INTRODUCTION
Research questions
- What are the teachers‟ and students‟ attitudes towards using language games to teach vocabulary?
- To what extent have language games been used in teaching and learning vocabulary?
- What are the problems faced by the teachers and students when teaching and learning vocabulary through language games?
Scope of the study
A study was conducted at Van Con Primary School in Hanoi to explore the attitudes of teachers and students towards the use of language games in English classes The research focused on the implementation of vocabulary games for teaching new words and identified the challenges faced by both teachers and students A total of 106 fifth-grade students participated in the study, providing valuable insights into the effectiveness of language games in enhancing the learning experience.
Methods of the study
This study uses both qualitative and quantitative methods Data collections for analysis originate from the teachers and the students at the primary school by instruments:
The study aims to benefit English teachers by highlighting the advantages of incorporating language games into vocabulary instruction It seeks to enhance teachers' understanding of students' attitudes towards these games as a tool for vocabulary improvement Additionally, the research offers practical suggestions for effectively integrating games into lessons.
The study is divided into five chapters:
Chapter 1 – “Introduction” provides the rationale for the study, aim and objectives of the study, scope, methodology and structure of the study
Chapter 2 “Literature review” provides overview of theoretical background of attitude, vocabulary, brief views of language games and benefits of using language games in teaching and learning vocabulary
Chapter 3 “Methodology” describes an overview on setting, textbook, instruments used in the survey In addition, the details of teachers and students at the primary school are supplied
Chapter 4 “Data Analysis and Discussion” is related to collecting the data from Van Con Primary School in Hanoi and analyzing the data to find out the teachers‟ and students‟ attitudes towards using language games in teaching vocabulary to primary learners In addition, the data is collected in order to find out game sources preferred by the teachers, and some difficulties faced by the teachers and students as well as suggestions for choice of suitable games to teach vocabulary
Chapter 5 – Conclusion – sums up what has been studied, provides some recommendations for the teachers and students and points out the limitations of the thesis, and suggestion for further studies.
LITERATURE REVIEW
Attitudes in teaching and learning foreign language
Attitude generally refers to individuals' responses to specific subjects, with various researchers offering diverse definitions based on different perspectives Notably, language attitude is distinguished from general attitudes, focusing specifically on individuals' perceptions and feelings towards language (Faso, 1984: 148) In essence, language attitude encapsulates how people view and respond to language itself.
Rayan and Giles (1982) define language as a reflection of emotional, cognitive, and behavioral responses towards various language varieties and their speakers This indicates that attitude encompasses the feelings, thoughts, and behaviors individuals exhibit towards different languages in specific contexts.
Gardner (1985) emphasizes that an individual's attitude is shaped by their evaluative response to a specific referent or attitude object, which is influenced by their beliefs and opinions regarding that object.
It leads that people‟s belief or perception can cause favorable or unfavorable attitude to an object
On the basis of Gardner‟s argument, Wenden (1991) scrubs general definition of the attitude He classifies attitude into three components: behavioral, cognitive and affective The behavioral aspect of attitude
Attitude is shaped by three key components: the behavioral aspect reflects how an individual acts in specific situations, the cognitive component encompasses beliefs and opinions, and the affective component expresses feelings of like or dislike towards objects or contexts These components are integral to understanding a person's attitude, as they consistently manifest in various scenarios.
In addition, Baker (1992: 10) defines attitude as “a hypothetical construct used to explain the direction and persistence of human behavior”
So, from the point of view, attitude is the way which human people act and behave in the specific situation to the object
In summary, attitude plays a crucial role in shaping human emotions and behaviors, influencing how individuals respond to various stimuli This is particularly significant in the context of learning a second language, where a positive attitude can enhance motivation and engagement Therefore, understanding the impact of attitude is essential for effective language acquisition.
2.1.2 The role of attitudes in language learning
Numerous studies highlight the reciprocal relationship between teachers' and students' attitudes in language learning These attitudes can be classified as either positive or negative, significantly influencing the success or failure of language acquisition Understanding this dynamic is crucial for fostering a conducive learning environment.
Research by Gardner and Lambert (1972) indicates that a positive attitude towards a target language significantly enhances language learning proficiency Students who embrace an optimistic outlook on the language are more likely to achieve higher levels of proficiency.
