is a research tool designed to collect information from respondents through a series of questions, resembling a written interview format It can be administered in various ways, including face-to-face, by telephone, online, or via mail Similarly, a social survey is a method used to gather statistical data about a specific population by asking standardized questions, allowing researchers to understand the attributes, attitudes, or behaviors of that group (Buckingham & Saunders, 2004).
The primary data collection instrument for this study is the questionnaire, defined by Brown (2001: 6) as a written tool presenting respondents with a series of questions or statements for their responses Survey questionnaires are widely recognized as one of the most effective methods for research, which is why the researcher has chosen this approach for the thesis This method facilitates the gathering of information from research subjects and allows for easy summarization and reporting of the collected data, saving the researcher valuable time.
In December 2019, a survey questionnaire was designed based on various types of language games and their advantages, as well as Vu Ngoc Long's (2014) findings, to assess teachers' attitudes towards using language games for vocabulary instruction at Van Con Primary School The questionnaire comprised ten questions divided into three sections: the first three questions explored teachers' attitudes towards teaching vocabulary through games, the next four investigated the extent of game resources utilized by teachers, and the final two addressed challenges faced in implementing language games Additionally, the last question sought teachers' suggestions for improving the use of games in vocabulary teaching Teachers were instructed to complete the questionnaire within two days and were encouraged to seek clarification if needed The format included both open-ended and closed-ended questions to allow for comprehensive responses.
The researcher developed a student survey questionnaire, inspired by the types of language games, their advantages, and Vu Ngoc Long's 2014 questionnaires, to assess fifth-grade students' attitudes towards using language games for vocabulary learning This questionnaire, comprising ten questions, was administered to 106 fifth-grade students simultaneously with the teacher questionnaire It included three sections: the first five questions focused on students' attitudes towards using games in vocabulary learning, questions six and seven examined the extent of language game usage, and the final part, consisting of questions eight to ten, identified challenges students face when using games for vocabulary acquisition To ensure clarity, the questionnaires were provided in Vietnamese and were collected by the researcher after two days.
Interviews are a qualitative research method that entails conducting in-depth individual discussions with a limited number of participants to gain insights into their viewpoints regarding a specific concept, initiative, or circumstance (Boyce & Neale, 2006).
There are three different formats of interviews: structured, semi- structured and unstructured
Structured interviews involve a set of predetermined questions that are asked in the same sequence to all participants This format simplifies data analysis, allowing researchers to easily compare and contrast responses to identical questions.
Unstructured interviews are often considered the least reliable research method due to the absence of pre-prepared questions and the informal approach to data collection This format can lead to significant bias and makes it challenging to compare responses from different participants, as the questions may vary widely in their formulation.
Semi-structured interviews blend elements of both structured and unstructured formats, featuring a predetermined set of questions for all participants This approach allows the interviewer to pose additional questions as needed, facilitating clarification and deeper exploration of specific topics.
Based on the definitions and characteristics of the two instruments, the researcher has effectively designed survey questionnaires and interviews for both teachers and students to ensure the collection of reliable data.
This research employs both survey questions and interviews to gather comprehensive insights into teachers' attitudes and experiences in teaching vocabulary through games The interviews, featuring five carefully crafted questions based on Nguyen Thi Thoan's 2014 questionnaire, allow the researcher to delve deeper into the subject matter Conducted individually with five teachers during their class-off periods, these interviews facilitate uninterrupted responses, enhancing the richness of the data collected.
The survey data were thoroughly reviewed to extract overall results, which will be categorized and analyzed The findings will be presented in tables and charts, each accompanied by detailed analysis and discussion Additionally, the results from the interviews will be articulated in written form A summary of the study's findings will conclude this chapter.
The data collection includes three stages:
Stage 1: The questionnaires are carefully designed The questionnaires for the students are both in Vietnamese and English but questionnaires for the teachers only in English
Stage 2: The questionnaires were delivered to the students The instruction has been supplied clearly and easily understood to the respondents The researcher was sure that all the questionnaires had been conveniently completed Besides, after having completed the questionnaires to the teachers, the researcher conducted informal interviews with them
Stage 3: All the data from the questionnaires were collected, encoded in tables and charts to analyzed and compared to have answers to the research questions.
Summary 24
This chapter outlines the research methodology and details the data collection and analysis procedures used to address the research questions It provides a comprehensive description of the methodology employed in the study, which utilizes questionnaires and teacher interviews as the primary research instruments, deemed highly appropriate for the study's objectives The participants include 106 students from three classes and five teachers, with their characteristics thoroughly described to give readers insight into the study's context The following chapter will present the research findings and discuss their implications.
DATA ANALYSIS AND DISCUSSION
Teachers’ attitudes towards the use of language games in
4.1.1 Teachers’ attitudes towards the use of language games in teaching vocabulary
The initial three questions in the survey questionnaire aim to explore teachers' attitudes regarding the integration of language games in vocabulary instruction This section will present the data collected for each question in detail.
