Rationale
English has solidified its status as the global language, prominently featured in official documents and public signage, and widely taught as a second language in numerous countries In Vietnam, the popularity of English has surged, with a growing number of individuals, both young and old, eager to learn the language to improve their social standing and navigate the modern world Consequently, English has become a mandatory subject in nearly all high schools and universities across the nation.
Mastering vocabulary is crucial for success in learning English as a foreign language, especially given the challenges of retention in this context Effective vocabulary acquisition significantly contributes to the overall proficiency of English language learners.
A rich vocabulary enables learners to communicate effectively with minimal difficulty, yet acquiring new words remains a challenging endeavor Therefore, educators play a crucial role in enhancing students' English vocabulary through various techniques, including visual aids, practical exercises, and engaging games.
Using language games to teach vocabulary is a popular method in high schools, particularly effective for engaging young and energetic students who enjoy the blend of learning and play ESL/EFL experts highlight that games enhance motivation and provide significant benefits for learners As noted by Celce-Murcia and McIntosh (1979), "Games are, by definition, fun," suggesting that enjoyable learning experiences lead to better retention and understanding Furthermore, games prioritize language use over mere practice, bridging the gap between classroom activities and real-world application Each game targets specific aspects of the English language, such as grammar, vocabulary, or communication skills, making them a valuable addition to any lesson plan.
However, do vocabulary games only bring the good things in all cases?
While vocabulary games have numerous benefits, they can also pose challenges that hinder teachers from effectively implementing this technique To delve deeper into this issue, the author has initiated a study titled “A Study on Using Language Games in Teaching Vocabulary to Grade 10 Students at Viet Tri Industrial High School.”
Previous studies
In his 2013 study titled "The Use of Games to Improve Vocabulary Mastery," Efendi explored the effectiveness of incorporating games into English vocabulary teaching and learning The research aimed to demonstrate how games can enhance vocabulary acquisition and mastery among learners.
A classroom action research (CAR) study was conducted to evaluate the effectiveness of the "Got It Game" and "Back to the Board Game" in enhancing vocabulary mastery among seventh-grade students The researcher, who also served as the teacher, employed observation checklists, field notes, and tests to gather data from 29 participants The research process involved four key steps: planning, implementing, observing, and reflecting Results indicated that utilizing these games, focused on vocabulary related to daily English communication, occupations, and personal care, significantly improved students' vocabulary mastery achievements.
In 2017, Esra Akdogan, a PhD from Presidency University of Bangladesh, conducted research on "Developing Vocabulary in Game Activities and Game Materials." The study aimed to explore effective methods for developing game materials that facilitate the easy memorization of vocabulary and promote relaxed learning of English The findings indicated that incorporating games into foreign language learning significantly enhances vocabulary retention, suggesting that games can be a more efficient tool for encouraging language acquisition.
In the 2010 study "A Study on English Vocabulary Learning Strategies for Non-English Majors in China Independent College," Liu Zhi - Liang explored the vocabulary learning strategies employed by non-English major students The research aimed to enhance English learners' vocabulary acquisition and overall proficiency by offering practical recommendations for both educators and students.
In their article “Learning Vocabulary through Games” Nguyen Thi
According to Thanh Huyen and Khuat Thi Thu Nga (2003), many people perceive vocabulary learning as simply memorizing lists of words and their meanings without any contextual understanding Students often rely on bilingual dictionaries to define new words, a method that has been shown to be particularly ineffective for young learners This is primarily because these learners frequently struggle to retain the vocabulary they look up, highlighting the limitations of traditional vocabulary acquisition techniques.
The other study was “The survey on how to learn English vocabulary on the first stage of University of Economics Ho Chi Minh City " by Mrs Bui
The study conducted by Thi Xuan Hong focused on the lexical approach to enhance students' vocabulary retention and usage It explored effective strategies for learning vocabulary, including the timing and context of usage, while also examining the benefits and drawbacks of this method The findings aim to provide insights into improving vocabulary acquisition through systematic investigation.
This study, conducted at Hung Vuong University, explores the use of language games in teaching vocabulary to 10th-grade students at Viet Tri Industrial High School Unlike previous research, it aims to identify both the benefits and challenges of implementing games in vocabulary instruction Based on the findings, the researcher offers practical suggestions to enhance the effectiveness of game-based learning in this educational context.
