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 application of vocabulary games for teaching new words and identified the challenges faced by both teachers and students The study involved the participation of 106 fifth-grade students, aiming to enhance the learning experience through engaging methods.
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 provide valuable insights for English teachers on the advantages of incorporating language games in vocabulary instruction It highlights how these games can enhance students' attitudes toward learning and offers practical suggestions for integrating them 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 differing definitions from multiple perspectives Notably, language attitude is distinguished from general attitudes, focusing specifically on individuals' perceptions and feelings about language (Faso, 1984: 148) Essentially, language attitude encompasses how people view and react to language itself.
Language serves as a reflection of our emotional, cognitive, and behavioral responses to various language varieties and their speakers, as noted by Rayan and Giles (1982) Therefore, attitudes towards language encompass our feelings, thoughts, and behaviors in response to different linguistic 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
Attitudes are shaped by three key components: behavioral, cognitive, and affective The behavioral component reflects how an individual acts in specific situations, while the cognitive component encompasses their beliefs, ideas, and opinions related to the attitude Additionally, the affective component reveals the emotional response of "liking" or "disliking" objects or contexts Together, these components consistently manifest whenever a person holds an attitude.
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 conclusion, attitude significantly influences human behavior and emotional responses, particularly in the context of language learning Consequently, a positive attitude is a crucial element in successfully acquiring a second language.
2.1.2 The role of attitudes in language learning
Research highlights the reciprocal relationship between teachers' and students' attitudes in language learning Both positive and negative attitudes significantly influence the success or failure of language acquisition Ultimately, fostering a positive attitude towards a specific language can enhance learning outcomes.
A positive attitude towards a target language can significantly enhance language learning proficiency According to Gardner and Lambert (1972), fostering a favorable outlook on a language strengthens students' overall language skills.
According to Karahan (2007: 84), positive language attitudes foster a favorable orientation towards learning English, leading to increased student engagement 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 achievement Positive attitudes among language learners lead to numerous benefits, making it essential to examine students' perceptions of the target language By fostering positive attitudes and addressing negative ones, educators can enhance students' overall language learning experience.
2.2 Language games in teaching and learning language
Games serve as enjoyable activities that can be physical, mental, or a combination of both Ludwig Wittgenstein's perspective on games highlights the importance of linguistic practices and pragmatics in understanding word meanings in specific contexts Engaging in games can be an effective method for learning various aspects of the English language, appealing 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 specific rules, where participants engage either cooperatively or competitively to achieve their objectives This definition highlights the structured nature of games, emphasizing the importance of rules in guiding player interactions and decision-making processes.
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 include rules, objectives, and an enjoyable aspect, making them effective tools in English language classrooms These games not only engage students but also facilitate language learning, allowing teachers to create a dynamic and interactive educational environment.
Learning a new language can be challenging, particularly when it comes to mastering vocabulary, pronunciation, and usage It requires time and dedication, but incorporating language games can enhance student engagement and motivation, making the learning process 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
Language games serve as effective tools for helping students reach their language learning objectives For successful participation, teachers must establish clear rules that guide students in comprehending their actions and strategies within the game.
Richard-Amato (1996) emphasizes that while games are typically seen as entertaining, their educational benefits, especially in second language acquisition, should not be overlooked Games enhance motivation, reduce stress among learners, and facilitate authentic communication opportunities, making them a valuable tool in language teaching.
Language games can be conducted in groups or pairs of learners and often involve competition, with students striving to win prizes and outperform their peers As noted by Greenal (1984), these games serve to reinforce language skills that have already been taught or acquired, typically taking place during the free stages of lessons or at 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 the long term 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 a successful learning experience.
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 understanding, pronunciation, and usage However, incorporating games into the language learning process can be a highly effective and enjoyable strategy Games not only enhance motivation and reduce stress for learners but also facilitate real communication, making the language acquisition journey more engaging and productive.
