Nâng cao việc học từ vựng cho sinh viên chuyên ngành tiếng anh thương mại trường đại học công nghiệp hà nội

Rationale

As an English teacher, I acknowledge the growing focus on vocabulary teaching and learning at our school, yet the optimal methods for effectively teaching and acquiring vocabulary still pose a significant challenge.

In vocabulary lessons, significant teaching time is often spent on definitions and compiling extensive word lists, leaving students with limited opportunities to practice Vocabulary naturally emerges during classroom activities, yet many students only associate vocabulary learning with knowing the basic meanings of new words Consequently, secondary school students often struggle to communicate effectively in English, despite having a solid grasp of grammar, due to their limited vocabulary and communicative skills This leads to feelings of failure and disappointment, causing many students to lose interest in vocabulary learning and disengage from the teacher's efforts.

Teaching English for Specific Purposes (ESP) poses challenges for language educators, particularly in the realm of vocabulary instruction As an English for Business teacher, I encounter various difficulties in this area To address these challenges, I am inspired to explore engaging activities that facilitate vocabulary learning, aiming to establish a conducive context for vocabulary acquisition in the classroom I believe that incorporating games can significantly aid in this process.

In language teaching, incorporating games has been shown to enhance students' learning experiences and create a motivating environment These benefits have motivated me to undertake action research focused on "Improving English Vocabulary Learning for Students."

Business English at Hanoi University of Industry (HaUi) through games: An action research ”

Aims of the study

This research aims to determine the effectiveness of using games in teaching vocabulary to enhance students' retention of English vocabulary Additionally, it explores the challenges students encounter, particularly in learning English for Specific Purposes (ESP) through games The study also proposes potential solutions to address these challenges, ultimately helping learners improve their vocabulary acquisition and gain confidence in expressing their ideas.

Research questions

In an attempt to achieve the above-presented aims, the study sought to answer the following research questions:

1 To what extent does the use of games in teaching English vocabulary improve students‟ vocabulary retention?

2 What are the problems that these students encounter in learning English vocabulary via games and solutions?

Scope of the study

This research targets a specific population of second-year Business English students at Hanoi University of Industry, emphasizing their understanding of English vocabulary, particularly in the context of English for Specific Purposes (ESP) The study examines students' knowledge of meanings, forms, and usage of English, with a particular focus on business-related terminology.

Organization of the thesis

The thesis is composed of three parts: Part A, Part B, and Part C Part A –

This article provides a comprehensive overview of a study, beginning with an introduction that outlines the rationale, aims, objectives, and research questions Part B, Development, is divided into two chapters: Chapter 1 presents a literature review that establishes the theoretical foundations of the study, while Chapter 2 details the methodology, including participant information, data collection procedures, and analysis methods such as tests, class observations, and note-taking Finally, Part C concludes by summarizing the key findings, discussing the study's limitations, and offering suggestions for future research.

LITERATURE REVIEW

Vocabulary learning

Vocabulary encompasses the words of a specific language and their meanings, representing a complex knowledge system (Lehr et al., 2004) It includes both oral and print forms, involving the recognition and use of words in listening, speaking, reading, and writing Vocabulary is categorized into two types: receptive vocabulary, which consists of words recognized in reading and listening, and productive vocabulary, which includes words used in speaking and writing Additionally, vocabulary knowledge involves understanding word spelling, pronunciation, collocations, and appropriateness (Nation, 1990).

Vocabulary encompasses the words, phrases, and idioms within a language, along with an understanding of their meanings and proper usage in context It plays a crucial role in effective oral and written communication, enabling individuals to convey and interpret information accurately.

1.1.2 What is involved in knowing a word?

Vocabulary is the essential first step in learning a foreign language, as sentences consist of multiple words Even without a strong grasp of grammar, learners can often infer the meaning of a sentence if the vocabulary is understandable Additionally, language learners can communicate their messages by assembling words, even if the order is not grammatically correct Thus, vocabulary is the cornerstone of language acquisition.

Mastering vocabulary is a significant challenge for many language learners, often hindering their ability to communicate effectively in English Different students face various issues, such as recognizing words in reading but struggling with spelling, or being able to write and spell words correctly yet mispronouncing them when speaking Additionally, some learners can pronounce and spell words accurately but may not understand their meanings, highlighting the complexity of vocabulary acquisition in language learning.

To effectively learn a new word, students must invest significant effort, as highlighted by Nation (2001), who emphasized that vocabulary knowledge encompasses various aspects He categorized vocabulary knowledge into two types: receptive, which involves understanding words through listening or reading, and productive, which pertains to using words in speaking or writing Sun (2007) further proposed that vocabulary acquisition occurs along a linear continuum, challenging the notion that vocabulary knowledge is strictly classified as known or unknown, with receptive and productive knowledge positioned at both ends of this continuum.