At Van Con Primary School, all teachers frequently incorporate language games into their vocabulary instruction, highlighting their popularity and preference for this engaging teaching method in English classes.
It is hopeful that the application of language will bring interest and effectiveness to their students
Teachers’ use of language games to teach vocabulary
A survey revealed that 100% of teachers acknowledge the benefits of using language games for vocabulary instruction, with 60% expressing a high level of interest and 40% showing moderate interest in this teaching method Notably, none of the teachers considered language games to be unhelpful or uninteresting, indicating a growing enthusiasm for this effective approach to enhancing vocabulary learning.
Teachers’ interest in using language games to teach vocabulary
Figure 2: Data collected from question 2
Figure 3 illustrates teachers' evaluations of language games in vocabulary instruction, revealing that 60% found them very useful, while the remaining teachers considered them useful as well Notably, none of the teachers deemed language games unhelpful, highlighting the significant benefits these games provide to both educators and students in the learning process.
Teachers’ evaluation of language games in general
Figure 3: Data collected from question 3
4.1.2 The extent which language games have been used in teaching vocabulary
This section presents four questions designed to assess the extent to which teachers utilize language games in vocabulary instruction The findings from the collected data will be detailed in the following sections.
According to Figure 4, 80% of teachers consistently incorporate language games into their vocabulary instruction, highlighting their effectiveness in reinforcing knowledge and motivating students Only a small percentage of teachers occasionally use games, while none report never using them The unanimous belief among educators is that games significantly enhance student learning and retention.
Teachers’ frequency of language games in teaching vocabulary
The data presented in Table 1 highlights the frequency with which teachers utilize language games for vocabulary instruction Most educators believe that these games primarily serve as cues or prompts to enhance students' understanding However, only half of the teachers occasionally use language games to introduce new vocabulary, indicating that the full potential of word games in supporting vocabulary acquisition is not being fully realized Additionally, a small number of teachers still view games merely as time-fillers, underscoring a need for a shift in perception regarding their educational value.
Table 1: Data collected from question 5
Teachers’ ways of using language games to teach vocabulary and its frequency of use
2 help students practice and reinforce new words
According to Figure 5, 60% of teachers believe that language games are popular and easily accessible for teaching vocabulary in context, highlighting the availability of diverse sources for suitable games In contrast, 40% of teachers face challenges in finding appropriate games, indicating a disparity in access to these educational resources.
Figure 5: Data collected from question 6
Table 2: Data collected from question 7
Sources to get games by teachers
Options No of informants Percentage
According to Table 2, 100% of teachers rely on the internet and textbooks as their primary sources for obtaining language games to teach vocabulary, likely due to the availability, diversity, and ease of use of games from these sources Additionally, 40% of teachers also utilize other materials and colleagues as sources for language games In contrast, only 20% of teachers obtain language games from library books, which may be due to the limited update frequency and suitability of these resources for current teaching needs.
4.1.3 Challenges faced by teachers when using language games to teach vocabulary
The survey aimed to collect teachers' insights on their motivations for using language games in vocabulary instruction, as well as the challenges they encounter The analysis of the data reveals key reasons for the adoption of these interactive methods, alongside the difficulties faced in their implementation.
Any problem encountered by teachers when using language games in the processing of teaching vocabulary
In response to the question about encountering problems while using language games for teaching vocabulary, 80% of teachers reported facing challenges, indicating that the implementation of these games can be complex and time-consuming This complexity necessitates appropriate adjustments and personal experience from educators Conversely, 20% of teachers found no obstacles in utilizing games for vocabulary instruction Overall, while language games are viewed as an engaging teaching tool, certain challenges do exist that can impact their effectiveness.
Table 3: Data collected from question 8 Challenges faced by teachers in using language games to teach vocabulary
Options No of informants Percentage
Difficulty in finding out suitable games 4 80%
Time-waste when using them 5 100%
Using language games to teach vocabulary presents several challenges for educators, as highlighted in Table 3 A significant 100% of teachers reported that these games are time-consuming, primarily because vocabulary lessons often need to be integrated with other skills like listening, reading, and grammar Consequently, teachers struggle to dedicate sufficient time to vocabulary instruction through games, despite careful preparation Additionally, 80% of teachers noted difficulties in class management and time wasted on game preparation, as the variety of available games makes it challenging to select the most suitable one for the classroom context The inherent noise generated by games further complicates class management However, only 20% of teachers found preparation to be particularly difficult, likely due to the accessibility of language games in textbooks and online resources.
