Rationale
As an English teacher, I understand that vocabulary teaching and learning is gaining focus among educators and students at our school; however, the most effective methods for teaching and learning vocabulary still pose a significant challenge.
In vocabulary lessons, a significant amount of teaching time is consumed by explanations and the compilation of extensive word lists, leaving little opportunity for students to practice Consequently, vocabulary is often perceived by students as merely knowing the basic meanings of new words, which limits their ability to communicate effectively in English, particularly among secondary school students While they may possess a good grasp of grammar, their lack of vocabulary and communicative competence hinders proper expression This leads to a sense of failure and disappointment during vocabulary learning, causing students to become bored and disengaged from the teacher's efforts.
Teaching English for Specific Purposes (ESP) can be challenging for language instructors, particularly in the realm of Business English As an educator in this field, I often encounter difficulties in effectively teaching vocabulary To address this, I am motivated to explore engaging activities that facilitate vocabulary acquisition in the classroom I believe that incorporating games can significantly enhance the learning experience for students.
In language teaching, incorporating games has been shown to enhance students' learning processes and create a motivating environment for learners These insights motivated me to undertake action research focused on "Improving English Vocabulary Learning for Students."
Business English at Hanoi University of Industry (HaUi) through games: An action research ”.
Aims of the study
This research aims to determine if incorporating games into vocabulary teaching enhances students' retention of English vocabulary Additionally, the study identifies challenges students encounter, especially when learning English for Specific Purposes (ESP) vocabulary through games To address these issues, potential solutions are proposed to facilitate better vocabulary acquisition and boost learners' confidence in expressing their ideas.
Research questions
In an attempt to achieve the above-presented aims, the study sought to answer the following research questions:
1 To what extent does the use of games in teaching English vocabulary improve students‟ vocabulary retention?
2 What are the problems that these students encounter in learning English vocabulary via games and solutions?
Scope of the study
This study examines a specific target population of second-year students at Hanoi University of Industry, emphasizing their understanding of English vocabulary, particularly in the context of business English It investigates the students' knowledge of meanings, forms, and usage of English, with a particular focus on English for Specific Purposes (ESP) vocabulary.
Organization of the thesis
The thesis is composed of three parts: Part A, Part B, and Part C Part A –
The introduction outlines the study's rationale, aims, objectives, and research questions Part B – Development consists of two chapters: Chapter 1, the Literature Review, establishes the theoretical foundations for the study, while Chapter 2, Methodology, details the participants, research methods, data collection procedures, and data analysis techniques, including tests, class observations, and note-taking Finally, Part C – Conclusion encapsulates the key findings, acknowledges the study's limitations, and offers recommendations for future research.
LITERATURE REVIEW
Vocabulary learning
Vocabulary encompasses the words of a specific language and their meanings, representing a complex knowledge system beyond simple definitions (Lehr et al., 2004) It includes both oral and print forms, involving skills in listening, speaking, reading, and writing Vocabulary is categorized into two types: receptive vocabulary, which involves recognizing words during reading and listening, and productive vocabulary, which pertains to using words in speaking and writing (Lehr et al., 2004) Ultimately, a comprehensive understanding of vocabulary includes knowledge of spelling, pronunciation, collocations, and the appropriateness of word usage (Nation, 1990).
Vocabulary encompasses the words, phrases, and idioms within a language, reflecting an individual's knowledge of their meanings, forms, and appropriate usage in context It plays a crucial role in both oral and written communication, enabling effective information exchange.
1.1.2 What is involved in knowing a word?
Vocabulary is the essential first step in learning a foreign language, as sentences are composed of multiple words While learners may grasp the overall meaning of a sentence without a strong grasp of grammar, effective communication relies heavily on vocabulary However, mastering vocabulary can be challenging; many students encounter obstacles in their English learning journey For instance, some learners can recognize words in reading but struggle with spelling, while others may spell words correctly in writing yet mispronounce them when speaking Additionally, some students can articulate and spell words accurately but may not understand their meanings.
To effectively learn a new word, students must invest significant effort, as highlighted by Nation (2001), who noted that vocabulary knowledge encompasses various aspects Nation categorized vocabulary knowledge into receptive and productive forms; receptive knowledge involves understanding words through listening or reading, while productive knowledge pertains to the ability to use words in speaking or writing Sun (2007) proposed that vocabulary acquisition occurs along a linear continuum, challenging the notion that vocabulary knowledge is strictly categorized as known or unknown This continuum encompasses both receptive and productive vocabulary knowledge at its extremes.
Vocabulary retention is a crucial aspect of the vocabulary learning process, as it goes beyond merely understanding word meanings or spellings Defined as the ability to store and recall facts, vocabulary retention refers to how well students can remember and utilize the words they have learned The effectiveness of vocabulary learning can be assessed by how effectively students can apply these words in both productive and receptive language contexts Therefore, it is essential to explore the various factors that influence students' vocabulary retention.
According to different researchers, retention of vocabulary is affected by three following factors: memory, language exposure and effective vocabulary learning strategies There is a close relationship among these three factors
Nation (1990) categorized memory into short-term and long-term memory
Short-term memory is defined as the capacity to process and retain information simultaneously, typically holding no more than seven items at a time This information remains accessible for a brief duration, usually between 10 to 15 seconds, and can extend up to a minute in some cases.