Vocabulary retention is a crucial aspect of the vocabulary learning process, focusing not just on understanding word meanings or spelling but on the ability to remember words for future use Defined as the capacity to retain information in memory, vocabulary retention involves storing words so they can be readily accessed when needed The effectiveness of vocabulary learning can be assessed by how well students recall and utilize the words they have learned in both productive and receptive language contexts Therefore, it is essential to explore the factors that influence students' vocabulary retention.

According to different researchers, retention of vocabulary is affected by three following factors: memory, language exposure and effective vocabulary learning strategies There is a close relationship among these three factors

Nation (1990) categorized memory into short-term and long-term memory

Short-term memory is defined as the capacity to process and retain a limited amount of information, usually up to seven items, in an active state for a brief duration, typically ranging from 10 to 15 seconds, and occasionally lasting up to a minute.

Long-term memory is designed for the prolonged storage of information, unlike short-term memory, which has a limited capacity While we may feel that we forget things regularly, research suggests that long-term memory decays very little over time and has the ability to hold an almost infinite amount of information indefinitely.

To effectively retain knowledge, foreign language learners must transfer information into long-term memory, which occurs through the process of consolidation involving rehearsal and meaningful associations Unlike short-term memory, which primarily uses acoustic and visual codes, long-term memory encodes information semantically based on meaning and connections This transfer is facilitated by linking new information to existing knowledge in long-term memory Research by Nation (1990) indicates that students require 5 to 16 exposures to a word for effective acquisition, as a single or couple of exposures are insufficient Furthermore, Gairns and Redman (1986) found that new vocabulary initially enters short-term memory but risks falling into disuse without regular activation, a sentiment echoed by Thornbury (2002).

Research indicates that 80% of learned materials are forgotten within 24 hours, affecting both short-term retention between lessons and long-term recall after completing a course Without regular revision and practice, newly acquired knowledge quickly diminishes Consequently, vocabulary introduced to students tends to remain in short-term memory and will fade unless reinforced through consolidation techniques such as rehearsal and meaningful associations.

Memory typically relates to the storage and retrieval of information, while language exposure focuses on the initial acquisition and encoding of that information Learners can encounter new words or phrases through various means, such as reading, listening, or explanations from others However, understanding a new vocabulary item does not guarantee that its meaning will be retained, highlighting the distinction between learning and remembering.

Vocabulary learning strategies play a crucial role in enhancing vocabulary retention, yet many learners struggle with long-term mastery of English vocabulary Despite the emphasis placed by language teachers on vocabulary instruction, words are often easily forgotten To address this challenge, it is essential to implement effective vocabulary learning strategies that aid in the storage and retention of new information, similar to general learning techniques.

Language teachers must understand the factors influencing students' vocabulary retention and the specific characteristics of their teaching context to implement effective methods for improvement.

Review on the use of games in vocabulary teaching

A game, as defined by Toth (1995), is an organized activity characterized by specific rules, objectives, and an inherent element of fun While games are often associated with enjoyment, it is important to distinguish between "game" and "play"; the former involves structured play governed by rules In essence, games are competitive activities that can involve players competing against each other or against a defined goal, all while providing entertainment This leads us to consider the concept of language games.

Language games are interactive activities that enhance language skills while providing enjoyment These games not only foster intellectual abilities and patience but also motivate students to practice English in a fun way As a result, language games serve as an effective tool in teaching and learning languages, particularly English To gain a deeper understanding of language games, it is essential to explore their various types.

1.2.2 Language games and vocabulary acquisition/retention

Research indicates that language games significantly enhance vocabulary acquisition by providing engaging contexts for students to communicate, share information, and express ideas Huang (1996, as cited in Nguyen & Khuat, 2003) emphasizes the importance of incorporating games into vocabulary teaching and learning.

Learning through games can enhance psychological and intellectual factors that promote effective communication, boost self-esteem, increase motivation, and encourage spontaneity This approach reinforces learning, improves intonation, and builds confidence among participants.

Language games offer significant benefits for vocabulary teaching and learning by enhancing student motivation and engagement By introducing an element of fun and relaxation into the classroom, these games help reduce anxiety, making students feel more comfortable and eager to learn.