4.1.4 The suggestions provided by the teachers for using language games in effective manner in teaching vocabulary
The researcher’s final question seeks teachers' recommendations for effectively incorporating language games into vocabulary instruction Many educators advocate for the use of games throughout all lesson stages, emphasizing the importance of selecting appropriate and well-suited games Additionally, the objectives of the teacher may differ at various points in the lesson when integrating these games.
- Provide a good model making its meaning clear;
- Controlled practice: elicit good imitation of new language and appropriate responses;
- Communicative practice: give students a chance to use the language
- Teachers should prepare the language games carefully before each lesson
- The language games should be clear that each student can understand and follow
- Teachers should spend more time to easily make their own creative language games which may attract students‟ interest more
- Teachers should vary language games in teaching vocabulary instead of using some types of games repeatedly because students will feel bored when playing the same types
- Teachers should encourage their student to work in groups or individuals, especially for students who are less confident in front of crowd
- Teacher should share their colleague to find out the best suitable language games for their students
Teachers should recognize the benefits of various types of games to effectively teach different vocabulary However, it's important to avoid overusing language games and to allocate appropriate time for them within each lesson's structure.
4.2 Students’ attitudes towards the use of language games in learning4 vocabulary
4.2.1 Students’ attitudes towards the use of language games in vocabulary teaching
The initial four questions aim to explore students' attitudes regarding the use of games in vocabulary learning This section will systematically present the data collected for each question.
The role of vocabulary in language teaching
Figure 7: Data collected from question 1
Discussion
A recent survey at Van Con Primary School reveals that both teachers and fifth-grade students hold positive attitudes towards using language games for vocabulary acquisition Students express a strong interest in learning new words through engaging and creative activities, which they find motivating and entertaining These games provide shy students with opportunities to share their thoughts and feelings Furthermore, teachers recognize the effectiveness of language games, considering them their preferred method for teaching vocabulary.
A survey conducted at Van Con Primary School reveals that teachers are eager to incorporate innovative educational games in the classroom to boost student enthusiasm and motivation These interactive methods not only foster a positive learning environment but also enhance student involvement and interest in the material Students report that the relaxed atmosphere created by games helps them remember information more effectively However, many students still prefer traditional methods, such as having new vocabulary words presented on the board with explanations of their meanings and usage This indicates that teachers' use of language games for vocabulary instruction remains limited, primarily focusing on introducing new words rather than reinforcing them, aligning with the findings from the students' survey.
While language games offer numerous benefits for both teachers and students in vocabulary acquisition, they also present several challenges Teachers often struggle to find appropriate games for their classroom context, manage time effectively, and maintain class order The length of the game and the necessary time for its completion are crucial factors influencing game selection, alongside considerations such as the number of students, their proficiency levels, cultural context, timing, learning topics, and classroom settings On the student side, difficulties may arise in understanding the games, leading to confusion and noisy environments Therefore, it is essential for teachers to carefully choose games and provide clear explanations to ensure that these activities enhance the learning experience.
The research highlights the popularity of language games among both teachers and students in vocabulary lessons For teachers, these games enhance the effectiveness and engagement of vocabulary instruction, while motivating students to participate actively in learning activities Students enjoy the relaxation and fun that games provide, which aids in their retention of new words and introduces real-world contexts that promote flexible communication in English Additionally, the study identifies factors that may hinder students' interest in vocabulary learning and offers suggestions to help teachers better understand their students' perspectives on using language games However, teachers also encounter challenges when implementing these games, prompting them to adapt their strategies to maximize the benefits while minimizing obstacles.
In conclusion, it is showed that both teachers and students have positive attitudes towards using language games in teaching and learning vocabulary
Over 60% of teachers frequently utilize language games to teach new vocabulary, finding them to be more effective than traditional methods They believe that games provide meaningful contexts for word learning, making them highly effective in vocabulary instruction Additionally, many students express a strong preference for participating in vocabulary games, with numerous individuals eager to engage in the word games presented by their teachers This positive attitude towards the use of games in learning new words underscores the practicality of incorporating language games to enhance vocabulary acquisition.
Summary
Vocabulary is crucial in learning a foreign language, and while various methods, including language games, are employed, their effectiveness relies on clear communication of tasks and roles by the teacher This study aims to explore the attitudes of teachers and students toward teaching vocabulary through language games, as well as the challenges they encounter Focusing on fifth-grade students, the research employed surveys and informal interviews, revealing positive attitudes towards the use of language games in teaching English vocabulary Additionally, the study identified preferred resources used by teachers in conjunction with these games However, it also highlighted issues such as student demotivation and challenges faced by teachers Consequently, the researcher proposed effective strategies for utilizing language games to enhance vocabulary instruction for primary students.
Improving teaching practices through self-reflection and implementing the solutions and suggestions from the study can lead to positive outcomes Additionally, fostering a positive attitude towards language games is essential, as it serves as motivation to enhance the effective use of vocabulary games in the future.
