Aims of the study
This study investigates the use of language games to enhance writing motivation among 10th-grade students at Kim Anh High School The specific objectives include assessing the effectiveness of these games in improving student engagement and writing skills.
The attitudes of the teachers and students towards using language games to motivate students to learn writing
The use of language games to motivate students' learning writing
The difficulties that the teachers and students meet when language games are used to motivate students to learn writing
Based on the findings, some suggestions and implications are provided for the improvement of writing teaching by using language games as a motivator
Research question of the study
To achieve the aim, the study plans to answer the following question:
What is the situation of using language games to motivate 10 th form students to learn writing at Kim Anh High School?
To answer this question, the answers to the minor questions were sought for:
What are the attitudes of the teachers and students towards using language games to motivate students to learn writing?
What games are used to motivate students to learn writing at Kim Anh High school? And how are they used?
What are the difficulties the teachers and students cope with during stimulating student to learn writing via language games?
Scope of the study
The study focuses specifically on using language games to teach writing to
The study focuses on 10th-grade students at Kim Anh High School, specifically examining the teaching and learning of writing skills The subjects involved in this research are non-English major students enrolled in the English 10 curriculum at the school.
Methods of the study
The major methods employed in this study include:
survey questionnaires were answered by teachers and students to find out the situation of using language games as a motivator in writing lessons
interviews were conducted to get better insights into their ideas towards the use of language games
Design of the study
This paper is divided into three main parts:
PART A is the INTRODUCTION which presents the rationale, the aims, the research question, the scope, the methods and the design of the study
Part B of the study encompasses three key chapters Chapter 1, the Literature Review, provides essential theoretical insights related to teaching writing and the use of language games Chapter 2, Methodology, examines the implementation of language games at Kim Anh High School through data analysis Finally, Chapter 3 presents the Findings and Discussions, summarizing the conclusions drawn from the analyzed data.
PART C is the CONCLUSION which includes the summary of findings, pedagogical implications as well as limitations of the study and recommendations for further research
REFERENCES and APPENDICES are provided in the last pages of the study.
LITERATURE REVIEW 1.1 Writing and writing teaching
Definitions
Writing is one of the four essential language skills—alongside reading, speaking, and listening—that learners are expected to develop in language education Numerous linguists have attempted to define the concept of writing.
Byrnes (1991, p.1) conceptualizes writing as a progression from basic elements, such as letters, to more complex forms like words, sentences, and discourses He views these components as strategic methods aimed at producing a tangible outcome, which he describes as "making marks on the flat surface of some kinds."
Writing is defined as a social process that involves creating texts through methodologies, arguments, and rhetorical strategies aimed at engaging and persuading others (Candlin & Hyland, 1999) Additionally, it is viewed as a creative discovery process where language is utilized to explore ideas beyond existing knowledge (Murray, 1978; Perl, 1979).
The cognitive perspective views writing as a decision-making process, as highlighted by Flower and Hayes (1981) Writers must make critical choices about how to start their piece, which ideas to include or exclude, and how to organize the information effectively.
Writing is crucial for language learners as it enhances their language acquisition and serves multiple purposes, including assessment and critical thinking development It extends learning beyond formal settings, improves communication skills, and prepares students for professional roles According to Raimes (1983), writing aids in reinforcing grammatical structures, idioms, and vocabulary, provides opportunities to practice the language, and motivates learners to engage with new languages.
Writing is a complex skill that often requires formal instruction, as highlighted by Tribble (1996), who notes that it cannot be easily acquired through mere exposure Unlike spoken language, which most people learn intuitively, written language is typically taught and learned deliberately (Ur, 1996) Moreover, writing is a process that unfolds over time, especially considering the extensive thought that often precedes the creation of a first draft (Ferris, 1993).
In brief, writing is a difficult but important productive skill for language learners to acquire Writing teaching, thus, needs to be taken into consideration.
Approaches to writing teaching
Raimes (1983 presented various approaches to teaching writing as follows: a) The Controlled to Free Approach:
In 1950s and early 1960, the audio- lingual method dominated second language learning which emphasized on speech and writing through mastering grammatical and syntactic forms
In this educational method, students engage in sentence exercises and subsequently work on paragraphs through copying or grammatical manipulation This structured approach emphasizes error correction, paving the way for free composition Ultimately, the focus is on achieving grammatical accuracy over fluency In contrast, the Free Writing Approach encourages spontaneous expression and creativity in writing.
This method emphasizes the importance of writing quantity over quality, prioritizing fluency instead of accuracy It operates on the belief that once ideas are generated, the organization of those ideas will naturally follow.
The Grammar-Syntax Organization Approach emphasizes the importance of structure in communication, highlighting that individuals from diverse cultures and contexts organize their interactions uniquely By analyzing and replicating model passages, this method fosters a better understanding of how different cultural backgrounds influence communication styles.
The approach emphasizes the importance of addressing multiple composition features simultaneously, highlighting that writing should not be viewed as a collection of discrete skills learned in isolation Therefore, it is essential for students to focus on organization while concurrently developing their grammar and syntax skills This method aligns with the principles of the Communicative Approach.
This method emphasizes the importance of understanding the writing's purpose and its intended audience Participants engage in tasks that require them to adopt the role of a writer, allowing them to learn through practical experience Key questions guiding this process include: "Why am I writing this?" and "Who will read it?"
Thus, this approach is quite functional in nature, which can provide the actual experience to the learners f) The Process Approach:
This approach shows the shift from product to process which shows: How do
I write this? How do I get started?
Here, the students are trained to generate ideas for writing, to think of the purpose, audience, and ways of communication and so on
Writing is a developmental process that involves generating ideas, drafting, redrafting, and organizing content This process can be divided into three key stages: Prewriting, Writing, and Post-writing (which includes Revising or Redrafting).
As 'there is no one way to teach writing, but many ways" (Raimes, 1983, p 6-11), teachers should find an appropriate method or integrated ones to teach writing for specific students.
Processes in teaching writing
In the 1970s, the shift from the product approach to the process approach in writing instruction gained momentum, as many educators sought to emphasize the creativity and unpredictability inherent in writing (Tribble, 1996, p.37) This transition marked a significant change in teaching methodologies, focusing less on the final written product and more on the writing process itself Writers are encouraged to make individual decisions regarding the initiation and organization of their work, moving away from rigid time constraints and submission for correction Consequently, teachers adopt the role of educational facilitators, guiding students through their writing journeys.