Incorporating games into vocabulary teaching significantly enhances student motivation and engagement, as demonstrated by Uberman (1998) Games provide shy students with opportunities to express their opinions (Hansen, 1994, as cited in Uberman, 1998) and facilitate language practice, allowing learners to apply the language points being taught (Lee, 1995; Marion McPherson, 2006) According to Wright et al (1996), games can practice all skills across various teaching stages, while Zdybiewska (1994) highlights their real-life applicability for learners Additionally, games improve retention, with Wierus and Wierus (1994, as cited in Uberman, 1998) noting that they help students memorize vocabulary in a comfortable environment, a sentiment echoed by Nguyen & Khuat (2003) Furthermore, games promote interaction and communication, essential for vocabulary acquisition (Zimmerman, 1997), as learners engage in discussions and assist each other with unfamiliar words (Nation and Newton, 1997) Overall, games make vocabulary lessons more enjoyable and effective However, to maximize their benefits, teachers must select appropriate games considering factors such as student levels, class size, cultural context, timing, learning topics, and classroom settings (Nguyen & Khuat, 2003).

Hadfield (1996) classifies language games into two categories: linguistic games and communicative games Linguistic games emphasize accuracy, like providing the correct antonym, while communicative games prioritize the effective exchange of information, such as comparing two similar pictures In communicative games, correct language usage is important but takes a backseat to achieving the intended communicative goal.

Hadfield's second taxonomy for classifying language games includes a broader range of categories, distinguishing between linguistic and communicative games This classification recognizes that many games may incorporate elements from multiple types, such as sorting, ordering, arranging, guessing, matching, labeling, and exchanging games.

Teachers of English can effectively use games to enhance language practice across various skills, including grammar, vocabulary, spelling, listening, speaking, pronunciation, reading, and writing The key for educators is to align game selection with the lesson content, ensuring that games are integrated purposefully into the teaching process.

1.2.3 Relationship between games and vocabulary teaching/learning

Games are essential in the classroom as they help students become familiar with a new language, allowing them to feel more comfortable using it while making lessons enjoyable By incorporating elements of fun and play, games can be effectively utilized for serious pedagogical purposes in language learning environments.

When discussing "games" in an educational context, it's essential to clarify their purpose Are they merely enjoyable activities designed to add variety and a change of pace to learning, or do they serve a more significant role in language instruction? According to Hadfield (1987), there is a critical relationship between games and language teaching, suggesting that their application in the classroom extends beyond mere fun.

“Games should be regarded as an integral part of the language syllabus, not as an

Looking for fun activities to spice up your Friday afternoons or end-of-term celebrations? Here are 10 engaging options that not only offer concentrated practice similar to traditional drills but also foster genuine communication within structured boundaries These activities serve as a vital link between classroom learning and real-world interactions, making them both enjoyable and educational.

Games are most effective when used as a culmination of traditional lesson progression, allowing students to freely apply the language they have learned They serve as a valuable tool for diagnostic assessment, enabling teachers to identify areas of difficulty and implement necessary remedial strategies.

Games play a crucial role in language teaching by creating contexts where language becomes useful and meaningful (Wright, 1992) The importance of meaningfulness in language education has been recognized for years, and games offer an effective way to engage students in intense and meaningful language practice Therefore, they should be considered essential tools in a teacher's repertoire, rather than being reserved for rainy days or the end of the term (Wright, 1992).

According to Wright (1992), games are an effective tool for practicing all language skills—reading, writing, listening, and speaking—throughout the entire teaching-learning process They facilitate various stages, including presentation, repetition, recombination, and free language use, while also supporting diverse types of communication such as encouraging, agreeing, guessing, and explaining.

METHODOLOGY

Participants and the research context

The study involved 20 second-year students from Hanoi University of Industry, all of whom are currently enrolled in an English for Specific Purposes (ESP) course These students are expected to have attained a pre-intermediate level of English proficiency, having completed two mandatory general English courses in their first two terms The ESP course comprises 30 hours of face-to-face instruction and 60 hours of self-study, focusing primarily on vocabulary pertinent to the students' majors and the structures needed for effective communication and presentations on major-related topics The course content encompasses eight distinct themes.

1 Office supplies, in which students are required to be able to define office supplies and furniture; and describe their ideal workplace;

2 Office machinery, in which students can name common office machinery and describe their functions;

3 Departments, in which students are expected to name department and job positions;

4 Company background, in which students are taught to describe general features related to a company;

5 Making and changing arrangements, in which students are required to be able to make conversations to arrange and change an appointment;

6 What‟s wrong?, in which students can describe problems at work;

7 Business plan, in which students are taught to describe their future business plan;

8 Company benefits, in which students are expected to define some benefits related to a company

Research approach

The study utilized an action research method to achieve its objectives, which, as defined by Watts (1985), involves participants systematically examining their own educational practices through research techniques This approach is grounded in specific foundational assumptions.

• Teachers and principals work best on problems they have identified for themselves

• Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently

• Teachers and principals help each other by working collaboratively

• Working with colleagues helps teachers and principals in their professional development

Action research is defined as an inquiry aimed at understanding, evaluating, and improving educational practices (Bassey, 1998) It involves those directly engaged in a social situation, enabling them to enhance their practices and deepen their understanding (Winter & Munn-Giddings, 2001) This approach embodies the fundamental philosophy of action research, focusing on collaborative improvement and reflective learning.