Long-term memory serves as a vast storage system for information, retaining data for extended periods In contrast to short-term memory, which has a limited capacity, long-term memory can hold an immense amount of information without apparent limits Although we often feel we forget things, research suggests that long-term memory experiences minimal decay over time, allowing it to preserve a seemingly infinite quantity of information almost indefinitely.
To effectively retain knowledge, foreign language learners must transfer information into long-term memory through consolidation, which involves rehearsal and meaningful associations Unlike short-term memory, which primarily relies on acoustic and visual codes, long-term memory encodes information semantically, linking new knowledge to pre-existing information Research by Nation (1990) indicates that students require 5 to 16 exposures to a word for effective acquisition, as initial exposure only places new vocabulary in short-term memory Gairns and Redman (1986) emphasize that without regular activation, vocabulary may fall into disuse, while Thornbury (2002) notes that 80% of learned material is lost within 24 hours without revision Consequently, without the consolidation process, newly introduced vocabulary will quickly fade from short-term memory.
Memory typically pertains to the storage and retrieval of information, while language exposure focuses on the initial acquisition and encoding of that information Learners can encounter new words or phrases through various means, such as written texts, auditory usage, or explanations from others However, understanding the meaning of a new vocabulary item does not guarantee its retention, highlighting the distinction between learning a word and remembering its meaning.
Vocabulary learning strategies play a crucial role in enhancing vocabulary retention, yet many learners struggle to retain newly acquired words Despite the emphasis placed by language teachers on teaching English vocabulary, the outcomes often fall short, as words can be easily forgotten To combat this issue, it is essential to implement effective vocabulary learning strategies These strategies, akin to general learning techniques, are designed to aid learners in storing and retaining new information, ultimately improving their mastery of English vocabulary.
Language teachers must understand the factors influencing students' vocabulary retention and the specific characteristics of their teaching context to implement effective teaching methods that enhance vocabulary learning.
Review on the use of games in vocabulary teaching
According to Toth (1995), a game is defined as an activity characterized by rules, a specific goal, and an element of fun While games are often associated with enjoyment, it is important to distinguish between "game" and "play"; a game is essentially structured play governed by rules In essence, games involve activities with defined objectives, rules, and competition, either among players or against a goal, while also providing entertainment This raises the question: what are language games?
Language games are interactive activities that enhance language skills while providing enjoyment These games not only foster intellectual abilities and patience but also motivate students to practice English in a fun way As a result, language games serve as effective tools for teaching and learning, particularly in the context of English education To gain a deeper understanding of language games, it is essential to explore the various types available.
1.2.2 Language games and vocabulary acquisition/retention
Research indicates that language games significantly contribute to vocabulary acquisition By incorporating games into lessons, educators can create diverse contexts that encourage students to communicate, share information, and articulate their thoughts Emphasizing the importance of games in vocabulary instruction, Huang (1996, p 1, as cited in Nguyen & Khuat, 2003) highlights their effectiveness in enhancing language learning.
Learning through games can enhance psychological and intellectual factors that promote communication, boost self-esteem, increase motivation, and foster spontaneity This approach reinforces learning, improves intonation, and builds confidence in learners.
Language games offer significant benefits for vocabulary teaching and learning by enhancing motivation and engagement They create a relaxed and enjoyable classroom atmosphere, which helps reduce student anxiety and fosters a desire to learn more effectively.
Research shows that incorporating games into vocabulary teaching significantly enhances student motivation and engagement (Uberman, 1998) Games provide shy students with opportunities to express their thoughts and feelings (Hansen, 1994, as cited in Uberman, 1998) while facilitating language practice (Lee, 1995; Marion McPherson, 2006) They offer comprehensive practice across all skills and stages of learning (Wright et al., 1996) and model real-life language use (Zdybiewska, 1994) Additionally, games improve retention by helping students memorize vocabulary in a comfortable setting (Wierus & Wierus, 1994, as cited in Uberman, 1998; Nguyen & Khuat, 2003) They also encourage interaction, which is crucial for effective word learning (Zimmerman, 1997) and provides opportunities for peer support in understanding new vocabulary (Nation & Newton, 1997) Overall, games make vocabulary lessons more engaging and effective, but selecting appropriate games based on factors like student level, class size, cultural context, timing, and learning topics is essential for maximizing their benefits (Nguyen & Khuat, 2003).
Hadfield (1996) classifies language games into two main types: linguistic games and communicative games Linguistic games emphasize accuracy, such as providing the correct antonym, while communicative games prioritize the successful exchange of information and ideas An example of a communicative game is when two individuals identify differences between similar pictures In this context, correct language usage remains important, but it takes a backseat to achieving the primary communicative goal.
Hadfield's second taxonomy for classifying language games encompasses a broader range of categories, distinguishing between linguistic and communicative games This classification reveals that certain games may incorporate multiple elements, including sorting, ordering, arranging, guessing, matching, labeling, and exchanging, highlighting the diverse nature of language play.
For English teachers, incorporating games into lessons can be highly beneficial for practice across various skills These include grammar, vocabulary, spelling, listening, speaking, pronunciation, reading, writing, and integrating skills Ultimately, the key consideration for teachers is to align the use of games with the lesson's content to determine their appropriate integration within the lesson.