As described in Zamel (1983, p.147) and Raimes (1985, p.231), in the process approach, the process of writing is seen as a recursive and complex process
In other words, although there are identifiable stages in the process of writing, writers can still revisit any of these stages many times before a text is completed
According to Graham Stanley (2007, p.16), although there are many ways of approaching process writing, it can be broken down into three stages:
Teachers should encourage students' creativity to help them develop their approach to writing topics At this stage, fostering a flow of ideas is crucial, and students may not need to produce extensive written work If they do create initial drafts, teachers can offer valuable feedback to enhance their ideas.
At this stage, students focus on expressing their ideas rather than on the accuracy or organization of their writing The key aspect is to prioritize meaning, prompting teachers and peers to evaluate the content by asking questions such as, "Is it coherent?" and "Is there anything missing or unnecessary?"
Students should prioritize the structure and completion of their writing, while teachers can assist by correcting errors and offering organizational guidance.
The process approach has significantly enhanced practical teaching compared to the product approach Educators utilizing this method prioritize respecting learners' cultural backgrounds and refrain from imposing their own ideas or language behaviors Teaching and learning materials designed with these approaches aim to foster creativity in tangible ways.
Creating a supportive environment and practicing patience are essential for student success Over time, both teachers and students will appreciate the benefits of a process writing approach, leading to noticeable improvements in writing skills (Stanley, 2007: 9).
Factors affecting students' performance in writing lessons
Students' writing performance can be influenced by numerous factors, including individual student characteristics, teaching methods, and external circumstances This article will explore the key factors affecting students' writing skills in lessons.
The main factors originating from students‟ side that may affect students‟ participation in classroom activities include students‟ learning styles, students‟ motivation and students‟ language levels
Recognizing that students have diverse learning styles and preferences for different types of work is crucial for effective teaching When teachers understand these individual differences, they can design tailored activities that engage all students, fostering active participation in the lesson.
Regarding the issue, Lightbrown and Spada (1999) consider motivation a complex phenomenon and define it in terms of two factors: learners‟ communicative needs and their attitudes towards the second language community
Motivation in language learning stems from various sources, including societal influences, significant relationships, and teaching methods, as noted by Harmer Among these, the teacher's enthusiasm and positive attitude play a crucial role in fostering a supportive classroom environment Additionally, the teaching method must instill confidence in both the teacher and students A lack of motivation or confidence from either party significantly reduces the likelihood of successful language acquisition.
According to Downs (2000), several key conditions can enhance student motivation, including feeling acknowledged and understood, having confidence in their ability to succeed, engaging with language that serves a communicative purpose, and taking responsibility for their own learning.
Motivation is crucial for successful language learning, as it significantly influences student engagement and performance, particularly in writing lessons Higher levels of motivation lead to increased participation and active involvement in classroom activities.
According to Harmer (2001), teachers face challenges in selecting appropriate teaching methods and activities when students have varying language levels While certain techniques may engage some students, they may not be suitable for others, potentially hindering participation despite the students' interest To address this, teachers should consider factors such as selecting engaging topics, fostering interest, activating prior knowledge, diversifying topics and genres, and providing essential information.
Students‟ writing performance can be affected by teachers‟ factors including teaching methods, teachers‟ knowledge and teachers‟ instructions
Throughout the history of English Language Teaching (ELT), various teaching methods have emerged for instructing writing Effective writing lessons hinge on how teachers design engaging activities that motivate students and elicit writing tasks To select the most suitable method, educators must consider factors such as learners' individual styles, teaching objectives, and the specific conditions of the classroom Employing an inappropriate method or failing to adapt to the needs of a particular class can adversely impact student participation.
In the study "What Makes a Good Teacher" by Breach (2005), it is highlighted that students view teachers as primary sources of knowledge, tasked with imparting that knowledge effectively Effective teachers possess strong language skills and deep expertise in their subject areas They must not only be fluent and accurate English speakers but also confident in the topics they teach Underwood (1987) emphasizes that a teacher's ability to integrate extensive knowledge into their lessons significantly enhances student engagement and interest in learning activities.
Complicated instructions can significantly hinder effective teaching, as students often fail to respond when they do not understand what is being communicated To address this issue, Ur (1996) suggests several key strategies: first, teachers should prepare and, if possible, write down their instructions It's essential to capture the class's attention before delivering the information multiple times Using clear and concise language, followed by demonstrations, can enhance understanding Ultimately, mastering the art of giving effective instructions requires dedicated learning and regular practice.
Time limitations significantly impact students' writing performance, particularly when teachers fail to adequately prepare materials In large classes where students have limited English proficiency, writing activities can require considerably more time This underscores the importance of teachers in effectively planning lessons and allocating appropriate time for writing tasks.
Williams and Burden (1997) emphasize the crucial role of suitable environmental conditions in facilitating effective learning Understanding how various environmental factors influence the learning process is essential for both language teachers and learners.
According to Underwood (1987), both teachers and students share the responsibility of fostering a positive learning environment, which includes essential elements such as ensuring English is spoken and providing a clear sense of purpose A successful classroom atmosphere relies on balancing fluency and accuracy while using appropriate language Additionally, Underwood highlights the importance of encouragement and student involvement in enhancing English learning outcomes Furthermore, assessments and extracurricular activities play a crucial role in enriching the classroom learning experience.
Language games
A game is defined as an activity characterized by rules, a goal, and an element of fun (Hadfield, 1984) According to Gibbs (1978), it involves cooperating or competing decision-makers who aim to achieve their objectives within a set framework Essentially, games serve as forms of entertainment governed by specific rules, often with a clear goal They can encompass physical activities, mental challenges, or a combination of both, and are classified into three main types: cooperative, solitaire, and competitive.
Language games, akin to ordinary games, focus specifically on language-related activities that enhance language skills While traditional games foster intellectual abilities and patience, language games provide an enjoyable way for learners to practice English, thus boosting motivation According to Greenal (1984), language games serve to reinforce language already taught and are often utilized during free lesson stages or events like English club meetings He emphasizes that these games incorporate competitive elements among students or teams, making language learning both engaging and effective.