2.2.2 The reasons of choosing action research for this study

Action research is essential for teachers, as it allows them to apply practical strategies tailored to their specific classroom contexts, ultimately enhancing teaching and learning outcomes By engaging in action research, educators can directly impact their teaching practices and achieve positive results that are more valuable than mere observation or analysis Each classroom presents unique challenges based on learner levels, course objectives, and student motivation To effectively improve students' English proficiency, teachers must investigate their own classrooms to identify issues and propose actionable solutions.

The researcher aims to enhance Business English students' vocabulary learning by evaluating the effectiveness of games in improving their English skills The study seeks to determine how to utilize these games efficiently, with the belief that they positively impact students' ability to memorize vocabulary This approach not only motivates students to learn English more effectively but also fosters a greater love for the language.

Research stages

The author identified challenges in teaching Business English vocabulary after observing various classes, noting that students often felt bored with the traditional translation approach This method involved teachers writing new words on the board and explaining their meanings, leading to poor retention among students To enhance motivation and engagement, the author decided to incorporate games into vocabulary lessons Additionally, a pre-test assessing knowledge from the first four units was administered to evaluate student improvement, which was then compared to the results of two post-tests.

The key aspect of action research highlighted in the methodology is the researcher’s intervention process, aimed at enhancing participants' English vocabulary This intervention is designed to foster an environment conducive to reflection on vocabulary games and teaching techniques As a result, vocabulary games were developed to fulfill these objectives effectively.

Vocabulary plays a crucial role in enhancing students' abilities in reading, listening, writing, and speaking tasks In this study, vocabulary instruction was typically delivered in sessions lasting fifteen to twenty minutes prior to engaging students in reading, listening, and speaking activities.

Once students completed their tasks, they often had limited time for vocabulary practice, which sometimes got overlooked To address this, vocabulary revision or warm-up activities were scheduled for a different day, allowing students to activate their memory before beginning a new lesson The vocabulary teaching plan was structured according to the course and is summarized in the following table.

Table 1: The vocabulary teaching plan

1 1 Memorizing WB: cloze exercise Lucky number

2 2 Slap the Board WB: cloze exercise Telephone game

3 3 Word matching WB: cloze exercise Scrambled words

Where WB: cloze exercise Stepping - stone

Remember WB: cloze exercise Noughts and

6 6 Word matching WB: cloze exercise Telephone game

7 7 What and where WB: cloze exercise Scrambled words

8 8 Slap the board WB: cloze exercise Lucky number

In this study, new vocabulary was introduced to students, followed by engaging games designed to reinforce their learning and aid in memorization One such activity, the "Memorizing" game, involved dividing the class into groups, allowing each group a specific time to observe a related picture, enhancing their retention of the new words.

The activity involved 18 games centered around new vocabulary, where participants earned points by correctly pronouncing the words The team with the highest score emerged as the winner An example of this vocabulary assessment, titled "Vocabulary Checking for Unit 1," can be found in Appendix 1.

The "Slap the Board" game engages students by placing new vocabulary words on the blackboard, with two students competing to slap the correct word after the teacher calls it out This interactive approach enhances vocabulary retention Another effective game, "Word Matching," encourages teamwork as students match words or phrases with their definitions, fostering a competitive spirit in the classroom Additionally, the "What and Where" game involves students recalling words from circles on the board, reinforcing memory through repetition The "Rub Out and Remember" game further assesses understanding by having students recall English words after the teacher erases them, using their Vietnamese meanings as prompts These activities create an engaging learning environment that promotes vocabulary acquisition and retention.

In a recent classroom activity, the teacher engaged the students by reviewing a Vietnamese word list, prompting them to articulate the corresponding English words To reinforce their learning, students from two teams were invited to the blackboard to write down the English words, enhancing their vocabulary and writing skills.

Students practiced their newly learned vocabulary through cloze exercises provided in handouts They worked individually, in pairs, or in groups to foster a competitive and engaging learning environment The teacher motivated those who completed the tasks accurately and swiftly, enhancing the overall excitement in the learning process.

2.3.2.3 Vocabulary games for revision or warm-up

To enhance vocabulary retention and usage among students, engaging revision tasks were implemented, including interactive games such as Lucky Numbers, Telephone, Scrambled Words, Stepping-Stone, and Noughts and Crosses, which created an exciting classroom atmosphere In the Lucky Numbers game, students were divided into two teams and selected numbers from a slide representing various outcomes, including questions, lucky numbers, losing points, or exchange points Correct answers earned points, while incorrect responses allowed the opposing team a chance to score The Telephone game further reinforced vocabulary by having students relay a whispered word down a line, culminating in a written response on the board to check for accuracy These activities not only promoted collaboration but also made learning enjoyable, ultimately leading to improved word retention.

