INTRODUCTION
Rationale of the thesis
Vocabulary acquisition is a crucial element in learning a foreign language As an English teacher at Hung Yen Mechanical-Electric and Water Resources Vocational Training College, I have noticed that students often struggle with English vocabulary They show a strong preference for learning through various games, which has motivated me to explore this area of research further.
Aims and objectives of the thesis
The study is aimed at:
- Exploring weaknesses of students in learning the language
- Finding suitable methods to help the students at Mecha – Electric and Water resources Vocational College in Hung Yen raising motivation
- Helping students at this training institution to improve their vocabulary learning
The objectives of the research are as follows:
(i) To find out the problems encountered by students of Mecha – Electric and Water resources Vocational College in Hung Yen
(ii) To work out the effectiveness ways to solve these problems
Research questions
1 What are the problems encountered by students in vocabulary learning at Hung Yen Mechanical-Electric and Water resources Vocational College?
2 How have the language games solved these problems?
The scope of the thesis
The thesis is focused on:
(i) Games employable for vocabulary teaching and learning
(ii) Non-English major students at Hung Yen Mechanical-Electric Vocational Training College.
Significance of the research
This thesis aims to enhance vocabulary learning for non-English major students at Hung Yen Mechanical-Electric Vocational Training College Its practical value lies in providing effective strategies that facilitate vocabulary acquisition, ultimately benefiting learners in their educational journey.
Organization of the thesis
The thesis consists of five main parts: the introduction, the literature review, the methodology, findings and discussions, and the conclusion
The introduction presents the rationale of the thesis, the aims, and the objectives of the thesis, the research questions, the scope of the thesis, the significance of the thesis
Chapter 1 The introduction presents the rationale of the thesis, the aims, and the objectives of the thesis, the research questions, the scope of the thesis, the significance of the thesis
Chapter 2 The literature review provides the definitions of vocabulary, the importance of learning vocabulary, and the definitions of language games
Chapter 3 refers to research methodology including research context, research design, and data analysis techniques
Chapter 4 demonstrates findings and discussions about pre and post-task questionnaires, pre, and post-tests then the interview from the students about language games
Chapter 5 The conclusion summarizes what has been addressed in the thesis, points out the limitations and suggestions for further thesis
LITERATURE REVIEW
Vocabulary learning
Vocabulary refers to the knowledge of words and their meanings, which is essential for mastering English language skills The concept of vocabulary has posed challenges for linguistic theory, leading to various definitions influenced by different perspectives Hornby (1995) defines vocabulary as the collection of words that an individual understands and utilizes, encompassing all phrases within a language or those specific to a particular subject matter.
60) stressed the division of vocabulary into two main categories: concrete words and abstract words Ur (1996: 60) claimed that “ vocabulary can be defined, roughly, as the words we teach in the foreign language” Learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to the native speakers, using language in different contexts, reading, or watching television without an extensive vocabulary and
5 strategies for acquiring new vocabulary, (Jack C Richard and Willy A Renandya, 2002)
Harmer (1991) distinguishes between active and passive vocabulary, where active vocabulary consists of words that students can effectively use in speech and recall, while passive vocabulary includes words that students can recognize and understand in context but do not actively use in their communication.
In conclusion, giving an exact definition of vocabulary is not simple work For this study, the researcher herself most agrees with the last one
Vocabulary can be classified in many others ways
Words can be categorized into two types: native words and loan words Loan words are terms borrowed from one language and adopted into another, such as "abdomen" and "cookie." In contrast, native words are those that have not been borrowed but are derived from earlier stages of the language, including examples like "hand" and "chair."
Classification by level of usage
Vocabulary can be divided into common, literary, colloquial, slang, technical words according to the level of usage
Common and popular words are essential components of everyday vocabulary, forming the core of basic word stock These words are stylistically neutral, making them suitable for both formal and informal writing and speech.
Literary words are chiefly used in writing, formal, and elevated in style like the word purchase/ buy
Colloquial words are used mainly in speaking to colleagues or friends
6 and in informal writing Consider the following examples that illustrate the difference between the use of common and colloquial words:
Hey Tom! what’s up? (Colloquial)
Hey Tom! what are you doing? (Common)
Slang words are vibrant and often playful terms created for specific contexts or derived from unconventional uses of standard vocabulary Examples include phrases like "all-nighters," "buck," and "busted," which illustrate the dynamic nature of language.
Technical terminology serves specific functions in specialized fields, often naming concepts or processes that lack equivalents in everyday English As a result, these terms can remain largely unfamiliar to outsiders, including well-educated native speakers A prime example of this is the term "psychoanalysis."
According to the notion, vocabulary consists of two types, function or structural words and content words
Function words, such as determiners, conjunctions, and auxiliaries, play a crucial role in language by serving as grammatical signals and functional markers These words lack lexical meaning and are part of a closed system, highlighting their importance in structuring sentences and conveying relationships between ideas.
Content words are used to name objects, qualities, actions, or states They have independent lexical meanings and belong to the open system
Classification by the usage of the word
In language teaching, vocabulary is categorized into productive and receptive types Productive vocabulary encompasses words that can be effectively used in context to convey the speaker's intended meaning Conversely, receptive vocabulary involves varying degrees of familiarity with words, highlighting that understanding how to pronounce, sign, or write a word is essential for active vocabulary development.