In conclusion, language games serve a significant educational purpose beyond mere enjoyment, as they require essential language skills Therefore, it is crucial for teachers to thoughtfully choose language games that align with their instructional goals.
Motivation is a crucial factor in the success of language learning, as highlighted by researchers and educators Gardner (1985) defines motivation as the desire to learn a language, the intensity of effort put forth, and the attitudes toward the learning process Essentially, motivation reflects how much an individual is willing to engage in learning a second language due to their intrinsic desire and the satisfaction derived from the activity Consequently, students who are actively motivated to participate in class tend to achieve better academic results.
Fostering motivation can be challenging due to its deeply personal nature However, Lightbrown and Spada (1999) emphasize that creating a supportive and non-threatening classroom environment can significantly enhance students' motivation to learn, making the classroom a place they look forward to attending.
And language game is an important source of motivation and it is often considered as the first step to draw learners' attention to an EFL environment (Vale,
In many games, competition among individuals or teams serves as a powerful motivator, making learners highly engaged and joyful during gameplay According to Greenal (1984), language games offer an opportunity for free and spontaneous language practice, bridging the gap between the structured environment of formal lessons and the real-life situations encountered outside the classroom.
With a view to creating an enjoyable learning environment, language games should be used to motivate students in writing classes for the following reasons:
Games provide interest to what students may not find interesting
Games may lower anxiety and stimulate students to join in the games positively
Games can be used to change the pace of a lesson and so maintain motivation
Games add variety to the range of learning situations
Games help teachers to create contexts in which the language is meaningful and useful so that students have chances to communicate to each other freely
Games can give 'hidden' practice of specific language points without students being aware of this
Games provide active learner-centered learning so that students are active in the games While students have the leading roles, teachers work as facilitators
Linguists classify language games in various ways, with Hadfield (1987) distinguishing between linguistic games and communicative games Linguistic games emphasize accuracy in language use, whereas communicative games prioritize the effective exchange of information and ideas Additionally, Hadfield categorizes language games into several other types, further enriching our understanding of their functions.
Sorting, ordering or arranging games For instance, the students have a set of pictures and they number the pictures to make a complete story
Information gap games are interactive activities where one student possesses information that the other lacks, requiring communication to complete a task These games can feature either a one-way information gap, where only one student has the necessary details, or a two-way information gap, where both students hold different pieces of information essential for task completion.
Guessing games: In these games, someone knows something and the others have to find out what it is
Matching games: Participants need to find a match for a word, picture or card
Puzzle- solving games: The participants in the game share or pool information in order to solve a problem or a mystery
Role play games: Role play can involve students playing roles that they already play in real life or roles that they do not play in real life
Teachers have a variety of language games at their disposal to enhance language learning, but the effectiveness of these games in stimulating students and developing their skills hinges on the teachers' thoughtful selection and application for specific lessons.
1.2.4 Methods of using language games
Language games can be enjoyable for students, but teachers must carefully choose the appropriate time, type, and method for implementing these games to maximize their effectiveness and ensure a strong connection to the target language.
Games are an effective tool in education, providing students with opportunities to practice essential skills such as reading, writing, listening, and speaking throughout various stages of the teaching and learning process (Wright, Betteridge & Buckly, 2005) According to Hadfield (1987), they can be integrated into any part of a lesson after the target language has been introduced, serving as both a memory aid and a repetition drill, while also allowing students to use the language freely.
Games should not be viewed as trivial activities to occupy spare time in the classroom, as noted by Lee (1979) Instead, they should be considered a vital component of the language learning process, as emphasized by Hadfield Incorporating games into education enhances engagement and reinforces language skills effectively.
1990) and they can be used "at any stages of the lesson, provided that they are suitable and carefully chosen" (Rixon, 1981.)
In the post-stage of writing lessons, feedback is essential, and incorporating language games can create a relaxed atmosphere for students These activities not only help refresh their minds but also equip them with necessary expressions, structures, and ideas that enhance their writing skills.
When integrating games into writing lessons, teachers must first determine the primary objective of the game, including which language elements will be taught and the most suitable game for those elements It's essential to select language games that provide both enjoyment and educational value, ensuring that the chosen activities align with the lesson's content.
When selecting games for the classroom, teachers must consider the difficulty level, as the right balance of challenge is crucial for maintaining student engagement While games should present a stimulating challenge, overly difficult tasks can lead to discouragement among students Additionally, it's important for educators to choose games that provide opportunities for both high-achieving and struggling students to succeed.
METHODOLOGY 2.1 The context of the study
Participants of the study
The participants of this study include both teachers and students at Kim Anh High school
There are ten teachers taking part in the research All of them have been in charge of teaching English in grade 10 classes
The 89 participant students of this study are from 5 regular grade 10 classes, including 22 male and 67 female aged 16 to 17 These students were chosen as they were non - gifted students of English, they were better representatives of the students population Thus the findings of the study can be of great help to students of English in general.
Data collection instruments
2.3.1 Survey questionnaires for teachers and students
This study employs questionnaires and interviews as its primary data collection instruments, with the questionnaire serving as the main tool It consists of two distinct sets of questions, designed specifically for teachers and learners.
The teachers were asked to put a tick or write down the answers for 17 questions which are divided into four sections The following table details the content of those questions:
I The attitudes of the teachers towards using language games to motivate students to learn writing
At Kim Anh High School in Q.5-14, teachers are increasingly utilizing language games to enhance student motivation in writing However, they face several challenges in effectively implementing these games, which can hinder their potential to engage students fully These difficulties include a lack of resources, insufficient training on game integration, and varying student responses to game-based learning Addressing these issues is crucial for maximizing the benefits of language games in writing instruction.
IV Teachers‟ suggestions on using language games to motivate students to learn writing Q.17
To ensure full comprehension, all questions in the questionnaire are presented in Vietnamese for the students The questionnaire is organized into four distinct sections.
I The attitudes of the students towards using language games to motivate 10 th grade students to learn writing Q.2-4
II Students' viewpoint on the current situation of using language games to motivate students to learn writing at Kim Anh High school
III The difficulties the students meet when playing language games in writing lessons Q.11
IV The students' recommendation on using language games as motivators in writing lessons Q.12
2.3.2 Interviews with teachers and students
Following the survey questionnaire, the researcher identified areas of uncertainty, prompting the need for follow-up interviews These interviews were conducted with four teachers and eight students to gain deeper insights into their responses.