1.2.3 Relationship between games and vocabulary teaching/learning
Games in the classroom serve a vital role by helping students become familiar with a new language, fostering comfort in its use, and enhancing the overall enjoyment of lessons By integrating games into language education, educators can effectively combine the elements of fun and play with serious pedagogical objectives, creating an engaging and effective learning environment.
When discussing "games" in an educational context, it's essential to clarify their purpose Are they merely enjoyable activities that add variety to lessons, or do they serve a more significant role in language teaching? According to Hadfield (1987), there is a meaningful connection between games and language education, suggesting that their application in the classroom extends beyond just fun.
Games should be considered a vital component of the language curriculum rather than merely a fun activity for Fridays or the end of term They offer concentrated practice similar to traditional drills while fostering genuine communication within structured boundaries This approach effectively connects classroom learning to real-world interactions.
Games are most effective when used in the free stage of traditional language learning, acting as a culmination of lessons and allowing students to practice their language skills in a relaxed environment They provide an opportunity for learners to apply what they've learned freely, serving as a means to enhance communication rather than being the ultimate goal Additionally, games can function as a diagnostic tool for teachers, enabling them to identify areas where students struggle and implement targeted remedial strategies.
Games play a crucial role in language teaching by creating contexts where language becomes useful and meaningful (Wright, 1992) Recognizing the importance of meaningfulness in language education, games provide an effective and engaging environment for intensive language practice Consequently, they should be considered essential tools in a teacher's repertoire, rather than merely activities for rainy days or the end of the term (Wright, 1992).
According to Wright (1992), games are effective tools for practicing essential language skills—reading, writing, listening, and speaking—across all phases of the teaching-learning process, including presentation, repetition, recombination, and free language use They also facilitate various forms of communication, such as encouraging, agreeing, guessing, and explaining.
Previous research and their limitations
2.1 Participants and the research context
The study involved 20 second-year students from Hanoi University of Industry, all of whom are currently enrolled in an English for Specific Purposes (ESP) course These students are expected to have achieved a pre-intermediate level of English proficiency, having completed two compulsory general English courses in their first two terms The ESP course comprises 30 hours of face-to-face instruction and 60 hours of self-study, focusing primarily on vocabulary pertinent to the students' majors and the communication structures necessary for presentations on major-related topics The course content encompasses eight distinct themes.
1 Office supplies, in which students are required to be able to define office supplies and furniture; and describe their ideal workplace;
2 Office machinery, in which students can name common office machinery and describe their functions;
3 Departments, in which students are expected to name department and job positions;
4 Company background, in which students are taught to describe general features related to a company;
5 Making and changing arrangements, in which students are required to be able to make conversations to arrange and change an appointment;
6 What‟s wrong?, in which students can describe problems at work;
7 Business plan, in which students are taught to describe their future business plan;
8 Company benefits, in which students are expected to define some benefits related to a company.
METHODOLOGY
Participants and the research context
The study involved 20 second-year students from Hanoi University of Industry, all of whom are currently enrolled in an English for Specific Purposes (ESP) course These students are expected to have attained a pre-intermediate level of English proficiency, having first completed two mandatory general English courses in their initial terms The ESP course comprises 30 hours of face-to-face instruction and 60 hours of self-study, focusing primarily on vocabulary and structures pertinent to the students' majors, enabling effective communication and presentations
1 Office supplies, in which students are required to be able to define office supplies and furniture; and describe their ideal workplace;
2 Office machinery, in which students can name common office machinery and describe their functions;
3 Departments, in which students are expected to name department and job positions;
4 Company background, in which students are taught to describe general features related to a company;
5 Making and changing arrangements, in which students are required to be able to make conversations to arrange and change an appointment;
6 What‟s wrong?, in which students can describe problems at work;
7 Business plan, in which students are taught to describe their future business plan;
8 Company benefits, in which students are expected to define some benefits related to a company.
Research approach
The study utilized an action research method to achieve its objectives, aligning with Watts' (1985) definition of action research as a systematic and careful examination of one's educational practices by participants through research techniques This approach is founded on key assumptions that guide the research process.
• Teachers and principals work best on problems they have identified for themselves
• Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently
• Teachers and principals help each other by working collaboratively
• Working with colleagues helps teachers and principals in their professional development
Action research is defined as an inquiry aimed at understanding, evaluating, and improving educational practices (Bassey, 1998) It involves individuals within a social situation conducting studies to enhance their practice and deepen their understanding (Winter & Munn-Giddings, 2001) This approach embodies the core philosophy of action research, emphasizing the importance of reflection and improvement in educational contexts.
2.2.2 The reasons of choosing action research for this study
Action research is essential for teachers to enhance their practice in specific classrooms, as it allows them to implement practical solutions tailored to their unique teaching contexts By engaging in action research, educators can directly influence their teaching methods, leading to positive outcomes that are more effective than mere observation or analysis Each classroom presents distinct challenges based on factors such as learner levels, course objectives, and student motivation To effectively improve students' English proficiency, teachers must investigate their own classrooms to identify issues and propose actionable solutions.
The researcher aims to enhance Business English students' vocabulary learning by assessing the effectiveness of games in improving their English skills The study seeks to determine how to utilize these games efficiently in the classroom The author believes that using games positively impacts students' ability to memorize Business English vocabulary, fostering greater motivation and a love for learning English.