7 not necessarily mean that the word can be used correctly or accurately reflects the intended message of the utterance, but it does reflect a minimal amount of productive knowledge
Classification by the concept of morpheme
Basing on this criterion, there are simple words (i.e words consisting of one root morpheme), derived words (i.e word
2.1.3 The importance of learning vocabulary
Because a limited vocabulary impedes effective communication in a second language, mastery of vocabulary is also viewed as a critical tool for second language learners
Schmitt (2000) emphasizes the importance of lexical knowledge in developing communicative competence and acquiring a second language Nation (2001) highlights the complementary relationship between vocabulary knowledge and language use, where vocabulary enhances language application and vice versa The significance of vocabulary is evident both in and out of the classroom, as successful learners tend to possess a robust vocabulary Researchers like Laufer and Nation (1999), Maximo (2000), and Read (2000) support these findings, underscoring the critical role of vocabulary in language learning.
The acquisition of vocabulary is vital for effectively using a second language and significantly contributes to the development of comprehensive spoken and written texts (Gu, 2003; Nation, 2011) Mastering vocabulary is crucial for enhancing all language skills, including listening, speaking, reading, and writing, in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts (Richards, 1980; Krashen).
According to Maximo (2000), a substantial vocabulary is crucial for language mastery, as highlighted by research from 1989 Language learners recognize this importance, often relying on dictionaries to aid their acquisition process.
Language learners often report that a limited vocabulary is a significant challenge, overshadowing issues related to grammar According to Oxford (1990), vocabulary is the most extensive and complex aspect of learning any language, whether it’s a foreign language or one’s native tongue, due to the multitude of meanings Despite these challenges, vocabulary remains a critical focus in language assessments, as it has historically been a key component evaluated in language tests (Schmitt, 1999).
Successful vocabulary teaching begins with identifying the challenges students face, as highlighted by Thornbury (2004:27) Factors contributing to word difficulty include pronunciation, spelling, length, complexity, grammar, meaning, range, connotation, and idiomaticity Words with broader contextual usage are generally easier; for example, "put" is more accessible than synonyms like "impose" or "position." Additionally, connotation can complicate understanding; "propaganda" carries a negative connotation in English, unlike its equivalent that may simply mean "publicity." Conversely, "eccentric" has a neutral connotation in English, while its closest translation in other languages might suggest "deviant." Idiomatic expressions, such as "make up your mind," tend to be more challenging than transparent terms like "decide." Gower, Philips, and Walter (1995: 143) further elucidate that the ease or difficulty of a vocabulary item can also depend on its similarity to the learner's first language (L1).
English words are already known, Connotation, Spelling and pronunciation, Multi-word items, Collocation, Appropriate use
2.1.5 Learning vocabulary in Vocational college context
Many college students find vocabulary learning tedious, as they perceive teachers' explanations of definitions, pronunciation, spelling, and grammatical functions as boring Consequently, they often view vocabulary acquisition merely as memorizing the primary meanings of new words, neglecting their broader functions Additionally, students typically learn new vocabulary exclusively from their textbooks or during classroom lessons, relying on teachers to clarify meanings and usage Furthermore, many learners hesitate to take risks in using words they think they know, often struggling to apply them correctly in various contexts or pronounce them accurately.
Language Games
Learning vocabulary can be challenging for language learners, but it is widely recognized that language teaching should be enjoyable Incorporating enjoyment into the learning process can ease the difficulty of acquiring new words Many linguists advocate for the use of language games as an effective method for vocabulary acquisition This raises the question: what exactly are language games and how do they facilitate learning?
There are a wide variety of definitions of games in language teaching
According to the "Longman Dictionary of Language Teaching and Applied Linguistics" (Richard & Schmidt, 2010), games are structured activities characterized by specific objectives, established rules, competitive elements among players, and the necessity for communication.
Games play a significant role in communicative language teaching (CLT), which has gained popularity in recent years According to Hadfield (2005), games are defined as activities that involve rules, a goal, and an element of fun By incorporating games into the classroom, students can engage in a more relaxed and enjoyable environment, enhancing their opportunity to learn English effectively.
Lee, W R (1979) defined games in the strict sense, which have a definite beginning and are governed by rules, shade off into game-like activities which have a less formal design
Byrne (1995) defines games as structured forms of play that are enjoyable and governed by rules, serving not only as a diversion but also as an effective means for learners to engage with language Incorporating elements such as competition, relaxation, and learning, games in the classroom aim to enhance students' educational experience while ensuring they have fun.
Therefore, Games include many factors: Rules, relaxation, competition, and learning It means that It helps students learn and have fun
Hadfield (1984) categorizes language games into two main types: linguistic games, which emphasize accuracy in language use, and communicative games, which prioritize the effective exchange of information and ideas These games can either be competitive, where players or teams strive to be the first to achieve a goal, or cooperative, where participants collaborate towards a shared objective.
Hadfield proposed an alternative classification of language games based on distinct categories This classification includes various types of language games, such as sorting, ordering, and arranging, which focus on the organization and presentation of information.
11 gap games, guessing games, search games, matching games, labeling games, exchanging and collecting games, board games, role play games
According to Lee, W R (1979), language games can be categorized into several types based on the skills learners need to develop Structure games focus on using specific syntax patterns in communication, while vocabulary games emphasize word recognition and usage Spelling games help learners practice correct spelling, and pronunciation games are designed to improve spoken language skills Number games familiarize students with the spoken forms of numbers to enhance communication, and listen-and-do games require students to listen, comprehend, and perform actions accordingly Finally, read-and-do games combine reading comprehension with practical application.