According to Hadfield (1999), language games can be categorized into linguistic and communicative types 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 and can be effectively utilized in the classroom, encouraging students to engage with the language rather than merely memorizing its forms By promoting creativity, cooperation, and spontaneity, games motivate learners to participate actively, tapping into their competitive nature and enhancing their language skills in meaningful contexts.
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 participants who possess knowledge that others need to accomplish a specific task For example, in a drawing game, one player has a reference image and must convey details to their partner, who attempts to replicate the drawing based solely on the given instructions These games can feature a one-way information gap, as seen in the drawing example, or a two-way information gap, where each participant holds distinct pieces of information necessary for completing the task.
Information gap games include popular guessing games like 20 Questions, where one player thinks of a famous person, place, or object, while others ask up to 20 Yes/No questions to gather clues and make their guesses.
The game involves participants matching words, pictures, or cards In this activity, students arrange 30 word cards, consisting of 15 pairs, face down in a random layout Players take turns flipping over two cards at a time, aiming to find 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 have distinct meanings (Kodotchigova, 2002) Role play involves students adopting roles they do not typically assume in real life, such as a doctor, while simulations focus on roles that students may already encounter or are likely to experience, like a restaurant customer Additionally, dramas are typically scripted performances, contrasting with 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 includes phrases that convey a single idea, such as "post office" and "mother-in-law," which consist of multiple words.
(1996:60) In addition, the viewpoint of Pyles and Algeo (1970: 96) is that
Vocabulary is essential for language, as it encompasses both sound and meaning, enabling effective communication Words are the building blocks we use to construct sentences and engage in various forms of discourse The significance of vocabulary is particularly pronounced in the process of learning languages, especially 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 it universally encompasses more than just individual words It represents a broader aspect of language, serving as a vital tool for language learners to articulate their thoughts Vocabulary is essential for effective communication, as the absence of words makes it challenging to convey information.
The researcher highlights the significance of vocabulary by presenting various definitions, demonstrating its importance to linguistic scholars globally Vocabulary is recognized as a crucial component in language acquisition, making it a pressing topic of interest for researchers in the field.
2.3.2 The role of vocabulary in language learning
David Wilkins (1972) asserts that vocabulary is essential for effective communication, stating, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” This highlights the importance of vocabulary as the foundation of language; even if grammar is not used perfectly, new words can still convey meaning to the audience Similarly, McCarthy (1990) emphasizes that mastering grammar and pronunciation in a second language (L2) is insufficient without a rich vocabulary to express diverse meanings Therefore, prioritizing vocabulary instruction is crucial for achieving meaningful communication in language learning.
A rich vocabulary enhances communication skills, enabling learners to effectively express their ideas and comprehend others' thoughts Additionally, it supports the development of the four essential language skills: listening, speaking, reading, and writing.
Learning vocabulary is crucial for effective communication, as it involves understanding the meanings, forms, and usage of words A strong vocabulary enhances confidence in expressing ideas both orally and in writing When learners acquire new words and grasp their applications, they significantly improve their communication skills and increase their chances of success in interactions.
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 any language, making it essential to prioritize vocabulary instruction in English language teaching To effectively enhance learners' language skills, vocabulary teaching activities should be integrated into the overall language curriculum This approach lays a solid foundation for developing comprehensive language abilities.
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 further research endeavors.
2.3.3 How to choose language games to teach effectively
Mei and Yu-jing (2000) emphasize the importance of fun in games for children, highlighting that vocabulary games allow them to explore and engage with their surroundings By playing games, students can acquire English naturally, similar to how they learn their native language, often without realizing they are studying This approach enables stress-free learning, 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 need to carefully select appropriate games, determining the right timing for their use and how to integrate them with the syllabus or textbooks It's essential to understand how various games can uniquely benefit students For a language game to be effective, it should have clear rules, a well-defined objective, and, most importantly, be enjoyable for the students.