Research purposes
The study is aimed at:
- Investigating the current situation in teaching English vocabulary for grade 10 th students at Viet Tri Industrial High school
- Using some games to teach vocabulary for grade 10 th students at Viet Tri Industrial High school
- Finding out the benefits and difficulties of using some games to teach English vocabulary.
Research questions
In order to achieve these aims, the study is to answer the following key research questions:
- How is vocabulary taught and learned at Viet Tri Industrial high school?
-What are the benefits and difficulties of using games in teaching vocabulary?
Research methods
In order to accomplish this study systematically and adequately, the following methods were used:
Theoretical research method: This helped review the relevant documents about using games in teaching and learning to provide the background of the thesis
Investigative method: This method was used with the aim to investigate the current situation teaching and learning vocabulary at Viet Tri Industrial high school
Mathematical statistical method: Calculating the data collected from survey questionnaires and observation to get the final results
Experimental method: This method was employed to apply language games to teach vocabulary for grade 10 th students at Viet Tri Industrial high school.
Significance of the research
This research aims to enhance English language teaching, particularly vocabulary instruction, by increasing student engagement and motivation It is anticipated that students will effectively utilize their active vocabulary Additionally, teachers will be equipped to select more appropriate teaching materials and apply the research findings to improve the use of games in both teaching and assessing English vocabulary.
Research scope
This research focuses on applying some games to teach English vocabulary to 40 students of grade 10A at Viet Tri Industrial High School.
Research design
The study consists of three main parts:
This section provides a comprehensive overview of the thesis, detailing the rationale behind the research, its objectives, key research questions, and the significance of the study It also outlines the methodology employed and the overall design of the research, ensuring a clear understanding of the study's framework and intentions.
This part consists of 4 chapters:
In this part, the study presents definition of major terms used in this study, including overview of teaching vocabulary, overview of games
This chapter provides the detailed information about participants of the study and details the tools for data collection, data analysis and the procedure of conducting the research
Chapter 3: The current situations of learning and teaching vocabulary of grade 10 th students at Viet Tri Industrial high school
Chapter 3 analyzes statistic collected from chapter 2 in order to investigate the teaching and learning of English vocabulary
This chapter outlines an experiment that explores the use of language games in vocabulary instruction, highlighting their significance in enhancing learning outcomes It presents the key findings of the study and discusses the implications for both teachers and students, emphasizing the benefits of incorporating interactive methods into vocabulary teaching.
This part includes the summary of the limitations of the study, gives the suggestions for further research.
THEORETICAL BACKGROUND
An overview of vocabulary
According to Oxford Advanced Learners‟ Dictionary Sixth Edition
Vocabulary refers to the words a person knows or uses, and in the context of student learning, it emphasizes the individual's understanding of these words According to McCarthy (1995), discussing a language's vocabulary primarily involves its words Additionally, Random House Webster's Unabridged Dictionary defines a "word" as a unit of language that conveys meaning through spoken sounds or written representation Therefore, vocabulary encompasses both the knowledge of words and their meanings in a comprehensive manner.
Vocabulary is often introduced to English learners in their first lesson, where it is commonly perceived as merely the total number of words in a language However, its definition is more nuanced According to Penny Ur (1996), vocabulary encompasses not just single words but also phrases that convey a single concept, such as multi-word idioms like "mother-in-law," whose meanings cannot be inferred from their individual components Additionally, Nguyen Ngoc and Nguyen Bang (2001) expand this definition to include all words, compounds, and idioms used for effective communication in both oral and written forms.
Vocabulary is a term with various definitions in linguistics, with some experts focusing on semantic criteria while others emphasize phonological aspects According to Mackey (1978), vocabulary encompasses all words and multi-word items whose meanings cannot be inferred from their individual components Penny Ur (1995) further elaborates in "A Course in Language Teaching," defining vocabulary as the words taught in a foreign language.
Vocabulary is one of language elements which are important in English
Vocabulary is very essential for people, especially the students, in the process of learning, mastering and using language for communication In the book
Vocabulary is a crucial element of language, as emphasized by McCarthy, who states that a limited vocabulary hinders effective self-expression (1990:2) The more words we know, the better we can communicate and comprehend others The Cambridge Advanced Learner's Dictionary Online defines vocabulary as the collection of words known or used by an individual, encompassing all words in a language, subject-specific terminology, and lists of words with meanings In educational contexts, vocabulary encompasses students' mastery of various word types, including nouns, verbs, adjectives, and adverbs, and their ability to apply these words in daily situations While the terms vocabulary, lexis, and words are often used interchangeably, Scrinever (2005) distinguishes vocabulary as primarily referring to individual words and fixed combinations, whereas lexis represents our internal repository of words and phrases that can be recalled effortlessly According to the Oxford Advanced Learner's Dictionary, a word is a fundamental unit of language that conveys meaning and can be expressed verbally or in writing In this paper, vocabulary and words are used synonymously to denote the entirety of language that conveys and expresses ideas.