(games to practice reading), writing games (games to encourage meaningful writing practice), discussion games (games involve discussion)
2.2.3 The importance of language games in learning vocabulary
Games are an effective tool for teachers to create engaging and meaningful contexts for language learning They hold a significant role in foreign language education, as students enjoy playing and having fun By incorporating games into the teaching process, educators can enhance student motivation and excitement for studying English.
Games play a crucial role in maintaining learners' interest and motivation, as highlighted by Wright, Betteridge, and Buckby (2009) They serve not only as a source of enjoyment but also as an effective tool for helping children accelerate their mastery of the English language Therefore, incorporating language games into learning is essential for fostering engagement and facilitating quicker language acquisition.
According to Richards and Schmidt (2010), retention is defined as
“The ability to recall or remember things after an interval of time ” (p.498) In language teaching, there are three contributing factors to retention in general
12 and vocabulary retention in particular, namely teaching quality, learners‟ interest, and the meaningfulness of the materials Certainly, games, which belong to the materials, affect vocabulary retention
Games significantly boost student motivation, which is essential for driving action in language learning This motivation stems from a blend of learners' attitudes, desires, and willingness to invest effort in acquiring a second language The enjoyment and challenge inherent in language games create a relaxed learning environment, fostering greater interest in lessons through diverse classroom activities Additionally, games encourage communication and cooperation among peers, as students work in pairs or groups while competing to succeed Ultimately, games enhance motivation in young learners by tapping into internal interests and providing external incentives through fun and challenges.
Teamwork is defined as a cooperative process enabling ordinary individuals to achieve extraordinary outcomes, while skills are acquired abilities that enhance performance in specific activities Teamwork skills, therefore, facilitate collaborative efforts among teammates to reach shared objectives Key skills for effective teamwork include communication, conflict resolution, active listening, dependability, and respect Engaging in games can significantly enhance communication skills within a team setting.
Games among pupils foster teamwork by encouraging players to share and discuss their opinions However, conflicts may arise when selecting the best answer from various suggestions, necessitating negotiation to resolve disagreements Effective conflict management requires acknowledging each member's input, emphasizing the importance of active listening To achieve consensus, teammates must trust one another and seek clarification through questions Recognizing and appreciating each member's contributions is essential In summary, games can significantly enhance teamwork skills, including communication, conflict resolution, listening, dependability, and respect.
Games provide active learner-centered learning and meaningful practice
In addition, games “ provide opportunities for real communication” and
“ constitute a bridge between the classroom and the real world” ( Hadfield,
In 2005, it was highlighted that teachers can utilize games to establish diverse contexts that encourage students to communicate, share information, and articulate their thoughts and opinions effectively.
Games create a fun and relaxed learning environment for students, enhancing their interest in lessons through diverse classroom activities By emphasizing communication in the target language rather than error correction, games help boost students' confidence Furthermore, they provide a meaningful context that encourages pupils to engage with challenges, ultimately increasing their self-assurance in learning.
Engaging in discussions and sharing opinions not only enhances communication skills but also fosters a supportive environment for practicing language without the fear of constant correction, ultimately helping players tackle challenges in games as they strive for victory.
Games foster student-students and student-teacher relationship
Previous studies
2.3.1 Studies in an international context
Recent research highlights the growing interest in utilizing language games in English lessons among foreign researchers Post-class interviews revealed students' positive feelings and experiences regarding vocabulary learning Questionnaires clarified the study's objectives, showing that 20 out of 23 learners were eager to participate in group games, including shy students The interactive nature of these games significantly enriched their vocabulary knowledge Teachers noted that students learned new words more rapidly and retained them better in a relaxed environment, such as during gameplay This underscores the effectiveness of games in enhancing teaching and learning outcomes.
Games significantly enhance students' attitudes towards learning English vocabulary Various methods were utilized, including teaching vocabulary through alphabets, numbers, and calendars, as well as using whispering games for pronouns and clue-giving for engagement The research implemented four vocabulary teaching strategies: reciting vocabulary with dictionary support, vocabulary dictation, and game-based learning Findings revealed that students were highly satisfied with the games used in the study, showing a clear preference for game-based activities over traditional methods This indicates that incorporating games into vocabulary learning fosters a more positive learning environment for young learners.
17 constructive alternative which creates a more active learning atmosphere and develops students‟ interest in learning vocabulary
A study by Ghafoori and Kabiri (2014) at Irandoostan Language Academy explored the effect of games on vocabulary retention among 50 young female EFL learners, who were divided into an experimental group and a control group The control group received traditional vocabulary instruction, while the experimental group engaged in three word games: Hangman, Charades, and Crossword Puzzles Results from tests conducted two weeks apart revealed that the experimental group outperformed the control group in both immediate and delayed vocabulary recall This suggests that game-based learning enhances students' vocabulary memorization by providing engaging opportunities to compare, combine, match, sort, and visualize words, ultimately leading to improved retention through challenging and decision-making activities.
Richards and Schmidt (2010) identify two types of vocabulary retention: immediate recall, which refers to remembering information shortly after learning it, and delayed recall, the ability to remember information after some time has passed (p.272) In a study, a control group was taught vocabulary using traditional methods, while an experimental group engaged in language games, including the definition game, half a crossword, cross them out, and sentence creation Following the treatment, both groups took a post-test to evaluate their immediate vocabulary learning.