In conclusion, language games serve as effective tools in teaching and learning English, particularly in enhancing vocabulary acquisition To maximize the benefits of these games, teachers must recognize the unique characteristics of each type and select the most appropriate ones to ensure optimal engagement and 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 explores various definitions of vocabulary and underscores its significance in language teaching and learning, with a particular focus on vocabulary acquisition Additionally, the researcher examines the role of games in education, discussing their definitions, classifications, benefits, and effective implementation in the learning process.
Selecting an appropriate game is crucial for the researcher's understanding of both the game mechanics and vocabulary, enabling the design of an effective questionnaire for this study This foundational knowledge 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 three-level series designed for Vietnamese primary school students It is authored by a team including Hoàng Văn Vân (General Editor), 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 106 fifth-grade students, aged 11 to 12, and 5 experienced English teachers at Van Con Primary School All participating students have over two years of English learning experience, while the teachers, aged 25 to 45, bring many years of teaching expertise to the classroom.
The study involves 106 fifth-grade students from three classes (5A, 5B, and 5C) at Van Con Primary School in Hoai Duc, with class sizes ranging from 33 to 36 students The participants include 64 males and 42 females, all aged 11 to 12, who have been studying English for over two years since grade 5 While they are familiar with elementary-level English teaching methods, they struggle to find effective strategies for vocabulary acquisition and often face difficulties in memorizing new words During vocabulary learning activities, the teachers predominantly lead the discussions, leaving students in a passive role in the learning process.
The study involved a group of female teachers, aged 25 to 40, who teach students from 3rd to 5th grade and have a minimum of three years of teaching experience Among them, two teachers hold degrees from the English faculty at Hanoi University of Languages and International Studies, while others are graduates from the English Departments of Hanoi University and Thai Nguyen University These dynamic educators are dedicated to English language instruction, particularly in vocabulary teaching, and are enthusiastic about incorporating language games to enhance the learning of new words.
Data collection instruments and procedures
This study employed two data collection methods—survey questionnaires and interviews—to explore teachers' and students' attitudes towards the effective use of vocabulary teaching through games The survey included two distinct questionnaires, one for teachers and one for students, serving as the primary research instrument 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 are not directly observable Additionally, interviews were conducted to complement and validate 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 It can be administered in various formats, including face-to-face, by telephone, online, or via mail A social survey is a specific method for gathering information about a defined group, or "population," by asking standardized questions to assess their attributes, attitudes, or behaviors, thereby providing statistical insights into the group’s characteristics (Buckingham & Saunders, 2004).
The primary tool used for data collection in this study is a questionnaire, which consists of written instruments designed to present respondents with a series of questions or statements that they are required to respond to.
According to Brown (2001: 6), survey questionnaires are a widely utilized and effective method for research, prompting the researcher to adopt this approach for their thesis This method is primarily designed to gather information from research subjects, offering a straightforward way to summarize and report data efficiently, while minimizing the time required for analysis.
In December 2019, a survey questionnaire was developed for teachers at Van Con Primary School to assess their attitudes toward using language games for vocabulary instruction, based on Vu Ngoc Long’s (2014) research The questionnaire comprised ten questions divided into three sections: the first three questions examined teachers' attitudes towards game-based vocabulary teaching; the next four questions investigated the sources of games utilized by teachers; and the final two questions addressed challenges faced when implementing language games Additionally, the last question sought suggestions for improving the use of games in vocabulary instruction Teachers were given two days to complete the questionnaire, which included both open-ended and closed-ended questions, allowing them to express their views freely and seek clarification if 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 work The questionnaire, consisting of ten questions, was administered simultaneously with the teacher's questionnaire to 106 students It comprised three sections: the first five questions focused on students' attitudes towards games in vocabulary learning, questions six and seven evaluated the extent of language game usage, and the final three questions identified challenges faced by students when using games for vocabulary acquisition To ensure clarity, the questionnaire was written 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 concept, program, or situation (Boyce & Neale, 2006).
There are three different formats of interviews: structured, semi- structured and unstructured
Structured interviews involve a set of pre-defined questions answered by all participants in a consistent order This method simplifies data analysis, allowing researchers to easily compare and contrast responses to the same questions.