Vocabulary is the foundational step in learning any language, as a lack of understanding can hinder further progress It plays a crucial role in expressing ideas, emotions, motivations, and information clearly In English classes at school, students focus on building their vocabulary to enhance their communication skills.
There are many way to classify vocabulary, McCarten (2007) stated that the vocabulary of the English language can be divided into two main types: a Active vocabulary
Words which students will need to understand and also use themselves
Active vocabulary refers to the words that learners can use effectively in speaking and writing To teach active vocabulary, it is beneficial to provide examples and engage students with questions, allowing them to understand the practical application of each word In contrast, passive vocabulary consists of words that individuals recognize and understand but do not actively use in communication.
Words which we wants students to understand (e.g when reading a text), but which they will not need to use themselves We call this passive vocabulary
To save time, it is often best to present it quite quickly, with a simple example
If it appears as part of a text or dialogue, we can often leave students to guess the word from the context
Emphasize that students should understand far more words than they can produce so we should not try to treat all new words as active vocabulary
Vocabulary is a crucial dimension of language, with increasing attention from methodologists and linguists in the context of language teaching and learning McCarthy (1990) emphasized its significance by stating that effective communication in a second language is impossible without a rich vocabulary, regardless of grammar proficiency Similarly, Mathews & Spratt (1985) highlighted that a broad vocabulary enables students to communicate accurately and fluently in various situations Wilkins (1974) further reinforced this idea, asserting that while some meaning can be conveyed without grammar, nothing can be communicated without vocabulary This underscores the essential role vocabulary plays in facilitating meaningful conversations.
To effectively learn a language, students must build a substantial vocabulary However, if teachers concentrate solely on individual word meanings without addressing how words combine in sentences, learners may struggle to communicate effectively Thus, it is crucial to integrate vocabulary with grammar instruction, enabling students to understand not only word meanings but also their proper usage in context.
1.1.4 Aspects of vocabulary needed to be taught
According to Nation (1990:3), understanding a word goes beyond just grasping its meanings; it also encompasses familiarity with its forms and usage Consequently, effective vocabulary teaching and learning require both educators and learners to master these essential factors.
When students encounter a new word, they often focus on its pronunciation and spelling, which can be unclear due to the relationship between written and spoken forms To aid correct pronunciation, it is essential to provide the phonemic script of the word Furthermore, understanding a word requires knowledge of its grammatical behavior, collocations, and associations Teachers should introduce students to various forms of a word, including its present and past forms, and whether it is transitive or intransitive, alongside the base form Gains and Redman (1999) identified three primary methods of word formation: affixation, compounding, and conversion Additionally, collocation refers to how words are combined, impacting their overall meaning and usage.
Collocation refers to the habitual combination of words that occur together more frequently than random chance would suggest For instance, when using terms like "decision" or "conclusion," it is essential to pair them with appropriate verbs to maintain coherence and clarity in communication.
It is essential to use the word "make" in specific phrases such as "make a decision" and "make a conclusion." Additionally, in expressions like "by the way" and "on the other hand," it is important not to omit or alter any words.
Teaching the meaning is another important aspect of vocabulary teaching This aspect consists of denotation, polisemy and connotation
The meaning of a word is primarily what it refers to in the real world, its denotation; this sort of this definition is often given in a dictionary
Denotation refers to the literal meaning of a word as defined in a dictionary, such as how "snake" denotes a legless animal with a long, cylindrical body found in various regions In contrast, connotation encompasses the emotional associations or feelings that a word evokes, which may not be reflected in its dictionary definition Additionally, many English words exhibit polysemy, meaning they can have multiple denotations.
Connotation refers to the emotional or cultural associations that accompany a word beyond its literal definition This subjective interpretation allows readers to derive additional meanings from the context in which words are used.
