INTRODUCTION
Rationale
Vocabulary is essential in all languages, especially in learning English, where it plays a crucial role A strong vocabulary enhances our ability to comprehend and communicate effectively Without a solid foundation of words, effective communication becomes challenging As noted by Allen (1983:5), mastering vocabulary is fundamental to understanding English.
Effective communication relies heavily on the correct use of vocabulary, as misunderstandings can arise from improper word choice Wilkins (1972) emphasizes that while grammar is important, vocabulary is essential for conveying meaning Mastering vocabulary is crucial for developing proficiency in the four key English skills However, many students face challenges in expanding their vocabulary, often struggling with retaining word meanings and forms This difficulty in vocabulary acquisition can hinder their ability to communicate effectively in English.
Teaching vocabulary to primary school students presents unique challenges due to their distinct psychological characteristics compared to adults Young learners, typically aged six to ten, are active, curious, and require an engaging and playful learning environment to stay motivated Traditional teaching methods in Vietnam, such as rote memorization and translation, often lead to boredom and increased pressure, hindering effective vocabulary retention While children can quickly acquire new language skills, they also tend to forget them easily unless the material is presented in a memorable way As a result, if lessons do not captivate their interest, students are likely to struggle with recalling previously learned vocabulary, making it difficult for teachers to facilitate effective learning.
Teachers face the challenge of engaging young learners in vocabulary acquisition while fostering their curiosity A key concern for English teachers is finding effective strategies to help students retain new words taught in class Therefore, it is essential for foreign language educators to discover innovative methods for teaching vocabulary to primary students.
Teaching vocabulary to primary school students can be effectively achieved through interactive activities like games According to Huyen and Nga (2003), vocabulary games bring real-world context into the classroom, enhancing students' ability to use English in a flexible and communicative manner By incorporating appropriate games, teachers can foster motivation and self-confidence in students, which are crucial for learning a foreign language One effective game for vocabulary instruction is the Whispering Game, which allows students to memorize words while practicing their listening skills This engaging approach makes learning enjoyable as students combine play with education and collaborate within teams The competitive element among groups further motivates students to learn and participate actively.
The author aims to investigate the impact of the Whispering game on vocabulary retention and motivation among second graders This research, titled "The Whispering Game's Influence on Vocabulary Learning," seeks to explore how this interactive method can enhance language skills in young learners.
Whispering game and its effects on 2nd graders’ vocabulary retention ”.
Aims of the study
This thesis explores the use of the Whispering game as a tool for teaching vocabulary to second graders in primary school The research investigates the impact of the Whispering game on students' motivation to learn vocabulary and examines its effects on vocabulary retention The goal is to identify effective strategies for helping young students enhance their vocabulary learning.
Research questions
For the purpose of achieving the above aims, the study is designed to focus on answering the following research questions:
1 How does Whispering game affect students’ motivation to learn vocabulary?
2 To what extent, does Whispering game affect students’ vocabulary retention?
Significance of the study
This study aims to provide valuable insights for teaching English as a foreign language, benefiting both teachers and students The findings will enhance teachers' understanding of the Whispering game, enabling them to effectively use it to boost students' vocabulary retention Furthermore, the study encourages active participation among students, fostering a more engaging learning environment during vocabulary lessons, which may ultimately lead to improved vocabulary retention.
Scope of the study
This research focuses on the impact of the Whispering game on vocabulary retention and motivation among primary school students Various games are utilized in teaching vocabulary, but this study specifically examines how the Whispering game enhances students' learning experiences The course book used for the experimental course is "Tiếng Anh 2" by Hoang Van Van and Nguyen Quoc Tuan.
Nguyen Thi Lan Anh, Do Thi Ngoc Hien, Nguyen Bich Thuy, and Ken Willson conducted a study published by Nhà xuất bản Giáo Dục Việt Nam, focusing on 80 second-grade students at Dong Son No.1 Primary School during the 2018-2019 school year, due to time and opportunity constraints.