Eighteen weeks post-treatment, both groups underwent post-test 2 to evaluate the delayed effects of learning, followed by post-test 3 four weeks later to assess retention abilities Results indicated that the impact of games was more pronounced in delayed recall than in immediate recall The collaborative effort required in games encouraged students to seek peer support and engage in discovering new vocabulary, fostering social interaction among young learners This interaction significantly enhanced vocabulary retention.
Wang (2010) conducted a study to explore the effectiveness of communicative language games in teaching and learning English in Taiwanese elementary schools The research involved participants who engaged in these interactive games to enhance their language skills.
A study involving 150 teachers from Taiwanese primary schools utilized a survey questionnaire to assess their perceptions of communicative language games in English lessons The findings revealed that these educators generally valued the benefits of using such games in language instruction It was recommended that teachers consider individual student variations and adopt a flexible approach to enhance the educational impact of these games, taking into account diverse backgrounds, learning styles, and needs Additionally, Kristanti (2014) conducted research on teachers' perceptions of language games in teaching English to young learners at Bethany Elementary School Salatiga, utilizing observations and interviews with two English teachers.
A study utilizing 19 collection instruments examined teachers' perceptions of using games for language instruction, focusing on their experiences, motivations, and the pros and cons of various game types The findings revealed that teachers generally held a positive attitude towards language games, recognizing their potential to enhance students' language skills, improve grammar understanding, engage learners, expand vocabulary, and provide insights into students' actual abilities However, the study also highlighted some disadvantages, such as the time-consuming nature of games and challenges in classroom management To maximize the effectiveness of games in language teaching and learning, it is essential to address these issues.
A study by Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga (2003) in Vietnam explored the effectiveness of vocabulary learning through games, highlighting various advantages of this method They implemented word games at the Distance Education Centre (DEC) and conducted a post-class survey after two weeks to gather students' feedback on their vocabulary learning experiences Data was collected through class observations and student interviews, revealing that most students enjoyed participating in the games and felt their vocabulary usage improved However, the study's reliability is questionable due to its limited duration and scope, relying solely on interviews and questionnaires, which may not accurately reflect the students' progress.
20 students in learning vocabulary Many studies about the effectiveness of using games in learning vocabulary have been conducted
Tran Thi Thu Huyen (2008) investigated the impact of language games on language revision for primary school children at Hanoi Children’s Palace Utilizing a quasi-experimental design, the study involved 32 students aged 7 The findings revealed that language games play a significant role in enhancing students' ability to remember new vocabulary and review previous lessons effectively.
In her 2014 action research study, Phung Thi Nga examined the impact of language games on vocabulary learning among 25 seventh graders at Marie-Curie School (MCS) By utilizing tests, questionnaires, and interviews, the study aimed to determine the extent to which language games enhanced vocabulary acquisition and to gauge students' attitudes towards these games in their learning process The findings indicated that language games significantly improved vocabulary learning for the seventh graders at MCS, and the students expressed positive attitudes towards incorporating language games into their educational experience.
Nguyen Trong Binh (2015) conducted research on the use of language games to enhance motivation among tenth graders during speaking lessons This action research involved 30 students from Loc Binh High School, utilizing observation sheets and survey questionnaires for data collection The findings indicated that students' low motivation in speaking lessons stemmed from a lack of engaging activities, suggesting that language games could serve as effective teaching techniques to boost student motivation.
31 fourth graders at Ba Hien B Primary School with a view to investigating the
The study explored the effects of language games on vocabulary retention, utilizing two questionnaires and a series of pretests and posttests over an eight-week period Results indicated that most students developed more positive attitudes towards the use of language games, which significantly enhanced their vocabulary retention and overall engagement in learning However, the author noted challenges, such as the dominance of stronger students in group activities and some students resorting to their mother tongue during games To maximize the effectiveness of language games in the classroom, the author emphasized the importance of thorough preparation and effective class organization.
As an English teacher at a vocational college, the researcher observed that students face significant challenges in vocabulary acquisition Without effective motivation strategies, students struggle to build the vocabulary necessary for developing other language skills Implementing language games emerges as a practical and efficient solution to enhance their vocabulary learning and increase their engagement in the process.
RESEARCH METHODOLOGY
Research context
The study involves 65 secondary school students who did not qualify for high school and opted for vocational education, resulting in a limited English vocabulary and poor overall skills Consequently, these students require motivation from their teachers This group will participate in answering questions, interviews, and tests to assess their learning needs.
The participants in this study are first-year male students aged 15 to 18, enrolled in classes TA1 and TF1 They will engage in questionnaires, interviews, and tests, despite having previous experience studying English.
Before entering college, students from 2nd to 9th grade often have a limited understanding of English, with low vocabulary and grammar skills Many find vocabulary learning tedious and challenging, leading to a lack of interest in expanding their language knowledge As a result, they frequently forget new words shortly after lessons, hindering their overall language development.
This fact motivates me to do this research with the hope of changing this situation
In their first year, students are required to complete only 120 periods of English, starting from the elementary level Many students struggle with vocabulary retention, often forgetting words learned in secondary school Despite this challenge, they are expected to achieve basic communication skills, which are essential for securing good job opportunities after graduation, especially since they will also receive a vocational graduate certificate.
Textbooks are used at vocational colleges are compiled by the General Department of Vocational training.
Research design
This study marks the first exploration of learners' perceptions regarding the use of language games in vocabulary lessons at my Vocational college, as no prior research has been conducted on this topic To achieve comprehensive insights, a mixed methods approach was employed in the research.