Research stages
To address the challenges faced by students in learning Business English vocabulary, the author observed various classes and identified that students often felt bored when vocabulary was taught using the translation approach This method involved teachers writing new words on the board or reading them aloud, followed by providing their meanings, which led to students struggling to retain the information after class To enhance motivation and engagement, the author decided to incorporate games into vocabulary lessons Additionally, a pre-test assessing knowledge from the first four units was conducted, allowing the researcher to evaluate student improvement through two subsequent post-tests.
The key aspect of action research highlighted in the methodology is the researcher's intervention process, aimed at enhancing participants' English vocabulary This intervention is designed to create an environment conducive to reflection on vocabulary games and teaching techniques Consequently, vocabulary games were developed to fulfill these objectives effectively.
Vocabulary plays a crucial role in enhancing students' abilities in reading, listening, writing, and speaking In this study, vocabulary instruction was typically conducted for fifteen to twenty minutes prior to engaging students in reading, listening, and speaking activities.
Once students completed their tasks, they often had limited time for vocabulary practice, which was sometimes overlooked Vocabulary revision and warm-up activities were scheduled on separate days to help activate students' memory before new lessons The vocabulary teaching plan was developed in alignment with the course objectives and is summarized in the accompanying table.
Table 1: The vocabulary teaching plan
1 1 Memorizing WB: cloze exercise Lucky number
2 2 Slap the Board WB: cloze exercise Telephone game
3 3 Word matching WB: cloze exercise Scrambled words
Where WB: cloze exercise Stepping - stone
Remember WB: cloze exercise Noughts and
6 6 Word matching WB: cloze exercise Telephone game
7 7 What and where WB: cloze exercise Scrambled words
8 8 Slap the board WB: cloze exercise Lucky number
This research involved introducing new vocabulary to students, followed by engaging games to reinforce their learning and aid in memorization One notable activity was the "Memorizing" game, where the class was divided into groups, and students earned points for correctly pronouncing the new words The group with the highest score emerged as the winner An example of the vocabulary assessment for unit 1 can be found in Appendix 1.
The "Slap the Board" game engages students by placing new vocabulary words on the blackboard rather than in a list Two students from opposing teams race to slap the correct word when called out, promoting quick recall Another interactive game, "Word Matching," encourages group competition as students match words with their definitions, with the fastest pair crowned champions The "What and Where" game involves writing words in circles on the blackboard, erasing one while students recall the missing word, enhancing their memory Additionally, the "Rub Out and Remember" game tests understanding by erasing English words while asking for their Vietnamese translations, followed by a review where students write the words again These activities foster a dynamic learning environment and reinforce vocabulary retention.
Students practiced newly acquired vocabulary through cloze exercises provided in handouts They worked individually, in pairs, or in groups to foster a competitive and engaging learning environment The teacher motivated students by recognizing those who completed the tasks accurately and swiftly.
2.3.2.3 Vocabulary games for revision or warm-up
To enhance vocabulary retention and usage among students, various engaging games were employed in class Activities like "Lucky Numbers," "Telephone," "Scrambled Words," "Stepping-Stone," and "Noughts and Crosses" created an exciting learning atmosphere In "Lucky Numbers," students, divided into two groups, selected numbers that revealed questions or points, fostering competition and collaboration The "Telephone" game involved whispering a word through a line of students, culminating in a spelling challenge on the board "Scrambled Words" encouraged teamwork as groups raced to rearrange letters into correct words, while "Stepping-Stone" required students to spell words correctly to progress across a drawn river Finally, "Noughts and Crosses" utilized a grid of questions, rewarding correct answers with the opportunity to claim squares, promoting both recall and friendly rivalry These interactive methods not only made learning enjoyable but also reinforced vocabulary effectively.
To investigate the impact of games on students' vocabulary retention, the researcher utilized two data collection methods: vocabulary tests and class observations with note-taking.
Observation is a widely used research method in action research, particularly within educational environments, as noted by Dahlberg and McCaig (2010) This approach allows for the examination of learners' actions and behaviors, and it can involve either the researcher participating in the process or an independent observer who directly witnesses the research setting.
In this study, an independent observer, who was also an English teacher at Hanoi University of Industry, was involved to enhance data objectivity and gather diverse perspectives Over eight weeks, all lessons were observed using a detailed checklist (see appendix A B) that outlined specific criteria for assessing students' vocabulary retention and their attitudes towards vocabulary learning The observer focused on key aspects such as students' retention of previously learned vocabulary, immediate memorization, engagement, and interest levels Attending each lesson from start to finish, the observer took comprehensive notes to facilitate accurate analysis and evaluation by the researcher.
In Vietnam, class observations are typically conducted to evaluate student learning and teacher performance, often leading to significant impacts based on the feedback received Consequently, the presence of an observer can create tension among students, who may feel pressured to perform well to avoid negatively affecting their teacher To mitigate this stress and prevent unnatural behaviors, students are informed in advance about the observation, emphasizing that its purpose is to gather data for research rather than to assess their abilities or the teacher's effectiveness.
The author observed the impact of games on vocabulary learning in Business English, identifying both significant benefits and challenges faced by students By documenting the effectiveness of the games and the enthusiasm of student engagement, the teacher assessed how many words students could comprehend and retain, noting their overall improvement throughout the course Additionally, the researcher recorded the difficulties encountered by students in learning Business English vocabulary through games and proposed suitable solutions to address these issues.