Understanding the relationships between words is essential for effective communication Key relationships include synonyms, which are words that share similar meanings, such as "clever," "smart," and "bright" as synonyms for "intelligent." Antonyms represent opposing meanings, like "tall" being the antonym of "short." Hyponyms are specific examples of broader concepts, with "dog," "lion," and "mouse" serving as hyponyms of "animal." Co-hyponyms, or co-ordinates, refer to words that belong to the same category, such as "red," "blue," "green," and "brown." Superordinates encompass general concepts that include specific items, like "animal" as the superordinate for "dog," "lion," and "mouse." Lastly, homophones are words that sound alike but have different meanings and spellings, such as "eye" and "I" or "hair" and "there." Understanding these relationships enhances vocabulary and comprehension.
An overview on using language games in language learning
According to Rechard and Marjorie Baudains (1990:3), a game is defined as an activity that students engage in for enjoyment, curiosity, or competitive spirit However, this definition primarily addresses the general characteristics of games rather than specifically focusing on language games.
A game is defined as an activity characterized by rules, a goal, and an element of enjoyment, as stated by Hadfield (1990) Additionally, Gibbs (1978) describes a game as an endeavor undertaken by cooperating or competing decision-makers who aim to achieve their objectives within a defined set of rules.
According to Greenall (1984), games serve as a valuable activity for reinforcing language that has been previously taught or learned These engaging activities are typically utilized during the free stage of a lesson or at events like English club meetings, enhancing the learning experience.
According to Rixon (1988:3), a game is defined as play that is governed by rules For example, kicking a ball in the park is simply play, but when rules are introduced—such as where and how to kick the ball, along with a goal to aim for—it transforms into a game Rixon also references Gibb's definition (1978:60), describing a game as an activity involving cooperating or competing decision-makers who strive to achieve their objectives within a defined set of rules.
Language games share similarities with ordinary games, as both aim to enhance specific skills While traditional games improve intellectual abilities and patience, language games focus on developing language skills These games provide a fun and engaging way for learners to practice English, thereby increasing motivation According to Greenal (1984), language games serve to reinforce language already taught and are typically utilized during free lesson stages or events like English club meetings He emphasizes that language games involve competition among individual students or teams, making them an effective tool for language learning.
In conclusion, language games serve a significant educational purpose beyond mere entertainment, as they require essential language skills Therefore, it is crucial for teachers to thoughtfully choose language games that align with their instructional goals.
There are so many ways to classify types of language games, and classifying games into categories can be difficult because categories often overlap
Hadfield (1999) mentions two ways of classifying language games as follows:
Language games can be categorized into two main types: linguistic games and communicative games Linguistic games, such as slap the board, crossword puzzles, bingo, Simon says, and hangman, emphasize accuracy in language use and are primarily designed to teach vocabulary In contrast, communicative games prioritize the effective exchange of information and ideas, exemplified by activities where participants identify differences between similar pictures.
In "Describe and Draw" games, the focus is on enhancing fluency and effective communication rather than perfecting language accuracy While correct language usage remains significant, the primary objective is to successfully convey ideas and achieve the communicative goal with your partner.
Hadfield's classification of language games encompasses multiple categories, distinguishing between linguistic and communicative games Notably, some games may incorporate elements from both types, highlighting the complexity and versatility of language interactions.
Sorting and arranging games can enhance students' organizational skills by using a set of cards featuring various products In this activity, students categorize the cards into two groups: items typically found in a grocery store and those found in a department store This engaging exercise not only promotes critical thinking but also helps students understand the differences between types of retail environments.
Information gap games are interactive activities where participants possess unique information essential for completing a task For example, in a drawing game, one person has a reference image and must describe it to their partner, who attempts to replicate the drawing based solely on that description These games can feature a one-way information gap, like the drawing scenario, or a two-way information gap, such as in Spot-the-Difference tasks, where each participant has a slightly different image and must collaborate to identify the discrepancies.
Guessing games are a popular type of information gap game, with one of the most well-known examples being 20 Questions In this game, one player thinks of a famous person, place, or object, while the other players ask up to 20 Yes/No questions to gather clues and deduce the identity of the chosen subject.
Search games are interactive activities that involve two-way information exchange, where participants both give and seek information A popular example is the "Find Someone Who" game, where students receive a grid and must fill it with the names of classmates who meet specific criteria, such as being a vegetarian As students circulate the classroom, they ask and answer questions, completing their grids while assisting their peers in the process.