Teachers provided insights into the challenges they face and their strategies for overcoming them, while students shared their evaluations of how effectively teachers use language games to motivate writing Additionally, students expressed their preferences, contributing to the successful implementation of these games in writing lessons Informal face-to-face interviews facilitated a relaxed environment, allowing both teachers and students to freely share their thoughts and experiences.
Data collection procedure
A questionnaire was distributed to ten teachers with clear explanations of its aims and requirements Following this, another questionnaire was given to 89 students, during which the researcher provided clear instructions to help them understand how to respond appropriately After the instructions, the students were asked to complete the questionnaire, and the researcher made themselves available to answer any additional questions from the participants.
In the subsequent phase, the researcher conducted interviews with four teachers and eight students to gain clarification The selected participants were those who provided diverse responses or actively enriched the study by sharing additional personal insights in the survey questionnaires.
Data analysis methods
After completing data collection, the analysis was performed using descriptive statistics on the survey questionnaire and interview results This data was processed in Excel and presented through tables and charts for clarity.
FINDINGS AND DISCUSSIONS 3.1 Survey questionnaires
Survey questionnaire for the teachers
A recent poll aimed at exploring teachers' experiences with language games in writing instruction revealed that all ten surveyed educators have incorporated these games into their teaching methods Additionally, the teachers expressed their enthusiasm for the topic by sharing numerous creative ideas with the author.
3.1.1.1 The attitudes of the teachers towards using language games to motivate students to learn writing
Question 2: Teachers’ keenness on using language games to motivate students to learn writing
It can be seen from Figure 1 that
100% of the teachers at Kim Anh High school were fond of using language games to motivate students to learn writing Specifically, 10% said they liked using language games very much,
In a survey on the use of language games as a motivational tool for teaching writing, 30% of respondents rated their effectiveness as "much," 40% indicated "quite much," while 20% felt it was "not very much." Despite no negative feedback regarding the use of language games, it appears that this technique is not the preferred choice among teachers.
Question 3 : The usefulness of using language games to motivate students to learn writing in teachers' viewpoint
Figure 2 reveals that teachers surveyed generally view language games as effective tools for motivating students to improve their writing skills Specifically, 10% of teachers rated language games as very useful, 20% found them useful, 60% considered them quite useful, while only 10% deemed them not very useful.
20% 0% very much much quite much not very much not at all
0% very useful useful quite useful not very useful useless
Despite the potential of language games to enhance student motivation in writing, many teachers have yet to fully recognize their effectiveness as a motivational tool in the learning process.
Question 4: The benefits of using language games to motivate student's learning writing
The data from Table 1 indicates that 90% of teachers found language games to be highly effective in engaging students, making it easy for them to participate Additionally, 50% of respondents noted that these games not only facilitate learning through play but also help introduce and reinforce writing lesson content Comfort levels among students ranked second, with 70% of teachers agreeing on its importance Furthermore, 30% believed that language games could enhance students' self-confidence, while 20% saw them as a means to encourage English communication during gameplay Another notable advantage is that games can bridge the gap between teachers and students, fostering an environment where students feel free to showcase their skills and perform at their best.
Benefits of using language games No of teachers
Engaging students effectively in the learning process is crucial, as it enhances their involvement and fosters a comfortable environment By incorporating play into lessons, students can learn while enjoying the experience, which also helps to consolidate the content being taught Building self-confidence is essential for students, as it encourages them to use English for communication Additionally, exploring various innovative ideas can further enrich the learning experience.
3.1.1.2 The current situation of teachers’ using language games to motivate students to learn writing at Kim Anh High school
Question 5: The frequency of using language games to motivate students to learn writing
According to Figure 3, a significant number of teachers acknowledge the advantages of language games in the classroom, with 40% frequently incorporating this technique and 50% using it in a limited number of lessons However, 10% of teachers rarely utilize language games to enhance student motivation in writing, implementing them only occasionally Notably, none of the teachers have integrated language games as a consistent tool in every lesson to stimulate student engagement.
Question 6: Stages at which language games are used in writing lessons
All teachers surveyed reported using language games at the beginning of writing lessons as a warm-up activity, highlighting their significance in creating a relaxed learning environment and preparing students for the lesson Additionally, 30% of the teachers implemented language games during the pre-writing stage.
20% had their students play games while writing and after finishing their writing tasks Only 10% used language games to wrap up the lesson
Question 7: Time for using language games to motivate students to learn writing
According to the data presented in Figure 5, a majority of teachers, specifically 60%, dedicate 6 to 10 minutes to enhancing students' writing skills through language games Additionally, 20% of teachers manage to conduct these games in just 5 minutes, while 10% of them indicated a different duration.
“11-15 minutes” and time consumption for another 10% even reached 16 to 20
40% in very few lessons in few lessons in some lessons in every lesson
1-5 minutes 6-10 minutes 11-15 minutes 16-20 minutes more than 20 minutes
Wrap up minutes To avoid students‟ feeling bored and not concentrating on the lesson, no teacher spent more than 20 minutes on language games
Question 8 : Kinds of language games to stimulate students to learn writing
Crossword puzzles emerged as the most favored language game for motivating students to enhance their writing skills, with 70% of teachers endorsing this method Following closely, jumbled words and sentences ranked as the second preferred choice among educators.
According to the findings, 50% of teachers frequently utilized matching games, while 40% opted for similar activities that cater to various student levels Additionally, 30% of educators had their students arrange pictures, and the same percentage engaged them in hangman games Notably, only 10% of teachers incorporated role play, which demands high language proficiency and thorough preparation Furthermore, two teachers introduced other interactive games, including network creation, information gap activities, and general knowledge quizzes.
Question 9: Class organization when language games are used to motivate students to learn writing
A survey revealed that 70% of teachers prefer organizing their classes into two teams for games, while 50% favor arranging students in groups Additionally, 30% of teachers occasionally conduct games in pairs.