Karahan (2007: 84) emphasizes that positive language attitudes foster a favorable mindset towards learning English, leading to increased student engagement and active participation in the learning process.
Games in teaching and learning language
favorable attitudes, so their positive attitudes can enhance them to the target language better
Attitude plays a vital role in students' success in language learning, significantly impacting their achievements Positive attitudes among language learners lead to numerous benefits, making it essential to investigate students' perceptions of the target language By fostering positive attitudes and addressing negative ones, educators can enhance language learning outcomes.
2.2 Language games in teaching and learning language
Games are enjoyable activities that can be either physical, mental, or a combination of both Ludwig Wittgenstein's concept of "game" highlights the linguistic practices that shape the meaning of words in specific contexts Engaging in games is an effective method for learning various aspects of the English language, catering to both English learners and native speakers who have a passion for word games.
In 1974, it was defined that a game is an activity governed by rules, where participants engage in play Gibb (1974) further elaborated that a game involves cooperating or competing decision-makers who aim to achieve their objectives within the established rules.
Therefore, there are different definitions of games, but its normal target is to create funny activities in order to motivate learners in learning vocabulary effectively
Language games, as defined by Hadfield (1996), are structured activities that incorporate rules, objectives, and an element of enjoyment, making them effective tools for English language classes These games not only engage students but also facilitate language learning, allowing teachers to create a dynamic and interactive classroom environment.
Learning a new language can be challenging, as it requires mastering vocabulary, pronunciation, and usage However, incorporating language games into the learning process can enhance student engagement and motivation, making the experience more enjoyable and effective.
In addition, language games allow the teachers to create the contexts in which words are meaningful, students can remember new words for a long time and save time in learning
Language games are considered as task based according to Lewis
In 1999, it was noted that language games serve as effective tools for helping students reach their language learning objectives For successful participation, teachers need to establish a clear set of rules that assist students in comprehending their actions and strategies within the game.
Richard-Amato (1996) emphasizes that while games are frequently viewed as mere entertainment, their educational value, especially in second language acquisition, should not be overlooked Games enhance motivation, reduce stress among learners, and facilitate authentic communication opportunities.
Language games can be conducted in groups or pairs of learners and often involve a competitive element where students aim to win prizes by outperforming others As noted by Greenal (1984), these games serve to reinforce language that has already been taught or acquired, typically taking place during the free stage of a lesson or during events like English club meetings.
Language games are effective tools for introducing new vocabulary or reinforcing previously learned words at any stage of a lesson, enhancing students' ability to remember and retain vocabulary for longer periods These games can be physical, mental, or a combination of both, and can involve individuals, pairs, or groups Establishing clear game rules is essential for successful participation and engagement.
9 clear a certain goal Besides, word games enable learners to pronounce clearly and correctly that help others understand them and follow
Learning a new language can be challenging and often stressful, requiring consistent effort to master pronunciation and comprehension However, incorporating games into the language learning process can significantly enhance the experience Games not only motivate students and reduce stress but also facilitate real communication, making them effective tools for teaching and learning a new language.
According to Hadfield (1999), language games are divided into two categories: linguistic and communicative Linguistic games focus on accuracy, helping learners identify correct synonyms and antonyms, while communicative games facilitate the successful exchange of information and ideas These games hold significant academic value, as they encourage students to engage with the language actively rather than merely memorizing forms By promoting creativity, cooperation, and spontaneity, games motivate learners to participate in competitive activities, enhancing their language skills in a meaningful context.
Language games have many more categories in viewpoint of Hadfield
(1999) As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type:
Sorting, ordering, or arranging games
For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store
Information gap games involve one or more players possessing crucial information that others need to accomplish a task For example, in a drawing game, one participant has a drawing, and their partner must replicate it by listening to the provided details These games can feature a one-way information gap, like the drawing scenario, or a two-way information gap, where each player holds distinct information.
Information gap games, such as the popular guessing game 20 Questions, offer an engaging way to enhance communication skills In this game, one player thinks of a famous person, place, or object, while the other participants ask up to 20 Yes/No questions to gather clues and make their guess This interactive format not only promotes critical thinking but also encourages teamwork and social interaction.