Matching games involve players searching for pairs of words, pictures, or cards For instance, in a classroom setting, students can engage with 30 word cards, arranged in 15 pairs and placed face down in a random order Each player takes turns flipping over two cards, aiming to uncover matching pairs while relying on their memory skills.
Labeling games : These are forms of matching, in that participant match labels and pictures
Exchanging games involve students trading cards, objects, or ideas, fostering interaction and collaboration This concept is closely related to collecting games, where participants gather items of interest Many popular card games, including children's favorites, exemplify this engaging category of play.
Board games: Scrabble is one of the most popular board games that specifically highlight language
METHODOLOGY
Research setting
Viet Tri industrial high school was situated in Thanh Mieu district, Viet
Tri city, Phu Tho province.The research was conducted with participation of
40 students including 10 males and 30 females students in class 10A in Viet Tri Industrial High school
Since 1993, English has been a compulsory subject at Viet Tri Industrial High School, yet teaching vocabulary to grade 10 students presents significant challenges One major issue is that many students do not prioritize vocabulary learning, leading to a lack of engagement Additionally, teachers face difficulties managing large classes, typically consisting of 35-45 students, which hampers effective instruction Furthermore, most students lack the habit of independent learning and do not utilize resources like the "Key for English Exercise" textbook, resulting in a passive approach to their studies.
The English textbook 10 (pilot book) was developed in alignment with MOET's pilot English Curriculum for Vietnamese schools as part of the National 2020 project Compiled by Van and Hoa (2014), this textbook is specifically designed for grade 10 and follows the new National curriculum, emphasizing a communicative and learner-centered approach The book is structured into two sections, alternating use across two semesters.
The English textbook for grade 10 features 10 units and includes 4 reviews Each unit is structured into eight sections: Getting Started, Language (which covers Vocabulary, Pronunciation, and Grammar), Skills (encompassing Reading, Listening, Speaking, and Writing), Communication and Culture, Looking Back, and a Project.
Vocabulary is crucial for student learning, as it underpins the development of four essential skills: reading, speaking, listening, and writing Each unit of the curriculum integrates various vocabulary topics, including school-related terms, music, environment, and ecotourism, without a separate focus on vocabulary itself Instead, vocabulary is learned indirectly through activities like reading and listening Although the textbook is designed based on Communicative Language Teaching (CLT) principles, challenges persist, such as lengthy and complex reading texts that do not match students' varying proficiency levels, along with tasks that can overwhelm learners, potentially leading to demotivation in the classroom.
Subject of the study
The subject of study is "A study on using some language games in teaching vocabulary to grade 10 th students at Viet Tri Industrial high school"
Participants of the study
The study involved four experienced English teachers from Viet Tri Industrial High School, each holding a Bachelor's Degree in English and possessing at least six years of teaching experience These dedicated educators had access to numerous teaching resources and opportunities for professional development, demonstrating a strong commitment to their students' success Their willingness to assist students in overcoming learning challenges, coupled with their desire to enhance their teaching skills and English proficiency, contributed to the study's validity, reliability, and objectivity.
This research focused on 10th-grade students at Viet Tri Industrial High School in Viet Tri city, comprising a class of 40 students, including 10 boys and 30 girls All participants had similar educational backgrounds, having completed four years of English language instruction in secondary school.
After completing the first term of their 10th-grade school year, students at Viet Tri Industrial High School demonstrated low English proficiency despite over four years of study While they possessed some knowledge of grammar and vocabulary, their skills in speaking, listening, writing, and reading were significantly lacking Teachers attributed this deficiency to the poor learning environment, noting that English was primarily utilized by instructors and proficient students during lessons Many students were hesitant to engage in practice due to a lack of motivation and clear learning goals In large classes, opportunities for individual practice and vocabulary assessment were limited, leading to inadequate utilization of available resources and abilities Consequently, their overall English skills, particularly vocabulary, remained very poor.
Data collection instruments
2.4.1 Survey questionnaires a, Reasons to choose survey questionnaires
Questionnaires are effective tools for gathering information on various dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences (Richards, 1994) To assess the teaching and learning situation of English vocabulary among students in class 10A at Viet Tri Industrial High School, a quantitative method utilizing questionnaires was selected This approach allows for the efficient collection of a significant amount of data.
The researcher utilized survey questionnaires to efficiently gather data from a large number of students within a limited timeframe This method proved to be particularly effective for collecting information from classes of 40 students at Viet Tri Industrial High School, allowing for swift data collection and analysis.