8% hangman game crossword jumbled words/ sentences role play ordering pictures matching
100% gr ou p w or k pa ir wo rk
In the games, two teams comprised of the entire class participated, focusing on individual contributions However, the entire class rarely competed against the teachers, with only 10% of the time allotted for such matches, to maintain a friendly and supportive atmosphere.
Question 10: Teachers’ preparation for using language games in writing lessons
The statistics reveal that a significant number of teachers do not adequately prepare for incorporating language games into writing lessons While 40% of teachers select the language items for the games and 50% design appropriate games for practice, only 2 teachers anticipate potential issues during gameplay and just 3 prepare necessary materials Alarmingly, one teacher reported no preparation at all This lack of preparation is concerning, as language games should not be viewed merely as entertaining activities; rather, they play a crucial role in enhancing educational effectiveness when integrated thoughtfully into teaching.
In a recent survey of teachers' preparation for incorporating language games into writing lessons, 40% of teachers reported deciding on the language items to be used in the game, while 50% focused on designing suitable games to practice these items Additionally, 20% of teachers anticipated potential problems that could arise during gameplay, and 30% prepared necessary aids and materials Conversely, 10% of teachers indicated that they did not take any preparatory actions, with no teachers reporting any other methods.
Table 2 Question 11: Teachers’ activities before conducting the games
Read out the rule of the game
Explain the rule and make examples
Organize the class Announce the scoring system
Survey questionnaire for the students
All students involved in this study participated in language games during writing lessons, as indicated by the first question's results Consequently, every participant was eager to complete the questionnaire, with several providing additional insights and suggestions for the survey.
3.1.2.1 The attitudes of the students towards their teachers' use of language games to motivate them to learn writing
Question 2: Students' interest in teachers' using language games in writing lessons
At Kim Anh High School, 10th form students showed a strong preference for teachers using language games to enhance their writing skills, with 34% expressing "very much" interest, 46% selecting "much," and 10% indicating "quite much." Only 10% of students chose "not very much," and none opted for "not at all," suggesting that language games are favored by the majority of students as an effective learning motivator.
Question 3: Students' attitudes towards the usefulness of language games in motivating students to learn writing
Almost half of the students (48%) recognized the effectiveness of language games in enhancing their writing motivation, with 27% rating them as "very useful" and 21% considering them "quite useful." Conversely, a smaller segment of students viewed language games as "not very useful" for stimulating their writing lessons.
4% 0% very useful useful quite useful not very useful useless
A recent study shows that only 4% of students undervalue the effectiveness of language games in enhancing their writing skills, highlighting a significant contrast between student and teacher perceptions This data indicates that students have a much greater appreciation for the role of language games as a motivational tool in their writing education.
Question 4: The benefits of using language games as a motivator in writing lessons according to students' viewpoint
Using language games in the classroom offers numerous benefits, as indicated by student feedback A significant 90% of students reported that these games make the class more cheerful and exciting Additionally, 25% appreciated the opportunity to play games without the pressure of having their homework checked Games also serve as an effective tool for revising topics and structures, with 72% of students recognizing this advantage Many students, 16%, noted that they often achieve good marks and receive rewards, while 27% expressed increased self-confidence as a result of engaging in these activities Furthermore, 49% of students found that games make lessons more interesting and engaging, reducing the likelihood of boredom Overall, the incorporation of language games enhances the learning experience and fosters a positive classroom environment.
Table 6 highlights the numerous benefits of using language games to motivate students in writing A significant 90% of participants reported that language games make classes more cheerful and exciting, while 49% found that these games make lessons more engaging and help them stay awake Additionally, 72% of students noted that language games assist in revising topics and structures About 25% appreciated the opportunity to relax and forget their homework worries during gameplay Furthermore, 27% of students gained self-confidence through these activities, and some indicated that games not only helped them revise known vocabulary but also introduced new words, expanding their vocabulary Others felt that games fostered a comfortable environment for better focus and retention of language skills A student remarked that language games provide contexts for communication in English, and many believe these games strengthen friendships among classmates while enhancing teachers' rapport with students Lastly, it was noted that teachers who frequently incorporate language games leave a positive impression, especially on newcomers.
3.1.2.2 Students' viewpoint on the current situation of using language games to motivate students to learn writing at Kim Anh High school
Question 5: Teachers' frequency of using language games to motivate students to learn writing according to the students
A survey revealed differing perceptions between teachers and students regarding the use of language games to enhance writing motivation Approximately 57% of respondents indicated that their teachers incorporated language games into some lessons, while 37% noted these activities occurred in only a few lessons Conversely, a minimal percentage of students reported experiencing language games in every lesson (2%) or in very few lessons (4%).
Question 6: Students' participation in language games in writing lessons
Seventy-five percent of the 89 students expressed enthusiasm for participating in the games, while 14% indicated their willingness to join depended on the type of game offered Additionally, 11% of respondents stated they would only participate if specifically invited Notably, there were no responses from students who either disliked the games but joined reluctantly or chose not to join at all.
57% in very few lessons in few lessons in some lessons in every lesson
14% like and join in only join in when being called on join in depend on the game
Question 7: Stages at which language games are used in writing lessons according to the students
It was obvious that most students found their teachers use language games in warm up activities (84%) In pre writing stage, 46% students had their teachers conduct language games 29% chose
A survey revealed that only 15% of respondents focused on "Post writing," while one in four indicated that their teachers use language games to encourage writing at any time This aligns with the common practice of teachers incorporating language games at the beginning of lessons, while dedicating more time to enhancing students' writing techniques in later stages.
Question 8: Time for using language games to motivate students to learn writing according to the students
The chart shows that language games were normally conducted within 5 minutes according to 6% of the students 40% thought their teachers often have them play games in 6 to 10 minutes Accounting for
In a survey, 29% of participants reported that language games were played within 11 to 15 minutes, while 19% indicated that teachers took 16 to 20 minutes to organize these activities Only 6% of respondents noted that game preparation exceeded 20 minutes Overall, there was a minimal difference between the responses of teachers and students regarding the duration of language game activities.
Question 9: Class organization when language games are used to motivate students to learn writing according to the students
6-10 minutes 11-15 minutes 16-20 minutes more than 20 minutes
The students' responses largely align with their teachers' feedback, indicating that the preferred arrangement for games was in two teams, chosen by 88% of participants Additionally, group work emerged as a popular option, favored by 67% of the respondents.