2.3.3.2 Pre-test and post-test
The study was conducted over eight weeks, divided into two four-week phases to assess students' vocabulary retention in both short-term and long-term contexts The first phase focused on short-term memorization, while the second phase evaluated long-term retention Students participated in three tests: a pre-test at the start, a post-test at the end of the first phase in week four, and a second post-test after the second phase in week eight.
The three tests in the study were designed to be consistent in task types, timing, and the number of tasks A pre-test was given to students before the research commenced, focusing on vocabulary learned over the preceding four weeks The first post-test, conducted after four weeks of research, assessed students' retention of vocabulary acquired during that period, specifically when games were utilized in teaching The second post-test took place in week 8, evaluating students' overall vocabulary retention over the eight weeks, incorporating half of the new vocabulary learned from weeks 5 to 8 and half from the initial four weeks.
Data collection procedure
2.4.1 The class observation using checklists & note-taking
Over an eight-week study, class observations were conducted in all lessons to assess students' progress in vocabulary retention and their attitudes towards using games in vocabulary lessons At the study's conclusion, eight observation checklists were collected, processed, and analyzed based on specific criteria Additionally, the author noted the challenges students encountered in learning English for Specific Purposes (ESP) vocabulary, which allowed for the development of effective teaching strategies.
2.4.2 Pre-test and post-test
The study involved a pre-test conducted in the first week, followed by a first post-test in week 4 and a second post-test in week 8, all formatted and timed identically to maintain consistency To ensure uniform testing conditions, all assessments were administered at the beginning of each lesson The content of the pre-test and the first post-test remained unchanged To achieve reliable scoring, each test was evaluated independently by two raters: the researcher and a teacher from Hanoi University of Industry, with established marking rubrics provided to ensure consistent grading.
Summary
This chapter outlines the study's methodology, employing action research to evaluate the effectiveness of games in vocabulary teaching at Hanoi University of Industry Two data collection methods—tests and observations with note-taking—were utilized to gather relevant information The findings from these instruments will be presented and analyzed in the subsequent chapter.
FINDINGS AND IMPLICATIONS
Data analysis and discussion
3.1.1 Effects of using games on students’ vocabulary retention – findings from observation and note-taking
Test results indicate a notable enhancement in students' vocabulary retention To determine if this improvement is attributed to the use of games, an analysis of class observations and note-taking data was conducted and discussed.
In the Methodology chapter, the teacher conducted classroom observations and took notes to assess students' vocabulary retention and engagement during lessons This evaluation aimed to address the research question and provide insights for improving teaching techniques Students' vocabulary retention was measured in two phases, focusing on their ability to recall previously learned vocabulary.
At the start of each lesson, a 5 to 10-minute vocabulary review is conducted, followed by immediate memorization exercises related to the newly learned vocabulary This approach is based on observations of student performance in subsequent activities, highlighting their vocabulary retention in both short-term and long-term memory Evaluations are carried out for the entire group rather than on an individual basis, providing a comprehensive assessment of vocabulary acquisition.
1 to 5 ranking from the lowest to the highest level
Retention of previously- learnt vocab
Retention of immediately- learnt vocab
Figure 1: Students’ vocabulary retention seen from class observation
The study, illustrated in Figure 1, highlights the vocabulary retention levels of students over eight weeks, demonstrating overall strong results Retention of previously learned vocabulary ranged from 4 to 5, with three weeks achieving a perfect score of 5 Immediate vocabulary memorization was even more impressive, with five weeks rated 5 out of 5 and only one week at 4 Observations indicated that most students performed well during vocabulary review sessions at the start of each lesson However, a slight decline in retention was noted in weeks 6, 7, and 8, where retention rates dropped to between 4 and 4.5 This decline can be attributed to the increased volume of vocabulary learned over the two-month period, leading to occasional forgetfulness Despite this, students retained approximately 80% of the total vocabulary learned, indicating a relatively high retention rate even in the later weeks.
During the follow-up activities assessing students' short-term vocabulary retention, most students demonstrated exceptional performance, quickly retaining and applying new words in subsequent tasks However, in the final week, the vocabulary memorization rate dropped to level 4 out of 5 This decline was attributed to a waning interest in game-based activities, which led to decreased concentration and lower performance compared to earlier weeks.
3.1.2 Effects of using games on students’ vocabulary retention – findings from pre- and post-tests
In the Methodology chapter, it was outlined that students participated in three vocabulary tests throughout the study The initial pre-test assessed students' vocabulary knowledge before the implementation of game-based teaching methods, focusing on vocabulary from the first four weeks The first post-test, conducted at the end of week four, measured students' short-term retention of vocabulary learned through games Finally, the second post-test took place at the end of week eight, evaluating the long-term retention of vocabulary acquired during the entire study The results of these tests are summarized in the following table.
Table 2: Scores of pre-test, post-test 1 and post-test 2
Pre-test Post-test 1 Post-test 2
To assess students' vocabulary retention, the researcher will compare results from the pre-test with the first post-test, the pre-test with the second post-test, and analyze all three tests collectively Each comparison will begin with a comprehensive analysis of the students' overall test results.