Unstructured interviews are often considered the least reliable research method due to the absence of pre-prepared questions and the informal approach to data collection This lack of structure can introduce significant bias, making it challenging to compare responses from different participants because of the variations in how questions are posed.
Semi-structured interviews blend elements of both structured and unstructured formats, allowing for a consistent set of questions while also providing the flexibility to ask follow-up questions This approach enables interviewers to clarify and deepen discussions on specific topics, ensuring a comprehensive understanding of the interviewees' perspectives.
Based on the definitions and characteristics of the two instruments, the researcher has crafted well-structured survey questionnaires and interviews for both teachers and students to ensure the collection of reliable data.
This research utilizes both survey questions and interviews to gather comprehensive insights into teachers' attitudes and experiences in teaching vocabulary through games The interviews, consisting of five open-ended and yes/no questions based on Nguyen Thi Thoan's 2014 questionnaire, allow the researcher to delve deeper into the teachers' perspectives Conducted individually during the teachers' class-off periods, these interviews ensure that responses are collected without interruption, providing valuable qualitative data to complement the quantitative findings from the questionnaires.
The data collected from the survey were read through to obtain the overall results They are will categorized and analyzed The results will be
This chapter presents the results through tables and charts, each accompanied by detailed analysis and discussion Additionally, the findings from the interviews are articulated in written form A summary of the study's key findings 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 data collection and analysis procedures used to address the research questions It provides a comprehensive overview of the methodology employed in the study, which primarily utilizes questionnaires and teacher interviews as key research instruments, deemed highly suitable for the study's objectives The research involves 106 students from three classes and five teachers, with a thorough description of the participants' characteristics to contextualize the study's environment.
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' perspectives on incorporating language games into vocabulary instruction The researcher will subsequently present the findings for each question.
At Van Con Primary School, all teachers frequently incorporate language games into their vocabulary instruction, highlighting their popularity and preference as an effective teaching method 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, 100% of teachers acknowledged the benefits of using language games for vocabulary instruction, with 60% expressing a strong interest in this teaching method Additionally, 40% of teachers indicated a moderate interest, while none reported a lack of interest or perceived usefulness in employing language games This trend highlights a growing enthusiasm among educators for utilizing games as an effective strategy for 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 Notably, 60% of teachers found language games to be very useful, while the rest considered them useful, with no teachers deeming them unhelpful This indicates that language games significantly benefit both teachers and learners in the English language teaching 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 designed to assess the extent to which teachers utilize language games in vocabulary instruction The findings from the collected data will be detailed in the following sections.
According to Figure 4, 80% of teachers consistently incorporate language games into their vocabulary instruction, highlighting the widespread use of this engaging teaching method In contrast, only 20% of teachers do not utilize games for teaching new words, indicating that the majority recognize the benefits of interactive learning in enhancing vocabulary acquisition.
Many teachers incorporate language games in the classroom to enhance knowledge retention and motivate students, with 29% actively using them Notably, none of the teachers reported never using games in their lessons, highlighting the perceived benefits of these activities in reinforcing students' understanding.
Teachers’ frequency of language games in teaching vocabulary
Table 1 outlines teachers' methods for incorporating language games into vocabulary instruction and their frequency of use The majority of teachers view language games primarily as cues or prompts to enhance students' understanding However, only half of the teachers occasionally utilize these games to introduce new vocabulary, indicating that the full potential of word games in supporting vocabulary acquisition remains underutilized Additionally, some teachers continue to regard 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, over 60% of teachers believe that language games are popular and easily accessible for teaching vocabulary in context However, 40% of teachers reported challenges in finding suitable game resources, 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 all teachers (100%) prefer sourcing language games for vocabulary instruction from the Internet and textbooks, likely due to the availability, diversity, and ease of use of these resources in the classroom Additionally, 40% of teachers utilize materials from colleagues or other sources, while only 20% rely on library books This low preference for library books may stem from their lack of regular updates and relevance to current teaching contexts.