This method facilitates easy data collection, summarization, and reporting, allowing all participants to express their opinions freely without fear of embarrassment This aspect was crucial to the study, as it provided accurate and valuable information.
One of the key advantages of this method is its cost-effectiveness, allowing the collector to minimize expenses during preparation and effectively manage financial challenges.
In summary, this method is preferred due to its simplicity and efficiency, requiring minimal time, money, and effort while still enabling the collection of substantial data and diverse ideas in a short timeframe Additionally, the article includes a description of survey questionnaires.
To gather research data, three questionnaires were distributed among students and teachers Two of these questionnaires were aimed at students, one administered before the experiment (Appendix 1) and the other after (Appendix 3) Additionally, a separate questionnaire was designed for the teachers of class 10A (Appendix 2) who taught English.
-The survey questionnaire for the students before experiment (Appendix 1)
Questions 1,2,3,4,5: Current situation of learning and teaching English vocabulary and students’ view about teacher’s techniques in teaching vocabulary
Questions 6,7,8,9: Students' knowledge and attitudes toward using language games in learning vocabulary
Question 10: The reason that students did not use language games to learn vocabulary
- The survey questionnaire for the teachers (Appendix 2)
Questions 1,2: The use of vocabulary games and teachers’ techniques in teaching and learning vocabulary
Questions 3,4: Benefits and difficulties when using vocabulary games in class
Questions 5,6,7: Teacher' knowledge and attitudes toward using language game in learning vocabulary
Question 8: Teachers’ suggestions on how to better employ games in teaching vocabulary
-The survey questionnaire for the students after experiment (Appendix 3)
Questions 1, 2, 3: Student’s feeling and attitudes towards language games exploited by the teacher
Questions 4, 5, 6, 7: Students’ evaluation of the effectiveness of language games used in learning vocabulary
2.4.2 Observation a, Reason to choose observation
In order to better understand the effectiveness of vocabulary learning and teaching, observations are necessary the researcher to fulfill this study
Richards (1992) emphasizes that observational methods involve systematic techniques for studying language use and classroom events The primary goal of observation is not assessment or general conclusions, but rather to explore the dynamics of classroom interactions, ultimately benefiting the teacher's professional development.
This method significantly enhances the effectiveness of questionnaires by clarifying data collection These advantages encourage researchers to conduct classroom observations to identify challenges faced by students during lessons.
The observation sheet was utilized to assess the effectiveness of language games in enhancing students' attitudes and interest in vocabulary learning During the experimental lessons, the researcher invited fellow English teachers to observe the classes and utilize the observation sheet to aid in data collection and analysis The observers remained non-participatory, documenting both teacher and student activities throughout the lessons using the observation sheet (Appendix 4).
Research procedure
To complete the study, the researcher carried out the following procedures
- The researcher first studied the theory of vocabulary teaching, language games
- Then, the current situation of learning and teaching English vocabulary at Viet Tri Industrial High school was investigated by using questionnaires for students and teachers at the school
- Next, the data from Questionnaire 1 (Appendix 1) and Questionnaire 2 (Appendix 2) were collected and analyzed
- After that, the researcher carried out the experiment The language games were applied by researcher in four weeks
- During the experimental lessons, the researcher invited other English teachers to observe class with language games
- To evaluate the effectiveness of language games in teaching vocabulary, the third questionnaire was delivered to students of class 10A
- The data from Questionnaire 3 (Appendix 3) and Observation (Appendix 4) was collected, analyzed and it helped to find out about the effectiveness of the experimental lessons
- Finally, researcher drawn the conclusion and proposed the implications of the research
This section provides a comprehensive overview of the research methodology, including the participants involved, the instruments utilized, and the data collection procedures implemented in the study The significant findings will be presented and analyzed in the subsequent chapter.
THE CURRENT SITUATIONS OF TEACHING AND
The real situation of learning vocabulary
A recent study conducted at Viet Tri Industrial High School aimed to assess the current state of English vocabulary learning and teaching in class 10A Utilizing a questionnaire, the researcher gathered valuable insights, revealing key findings regarding the effectiveness of vocabulary instruction and student engagement in the classroom.
Table 3.1: Current situation of students’ learing vocabulary
In a recent survey, 70% of students deemed the study of English vocabulary as "very important," while 20% considered it "important" and 10% viewed it as "somewhat important." Notably, 0% of students found English vocabulary to be "not important," indicating a strong motivation and recognition of its significance in their learning process.