The teacher implemented several engaging games to enhance vocabulary revision in her English language class One popular activity was the "Scrambled Words" game, where students worked in groups to quickly rearrange letters into words, earning points for speed Another effective game was "Stepping-Stone," inspired by W.R Lee's task in "Language Teaching Games." In this game, a river filled with imaginary dangers was drawn on the board, and students had to spell words correctly to progress across stepping stones Additionally, the "Noughts and Crosses" game divided the class into two teams, challenging them to answer questions related to previously studied vocabulary The first team to align three of their marks vertically, horizontally, or diagonally won the game These interactive activities not only made learning fun but also reinforced vocabulary retention among students.

To investigate how games can enhance students' vocabulary retention, the researcher utilized two data collection methods: vocabulary tests and class observations with note-taking.

Observation is a widely used research method in action research, particularly in educational settings, where it focuses on examining the actions and behaviors of learners This method can involve either the researcher actively participating or an independent observer directly witnessing the research environment.

In this study, an independent observer, an English teacher from Hanoi University of Industry, participated in the observation process to enhance data objectivity and gather diverse viewpoints Over eight weeks, all lessons were observed using a detailed checklist (see appendix A B) that outlined specific criteria for assessing students' vocabulary retention and attitudes towards vocabulary learning The criteria included students' retention of previously learned vocabulary, immediate memorization, engagement, and interest levels The observer attended each lesson from start to finish, meticulously documenting observations to provide the researcher with comprehensive notes for precise analysis and evaluation.

In Vietnam, class observation typically occurs to evaluate students' learning or teachers' teaching effectiveness, which can significantly influence teachers based on the feedback received Consequently, the presence of an observer often creates tension among students, who feel pressured to perform well to avoid negatively impacting their teacher To mitigate unnatural behaviors during these observations, students are informed in advance about the teacher's visit and the purpose of the observation, which is to collect data for research rather than to assess students' abilities or the teacher's performance.

Data collection procedure

2.4.1 The class observation using checklists & note-taking

During an eight-week study, class observations were conducted across all lessons to assess students' progress in vocabulary retention and their attitudes towards using games in vocabulary lessons At the conclusion of the study, eight observation checklists were collected and analyzed to compare each criterion Additionally, the author documented significant challenges faced by students in learning English for Specific Purposes (ESP) vocabulary, which informed the development of effective teaching strategies.

2.4.2 Pre-test and post-test

The study commenced with a pre-test in the first week, followed by a first post-test in week 4 and a second post-test in week 8, all featuring identical formats and time allocations To maintain consistency, tests were administered at the beginning of each lesson, and the content of the pre-test and first post-test remained unchanged To ensure accurate scoring, two independent raters—one researcher and a teacher from Hanoi University of Industry—evaluated the tests using provided marking rubrics to maintain grading consistency.

Summary

This chapter outlines the study's methodology, utilizing action research to assess the effectiveness of games in vocabulary teaching at Hanoi University of Industry Two data collection methods—tests and observations with note-taking—were implemented to gather relevant information The findings from these instruments will be presented and analyzed in the following chapter.

FINDINGS AND IMPLICATIONS

Data analysis and discussion

3.1.1 Effects of using games on students’ vocabulary retention – findings from observation and note-taking

Test results indicate a significant enhancement in students' vocabulary retention To determine if this improvement can be attributed to the use of games, data from class observations and notes were thoroughly analyzed and discussed.

In the Methodology chapter, the teacher conducted classroom observations and took notes to assess students' vocabulary retention and engagement in the lesson This evaluation aimed to address the research question and provide insights for improving teaching techniques Students' vocabulary retention was assessed in two parts, focusing on their retention of previously learned vocabulary.

At the start of each lesson, a 5 to 10-minute vocabulary review and check was conducted, followed by immediate memorization exercises based on the day's vocabulary This approach allowed for the observation of students' performance in subsequent activities, providing insight into their vocabulary retention in both short-term and long-term memory Evaluation was carried out on a group basis rather than individually, ensuring a comprehensive assessment of overall vocabulary retention rates.

1 to 5 ranking from the lowest to the highest level

Retention of previously- learnt vocab

Retention of immediately- learnt vocab

Figure 1: Students’ vocabulary retention seen from class observation

The study tracked vocabulary retention among students over eight weeks, revealing generally high results Retention of previously learned vocabulary averaged between 4 and 5, with three weeks achieving a perfect score of 5 Immediate vocabulary memorization was even more impressive, with five weeks rated 5 out of 5 and only one week at 4 Observations indicated that students performed well during vocabulary review sessions at the start of each lesson However, a decline in retention was noted in weeks 6, 7, and 8, where scores ranged from 4 to 4.5 This decrease is attributed to the increased volume of vocabulary learned over time, leading to occasional forgetfulness Despite this trend, retention rates in the later weeks remained higher than those in the initial weeks.