4.1.3 Challenges faced by teachers when using language games to teach vocabulary
The survey aimed to understand teachers' motivations for using language games in vocabulary instruction and the challenges they encounter The detailed data analysis reveals key insights into their responses.
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 teaching vocabulary?", 80% of teachers reported facing challenges, highlighting the complexity and time-consuming nature of implementing these games effectively This necessitates appropriate adjustments and personal experience from educators Conversely, 20% of teachers indicated they faced no obstacles in utilizing games for vocabulary instruction Overall, while language games are viewed as engaging tools in lessons, certain challenges do exist that can impact their effectiveness.
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 for vocabulary instruction Notably, 100% of teachers reported that these games are time-consuming, primarily because vocabulary lessons must be integrated with other skills like listening, reading, and grammar Consequently, teachers struggle to dedicate sufficient time to vocabulary teaching through games, despite their careful preparation Additionally, 80% of teachers indicated difficulties with class management and the time required for game preparation The variety of available games complicates the selection of appropriate ones for the classroom, and the noise generated by games can further hinder effective class management However, only 20% of teachers find game preparation challenging, 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' recommendations for effectively incorporating language games into vocabulary instruction Many educators advocate for the use of games throughout all lesson stages, emphasizing the importance of selecting appropriate and well-suited activities The objectives associated with each game may differ depending on the specific phase of the lesson.
- 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 should recognize the benefits of various types of games for teaching vocabulary and select the most appropriate ones for their lessons However, it's essential to avoid overusing language games and to allocate the right amount of time for each stage of the lesson.
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 strong interest in learning new words through these engaging activities, which are seen as fun and creative The findings indicate that language games are not only motivating and entertaining but also provide shy students with a greater opportunity to share their thoughts and feelings Furthermore, teachers recognize the effectiveness of language games as their preferred method for teaching vocabulary, highlighting their importance in the educational process.
A recent survey at Van Con Primary School indicates that teachers are eager to incorporate innovative educational games into the classroom to boost student enthusiasm and motivation These interactive teaching methods foster a positive learning environment, enhancing student involvement and interest Students reported that games create a relaxed atmosphere that aids in faster and better 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 suggests that while teachers utilize language games primarily for introducing new words, their application for reinforcing vocabulary remains limited, aligning with the findings from the student survey.
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, face time management issues, and encounter difficulties in maintaining class order Factors such as game length, student numbers, proficiency levels, cultural context, timing, and learning topics are crucial for effective game implementation Students may also find it hard to understand the games or feel overwhelmed by noise in the classroom Therefore, it is essential for teachers to carefully select and clearly explain the games to ensure a productive learning experience.
The researcher identifies that both teachers and students greatly appreciate the use of language games in lessons For teachers, these games enhance vocabulary instruction, making lessons more engaging and effective They also motivate English learners to actively participate in class activities For students, language games provide relaxation and enjoyment, facilitating easier retention of new vocabulary Additionally, these games introduce real-world contexts into the classroom, promoting flexible and communicative use of English The researcher also notes potential factors that may hinder the effectiveness of these games.
The study reveals that 51 students showed significant interest in learning vocabulary through language games, highlighting the importance of understanding the factors that influence this interest The researcher offers valuable suggestions based on the findings, which can help teachers better comprehend their students' perspectives on the effectiveness of language games in vocabulary acquisition Additionally, teachers encounter specific challenges when implementing these games, prompting them to adapt their strategies to overcome obstacles and maximize the benefits of using language games in their teaching.
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, recognizing their effectiveness in teaching new words They believe that these games provide meaningful contexts for word learning, making them highly effective tools Additionally, a significant number of students express enthusiasm for participating in vocabulary games, with many indicating their willingness to engage in the games facilitated by their teachers This positive perception of using games for vocabulary acquisition underscores the practicality of integrating language games into the learning process.