According to Table 3.1, 17.5% of students indicated that they would look up new words in a dictionary when encountered in a text In contrast, a larger group, comprising 47.5% of students, preferred to infer the meanings of unfamiliar words from the surrounding context Additionally, 22.5% sought assistance from teachers or friends, while only 12.5% admitted to ignoring the new words altogether.
In a recent survey, 37.5% of students reported that memorizing vocabulary by heart was their preferred method for learning new words Meanwhile, 42.5% identified completing exercises as the most effective strategy Notably, only 20% of the participants, equating to 8 students, stated that they remembered new vocabulary through a combination of learning and reviewing.
According to Table 3.1, 15% of students cited a "lack of time" as a challenge in their studies Notably, over half of the students (65%) indicated that they lacked effective methods for learning vocabulary Additionally, 20% of students expressed difficulty due to the overwhelming number of new words, while no students reported other hindrances.
- To find out students’ view about teacher’s techniques in teaching vocabulary in class, question 5 was designed The survey results of the questions were shown in Figure 3.1:
Figure 3.1: Students’ view about teacher’s techniques
In a study on vocabulary teaching techniques, it was found that 58% of participants reported their teachers used Vietnamese explanations to convey word meanings In contrast, only 12% of students noted the use of language games for introducing new vocabulary Additionally, 15% of the students indicated that their teachers employed visual aids, such as pictures and drawings, while the same percentage also mentioned the use of synonyms and antonyms in teaching.
-Students' knowledge and attitudes toward using language games in learning vocabulary
A recent survey revealed that only 15% of students believe they have learned vocabulary through language games, while a significant 85% reported they had not benefited from such activities Those who answered “yes” were directed to continue to further questions in the survey.
9 If students responded with “no”, they were directed to answer question 10 only
Using visual aidsUsing language gamesExplaining in Vietnamese
A survey of students revealed that 37.5% found language games to be "very necessary" for vocabulary learning, while 42.5% deemed them "necessary." Additionally, 20% of students categorized language games as "quite necessary." Notably, none of the respondents considered language games to be "not necessary at all."
Table 3.2 reveals that 30% of students expressed a strong interest in playing language games, while a significant 65% showed moderate interest Only 5% of students reported little interest, and none indicated a lack of interest This suggests that teachers should incorporate language games into English vocabulary instruction to enhance student engagement.
A survey revealed that 37.5% of the 15 students indicated they "rarely" utilized language games, while 55% reported using them "sometimes." Additionally, 7.5% of the students stated they used language games "often," highlighting varying levels of engagement with this educational tool.
The table below shows the results for this question:
Table 3.2: Students' knowledge and attitudes toward using language game in learning vocabulary
The researcher conducted a study to investigate why students do not utilize language games for vocabulary acquisition Through a questionnaire, four primary reasons were identified, as illustrated in Figure 3.2.
Figure 3.2: Students' attitude toward using language game in learning vocabulary
A survey revealed that 55% of students were unfamiliar with language games for vocabulary learning, while 20% stated they had not been taught how to use them Additionally, 15% of students acknowledged awareness of language games but believed they were time-consuming, and 10% felt there were no benefits to this learning method.
The real situation of teaching vocabulary
The researcher had some results from surveying questionnaire
A study was conducted to explore the effectiveness of vocabulary games in teaching and learning vocabulary to 10th-grade students at Viet Tri Industrial High School The findings from the survey, illustrated in Figure 3.3, provide insights into the students' experiences and perceptions regarding the use of these games in their vocabulary acquisition process.
I have never heard about it
No one has taught me how to use it
It takes too much time
I see no advantage of this technique.
Figure 3.3: The use of vocabulary games in teaching and learning vocabulary to grade 10 th students at Viet Tri Industrial high school
According to the findings presented in Figure 3.3, 40% of teachers incorporate vocabulary games into their teaching methods, while 60% do not utilize such games for vocabulary instruction Teachers who answered "yes" were prompted to continue to questions 2-7, whereas those who responded "no" were instructed to answer only question 8.
- Teachers’ techniques in teaching new words
Table 3.3: Teachers’ techniques in teaching new words
Table 3.3 reveals that a significant majority of participants, specifically 65%, indicated that their teachers utilized Vietnamese explanations to convey the meanings of words In contrast, only 15% of students reported that their teachers employed language games to introduce new vocabulary Additionally, a mere 8% of participants noted other methods for presenting word meanings.