27 that students could retain still remained relatively high, accounting for 80% of the total number of words learnt

During follow-up activities assessing students' short-term vocabulary retention, most students demonstrated exceptional performance, quickly retaining and applying new words in subsequent tasks However, in the final week, vocabulary memorization dropped to a level 4 out of 5 This decline was attributed to a waning interest in game-based activities, leading to decreased concentration and lower performance compared to earlier weeks.

3.1.2 Effects of using games on students’ vocabulary retention – findings from pre- and post-tests

In the Methodology chapter, it was outlined that students in this study participated in three vocabulary tests The initial pre-test aimed to assess students' vocabulary knowledge before the implementation of game-based teaching methods, covering content from the first four weeks The first post-test, conducted in the fourth week, evaluated students' short-term vocabulary retention after four weeks of game-based instruction The vocabulary assessed in this post-test consisted of words learned during those initial weeks Finally, the second post-test was administered at the end of the eight-week study to measure long-term vocabulary retention following the entire instructional process The results of these tests are summarized in the following table.

Table 2: Scores of pre-test, post-test 1 and post-test 2

Pre-test Post-test 1 Post-test 2

The researcher aims to assess students' vocabulary retention by comparing results from the pre-test with the first and second post-tests, as well as analyzing all three tests collectively Initially, the overall test results for each group will be examined, followed by a detailed discussion of individual performances that show significant improvement.

3.1.2.1 Results of pre-test and post-test 1

The difference in scores between the pre-test and post-test 1 was presented in Figure 2

Overall mean score of pre-test and post-test 1

Figure 2: The overall mean score of students’ pre-test and post-test 1

The test results indicate that the average score of the first post-test (7.08) was significantly higher than that of the pre-test (6.59), suggesting that students showed notable improvement in their vocabulary retention.

The most significant improvement in test scores was seen in student 9, 13, 14, 16,

The scores of participants increased from the pre-test to the post-test, with improvements ranging from 0.7 to 1.4 points for most students Out of 20 students, 17 showed positive growth, while a few, specifically students 2, 10, and 12, experienced a slight decline in their post-test scores, which decreased by 0.1 to 0.4 points However, these drops were not significant.

3.1.2.2 Results of pre-test and post-test 2

The difference in scores between the pre-test and the two post-tests was illustrated in Figure 3

Figure 3: The overall mean score of students’ pre-test, post-test 1 and post-test 2

The analysis of the test scores revealed a significant improvement in students' vocabulary retention over time The mean score of the pre-test was 6.59, while post-test 2 showed an increase to 7.25, indicating a notable difference Additionally, post-test 2 slightly surpassed post-test 1, which had a mean score of 7.08 This upward trend in scores, illustrated in Figure 2, suggests a positive development in students' vocabulary retention by the conclusion of the study.

Analysis of the post-test results indicates that most students showed a slight increase in scores during post-test 2 compared to the pre-test, suggesting that vocabulary improvement continued with ongoing game-based learning Notably, Student 2 demonstrated significant progress, scoring 7.4 in post-test 2, up from 6 in post-test 1 and 6.2 in the pre-test Meanwhile, Students 10 and 12 maintained scores in post-test 2 that were either consistent with or slightly higher than their pre-test results Overall, the data highlights varying levels of improvement among students, reflecting the effectiveness of game-based vocabulary instruction.

In the analysis of test scores, 31 students showed a slight decrease in their post-test 1 results; however, all students demonstrated an improvement in their post-test 2 scores Notably, none of the students scored lower on post-test 2 compared to their pre-test scores.

In general, despite slight fluctuation in the scores of some students, the overall results showed that these students made certain improvement in their vocabulary retention

3.1.3 Problems in learning English vocabulary via games and possible solutions

The author identified challenges faced by students in learning vocabulary through games, aiming to enhance their effectiveness in lessons The "lucky numbers" game creates an engaging atmosphere that aids in word retention but requires time management and fewer questions The "scrambled words" game improves understanding and correct spelling, yet can lead to boredom; grouping students strategically can foster competition The "Noughts and Crosses" game helps with word meaning and pronunciation but may leave students wanting more; increasing questions and time could enhance enjoyment and retention Lastly, the "Rub out and remember" game effectively motivates pronunciation and memorization, though it often results in short-term recall; incorporating a quick follow-up exercise can strengthen long-term retention of new vocabulary.