3.1.2.1 Results of pre-test and post-test 1
The difference in scores between the pre-test and post-test 1 was presented in Figure 2
Overall mean score of pre-test and post-test 1
Figure 2: The overall mean score of students’ pre-test and post-test 1
The test results indicate a noticeable improvement in students' vocabulary retention, with the first post-test mean score rising to 7.08 compared to the pre-test score of 6.59 This increase suggests that students have enhanced their vocabulary skills effectively.
The most significant improvement in test scores was seen in student 9, 13, 14, 16,
The analysis revealed that scores increased from the pre-test to the post-test, with improvements ranging from 0.7 to 1.4 points for the majority of participants (17 out of 20 students) However, a few students, specifically student 2, 10, and 12, experienced a slight decrease in their test results, as illustrated in Figure 1 These declines were minimal, falling between 0.1 and 0.4 points, indicating that overall, the test scores showed a positive trend despite some individual variations.
3.1.2.2 Results of pre-test and post-test 2
The difference in scores between the pre-test and the two post-tests was illustrated in Figure 3
Figure 3: The overall mean score of students’ pre-test, post-test 1 and post-test 2
The comparison of pre-test and post-test scores reveals a significant improvement in students' vocabulary retention The pre-test mean score was 6.59, while post-test 2 showed an increase to 7.25, indicating a positive trend Additionally, post-test 2 slightly surpassed post-test 1, which had a mean score of 7.08 This progression, illustrated in Figure 2, suggests a notable enhancement in vocabulary retention by the conclusion of the study.
The analysis of student performance reveals that most individuals who showed significant improvement after the first post-test continued to enhance their scores in post-test 2 compared to the pre-test, indicating ongoing progress with vocabulary games Notably, Student 2 exhibited a marked improvement, scoring 7.4 in post-test 2, up from 6 in post-test 1 and 6.2 in the pre-test Similarly, Students 10 and 12 either maintained or slightly increased their scores in post-test 2 despite minor drops in post-test 1 Importantly, all students achieved post-test 2 scores that were higher than their pre-test results, underscoring the effectiveness of game-based vocabulary instruction.
In general, despite slight fluctuation in the scores of some students, the overall results showed that these students made certain improvement in their vocabulary retention
3.1.3 Problems in learning English vocabulary via games and possible solutions
The author identified challenges faced by students in learning vocabulary through games and aims to enhance their effectiveness in lessons The "lucky numbers" game creates a lively atmosphere and aids in word retention but requires time management and fewer questions The "scrambled words" game helps with understanding and spelling, yet can lead to boredom; thus, grouping students with varying abilities could foster competition The "Noughts and Crosses" game effectively reinforces word meaning and pronunciation but feels rushed, prompting the need for more questions and time in future sessions Lastly, the "Rub out and remember" game aids in comprehension and motivation but only supports short-term retention; incorporating quick follow-up exercises could enhance long-term memory of vocabulary.
The "Telephone Game" engages students at the start of lessons, enhancing their listening, speaking, and writing skills, though some may resort to Vietnamese due to language barriers To improve the game's effectiveness, teachers can assign an observer to ensure rule adherence The "Stepping-stone" game excites students while aiding in pronunciation revision, but unclear instructions can lead to confusion and boredom To address this, teachers should provide clear examples beforehand The "Word-matching" game helps students grasp word meanings, yet long-term retention remains an issue; thus, quick exercises can reinforce vocabulary The "What and Where" game boosts memory and pronunciation practice, although less confident students may disengage Teachers should encourage participation from all students, including those struggling The "Slap the Board" game fosters excitement and word recall but lacks long-term retention; teachers can enhance this by having students write the words from memory post-game Finally, the "Memorizing" game promotes a competitive atmosphere but often fails in spelling retention; teachers can counter this by having students spell words aloud on the board after pronunciation.
Recognizing the challenges associated with using games for vocabulary instruction, the researcher identifies effective solutions aimed at alleviating these difficulties The goal is to enhance the teaching and learning of English vocabulary at the university level through the integration of games, ultimately improving the overall educational experience for both teachers and students.
Major findings and discussion
Based on the data analysis results presented earlier, this section summarizes the key findings and discusses the effectiveness of using games for vocabulary teaching at HaUi Insights gathered from tests, observations, and note-taking have contributed to addressing the research question.
This research explored the impact of games on students' vocabulary retention, revealing a significant improvement among most participants Test results indicated that nearly all students experienced some level of enhancement in their vocabulary skills, although the degree of improvement varied individually Class observations corroborated these findings, demonstrating that students retained vocabulary learned during lessons (short-term memory) as well as from prior lessons (long-term memory) The positive outcomes from both tests and observations suggested that the incorporation of games played a crucial role in enhancing vocabulary retention Students reported that games facilitated better word memorization due to their engaging nature and the vivid impressions they created Additionally, games used in communicative activities allowed students to apply words in specific contexts, making learning more meaningful and increasing their exposure to the language Overall, the study concluded that games not only improved vocabulary retention but also fostered greater motivation for vocabulary learning, as students found the process more enjoyable and exciting.
Students expressed a strong preference for learning vocabulary through games rather than traditional methods, as evidenced by observations and note-taking Initially, their engagement and interest in vocabulary lessons were significantly heightened by the use of games Although their enthusiasm waned towards the end of the study due to the increasing difficulty of some topics and a desire for more varied teaching methods, overall, students maintained a positive attitude towards incorporating games into vocabulary instruction.