Participants engage in a matching game where they must find pairs of words, pictures, or cards In this activity, students randomly place 30-word cards, consisting of 15 pairs, face down Each player takes turns flipping over two cards at a time, aiming to uncover matching pairs by relying on their memory skills.
These are a form of matching, in that participants match labels and pictures
Role play, drama, and simulation are often confused, but they have distinct meanings Role play involves students taking on roles they do not typically embody, such as a doctor, while simulations allow students to act out roles they may already experience in real life, like a restaurant customer Additionally, dramas are typically scripted performances, in contrast to the spontaneous nature of role plays.
11 and simulations, students come up with their own words, although preparation is often useful
Vocabulary in teaching and learning language
Vocabulary encompasses the words taught in a foreign language, and it is important to note that a new vocabulary item can consist of more than just a single word For instance, terms like "post office" and "mother-in-law" are made up of two or three words but convey a single concept.
(1996:60) In addition, the viewpoint of Pyles and Algeo (1970: 96) is that
Vocabulary is the cornerstone of language, encompassing both sound and meaning, which enables effective communication Words are the building blocks we combine to form sentences, conversations, and various forms of discourse Mastering vocabulary is crucial in the language learning process, particularly when acquiring foreign languages.
Moreover, in the view of Morgan and Rinvolucri (1986), “A word is a basic unit of a language denoting concepts, things and phenomena in the society”
Vocabulary can be defined in various ways, but a common understanding is that it encompasses more than just individual words It represents a broader aspect of language, serving as a crucial tool for learners to express their ideas effectively As a fundamental means of communication, vocabulary enables individuals to convey information; without it, sharing thoughts becomes significantly challenging.
The researcher has highlighted various definitions of vocabulary, demonstrating its significance to linguistic scholars globally Vocabulary is crucial for language acquisition, making it a pressing topic of interest in the research process.
2.3.2 The role of vocabulary in language learning
David Wilkins (1972) stated that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed,” highlighting the crucial role of vocabulary in effective communication Even if grammar is not used perfectly, a rich vocabulary allows audiences to grasp the intended message McCarthy (1990) reinforces this idea by asserting that mastery of grammar and pronunciation is insufficient without words to express diverse meanings, making vocabulary essential for meaningful communication in a second language (L2) Therefore, prioritizing vocabulary instruction is vital for achieving communicative goals in language learning.
A rich vocabulary enhances learners' communication skills by providing them with a diverse range of words to articulate their ideas and comprehend others' thoughts This extensive vocabulary not only facilitates better expression but also supports the development of the four essential language skills: listening, speaking, reading, and writing.
Learning vocabulary is crucial as it involves understanding not just the meanings of words, but also their forms and usage A strong vocabulary enhances confidence in communication, allowing individuals to express their ideas effectively in both spoken and written contexts When learners acquire new words and master their application, they significantly improve their communication success.
Folse (2004) defined that “the lack of grammar knowledge can limit conversion; lack of vocabulary knowledge can stop conversation”
Vocabulary is a crucial element of language, making it essential to prioritize vocabulary instruction in English education Integrating vocabulary teaching activities with language skills development is necessary to enhance learners' overall language proficiency.
The significance of vocabulary in language learning is widely acknowledged by linguists, highlighting its crucial role in the process This understanding serves as a foundation for the researcher's subsequent investigative steps.
2.3.3 How to choose language games to teach effectively
Mei and Yu-jing (2000) emphasize the importance of games in children's learning, highlighting that enjoyable vocabulary games allow children to explore and engage with their environment These games enable students to acquire English naturally, similar to how they learn their native language, without the pressure of formal study This approach fosters a stress-free learning atmosphere, encouraging even shy students to participate actively Additionally, they provide guidance on selecting appropriate games for effective learning.
A game must be more than just a fun
A game should involve “friendly” competition
A game should keep all of the students involved and interested
A game should encourage students to focus on the use of language rather than on the language itself
A game should give students a chance to learn, practice, or review specific language material
It is possible students wish to play games purely for fun Teachers, however, need more convincing reasons
Teachers should carefully select games that align with their syllabus and educational goals, considering the timing and specific benefits each game offers to students For a language game to be effective, it is essential that the rules are clear, the objectives are well-defined, and the overall experience is enjoyable for the learners.