Organization of the study
The study comprises five chapters as follow:
Chapter 1 is the introduction which provides the rationale, aims of the research, research questions, research scope, significance and organization of the study
Chapter 2 is the literature review The theoretical background of the research and issues relevant to the topic of the research i.e., vocabulary and issues related to learning and teaching vocabulary, an overview of games, the Whispering game and review of previous studies will be presented in this chapter
Chapter 3 is the presentation of the research methodology in detail including the context of the study, participants, data collection instruments, procedures of the study and data analysis
Chapter 4 entitles the findings and discussion This chapter goes in details of the data analysis results and discussion It also offers some findings through the data analysis The findings and discussion are based on applying the Whispering game to teach English vocabulary for primary school students
Chapter 5 is the conclusion It provides some conclusions of the study, implications for teachers and students, the limitations of the study and some suggestions for further research based on the previous findings and discussions of the study.
LITERATURE REVIEW
Teaching and learning English as a foreign language in primary school
2.1.1 Foreign language teaching and learning
A language is deemed foreign when it is primarily acquired in a classroom setting and lacks widespread usage among the local community, as noted by Moeller and Catalano (2015).
Teaching English as a foreign language has emerged as a significant sector within the global education industry As countries increasingly integrate into the world economy, the importance of widespread English language education becomes paramount.
Learning a foreign language significantly impacts various areas, including academic success, cognitive growth, and fostering positive attitudes towards diverse languages and cultures In today’s globalized world, language proficiency is essential for students to thrive However, Vietnamese learners often encounter challenges due to differences in vocabulary, grammar, and phonetics between their native language and the foreign language To overcome these obstacles, it is crucial to inspire and motivate learners in their language acquisition journey.
As a foreign language teacher, it is essential to have a clear teaching goal aimed at enabling students to effectively communicate with native speakers in both oral and written forms The primary objective is to equip learners with the skills necessary to engage confidently in conversations and written exchanges in the target language.
2.1.2 Characteristics of young learners in learning a foreign language
Young learners, typically aged six to eleven, are inherently active and curious, eager to explore and imitate new concepts As they develop cognitively, emotionally, and behaviorally, it is crucial for foreign language teachers to understand their unique characteristics to effectively achieve lesson objectives Teaching young children a foreign language presents challenges, as their learning approaches differ significantly from adults, requiring innovative strategies to inspire and engage them in the learning process.
Five characteristics of young learners that Clark (1990, pp 6-8) mentions are:
1 Children are developing conceptual: they develop their way of thinking from the concrete to the abstract thing
2 Children have no real linguistics, different from the adult learners that already have certain purpose in learning language, for instance, to have a better job, children rarely have such needs in learning a foreign language They learn subject what school provide for them
3 Children are still developing; they are developing common skill such as talking and the use of body language
4 Young children are very egocentric, they tend to resolve around themselves
5 Children get bored easily Children have no choice to attend school The lack of the choice means that class activities need to be fun, interesting and exciting as possible by setting up the interesting activities
Similarly, Halliwell (1992, pp 3-5) also states some following characteristics of children:
1 Children are already very good in interpreting meaning without necessarily understanding the individual word
2 Children already have great skill in using limited language creativity
3 Children frequently learn indirectly rather than directly
4 Children take good pleasure in finding and creating fun in what they do
5 Children have a ready imagination, children’s words are full of imagination and fantasy, and it is more than simply matter of enjoyment
Moreover, with regard to the researcher’s experiences in teaching English as a foreign language at a primary school, we can conclude that the main characteristics of young learners are:
1 They are very active and enjoy learning through playing Young learners learn effectively when they combine learning with games
2 They are not as shy as the older learners
3 Their expectation is to be complimented
4 They are good at imitating and skillful in listening accurately and mimicking what they have heard perfectly but usually without understanding
5 They are interested in special and real subject
Understanding the characteristics of young learners is essential for English teachers, as it enables them to create engaging lessons that resonate with students' daily lives and motivate them to learn By recognizing these traits, educators can select effective and appropriate teaching methods, fostering a positive environment that enhances English language instruction.
Theoretical basis of vocabulary learning
Vocabulary is a crucial element in learning a foreign language, as it underpins essential skills like reading, writing, speaking, and listening According to Richard (2001), a strong vocabulary foundation enhances overall language proficiency.
Vocabulary plays a crucial role in language learning and has been a primary focus for applied linguists The selection of words to teach in a second language is influenced by the course objectives and the available teaching time.
Thus, vocabulary is the main tool for the students in their attempt to use English effectively
Vocabulary encompasses all the words used by an individual or those that exist within a specific language or subject, as defined by the Oxford Dictionary Each person's vocabulary is unique and evolves over time, often without much conscious attention According to Hatch and Brown (1995), vocabulary can also be viewed as a compilation of target language words relevant to a particular speaker Similarly, Webster’s Dictionary (1993) describes vocabulary as a collection of words and phrases, typically organized in alphabetical order.