Research indicates that incorporating games into vocabulary instruction significantly enhances vocabulary retention This approach proves to be an effective method for teaching vocabulary at Hanoi University of Industry.
Implications
The findings of this study support that the use of games has fruitful effects on students‟ vocabulary memorization
Traditional methods of teaching vocabulary often fall short in enhancing students' retention Therefore, educators should explore more effective strategies to address this issue This study demonstrates that incorporating games into vocabulary instruction significantly improves students' ability to retain new words.
While this technique enhances vocabulary retention, it may not guarantee long-term word recall Teachers should promote regular revision of new vocabulary and provide ample opportunities for language exposure Assigning homework will allow students to review learned words, and incorporating various communicative activities in language lessons will foster an environment where students can practice using vocabulary in specific contexts.
Summary
This chapter presents the findings from data analysis, highlighting that game-based learning significantly enhances vocabulary retention among business students at Hanoi University of Industry The results indicate that games are more effective for vocabulary retention and language acquisition compared to traditional teaching methods Consequently, it is recommended that game-based approaches be widely implemented in other language classrooms to foster foreign language learning at HaUi.
The author conducted research to investigate the hypothesis that utilizing games in vocabulary instruction positively influences students' retention of foreign language vocabulary This concluding section of the thesis summarizes key findings, addresses research limitations, and offers suggestions for future studies Additionally, it provides practical implications for educators interested in implementing game-based techniques to enhance vocabulary retention among students.
Conclusions
Vocabulary is a crucial element in effective communication and plays a significant role in the success of English for Specific Purposes (ESP) students, particularly those focused on reading and translation for their careers This research seeks to identify effective strategies for helping students retain vocabulary more efficiently.
Over an eight-week study involving 20 second-year learners at Hanoi University of Industry, various games such as memorizing games, lucky number, and word matching were implemented to enhance vocabulary retention and communicative skills Data was collected through pre-tests, post-tests, class observations, and note-taking to ensure reliable findings The research aimed to determine the impact of games on vocabulary retention, and results indicated significant improvement in students' ability to memorize vocabulary The findings highlighted that the use of games in the language classroom not only created deeper impressions of vocabulary but also increased students' exposure to its practical use.
Students exhibited a highly positive attitude towards the use of games in education, as evidenced by observations and notes They reported that games enhanced their enjoyment and motivation in the learning process.
Limitations of the study
There must be a number of limitations discerned in the study due to the time constraints and the researcher‟s limited ability and experience
During the eight-week class observation period, extensive data was collected, achieving the initial aim However, the evaluation criteria, limited to a ranking scale of 1 to 5, posed challenges for the observer, particularly in assessing vocabulary retention and group attitudes among 20 students To enhance the accuracy of the observations, it is recommended to develop more detailed evaluation scales, which would facilitate the observer's task and yield more precise results.
The study's primary limitation lies in its conclusions regarding the reasons behind students' improved vocabulary retention Although data from two sources indicated progress in vocabulary memorization, a stronger conclusion could have been drawn with more diverse data sources to determine whether the improvement was due to game usage or other external factors Furthermore, the study's duration of just eight weeks limited the findings to short-term vocabulary retention, leaving the long-term retention of students' vocabulary unexamined.
Despite its limitations, the dedication of the researcher and participants, along with thorough data collection efforts, ensured the reliability and validity of the study Furthermore, the triangulation of three distinct data sources significantly enhanced the quality of the results.
Suggestions for further study
Other researchers who develop interest in the same topic may find the following recommendations useful for their future work
To enhance the study's reliability, an experimental approach can be utilized by dividing students into treatment and control groups The control group will continue with traditional instructional methods, while the treatment group will engage with innovative game-based learning techniques This structure allows for a clearer comparison of data, ensuring that the results obtained from the tests are more dependable and insightful.