The "Telephone game" effectively engages students at the start of lessons, allowing them to practice listening, speaking, and writing skills, although some may resort to using Vietnamese due to challenges in these areas To enhance the game's effectiveness, teachers can assign an observer from each group to ensure rule adherence The "Stepping-stone" game, while exciting and beneficial for pronunciation practice, suffers from unclear instructions, leading to student boredom; thus, providing a clear example before gameplay is essential The "Word-matching" game helps students grasp word meanings, but retention over time is often lacking; a quick follow-up exercise can aid in vocabulary retention The "What and Where" game stimulates memory and pronunciation practice, yet less confident students may disengage, highlighting the need for teacher encouragement to involve all learners The "Slap the board" game fosters an engaging learning environment and aids in word meaning and pronunciation, but long-term retention remains an issue; a follow-up activity where students recall words from memory can reinforce learning Finally, the "Memorizing" game promotes competition and a positive learning atmosphere, helping students with pronunciation, though spelling retention still poses a challenge.

33 words The solution for this problem is that the teacher should request learners to spell or write down the words on the blackboard after speaking out them

Recognizing the challenges associated with using games for vocabulary teaching, both teachers and students have identified key issues In response, the researcher proposes effective solutions aimed at alleviating these difficulties The goal is to enhance the process of teaching and learning English vocabulary at the university level through the integration of games.

Major findings and discussion

This section summarizes the key findings and discussions regarding the use of games for teaching vocabulary at HaUi, based on the data analysis results presented earlier Insights gathered from tests, observations, and note-taking have effectively addressed the research question.

The research aimed to determine whether games enhance students' vocabulary retention, revealing a positive impact on the majority of participants Test results indicated noticeable improvements in vocabulary retention, with variations among students Class observations supported these findings, showing strong retention of both newly learned and previously acquired vocabulary Most students attributed their progress to the use of games, which facilitated better memorization through engaging and memorable experiences Additionally, the incorporation of games in communicative activities allowed students to apply words in context, making learning more meaningful and increasing their exposure to the language.

A study revealed that using games significantly enhances vocabulary retention among students and positively impacts their overall vocabulary learning Students reported increased motivation to learn vocabulary, attributing their enthusiasm to the fun and exciting nature of the games.

Students expressed a strong preference for learning vocabulary through games rather than traditional methods, as indicated by data collected from observations and note-taking Initially, during the first weeks, students were highly engaged and enthusiastic about incorporating games into their vocabulary lessons While their interest waned towards the end of the study due to the increasing difficulty of some topics and a desire for more varied teaching methods, their overall positive attitudes towards using games in vocabulary instruction remained evident throughout the process.

The study indicates that incorporating games into vocabulary instruction significantly enhances vocabulary retention This approach is recognized as an effective method for teaching vocabulary at Hanoi University of Industry.

Implications

The findings of this study support that the use of games has fruitful effects on students‟ vocabulary memorization

Traditional methods of teaching vocabulary often fall short in enhancing students' retention Therefore, educators must explore more effective strategies This study demonstrates that incorporating games into vocabulary instruction significantly improves students' vocabulary retention.

Although this technique is beneficial in improving students‟ vocabulary retention, it

Simply learning new words does not guarantee long-term retention for students To enhance vocabulary recall, teachers should encourage regular revision and provide ample opportunities for language exposure Assigning homework focused on reviewing vocabulary is essential, as well as incorporating diverse communicative activities in language lessons This approach creates an immersive environment where students can apply newly learned words in specific contexts.

Summary

This chapter presents the findings from data analysis, confirming that incorporating games into vocabulary teaching significantly enhances vocabulary retention among business students at Hanoi University of Industry The results indicate that game-based learning is more effective for vocabulary retention and language acquisition compared to traditional methods Consequently, it is recommended that games be widely implemented in other language classrooms to foster improved foreign language learning and teaching at HaUi.

The author conducted research to investigate the hypothesis that incorporating games into vocabulary instruction positively affects students' retention of foreign language vocabulary This final section of the thesis summarizes key findings, addresses research limitations, and offers suggestions for further studies Additionally, it provides practical implications for educators interested in utilizing games to enhance vocabulary retention among their students.

Conclusions

Vocabulary is a crucial element in effective communication and must be taught with care, particularly for English for Specific Purposes (ESP) students who prioritize reading and translation for their careers This research focuses on identifying effective methods to enhance vocabulary retention among these students.

Over an eight-week study involving 20 second-year learners at Hanoi University of Industry, various games such as memorizing games, lucky number, slap the board, and word matching were implemented to enhance vocabulary retention The research utilized pre-tests, post-tests, class observations, and note-taking for data triangulation, aiming to determine the impact of games on vocabulary memorization Results indicated significant improvement in students' vocabulary retention, attributed primarily to the engaging nature of the games used during the practice sessions.