Language games are effective tools for enhancing language teaching and learning, particularly in vocabulary acquisition English teachers should leverage these games to motivate students in the learning process To maximize the benefits of language games, educators must understand the unique characteristics of each type and select the most appropriate ones to ensure optimal effectiveness for their students.
In this section, the researcher has provided the ways to choose games to teach vocabulary effectively, namely the ways are given by Mei and Yu-jing
(2000) that helps the researcher design questionnaires for the teachers and students properly
This chapter provides an overview of vocabulary, highlighting its significance in language teaching and learning, particularly in vocabulary acquisition It also addresses the role of games in education, exploring various definitions, classifications, and the benefits they offer in enhancing the learning process.
Choosing an appropriate game is essential for the research study, as it allows the researcher to gain a comprehensive understanding of the game's mechanics and vocabulary This knowledge is crucial for designing an effective questionnaire, which will facilitate a more thorough analysis in the subsequent chapter.
RESEARCH METHODOLOGY
Context of the study
The textbook "Tiếng Anh 5" (English 5) is the third installment in a series designed for Vietnamese primary school students, authored by Hoàng Văn Vân as General Editor, alongside editors Phan Hà, Đỗ Thị Ngọc Hiền, Đào Ngọc Lộc, and Trương Thị Ngọc Minh, with contributions from Ken Wilson, a researcher at MacMillan Education This textbook adheres to the curriculum sanctioned by the Ministry of Education and Training (MoET).
(2018) includes 20 units and 6 reviews Each unit has a common structure of
3 Lessons/Unit and the knowledge consists of 4 parts: Competences, Sentence patterns, Vocabulary and Phonics At each Lesson, students are trained in Listening - Speaking - Reading - Writing skills
The study focuses on the fifth-grade students and English teachers at Van Con Primary School, comprising a total population of 106 students aged 11 to 12 and 5 experienced teachers aged 25 to 45 All participating students have been learning English for over two years, while the teachers bring extensive teaching experience to the classroom.
The study involved 106 fifth-grade students from three classes (5A, 5B, and 5C) at Van Con Primary School in Hoai Duc, with each class containing approximately 33-36 students The participants included 64 males and 42 females, aged 11 to 12, all of whom have been learning English for over two years since grade 5 While they are familiar with elementary-level English teaching methods, they struggle with effective vocabulary acquisition and often find it challenging to memorize new words In vocabulary learning activities, students tend to be passive learners, relying heavily on teachers for instruction.
The study involved female teachers, aged 25 to 40, who have at least three years of teaching experience and are responsible for instructing 3rd to 5th-grade students Among them, two teachers graduated from the English faculty at Hanoi University of Languages and International Studies, while the others were trained at the English Departments of Hanoi University and Thai Nguyen University These dynamic educators are committed to enhancing English language instruction, particularly in vocabulary development, and are enthusiastic about incorporating language games into their teaching methods.
Data collection instruments and procedures
To investigate the attitudes of teachers and students towards the effective use of vocabulary teaching through games, this study employed two data collection methods: survey questionnaires and interviews The survey included separate questionnaires for teachers and students, serving as the primary research tool for gathering both quantitative and qualitative data As noted by Babbie (1973), surveys are a non-experimental, descriptive research method ideal for collecting data on phenomena that cannot be directly observed Additionally, interviews were conducted to complement and enhance the findings from the questionnaires.
A questionnaire is a research tool that consists of a series of questions designed to collect information from respondents, functioning similarly to a written interview These questionnaires can be administered in various ways, including face-to-face, over the phone, online, or via mail Additionally, a social survey is a method used to gather information about a specific group or population by asking standardized questions, allowing researchers to collect statistical data on the attributes, attitudes, or behaviors of that population.
The primary tool used for data collection in this study is the questionnaire, which consists of written instruments designed to present respondents with a series of questions or statements for their feedback.
According to Brown (2001: 6), survey questionnaires are a widely used and effective research method, which is why the researcher has chosen this approach for the thesis This method is primarily designed to gather information from research subjects, making it straightforward to summarize and report the data Additionally, it allows the researcher to efficiently manage their time while collecting valuable insights.