Mixed methods research involves the collection, analysis, and interpretation of both quantitative and qualitative data within a single study or across multiple studies focusing on the same underlying phenomenon.
Mixed methods research design enhances understanding by integrating both qualitative and quantitative approaches (Creswell, 2009, p 205) In this study, the concurrent embedded design was chosen to effectively combine these methods, allowing for a comprehensive analysis of the research topic.
“its use of one data collection phase, during which both quantitative and qualitative data are collected simultaneously”( Creswell,2009,p 214) Moreover, as Creswell
In their 2009 study, the researchers highlighted a significant benefit of their approach: it allows for the integration of diverse data types and levels, enhancing the overall analysis (p 2015) This research gathered both quantitative and qualitative insights into learners' perceptions of using language games in vocabulary lessons through the use of questionnaires, interviews, and tests.
Data collection instruments
To answer the research questions, three main instruments were employed to collect the data: Questionnaires, interviews, and tests
In a study assessing the current situation, questionnaires were distributed to students According to Nunan (1992, p 231), a questionnaire is a data collection tool that typically includes both open and closed questions, requiring responses from participants Questionnaires are widely used to gather information on unobservable aspects such as attitudes, motivation, and self-concept (Seliger & Shohamy, 1989) This method offers a cost-effective and straightforward approach to collecting and analyzing extensive data from a large participant pool.
The questionnaires used in this study are adapted from Tran Thi Dieu Hang's research (2011, p67-74) due to their relevance to the topic of gaming Both studies involve participants who are 15 years old; in Hang's study, the participants were high school students, while this research focuses on students who have recently graduated from secondary school but did not qualify for high school These students are now enrolled in a Vocational College, where they pursue both vocational training and a Cultural Supplementary Program.
The pre-task questionnaire included 10 questions aiming to disclose the attitudes of the students towards learning vocabulary before the intervention
In the initial two weeks of the first term, students were assigned a series of questions to assess their attitudes towards vocabulary learning The first two questions focused on their perspectives on vocabulary acquisition, while the third inquired about the time dedicated to this learning process Questions four and five explored the common methods of vocabulary presentation in secondary schools and students' feelings about these approaches The subsequent question aimed to identify the primary challenges faced by vocational college students in vocabulary learning, addressing the research question regarding their difficulties Additionally, the sixth question prompted students to share their preferred vocabulary learning methods at home Finally, the last three questions allowed the researcher to gain insights into students' understanding and experiences with language games, as well as their opinions on their effectiveness.
The post-tasks questionnaire mirrors the structure of the pre-task questionnaire, providing valuable insights that enable the researcher to address the question, “How have language games resolved these issues?”
After participating in language games aimed at enhancing vocabulary acquisition, students were asked ten follow-up questions The first question sought their opinions on the benefits of using language games Questions two and three explored their feelings and attitudes towards the language games utilized by the teacher in each vocabulary lesson Questions four, five, and six assessed the students' perceptions of the effectiveness of learning vocabulary through these games Finally, the seventh question aimed to gauge the students' level of involvement in the language activities.
26 games And the data from question 8,9,10 would help the researcher understanding the students‟ expectations from using language games in a vocabulary lesson
Questionnaires are effective data collection tools that enable the rapid and cost-efficient gathering of large amounts of data from extensive samples They are widely recognized for their reliability, accuracy, generalizability, and convenience However, they may struggle to capture complex social relationships and intricate interaction patterns To address this limitation, this study supplemented questionnaire data with face-to-face interviews, utilizing both open-ended and closed-ended questions to enhance the depth of the findings.
In addition to questionnaires, semi-structured interviews with five students were conducted to enhance data collection for this study These interviews followed a systematic structure with four predetermined questions, allowing interviewers the flexibility to explore responses in depth This personal approach to data gathering enabled a more adaptable questioning process, yielding deeper insights into students' challenges in vocabulary learning, the effectiveness of language games, and their expectations Moreover, the interview data enriched and expanded upon the questionnaire findings, providing valuable follow-up information.
27 information in the case of ambiguous and incomplete responses from the questionnaires
According to Nunan (1992), oral interviews are a popular research tool in applied linguistics, encompassing various types such as structured, semi-structured, in-depth, and focus group interviews The semi-structured interview, in particular, is favored by researchers for its flexibility, allowing for a deeper exploration of participants' perspectives In this study, a semi-structured interview was conducted after administering a questionnaire, aiming to gain insights into learners' attitudes towards using language games for vocabulary teaching The findings from the interview complemented the data obtained from the questionnaire, providing a comprehensive understanding of the topic.
The aim of this research to indicate the effectiveness of using language games in teaching and learning vocabulary to first-year students
Tests serve as a valuable tool for collecting information about learners' vocabulary Nunan (1990) highlights their significance in assessing total vocabulary size, comparing knowledge before and after a course, monitoring ongoing progress, motivating learners with short-term goals, evaluating teaching effectiveness, and exploring the learning process.
Before and after the trial, two types of tests were administered: a pre-test at the beginning of the course and a post-test in the middle of the first year The pre-test assessed vocabulary knowledge prior to the implementation of language games, while the post-test evaluated vocabulary retention after the games were introduced Both tests maintained a similar level of difficulty and format, ensuring a consistent measure of vocabulary learning progress.