Vocabulary encompasses individual words and institutionalized phrases that carry specific social or pragmatic meanings within a community (1993, p 89) Additionally, McWhorter (1989, p 331) emphasizes that vocabulary involves the capacity to remember words and associate meanings with the letters that comprise them Essentially, words serve as symbols representing objects or thoughts, and the connection between letters and their meanings is what forms words.
Vocabulary encompasses the complete set of words in a language, including their forms, sounds, meanings, and usages in various contexts It plays a crucial role in effective communication, allowing individuals to convey and receive information both orally and in writing For English learners, mastering vocabulary is essential for achieving proficiency, alongside other language components and skills Understanding vocabulary involves not only knowing word meanings but also using words appropriately within different contexts.
2.2.2 The importance of vocabulary in learning and teaching a foreign language
Vocabulary is essential for language comprehension and usage, as highlighted by Diamond & Gutlohn (2006), who define it as the knowledge of words and their meanings A robust vocabulary foundation aids learners in effectively understanding and utilizing a language Additionally, Nation (2001) emphasizes that vocabulary knowledge encompasses recognizing and understanding a word in its spoken form, both in and out of context, rather than relying on guesswork.
Actually, vocabulary is considered as a means in assisting communication
Rubin and Thompson (1994) emphasize that vocabulary is essential for effective communication, asserting that mastery of a foreign language hinges on a substantial word bank Similarly, Saville and Troike (1976) underscore the critical role vocabulary plays in language proficiency, highlighting its foundational importance in speaking, understanding, reading, and writing a new language.
Vocabulary is essential for comprehending and identifying objects, actions, and ideas Our common sense and experiences guide us in prioritizing vocabulary acquisition Many individuals have successfully navigated foreign countries—shopping, asking for directions, and more—by knowing the names of what they needed, even without mastering grammatical structures.
Vocabulary is a crucial yet challenging aspect of language learning, as highlighted by Lord (1993), who notes that it is the largest and most complex component due to the multitude of meanings involved Similarly, McCarthy (1990) asserts that regardless of a student's proficiency in grammar and pronunciation, effective communication in a second language is impossible without a robust vocabulary to convey a broader spectrum of meanings.
Vocabulary is a crucial element for effective communication and understanding in any language, particularly in English A robust vocabulary enables learners to express themselves clearly and communicate with precision Therefore, it is evident that vocabulary plays a decisive role in language acquisition and overall communication skills.
2.2.3 Some techniques in teaching vocabulary
There are various ways for students to acquire vocabulary Different activities and techniques are applied in vocabulary teaching to motivate the learners and enrich their vocabulary
Teaching vocabulary effectively involves more than just introducing specific words; it requires equipping learners with strategies to broaden their vocabulary knowledge Utilizing context, visual aids, real objects, and diverse lexical information are essential techniques to enhance students' vocabulary skills.
The adage "if we hear we forget, if we see we remember, and if we do something we know it" highlights the effectiveness of visual aids in learning new vocabulary According to Kunari (2006), incorporating visual aids into lesson plans enhances students' ability to grasp subject matter Utilizing real objects in the classroom allows teachers to demonstrate the meanings of new words effectively, facilitating longer retention of vocabulary among students.
Visual techniques like images, realia, actions, and gestures effectively engage beginner students in learning new vocabulary, sparking their interest and excitement.
These include illustrative situations, synonyms and definition, contrasts and opposites, scales and examples They are the suitable ways for illustrating abstract new words
Teaching words in context helps students understand the linguistic environment of those words, enabling them to use vocabulary appropriately According to Swanburn and de Glopper (1999), approximately 15% of new words encountered in texts are learned to some degree, as readers can infer meanings from context, even if they don't grasp the entire definition Conversely, when unfamiliar words are presented in less informative or misleading contexts, it may take learners significantly longer to comprehend their meanings.
Incorporating synonyms and definitions into vocabulary instruction is an effective technique for enhancing language comprehension Recognizing the opposite parts of a word can facilitate a quicker understanding of its meaning, allowing students to grasp the various nuances of vocabulary Learning synonyms not only broadens students' vocabulary but also aids in understanding the organization of dictionaries, making it a crucial aspect of language education.