Yes No students (20%) found that the teacher also using visual aids and (0%) had their teachers giving synonyms or antonyms
- Teacher’s opinion about benefits when using vocabulary games in class
Figure 3.4: Benefits when using vocabulary games in class
Vocabulary games significantly motivate students, with 75% of teachers acknowledging this benefit Additionally, 62% of educators believe these games help reduce memory load, while 45% find them effective in fostering competition among students Furthermore, 38% of respondents view vocabulary games as a way to enhance physical engagement, and 25% see them as beneficial for improving fluency.
- Teacher’s difficulties in using language games to teach vocabulary
Improving fluency Physical improvement Encouraging competitions
Figure 3.5: Difficulties when using vocabulary games in class
The findings indicate that a significant challenge teachers face in organizing vocabulary games is managing large class sizes, with 90% of educators acknowledging this issue Additionally, 50% noted that the competitive nature of the games often led to noisy classrooms, as students vied for victory Furthermore, 45% of teachers expressed concerns about their students' limited proficiency in the target language, which hindered their ability to understand game rules and participate actively, often resulting in feelings of shyness or nervousness Lastly, 65% of teachers admitted uncertainty in selecting suitable vocabulary games, given their students' relatively low English proficiency.
- Teacher’s frequency of using vocabulary games
A survey of 26 teachers revealed that 65% rarely incorporate vocabulary games into their teaching practices, while 35% use these games occasionally.
Do not know how to choose the appropriate games
Students limited knowledge of target language.
Too much noiseLarge classes vocabulary games, “always” and “usually” was 0%, respectively The table below shows the results for this question
Table 3.4: Frequency of using vocabulary games
- Teacher' knowledge and attitudes toward using language game in learning vocabulary
Figure 3.6: Stages at which vocabulary games are used
Figure 3.6 illustrates that 50% of teachers incorporated vocabulary games as a free practice activity during the production stage, while some utilized them as time-fillers Additionally, 25% of teachers introduced vocabulary games at the beginning of lessons as warm-up activities, and another 25% organized these games mid-lesson, citing their purpose as a means to help students relax.
At the beginning of the period
In the middle of the period
At the end of the period
Spend a whole period on playing games students felt nervous so that the students could reduce anxiety and boredom during the lessons
- Teachers’ suggestions on how to better employ games in teaching vocabulary
To ensure the effectiveness of exploiting language games in vocabulary classes, it was of great necessity to find out students’ preferences and expectations
Figures 3.7: Teachers’ suggestions on how to better employ games in teaching vocabulary
According to Figure 3.11, 65% of respondents believe that teachers should select language games that match students' proficiency levels, as games that are too easy may lead to boredom, while overly challenging games can discourage participation Additionally, 75% of students expressed a preference for clear and easy-to-understand instructions, highlighting the importance of clarity in facilitating effective language learning through games.
Collect a variety of language games
Clear and easy-to- understand instructions
To enhance speaking lessons, teachers should select games that align with students' language levels and provide clear, concise instructions to prevent confusion and ensure successful participation Additionally, it is crucial for educators to demonstrate these games effectively, making it easier for students to engage To maintain interest and avoid monotony, teachers should incorporate a diverse range of language games, as a varied selection can significantly reduce boredom, a sentiment echoed by 90% of students surveyed.
Figure 3.8: Teacher' knowledge and attitudes toward using language games in learning vocabulary
A survey of teachers revealed that 55% believe language games are a waste of time, while 23% find them noisy and disruptive Additionally, 15% of teachers feel that large class sizes make it unsuitable for playing games, and 7% noted the lack of available resources or books on using games for vocabulary instruction.
In conclusion, the data from 2 questionnaires, the researcher had deeper understanding in learning and teaching vocabulary in class 10A at Viet Tri
Games are waste of time
Games are noisy and therefore disruptiveThe class is too largeThere is not any book available
At Industrial High School, teachers primarily used Vietnamese explanations in vocabulary classes, which led to a lack of engagement among students Although vocabulary games were introduced, their limited use and effectiveness contributed to students feeling demotivated and disinterested in learning Data indicated that vocabulary activities were often boring and failed to capture students' attention, hindering their vocabulary development To address this issue, the researcher proposed implementing language games over four weeks, aiming to foster greater student participation and enhance their vocabulary skills.