The researcher developed a survey questionnaire to assess teachers' attitudes toward using language games for vocabulary instruction, based on various types of language games and Vu Ngoc Long's 2014 questionnaires Administered to five teachers at Van Con Primary School in December 2019, the survey comprised ten questions divided into three sections The first three questions explored teachers' attitudes towards teaching vocabulary through games, while the next four examined the sources of games utilized in vocabulary instruction The final two questions addressed challenges teachers face when implementing language games and sought their suggestions for enhancing the use of games in vocabulary teaching Teachers were given two days to complete the questionnaire, which included both open-ended and closed-ended questions, allowing for flexible responses and the opportunity to seek clarification as needed.
The researcher developed a survey questionnaire for fifth-grade students to assess their attitudes towards using language games for vocabulary learning, inspired by Vu Ngoc Long's 2014 study This questionnaire, comprising ten questions, was distributed to 106 students concurrently with the teacher's questionnaire It is divided into three sections: the first five questions focus on students' attitudes towards language games in vocabulary learning, questions six and seven assess the frequency of language game usage, and the final section, questions eight to ten, explores the challenges students encounter when using games for vocabulary acquisition To ensure comprehension, the questionnaire was provided in Vietnamese, and all responses were collected by the researcher after two days.
Interviews are a qualitative research method that entails conducting in-depth individual discussions with a limited number of participants to gain insights into their viewpoints regarding a specific idea, program, or situation (Boyce & Neale, 2006).
There are three different formats of interviews: structured, semi- structured and unstructured
Structured interviews involve a set sequence of predetermined questions that every interviewee responds to in the same order This format simplifies data analysis, allowing researchers to easily compare and contrast the various answers provided to identical questions.
Unstructured interviews are often considered the least reliable method for research due to the absence of pre-prepared questions and the informal approach to data collection This format can introduce significant bias, making it challenging to compare responses from different participants because of the variability in how questions are posed.
Semi-structured interviews blend elements of both structured and unstructured formats, featuring a consistent set of questions for all participants while allowing for additional queries to clarify or explore topics in greater depth.
Based on the definitions and characteristics of the two instruments, the researcher has effectively crafted survey questionnaires and interviews for both teachers and students to ensure the collection of reliable data.
This research employs both surveys and interviews to gather comprehensive insights into teachers' attitudes and experiences in teaching vocabulary through games The interviews, consisting of five carefully crafted questions based on Nguyen Thi Thoan's 2014 questionnaire, allow the researcher to delve deeper into the subject matter Conducted individually during the teachers' class-off time, these interviews ensure uninterrupted responses, enriching the overall findings and interpretations of the questionnaire data.
The data collected from the survey were read through to obtain the overall results They are will categorized and analyzed The results will be
The chapter presents findings through various tables and charts, each accompanied by detailed analysis and discussion Additionally, insights from the interviews are articulated in written form A summary of the study's results will conclude this chapter.
The data collection includes three stages:
Stage 1: The questionnaires are carefully designed The questionnaires for the students are both in Vietnamese and English but questionnaires for the teachers only in English
Stage 2: The questionnaires were delivered to the students The instruction has been supplied clearly and easily understood to the respondents The researcher was sure that all the questionnaires had been conveniently completed Besides, after having completed the questionnaires to the teachers, the researcher conducted informal interviews with them
Stage 3: All the data from the questionnaires were collected, encoded in tables and charts to analyzed and compared to have answers to the research questions.
Summary 24
This chapter outlines the research methodology, detailing the procedures for data collection and analysis to address the research questions It provides a comprehensive overview of the methodology employed in the study, utilizing questionnaires and teacher interviews as the primary research instruments due to their alignment with the study's objectives The study involves 106 students from three classes and five teachers, with a thorough description of the participants' characteristics to give readers insight into the context of the research.
25 chapter, findings of the research and some discussions of the finding will be provided.
DATA ANALYSIS AND DISCUSSION
Teachers’ attitudes towards the use of language games in
4.1.1 Teachers’ attitudes towards the use of language games in teaching vocabulary
The initial three questions of the survey aim to explore teachers' attitudes regarding the incorporation of language games in vocabulary instruction The researcher will subsequently present the data collected from each of these questions.
At Van Con Primary School, all teachers frequently incorporate language games into their vocabulary instruction, highlighting their popularity and preference in English classes.