The result of the post-test was compared with the result of the present by counting scores that learners made
The test papers include 5 exercises:
Exercise 1 is required students to match the words with the suitable pictures
Exercise 2 with 10 questions that students had to circle the odd one out
In exercise 3 with 8 questions and the students are asked to circle the best answer for each question ( 2points)
The students needed to find ten words for each topic in exercise 4 (2 points)
And in the last exercise with 5 questions, the students were requested to fill in the missing letter in the blank ( 1 point)
Learners were given 45 minutes to complete the test, which was meticulously graded by the researcher Each test score ranged from 0 to 10 and was categorized into performance levels.
The post-tests were structured similarly to the pre-tests, allowing for a direct comparison of scores achieved by learners This comparison of results enabled the researcher to effectively address the question, "How have language games resolved these issues?"
Data analysis techniques
The study utilized pre-task and post-task questionnaires, presenting the results in frequencies and percentages to analyze young learners' perceptions of language games in vocabulary lessons Statistical analysis was conducted using SPSS 20.0, and data were organized into tables and charts to enhance clarity, facilitate comparison, and streamline the data analysis process.
Transcriptions were analyzed alongside interview notes, leading to the classification of data into significant analytical units based on key themes related to the perception of language games in vocabulary lessons, as identified in the literature review The data were then coded according to meaningful segments During the writing phase, these themes were articulated, and through a process of review and data comparison, insights were derived from the data analysis findings.
The study utilized pre-tests and post-tests in a consistent format, with pre-tests administered prior to the courses and post-tests conducted after implementing language games in vocabulary lessons Data analysis was performed using SPSS 20.0, and results were visually represented in charts to facilitate comparison of outcomes before and after the use of language games.
Research procedure
In this study, I decided to use the action research model of Kemmis and
Mr Targgart ( cited by Cohen 1994) which composed of four phases
- Planning: A problem or issue is identified and the plan of action is developed to bring improvement in specific areas of the research context
- Action: The plan is put into action
- Observation: The effects of the action observed and data are collected
- Reflection: The effects of the action are evaluated and become the basis for further cycles of research
In this research phase, the focus area is identified, the problem is described, relevant literature is reviewed, and an action plan is developed to guide the study After a decade of teaching at a vocational college, I observed that many students struggle significantly with vocabulary acquisition, lacking both the knowledge and motivation to learn new words They tend to forget vocabulary easily and do not engage in active learning or dedicate sufficient time to writing and practicing words Consequently, this study centers on addressing these vocabulary learning challenges.
The study employed a pretest, posttest, pre-task and post-task survey questionnaires, along with interviews, to gather data on the effectiveness of language games in vocabulary acquisition and to assess learners' attitudes towards their use.
The study was conducted over a 12-week period during the first term of the first year A selection of appropriate games was implemented from week 2 to week 11 Throughout this timeframe, pretests, posttests, pre-task surveys, post-task surveys, and interviews were conducted from the beginning to the end of the study.
Three stages are taken place in this step:
Stage 1: The researcher presented the aims of the experiment and the action plan Then the students were asked to take part in the pre-test
To assess vocabulary competencies, the researcher utilized Appendix 3, followed by gathering learners' perspectives on language use in vocabulary acquisition through pre-task survey questionnaires (Appendix 1).
Stage 2: Many language games were chosen to use in teaching and learning in vocabulary lesson (Lesson plan in Appendix 4) from week 2 to week 11 such as Bingo, Whisper, Pass the ball, Slap the board, Noughts, and Crosses, Hangman, Lucky Number, Find the letters, Apple pass, Mine the action, Guess the pictures, Shark attack, etc In this stage, the researcher tried to use a variety of these games in each period and the game could be repeated
Stage 3: First, the students did the pre - test (Appendix 4) Then, they completed the post-task survey questionnaires (Appendix 2) and Some of the students who represented the class participated in the interview (Appendix 5)
In the teaching and learning process, the teacher acts as an observer, focusing on students' attitudes, classroom atmosphere, and participation during language games By coding and comparing results from pre-and post-tests and surveys, teachers can assess the impact of language games on vocabulary improvement and students' attitudes Additionally, interviews conducted after the questionnaires provide deeper insights into students' perspectives on the effectiveness of language games.
In the last step, all the results from tests, questionnaires, interviews
Thirty-two analyses were conducted, forming a foundation for future cycles Based on this data, the researcher recommended further studies, suggesting the implementation of language games in other college classes during the second semester and the following year.
This chapter outlines the research methodology, detailing the research design, participants, and setting It describes the three data collection instruments used in the study: a questionnaire, tests, and interviews, along with justifications for their selection Additionally, the procedures for data collection and analysis are discussed in depth Finally, the chapter addresses potential ethical issues that may arise during the research and presents solutions to these challenges.
FINDINGS AND DISCUSSION
Findings and discussion from the students‟ questionnaires
4.1.1 Finding and discussion from the pre-task questionnaire
4.1.1.1 The students‟ view on vocabulary learning ( Question 1 and 2)
Table 4.1: The students’ view on the role of vocabulary in learning English
The survey results highlight the significance of lexical resources in English language learning among students Specifically, 28 students, representing 43.07%, emphasized that vocabulary is essential for learning, while 19 students, accounting for 29.23%, considered it necessary Additionally, some participants viewed vocabulary learning as "normal" and "not necessary."