37 classroom Benefits of using games can be listed as the deeper impression of vocabulary on students‟ memory and a more frequently exposure to vocabulary use

Students exhibited a wholly positive attitude towards game-based learning, as evidenced by observations and notes, stating that games enhanced their enjoyment and motivation in the educational process.

Limitations of the study

There must be a number of limitations discerned in the study due to the time constraints and the researcher‟s limited ability and experience

During an eight-week period, class observations were conducted for every lesson, successfully gathering substantial data However, the evaluation criteria, limited to a ranking scale of 1 to 5, proved challenging for the observer, particularly in assessing vocabulary retention and group attitudes among 20 students To enhance the accuracy of observations and facilitate the evaluation process, it is recommended that more detailed scales be developed.

The study's main limitation lies in its conclusions regarding the reasons behind students' improvements in vocabulary retention While two data sources indicated that students enhanced their vocabulary memorization, a more definitive conclusion could have been reached with additional data sources to determine if the improvement was due to the use of games or other external factors Furthermore, the study's duration of only eight weeks limited the assessment of vocabulary retention, leaving the long-term retention of students' vocabulary unexamined.

Despite its shortcomings, the diligent efforts of the researcher and participants, along with thorough data collection, ensured the research's reliability and validity Additionally, the triangulation of three data sources significantly enhanced the quality of the results.

Suggestions for further study

Other researchers who develop interest in the same topic may find the following recommendations useful for their future work

To enhance the reliability of research findings, an experiment can be implemented where students are divided into treatment and control groups The control group will continue to receive traditional instruction, while the treatment group will engage with innovative teaching methods that incorporate games This approach allows for a clearer comparison of data, ultimately leading to more dependable results from the tests conducted.

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APPENDIX A GAMES EXPLOITED FOR TEACHING VOCABULARY

400 X2 300 :2 -100 500 division subsidiary specialize manufacture employ import imimph usband export revenue Turnover establish branch

1 Finance department a is the part of a company that advertises a product for sale

2 Sales department b is the place that deals with the questions about working hours

3 Marketing department c the part of a company that hires people

4 Administration department d is responsible for managing the money flowing in and out of the company

5 Purchasing department e is the part of a company that sells products

6 Human resources department f is in charge of buying all necessary things for the company

Security camera documenta ry scanner

Ink cartridge news shredder monitor

Evaluate the lesson basing on the following criteria:

Rank from 1 (very low) to 5 (very high)

Students’ level of vocabulary retention

1 Students’ vocabulary retention of previous lessons

2 Students’ immediate retention of vocabulary taught in the lesson

Students’ attitudes towards the lesson

3 Students’ level of involvement in the lesson

4 Students’ level of interest in the lesson

Part 1: Give the Vietnamese meaning of these words

Part 2: Fill in the blank with a suitable word

11 How much are these in total? – Wait for a second, I‟ll get the c_ _ _ _ _ _ _ _ _ and count them for you

12 Oh man, this is a mess I need a s_ _ _ _ _ _ to hold these sheets of paper together, in case they drift all over places

13 You need to mark your homework with a h_ _ _ _ _ _ _ _ _ _ so that you won‟t forget to do it

14 I can‟t type this document because the k_ _ _ _ _ _ _ is broken

15 Turn on the a_ _ _ _ _ _ _ _ _ _ _ _ _ It‟s terribly hot here

16 The f_ _ _ _ _ _ department is responsible for managing the money flowing in and out of the company

17 There is a customer waiting for you at the r_ _ _ _ _ _ _ _ Please come down and see him

18 The p_ _ _ _ _ _ _ _ _ department is in charge of buying all necessary things for the company

19 Kikkoman, a Japanese company, e_ _ _ _ _ _ soy sauce all over the world including Asia, North America, Australia, and Europe

20 John e_ _ _ _ _ _ _ _ _ _ this company in 2009 because he wanted to run his own business

Part 3: Choose to correct answer to complete the sentences

21 John puts all books and materials tidily in the _

A paper clip B folder C filing cabinet

22 I often put a tick on a special day in the _

23 We need a _ to destroy unwanted documents

24 I need a _ to hold pieces of paper together

25 I work for Guillermo, the Financial Director Sometimes he asks me to _ his work for him He doesn‟t want to make any mistakes

26 I‟m a _ I deal with deliveries between factories, warehouses, and suppliers

A logistics manager B financial director C commercial manager

27 The company decided to sell a wider range of products to other countries

28 4 Martin intended to establish a new business in the automobile industry

29 The company needs to buy some services from another country

30 I need to check the _ to learn what happened in our office last night

A security camera B voice mail C photocopier