In a recent analysis of classroom engagement, it was found that whole class games accounted for only 11% of activities, while individual student games made up 17% Interestingly, pair work emerged as a preferred choice among students, with 58% opting for it, compared to only 30% of teachers utilizing this method.
Question 10: The teachers' using other teaching aids when they apply language games in writing lessons
The data collected from Figure
A significant 52% of students reported that their teachers frequently utilized various teaching aids, such as pictures, cassette players, and overhead projectors, during language games in writing lessons Additionally, 39% of teachers were noted to use these aids occasionally Only 6% of students expressed dissatisfaction, stating that these teaching tools were seldom integrated into language games Conversely, a small percentage of 3% appreciated their teachers' consistent use of teaching aids, which enhanced the vividness and effectiveness of the games.
3.1.2.3 The difficulties students meet when teachers use language games to motivate them to learn writing
Question 11: S tudents' difficulties s meet when playing games in writing lessons
15 out of 89 students (17%) admitted that they didn't understand the rules of the games, which may be due to their low proficiency They could only know what
100% gr oup w or k pa ir wor k
A survey revealed several challenges faced by students during classroom activities Thirteen percent of participants found the games too difficult, hindering their participation, while 26% reported issues with group dynamics, citing a lack of enthusiasm from peers Only 9% expressed concerns about teachers' preparation, noting occasional disruptions during games Class management issues were highlighted, with 34% of students feeling that noise levels prevented concentration, and 45% indicated that excitement after games made it difficult to regain control of the classroom Additionally, many students felt their English proficiency was insufficient for the activities, often resorting to Vietnamese for communication Some students were frustrated by rule-breaking behaviors, and a few remained too reserved to engage with their classmates.
Students face several challenges when playing games in class A significant 34% of students reported that the class becomes very noisy during gameplay, while 26% expressed concerns about a lack of enthusiasm and cooperation among group members Additionally, 17% of students stated they struggle to understand the rules, and 13% found the games to be too difficult Teachers' inadequate preparation was noted by 9% of students as a contributing factor to these issues Furthermore, 45% indicated that it takes considerable time to regain control of the class after the game concludes.
3.1.2.4 Students' suggestions for teachers' using language games to motivate students to learn writing
Interviews
After analyzing the collected survey questionnaires, the researcher identified key figures and concepts that required further clarification To gain deeper insights, follow-up interviews were conducted with four teachers and eight students whose responses differed from others or who significantly contributed to the study's success through their detailed explanations in the surveys.
The interview with 4 teachers has given valuable information to the research
Teachers face several challenges when incorporating language games into writing lessons to enhance student motivation One major concern is selecting appropriate games that are both engaging and effective for teaching language concepts Additionally, the unpredictable duration of these games can be problematic, as they may take longer than anticipated based on student performance Class management issues, such as excessive noise, rule-breaking, and the use of the mother tongue instead of English, further complicate the implementation of these activities Furthermore, varying student characteristics lead to uneven participation, with some students being overly enthusiastic while others remain too shy to engage Lastly, the preparation of language games often becomes a burden for teachers, as they must adapt these activities to meet their students' needs, which can be time-consuming.
Teachers addressed the challenges of implementing language games by utilizing reference books and creating their own games, compiling a collection from years of experience for efficient organization Involving students in game design allowed them to grasp the objectives of language games while providing teachers insight into student preferences To maintain control during gameplay, teachers established rules and monitored student performance, adapting their approach to accommodate different student characteristics—calming overly excited students while encouraging shy ones to participate Additionally, varied grouping methods, beyond simple seating arrangements, fostered new friendships and allowed mixed-ability students to collaborate and share ideas effectively.
Students expressed a positive attitude towards the effectiveness of language games in enhancing their writing skills, finding them useful for creating a cheerful and relaxed learning environment compared to traditional writing lessons They noted that the integration of lesson content within the games made learning more meaningful and memorable, while also fostering collaboration and strengthening friendships Additionally, students reported improvements in their vocabulary and grammar through these games However, some challenges were identified, such as difficulties in understanding the rules and communicating in English during gameplay Concerns were raised about the time consumed by games, which sometimes left other writing tasks unfinished, and a perception that students might prioritize fun over learning outcomes.
Students expressed a strong desire for their teachers to enhance the use of language games as a motivator in writing lessons They suggested that games should be played more frequently, with a maximum duration of 10 minutes to allow time for other writing tasks To maintain interest, the games should be engaging, and students are eager to contribute by designing their own games at home Teachers are encouraged to clearly explain the rules, potentially translating them into Vietnamese for clarity Additionally, students would appreciate receiving feedback on their activities and common mistakes Lastly, changing partners during games was recommended to create a refreshing atmosphere, as new experiences tend to motivate students more effectively.
The study reveals that incorporating language games into writing lessons effectively motivates students, garnering positive feedback from both teachers and students Many participants recognize the value of these games as a catalyst for enhancing learning, while educators emphasize the importance of implementing language games due to the numerous benefits they provide.
At Kim Anh High School, language games are frequently utilized to engage 10th-grade students, particularly during lesson warm-up activities These games typically last between 6 to 10 minutes and are played in groups or teams Common types of language games incorporated in writing lessons include crosswords, jumbled words, and matching exercises Teachers appreciate the motivational impact of these games, as they enhance student preparation and involvement during pre, while, and post-game phases Many students also express enjoyment and enthusiasm when participating in these language games, contributing to a more dynamic writing learning experience.
Teachers face several challenges when implementing language games to motivate students in writing, including classroom management issues and selecting appropriate games for varying student levels They also express concerns about dominant students overshadowing their peers, as well as logistical problems like time constraints, insufficient resources, and difficulty integrating lesson content into game formats Students, on the other hand, struggle with language proficiency, often finding the games too demanding or facing uncooperative teammates Additionally, unclear instructions and inadequate teacher preparation further complicate the gaming experience.
Pedagogical Implications
The findings of the present study bring in some pedagogical implications for using language games to motivate students to learn writing
Incorporating language games into writing instruction can significantly enhance student motivation, as these interactive activities are generally more appealing than traditional, formal writing lessons, which many students find tedious.