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APPENDIX A GAMES EXPLOITED FOR TEACHING VOCABULARY
400 X2 300 :2 -100 500 division subsidiary specialize manufacture employ import imimph usband export revenue Turnover establish branch
1 Finance department a is the part of a company that advertises a product for sale
2 Sales department b is the place that deals with the questions about working hours
3 Marketing department c the part of a company that hires people
4 Administration department d is responsible for managing the money flowing in and out of the company
5 Purchasing department e is the part of a company that sells products
6 Human resources department f is in charge of buying all necessary things for the company
Security camera documenta ry scanner
Ink cartridge news shredder monitor
Evaluate the lesson basing on the following criteria:
Rank from 1 (very low) to 5 (very high)
Students’ level of vocabulary retention
1 Students’ vocabulary retention of previous lessons
2 Students’ immediate retention of vocabulary taught in the lesson
Students’ attitudes towards the lesson
3 Students’ level of involvement in the lesson
4 Students’ level of interest in the lesson
Part 1: Give the Vietnamese meaning of these words
Part 2: Fill in the blank with a suitable word
11 How much are these in total? – Wait for a second, I‟ll get the c_ _ _ _ _ _ _ _ _ and count them for you
12 Oh man, this is a mess I need a s_ _ _ _ _ _ to hold these sheets of paper together, in case they drift all over places
13 You need to mark your homework with a h_ _ _ _ _ _ _ _ _ _ so that you won‟t forget to do it
14 I can‟t type this document because the k_ _ _ _ _ _ _ is broken
15 Turn on the a_ _ _ _ _ _ _ _ _ _ _ _ _ It‟s terribly hot here
16 The f_ _ _ _ _ _ department is responsible for managing the money flowing in and out of the company
17 There is a customer waiting for you at the r_ _ _ _ _ _ _ _ Please come down and see him
18 The p_ _ _ _ _ _ _ _ _ department is in charge of buying all necessary things for the company
19 Kikkoman, a Japanese company, e_ _ _ _ _ _ soy sauce all over the world including Asia, North America, Australia, and Europe
20 John e_ _ _ _ _ _ _ _ _ _ this company in 2009 because he wanted to run his own business
Part 3: Choose to correct answer to complete the sentences
21 John puts all books and materials tidily in the _
A paper clip B folder C filing cabinet
22 I often put a tick on a special day in the _
23 We need a _ to destroy unwanted documents
24 I need a _ to hold pieces of paper together
25 I work for Guillermo, the Financial Director Sometimes he asks me to _ his work for him He doesn‟t want to make any mistakes
26 I‟m a _ I deal with deliveries between factories, warehouses, and suppliers
A logistics manager B financial director C commercial manager
27 The company decided to sell a wider range of products to other countries
28 4 Martin intended to establish a new business in the automobile industry
29 The company needs to buy some services from another country
30 I need to check the _ to learn what happened in our office last night
A security camera B voice mail C photocopier
Part 1: Give the Vietnamese meaning of these words
Part 2: Fill in the blank with a suitable word
11 How much are these in total? – Wait for a second, I‟ll get the c_ _ _ _ _ _ _ _ _ and count them for you
12 Oh man, this is a mess I need a s_ _ _ _ _ _ to hold these sheets of paper together, in case they drift all over places
13 You need to mark your homework with a h_ _ _ _ _ _ _ _ _ _ so that you won‟t forget to do it
14 I can‟t type this document because the k_ _ _ _ _ _ _ is broken
15 Turn on the a_ _ _ _ _ _ _ _ _ _ _ _ _ It‟s terribly hot here
16 The f_ _ _ _ _ _ department is responsible for managing the money flowing in and out of the company
17 There is a customer waiting for you at the r_ _ _ _ _ _ _ _ Please come down and see him
18 The p_ _ _ _ _ _ _ _ _ department is in charge of buying all necessary things for the company
19 Kikkoman, a Japanese company, e_ _ _ _ _ _ soy sauce all over the world including Asia, North America, Australia, and Europe
20 John e_ _ _ _ _ _ _ _ _ _ this company in 2009 because he wanted to run his own business
Part 3: Choose to correct answer to complete the sentences
21 John puts all books and materials tidily in the _
A paper clip B folder C filing cabinet
22 I often put a tick on a special day in the _
23 We need a _ to destroy unwanted documents
24 I need a _ to hold pieces of paper together
25 I work for Guilherme, the Financial Director Sometimes he asks me to _ his work for him He doesn‟t want to make any mistakes
26 I‟m a _ I deal with deliveries between factories, warehouses, and suppliers
A logistics manager B financial director C commercial manager
27 The company decided to sell a wider range of products to other countries
28 4 Martin intended to establish a new business in the automobile industry
29 The company needs to buy some services from another country
30 I need to check the _ to learn what happened in our office last night
A security camera B voice mail C photocopier
Part 1: Give the Vietnamese meaning of these words
Part 2: Fill in the blank with a suitable word
11 John has to check his d_ _ _ _ to know what he has to do in the day
12 The police c_ _ _ _ _ _ the security camera to learn what happened yesterday
13 Please note that we will have a staff meeting at the c_ _ _ _ _ _ _ _ _ room at 9 a.m
14 Our head office is in Hanoi, we also have 12 s_ _ _ _ _ _ _ _ _ _ _ in other cities
15 The figures you use in this report are i_ _ _ _ _ _ _ _ You should use this quarter‟s sales instead of last year sales
16 Please send me a/an i_ _ _ _ _ _ for my purchase by post I need it to report my expense to my company
17 The managing director wants to change the new action plan, but the board of managers d_ _ _ _ _ _ _ _ _ _
18 Alex required her to a_ _ _ _ _ the document to the email so that he could download it to read at home
19 In order to achieve the business g_ _ _ _, the board of directors decided to open a new sales office in New York
20 My granddad is retired but he still receives $500 monthly His old company has a really good p_ _ _ _ _ _ scheme
Part 3: Choose to correct answer to complete the sentences
21 I like chatting with my colleagues around the _ at break time
A desk B Conference table C coffee table
22 Make three copies of this document on the _
23 Production department _ the products, but R&D department develops new products
24 John decided to employ some new salesmen
25 Their old printer is _, so they want a new one
26 The director had to _ all his appointments with clients due to his health problem
27 We are planning to a new product in Asia at the end of this month
28 The government reduces the corporate income tax to _ foreign investment
29 I wish my company provided healthcare I want to reduce the medical examination fee
30 An in-company kindergarten is also called a _
A membership card B company car C creche
LIST OF VOCABULARY Unit 1: Office supplies
Unit 5: Making and changing arrangements