It is hopeful that the application of language will bring interest and effectiveness to their students
Teachers’ use of language games to teach vocabulary
According to the data presented in Figure 2, all teachers surveyed acknowledged the benefits and interest in using language games for vocabulary instruction Specifically, 60% expressed a strong interest in incorporating games into their lessons, while 40% showed moderate interest Notably, none of the teachers found language games to be unhelpful or uninteresting, indicating a growing enthusiasm for this effective method of teaching new vocabulary.
Teachers’ interest in using language games to teach vocabulary
Figure 2: Data collected from question 2
Figure 3 illustrates teachers' evaluations of the effectiveness of language games in vocabulary instruction, revealing that 60% found them very useful, while the remaining teachers considered them useful Notably, none of the teachers deemed language games unhelpful, highlighting their significant benefits for both educators and students in the learning process.
Teachers’ evaluation of language games in general
Figure 3: Data collected from question 3
4.1.2 The extent which language games have been used in teaching vocabulary
This section presents four questions aimed at examining the extent to which teachers utilize language games in vocabulary instruction The data gathered from these questions will be analyzed and presented in the following sections.
According to Figure 4, 80% of teachers consistently incorporate language games into their vocabulary instruction, highlighting the widespread use of these engaging tools for teaching new words In contrast, only 20% of teachers do not utilize games in their vocabulary lessons, indicating a strong preference for interactive learning methods among the majority.
Many teachers incorporate language games in the classroom to enhance knowledge retention and motivate students Notably, none of the teachers reported never using games in their lessons, as they recognize the significant benefits these activities provide in reinforcing students' understanding and practice of the material.
Teachers’ frequency of language games in teaching vocabulary
Table 1 outlines how teachers utilize language games to teach new vocabulary and the frequency of these methods Most educators believe that language games serve primarily as cues or prompts to reinforce students' knowledge However, only half of the teachers occasionally use these games to introduce new words, indicating that the full potential of word games in vocabulary learning is underutilized Additionally, a small number of teachers continue to view games merely as time-fillers rather than effective educational tools.
Table 1: Data collected from question 5
Teachers’ ways of using language games to teach vocabulary and its frequency of use
2 help students practice and reinforce new words
According to Figure 5, 60% of teachers believe that language games are popular and easily accessible for teaching vocabulary in context, citing various sources for suitable games Conversely, 40% of teachers face challenges in finding appropriate games despite the variety available, indicating a disparity in access to language games among educators.
Figure 5: Data collected from question 6
Table 2: Data collected from question 7
Sources to get games by teachers
Options No of informants Percentage
Table 2 reveals that 100% of teachers source language games for vocabulary instruction primarily from the Internet and textbooks, highlighting these resources as diverse and user-friendly for classroom application Additionally, 40% of teachers utilize games from other materials or colleagues, indicating a collaborative approach to resource gathering In contrast, only 20% of teachers rely on library books, likely due to their outdated content and lack of relevance to current teaching needs.
4.1.3 Challenges faced by teachers when using language games to teach vocabulary
The survey aimed to collect teachers' insights on their motivations for using language games in vocabulary instruction, as well as the challenges they encounter The following analysis presents a comprehensive overview of the gathered data.
Any problem encountered by teachers when using language games in the processing of teaching vocabulary
In response to the question, "Have you encountered any problems when using language games in the teaching of vocabulary?", 80% of teachers reported facing challenges This indicates that while language games can enhance lesson engagement, their implementation is complex and time-consuming, requiring teachers to adapt and draw on personal experience Conversely, 20% of teachers found no difficulties in using games for vocabulary instruction Overall, the findings suggest that while language games are viewed as an interesting teaching tool, certain obstacles remain.
Table 3: Data collected from question 8 Challenges faced by teachers in using language games to teach vocabulary
Options No of informants Percentage
Difficulty in finding out suitable games 4 80%
Time-waste when using them 5 100%
Table 3 highlights several challenges teachers face when using language games to teach vocabulary Notably, 100% of teachers reported that these games are time-consuming, as vocabulary lessons often need to be integrated with other skills like listening, reading, and grammar Consequently, they struggle to dedicate sufficient time to vocabulary instruction through games, despite careful preparation Additionally, 80% of teachers encountered difficulties with class management and time wasted on preparation, largely due to the variety of games available, making it challenging to select appropriate options for the classroom The inherent noise generated by games further complicates class management However, only 20% of teachers found preparation difficult, likely due to the accessibility of language games in textbooks and online resources.