Teachers should not allow students to play language games arbitrarily, as these activities require careful preparation to be effective While games are designed for enjoyment, their success hinges on relevance to students' interests, English proficiency levels, and the content of writing lessons To maximize language practice opportunities, educators must consider these factors before implementing any game-based activities.
To engage students effectively, teachers should incorporate a variety of language games into their lessons If they struggle to find suitable game ideas, seeking advice from colleagues or exploring online resources can provide valuable inspiration.
Teachers should carefully plan the duration of each activity to maintain student engagement, as prolonged sessions can lead to boredom Ideally, activities should last between six to ten minutes to keep students focused and interested.
Playing games in groups or teams fosters collaboration among students, allowing them to support one another and encouraging shy individuals to participate in activities While students often feel comfortable working with familiar peers, new class arrangements can be beneficial For 10th form students, who are newcomers from various secondary schools, engaging in games provides opportunities to learn more about their classmates, bridge social gaps, and strengthen connections with their teachers.
Teachers should prioritize clearly explaining the rules and objectives of games to their students When students fully grasp these concepts, they are more likely to engage meaningfully, recognizing that games serve a purpose beyond mere entertainment.
Language games play a crucial role in creating meaningful and useful communication in English for students To maximize engagement, it's essential to encourage students to speak English as much as possible However, in classes with many struggling students, allowing them to use Vietnamese during these games can be beneficial Prioritizing the enjoyment of the games is key, as the main goal is to spark students' interest in writing lessons.
Limitations and recommendations for further studies
Despite achieving its initial objectives, this study faces several limitations The small sample size, comprising only 10 teachers and 89 students, may hinder the ability to draw accurate generalizations Additionally, the reliance on survey questionnaires and interviews as primary data collection methods raises concerns about the reliability and accuracy of the findings Furthermore, the absence of experimental research to assess the effectiveness of language games as a motivational tool in writing education limits the study's comprehensiveness Lastly, time constraints prevented a more thorough investigation.
Further research is essential to explore the long-term effects of language games on student motivation in writing Conducting larger-scale studies will provide clearer insights into their effectiveness Additionally, implementing various measures will help assess the real-world impact of language games in educational settings.
Despite the unavoidable shortcomings and limitations, this study is believed to be beneficial for people of this concern All comments and remarks on this research will be highly appreciated
1 Breach, D.(2005) Exploring the Vietnamese Concept of a “Good Teacher”
2 Byrne, D (1991), Teaching Writing Skills, Longman handbooks for language teachers, Longman, London
3 Carrier, M & the others (1985) Take 5 games and activities for the language leaning classroom: From theory to practice New York: Longman
4 David, K & Hollowell, J (1989) Inventing and playing games in the English
5 Downs, M.(2000) Increasing student Motivation Teachers‟ Edition 4: 8 – 13
6 Ersoz, A (2000) Six games for EFL/ ESL classroom The Internet TESL
7 Ferris, D (1993) The design of an automatic analysis program for L2 text research: Necessity and feasibility Journal of Second Language Writing, 2 (2),
8 Flower, L., and Hayes, J (1981) A cognitive process theory of writing College
9 Gardner, A., and Johnson, D (1997) Teaching personal experience narrative in the elementary and beyond Flagstaff, AZ: Northern Arizona Writing Project
10 Gibbs, G (1987) Dictionary of gaming, Modelling and Stimulation E & FN
11 Granger, C (1981) Play games with English Heineman International, Great
12 Greenal, S (1984) Language games and activities Great Britain: Hulton
13 Hadfield, J (1987) Elementary Communication Games UK: Thomas Nelson and Sons
14 Hadfield, J (1987) Advanced Communication Games London: Nelson
15 Hadfield, J (1990) Intermediate Communication Games London: Nelson
16 Hadfield, J (1992) Classroom Dynamics Oxford: Oxford University Press
17 Hansen, M 1994 Grajmy w jezyku francuskim Jezyki Obce w Szkole March- April, pp 118-121
18 Harmer,J.(2001) The Practice of English Language Teaching (3 rd ed) Essex: Longman
19 Hayes, J., and Flower, L (1987) On the structure of the writing process Topics in Language Disorder, 7/4, 19-30
20 J C Richards, and W A Renyanda (Eds.) Methodology in language teaching:
An anthology of current practice, (306-314) Cambridge, UK: Cambridge
21 Karen, R (1973) Communication games MAcmillian Publishers, New York
22 Lee, W R (1979) Language teaching games and contests Oxford: Oxford University Press Ltd., London
23 Lewis, G and Bedson, G (1999) Games for children Oxford University Press
24 Lightbown,P.M& Spada,N(1999).How Languages are learned Oxford: Oxford University Press
25 Little Wood, W.T (1981) Communicative language teaching, Cambridge
26 Martin, C (1995) Games and Fun activities Young Pathfinder Series: London: CILT
27 Murray, D (1978), A Writer Teaches Writing: A Practical Method of Teaching Compositions, Houghton Mifflin, Boston
28 Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga (2003, December) Learning vocabulary through games Asian EFL Journal, , 2006
29 Nunan, D (1991), Language Teaching Methodology, Prentice Hall International Ltd, Great Britain
30 Perl, S (1979), The Composing Process of Unskilled College Writers Research in the Teaching of English 13
31 Raimes, A (1983), Techniques in Teaching Writing, OUP
32 Raimes, A (1992) Exploring through Writing: A Process Approach to ESL Composition New York: St Martins Press
33 Raimes,A (1993) Techniques in Teaching Writing OUP
34 Richard-Amato, P A (1988) Making it happen: Interaction in the second language classroom: From theory to practice New York: Longman
35 Richards, J C and W A Renandya (eds.) 2002 Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge
36 Rixon, S (1981) How to use games in language teaching London: Macmillan
37 Stanley, G (2007) Approaches to process writing, British Council, retrieved from www.Teachenglish.org.uk/ on 27 of December 2007UK: Thomas Nelson and Sons