Most students think that vocabulary plays an important part in learning a language
Figure 4.1: The students’ attitudes toward learning vocabulary in English lesson (Question 2)
The pie chart illustrates students' perceptions of learning English, revealing that over half find expanding their vocabulary challenging In contrast, 18.46% of students assert that learning vocabulary is not difficult, which is significantly higher than the 13.84% who believe acquiring new words is easy.
The students gave their attitudes about learning vocabulary significantly 4.1.1.2 The time that students spend on learning vocabulary (Question 3)
Table 4.2: The time that students spend on learning vocabulary ( question 3)
The table presents data on the number of hours students dedicate to vocabulary enhancement Notably, 25 students, accounting for 38.46%, do not allocate any time for learning new words Meanwhile, 33.84% of students invest half an hour in vocabulary study Additionally, 15 students, representing 23.07%, spend one to two hours on this task, while only 4.61% of students engage in vocabulary study for more than three hours each day.
The time they spend on learning vocabulary is not much So It is easy to forget the meaning of new words
4.1.1.3 The common way of presenting vocabulary at secondary school (Question 4)
Table 4.3: The common way of presenting vocabulary at secondary school
A Translate all new words into
B Use easy sentences to explain the meaning of new words
C Use visual aids ( relia/pictures) 15 23,07
D Use language games or sometimes by body language
The table illustrates how teachers communicate word meanings to students Notably, 38.46% of students, totaling 25, indicate that their teachers prefer using simple sentences Additionally, 15 students, or 23.08%, report that visual aids, including reliable images, are commonly employed for explanations Furthermore, 15.38% of students, amounting to 10, mention receiving Vietnamese translations and engaging in language games, while 5 students utilize other methods of comprehension.
Because the students do not know the meaning of new words so they don‟t understand a lot with any ways which the teacher uses in presenting
Figure 4.2: The students’ expression about this way ( Question 5)
The pie chart illustrates student opinions on teaching methods, revealing that over 50% of students responded positively, while approximately one-third expressed a negative view Additionally, around 15% of students indicated uncertainty regarding the teaching approach.
4.1.1.4: The students’ biggest difficulties in learning vocabulary ( Question 6) Table 4.4: The students’ biggest difficulties in learning vocabulary
A Difficult to remember the meaning and the words
C Difficult to use words in true and practical contexts
The table outlines the challenges students face in vocabulary acquisition, revealing that 38.36% of the 25 students surveyed struggle with word retention, while 22 students find it difficult to use words accurately in context.
Moreover, only 3 students make up 4,61% find it hard to deal with pronunciation whereas 15 students have trouble remembering the meaning
The students do not know the meaning of new words so they can not use them in any situation
4.1.1.5 The common way of learning vocabulary after lesson and at home (Question 7)
Table 4.5: The common way of learning vocabulary after lesson and at home
A Learning new words by heart 20 30,76
B Write them on paper and stick anywhere to learn any time
D Make sentences with new words 9 13,84
The table illustrates students' approaches to learning new vocabulary, highlighting that approximately one-third prefer memorization, which is significantly higher than those who enjoy language games Additionally, 15 students, representing 23.07%, choose to write new words on paper and study them at their own pace Furthermore, 9 students focus on constructing sentences with the new vocabulary, while 11 opt for alternative learning methods.
There are many ways to learn new words effectively The students can find the most suitable way for themselves which helps them to develop their vocabulary
4.1.1.6 Students‟ understanding and experience about language games and their view of the point on them ( Question 8,9,10)
Figure 4.3: This question shows the feeling of students when playing games in learning vocabulary (Question 8)
A recent survey revealed that approximately 85% of students feel positively about playing games to enhance their learning of vocabulary, while only 15% expressed a negative response Notably, all participants provided clear answers, with no students indicating uncertainty.
Figure 4.4: Students’ understanding and experience about the purpose of language games and their view of point on them ( Question 9,10)
The pie chart illustrates students' perspectives on the role of games in vocabulary learning Notably, 38.46% of students believe that incorporating games helps them relax, while 23.07% view games as a useful way to fill time during their studies.
Incorporating games into vocabulary learning significantly enhances both the retention of meanings and pronunciation, with 39% of students affirming its effectiveness Conversely, only 7.69% of students believe that using games for vocabulary acquisition is pointless.
Taking part in language games in vocabulary lessons making the students pleasure and relaxing This helps them remember new words faster and longer
The final question (Question 10) assesses students' interest in participating in language games Approximately 60 students, representing 92.30%, expressed a willingness to engage in these activities if implemented by the teacher Conversely, around 7.69%, or five students, indicated they would not participate in the games.
The students are introverted, and they do not like to participate in any activities in class
4.1.2 Finding and discussion from the post-task questionnaire
The post-task questionnaire was developed to gather feedback from students who participated in language games aimed at enhancing their vocabulary acquisition This questionnaire addressed the second research question regarding potential solutions to the identified challenges.
4.1.2.1 The students opinion about using language games ( Question 1) Table 4.6 : The students opinion about the benefit of using language games
C Not very interesting and useful 6 9,23
Question 1 shows how students think about language games provided by the teachers As can be seen from the table, there are 58,46% of the total students who consider language games very interesting and useful Meanwhile, 29,23% of the subjects think that language games by teachers are interesting and useful and the numbers of students who choose the games „not very interesting and useful‟ and „uninteresting and useless‟ account for 9,23% and 3,07% respectively
The result shows that most students took part in language games and found it effective in learning
4.1.2.2 The students‟ feeling and attitudes about language games the teacher uses in every vocabuary lessoon (Question 2,3)
Figure 4.5: The students’ feeling and attitudes about language games the teacher uses in every vocabuary lessoon (Question 2)
The pie chart indicates that a significant majority of students support the continued use of language games in lessons, with 58.46% expressing strong approval by responding "Yes, very much." Additionally, 23.07% of students are in favor of language games, saying simply "Yes." Conversely, 10.76% of students oppose the use of these games, while 7.69% remain uncertain about their preference.