4.1.4 The suggestions provided by the teachers for using language games in effective manner in teaching vocabulary
The researcher seeks teachers' suggestions for effectively incorporating language games into vocabulary instruction Many educators recommend utilizing games throughout all phases of the lesson, emphasizing the importance of selecting appropriate and well-suited games The objectives associated with the games may change at different stages of the lesson, reflecting the varied aims of the teacher.
- Provide a good model making its meaning clear;
- Controlled practice: elicit good imitation of new language and appropriate responses;
- Communicative practice: give students a chance to use the language
- Teachers should prepare the language games carefully before each lesson
- The language games should be clear that each student can understand and follow
- Teachers should spend more time to easily make their own creative language games which may attract students‟ interest more
- Teachers should vary language games in teaching vocabulary instead of using some types of games repeatedly because students will feel bored when playing the same types
- Teachers should encourage their student to work in groups or individuals, especially for students who are less confident in front of crowd
- Teacher should share their colleague to find out the best suitable language games for their students
Teachers need to recognize the benefits of various types of games for teaching vocabulary and select the most appropriate ones for their lessons However, it's important to avoid overusing language games and to allocate time wisely throughout each lesson's stages.
4.2 Students’ attitudes towards the use of language games in learning4 vocabulary
4.2.1 Students’ attitudes towards the use of language games in vocabulary teaching
Discussion
A recent survey at Van Con Primary School reveals that both teachers and fifth-grade students have a positive outlook on using language games for vocabulary instruction Students express a keen interest in learning new words through these games, which are seen as fun and creative activities The findings indicate that games not only motivate and entertain students but also provide shy learners with a platform to share their thoughts and feelings Furthermore, teachers recognize the effectiveness of language games in vocabulary teaching, considering them their preferred method for enhancing language skills.
A recent survey at Van Con Primary School reveals that teachers are eager to incorporate innovative educational games in the classroom to boost student enthusiasm and motivation These interactive methods not only enhance teaching but also foster a positive learning environment Teachers strive to find new elements in each game to engage students effectively The survey indicates that students thrive in a relaxed atmosphere created by games, leading to improved retention of information However, many students still prefer traditional methods, such as having new vocabulary presented on the board with explanations of meanings and usage This highlights a limitation in the teachers' use of language games, as they primarily employ them for introducing new words rather than reinforcing vocabulary Consequently, the findings align with students' preferences for more conventional teaching approaches.
While language games offer numerous benefits for both teachers and students in vocabulary acquisition, they also present several challenges Teachers often struggle to find appropriate games for their classroom context, manage time effectively, and maintain class order Key factors influencing game selection include the game's duration, the number of students, their proficiency levels, cultural context, timing, learning topics, and classroom settings Students may find it difficult to understand the games, leading to confusion and a noisy environment Therefore, it is crucial for teachers to carefully select and clearly explain the games to ensure they enhance the learning experience.
The researcher identifies key reasons why both teachers and students favor language games in lessons For teachers, these games enhance vocabulary teaching by making lessons more engaging and effective They also motivate English learners to actively participate in learning activities For students, language games provide relaxation and enjoyment, facilitating easier retention of new words Additionally, these games introduce real-world contexts into the classroom, promoting flexible and communicative use of English However, the researcher also notes potential factors that may hinder the effectiveness of these games.
The study reveals that 51 students show a keen interest in learning vocabulary through language games, highlighting key factors that influence this engagement The researcher offers valuable suggestions based on the findings, aiming to enhance teachers' understanding of their students' perspectives on using language games for vocabulary acquisition However, teachers encounter specific challenges when implementing these games, prompting them to adapt their strategies to overcome obstacles and maximize the benefits of incorporating language games into their vocabulary teaching methods.
In conclusion, it is showed that both teachers and students have positive attitudes towards using language games in teaching and learning vocabulary
Over 60% of teachers frequently incorporate language games into their vocabulary lessons, believing that these games enhance the effectiveness of word learning by providing meaningful contexts Many students express a strong preference for participating in vocabulary games, with numerous individuals indicating their eagerness to engage in the games organized by their teachers This positive attitude towards game-based learning underscores the practicality of using language games to promote vocabulary acquisition.