38 Tribble, C (1996), Writing, Oxford University Press, Oxford
39 Underwood,M.(1987).Effective Class Management: A Practical Approach New York: Longman
40 Ur,P.(1996) A Course in Language Teaching: Practice &Theory Cambridge
41 Vale, D & A Feunteun 1995 Teaching Children English Cambridge
42 Wierus, B and Wierus, A 1994 Zagraj razem a nami Czesc I Jezyki obce w szkole May-June: pp 218-222
43 Williams,M.&Burden,R.L.(1997)Psychology for Language Teachers: A Social
Constructivist Approach Cambridge: Cambridge University Press
44 Wright, A., Betteridge, D., & Buckby, M (2005) Games for language learning
(3 rd ed.) New York: Cambridge University Press
45 Zamel, V (1983) The composing processes of advanced ESL students: Six case studies TESOL Quarterly, 17/2, 165-187
46 Zdybiewska, M 1994 One-hundred language games Warszawa: WSiP.
APPENDIX 1 SURVEY QUESTIONNAIRE FOR THE TEACHERS
Dear all the teachers of English at Kim Anh High School
My name is Hua Thi Thanh Ha, and I am conducting a survey on the use of language games to motivate 10th-grade students in writing at Kim Anh High School This questionnaire aims to gather your attitudes and practices regarding the use of language games as motivational tools in writing lessons Your responses are crucial for the success of this research, and all data collected will be used solely for research purposes.
Your cooperation will be highly appreciated
Please write down some information about yourselves
Please choose the answer(s) that best describe(s) your attitudes and practices
1 Have you ever applied language games to stimulate 10 th form students to learn writing?
If Yes, please answer the questions from number 2 to number 17
If No, please answer the questions from number 18 and 19
If you have ever used language games to motivate students to learn writing, please answer the following questions
Your attitude towards using language games to motivate students to learn writing
2 How do you like using language games to motivate students to learn writing? very much much quite much not very much not at all
3 What do you think of the usefulness of using language games to motivate students to learn writing? very useful useful quite useful not very useful useless
4 What are the benefits of language games to motivate students to learn writing in your viewpoint? (You can choose more than one option) g get the students involved easily h help the students learn while playing i help the students feel comfortable j introduce and consolidate the content of the writing lesson k build up the students' self-confidence l encourage students to use English to communicate m other ideas ( Please specify):
Your facts of using language games to motivate students to learn writing
5 How often do you use language games in writing lessons? a In very few lessons b In few lessons c In some lessons d In every lesson
6 Which stage do you often use language games? (You can choose more than one option) a Warm up b Pre writing c While writing d Post writing e Wrap up
7 How long do you often conduct a language game? a 1-5 minutes b 6-10 minutes c 11-15 minutes d 16-20 minutes e more than 20 minutes
8 What kinds of language games do you often use to warm up writing lessons (You can choose more than one option) a hangman game b crossword c jumbled words/ sentences d role play e ordering pictures f matching g others( Please specify):
9 How do you often organize work in class when using language games? (You can choose more than one option) a individuals b pair work c group work d 2 teams e whole class
10 What do you do to prepare for the language games used to stimulate students to learn writing? (You can choose more than one option) f decide the language items to be used in the game g design the suitable language game to practice the items h assume anticipated problems while playing the game i prepare the aids and materials for the game j do nothing k others ( Please specify):
11 What do you often do before conducting the game? (You can choose more than one option) a Read out the rule of the game b Explain the rule and make examples c Organize the class d Announce the scoring system e Do nothing f others ( Please specify):
12 What do you often do while students are playing the game? (You can choose more than one option) a Walk around to control the class b Help students with new words c Take notes of students' mistakes d Provide students with suggestions e Do nothing f others ( Please specify):
13 What do you often do in the post playing stage? (You can choose more than one option) a Announce and praise the winner b Give comments on how well the students have played c Correct students' mistakes d Summarize the language items used in the game e Give marks or presents f Do nothing g others ( Please specify):
14 How do your students often play the game? a Most students enjoy playing the game b Students use English to communicate during the game c Students use the language items to play the game d Some students are not interested in the game and do private thing e Students pay attention to the score rather than the language items f others ( Please specify):
Your difficulties in using language games to motivate students to learn writing
15 How do you feel about your motivating students to learn writing via language games? Circle the most suitable option and give your reason a very pleased b pleased c pleased to some extent (i.e slightly pleased) d not pleased at all
(e.g I achieved all/ some of the learning outcomes of the lessons;…)
16 What are your difficulties in using language games to motivate students to learn writing? (You can choose more than one option) a your choice of game is not various b language games take much time c the students get out of your control when playing the game d level of the game is inappropriate to all students e your instruction is not clear and leads to students' confusion f the content of the writing lesson is too hard to be adapted into language games g others
Your suggestions on how to use language games to motivate students to learn writing
17 What should the teachers do to deal with these problems? (You can choose more than one option) g give clear and simple instructions and make examples h choose appropriate games for majority of students i ask students to prepare for the game in advance j manage the class as a whole or big teams k use teaching aids and materials to help conduct the game l have students always play in their team or group to make them feel comfortable and self- confident m Others ( Please specify):
If you have never used language games to motivate students to learn writing, please answer the following questions
18 Why don‟t you use language games to stimulate your students to learn writing?
Language games can often be seen as a waste of time, as many students do not favor participating in them These games tend to cater primarily to kinesthetic learners, leaving others disengaged Additionally, linking the lesson content to the game can be challenging, and the preparation involved demands significant time and effort from educators.
19 If there comes a chance, will you try using it? a Yes b No c Maybe
Thank you very much for your assistance!
APPENDIX 2 SURVEY QUESTIONNAIRE FOR THE STUDENTS
Hua Thi Thanh Ha, an English teacher at Kim Anh High School, is conducting a survey to explore the effectiveness of language games in motivating 10th-grade students to improve their writing skills Your valuable responses will contribute to the success of this research, and all data collected will be used solely for academic purposes.
Your cooperation will be highly appreciated
Please write down some information about yourselves
Do you like learning English?
Please choose the answer(s) that best describe(s) your attitudes and practices
1 Have you ever played language games in writing lessons?
If Yes, please answer the questions from number 2 to number 12
If No, please answer the questions from number 13 and 14
If you have ever played language games in writing lessons, please answer the following questions
Your attitude towards teachers' using language games to motivate students to learn writing
2 How do you like when teachers use language games to motivate students to learn writing? very much much quite much not very much not at all
3 What do you think of the usefulness of using language games to motivate students to learn writing? very useful useful quite useful not very useful useless