Most of the students want the teacher to use language games in vocabulary lessons because language games motivate them in learning
Figure 4 6: The students’ feeling after taking part in language games
The chart illustrates students' feelings after engaging in language games, revealing that over 61.53% feel extremely relaxed and excited, indicating the effectiveness of these games in lessons Additionally, 27.69% of students find the games relaxing and exciting, while only 6.15% and 4.61% perceive them as normal and boring, respectively These findings support the idea that language games are an excellent teaching method, making lessons more engaging for learners By reducing stress associated with language learning, these games help students overcome their fear of acquiring a new language.
4.1.2.3 Students evaluation of the effectiveness of learning vocabulary through language games ( Question 4,5,6)
The result from question 4 helps the researcher recognize the language games supporting students in learning vocabulary more effectively than other
Findings and discussion from an interview
The interview was used to make the answer to the second research question to be more clearer
4.2.1 Findings and discussion from question 1
All surveyed students recognize the importance of learning English vocabulary The first four students agree that expanding their lexical resources helps them develop essential skills Specifically, one student believes that learning new words enhances communication abilities, while another finds it easier to understand reading materials Additionally, students two and three highlight that the four language skills—reading, writing, listening, and speaking—are beneficial for test preparation Finally, the last student notes that a broader vocabulary increases job opportunities.
4.2.2 Findings and discussion from question 2
As can be seen from question 2 four out of five pupils are desire to learn vocabulary via language games Two students 2 and 3 believe that
Language games can make lessons more engaging and reduce the likelihood of drowsiness during class They not only motivate students to learn new vocabulary but also create a relaxed atmosphere conducive to learning However, some students, like student five, find these games uninteresting and believe they detract from the overall experience.
4.2.3 Findings and discussion from question 3
In an interview regarding the use of language games in vocabulary lessons, students highlighted several key benefits One student noted that language games facilitate quicker and more lasting memorization of words Additionally, the incorporation of games into lessons was reported to create a more relaxed and engaging learning environment Other participants expressed that these games enhance their understanding of vocabulary and promote effective learning Furthermore, a student mentioned that language games also contributed to the development of teamwork skills during lessons.
Data analysis revealed that teachers gained insights into how students benefit from language games These games not only enhance students' learning experiences but also foster essential skills, making each lesson more engaging and effective.
4.2.4 Findings and discussion from question 4
Based on the insights gathered from the interviews regarding question 4, respondents provided valuable suggestions for enhancing the effectiveness and engagement of language games in the classroom Recommendations included organizing games in various formats such as group work, pair work, or individual activities, and ensuring that the rules are clearly explained to maximize student participation and performance.
Language games should be tailored to the learners' abilities, incorporating both strong and weak students in teams to foster mutual support Interviewees expressed a desire for teachers to integrate language games into every vocabulary lesson While these games have proven to be engaging and effective, there are still areas for improvement to enhance lesson quality The positive feedback received suggests that by considering student recommendations and refining the games, teachers can significantly boost both lesson effectiveness and student knowledge.
Finding and discussion from participants‟ tests
4.3.1.Data collected from pre-test results
The pretest results indicate that an equal number of students achieved excellent and good levels in their language skills, while 23.07% of the students fell into the average category.
4.3.2 Data collect from post – test results
Following participation in language games during vocabulary lessons, students completed a post-test consisting of five sections featuring diverse exercises to evaluate their vocabulary achievement The scoring criteria remained completely unchanged.
From the provided pie chart, It illustrates that an excellent level achieved the rate of 58,46%, double the good level The number of students at the average level decreased significantly
4.3.3 Comparision between pre-test and post-test results
Chart 4.3: Comparision between pre-test and post-test results
The bar chart makes a comparison between the pre-test results and the post-test results
The graph indicates a significant increase in the percentage of excellent and good results, while the average score shows a notable decline In the pre-test, the percentages of excellent and average scores were nearly equal at around 38.5%, with good results at only 23.07% However, in the post-test, over half of the results achieved excellent marks, contrasting sharply with the average scores, which dropped from 38.48% to 12.3% Additionally, good results experienced a slight rise to 29.23%, representing exactly half of the excellent scores.
Participation in language games during vocabulary lessons has led to a significant increase in students' vocabulary This engaging approach not only sparked their interest in the lessons but also resulted in higher test scores.
4.3.5 Summary from result of pre –task and post – task questionnaires and interview
Vocational college students face challenges in the vocabulary learning process, but various solutions can enhance their experience Incorporating games into learning can significantly increase student motivation by providing intrinsic benefits like enjoyment, relaxation, and reduced anxiety Additionally, extrinsic factors such as rewards and the avoidance of complaints play a crucial role in further motivating students to engage with vocabulary acquisition.
The integration of games into vocabulary lessons significantly transformed students' behavioral attitudes, enhancing their engagement and interaction with peers and teachers within just a few weeks However, some students expressed negative perceptions, viewing language games as time-consuming and unsuitable for effective vocabulary learning.