Aspects of vocabulary should be taught
According to Ur (1996), teachers should focus on key aspects of vocabulary instruction to help students achieve mastery These essential elements include word form, grammar, collocation, aspects of meaning, and word-formation.
When acquiring new vocabulary, learners must understand both the spelling and pronunciation of each word, as these are key characteristics that distinguish them Recognizing these elements is crucial for learners when they first encounter unfamiliar words Therefore, educators should prioritize the effective introduction and teaching of spelling and pronunciation in vocabulary instruction.
Teaching pronunciation is a crucial aspect of language learning, as it significantly impacts oral communication alongside grammar and vocabulary Fraser (2001) emphasizes that effective pronunciation is vital for being understood, while Yates (2002) notes that learners with good pronunciation are more likely to be comprehensible, even with grammatical errors Pronunciation encompasses more than just individual sounds; it includes elements like stress, intonation, and word linking, all of which influence spoken English Therefore, it is essential for teachers to focus on correct pronunciation and provide ample practice opportunities for students.
To effectively use new vocabulary, learners must understand the grammar associated with each word Teaching the grammatical functions, including variations in form, regularity, and irregularity, as well as singular and plural forms, is essential for helping students apply words correctly and avoid mistakes For instance, when introducing the noun "mouse," it is important to also present its plural form, "mice." Additionally, when teaching verbs like "decide" and "avoid," educators should include the specific verb forms that follow them (e.g., "decide to do," "avoid doing") and highlight adjectives with their corresponding prepositions (e.g., "good at," "afraid of," "different from," "excited about").
A collocation consists of two or more words that are commonly used together in English, such as "high temperature," while incorrect alternatives like "tall temperature" may sound grammatically correct but are unnatural Many students struggle with collocations due to direct translations from their native languages, as these phrases often cannot be translated word for word Understanding collocations is crucial for achieving a natural and native-like fluency in English According to Shin and Nation (2008), focusing on collocations enhances language fluency and ensures appropriate word selection Additionally, James Carl (1998) notes that correct use of collocations significantly contributes to one's idiomaticity and native-like expression McCarten (2007) emphasizes that vocabulary instruction through collocation techniques helps learners understand how words and expressions are used together Therefore, foreign language teachers should prioritize teaching collocations to facilitate easier and more effective language acquisition for their students.
Four aspects of meaning are denotation, connotation, appropriateness and meaning relationship
Every word carries both a denotation and connotation The denotation refers to the explicit, direct meaning of a word, while the connotation encompasses the associated or implied meanings For instance, the term "dove" not only identifies a bird but also evokes feelings of peace and gentility.
Appropriateness is a key aspect of meaning, as it determines whether a specific item is suitable for use in a given context Therefore, teachers must assist students in recognizing whether a particular term is commonly used or relatively rare.
Meaning relationships present how the meaning of one item relates to the meaning of others Thus, it needs to be taught to help learners understand these relationships
According to Crystal (2003), word-formation encompasses the entire process of morphological variation in the structure of words, which includes inflection and derivation (pp 523-524) This process relies on existing words to generate new ones, adhering to specific lexical and grammatical rules Teaching and learning word-formation can significantly enhance vocabulary for both teachers and learners, enabling them to use words more creatively and effectively.
There are several ways of forming words, but affixation and compounding are two most common ways
Affixation is a key morphological process in word formation that enhances both lexical and grammatical meaning by adding affixes to root words, thereby altering their meanings or parts of speech This process includes two main types: prefixation, as seen in words like "replay" and "unfriend," and suffixation, exemplified by terms such as "singer" and "beautiful." Educators are encouraged to incorporate affixation in vocabulary instruction to significantly improve learners' vocabulary skills.
Compounding is the process of forming new words by combining two or more existing words, making it the most prevalent type of word formation in English A compound word consists of at least two root morphemes, and understanding this concept can significantly aid learners in guessing and remembering the meanings of new words by referencing their roots Therefore, it is essential for teachers to clearly present word formation to students to enhance the effectiveness of vocabulary learning.
An overview of using games in vocabulary learning and teaching
Games are defined in various ways, with Jill Hadfield (1990) describing them as activities characterized by rules, goals, and an element of fun They encompass factors such as competition, relaxation, and learning, making it essential to clearly explain the rules before gameplay to avoid confusion among students Language games foster a comfortable learning environment for vocabulary acquisition, enhancing enjoyment and engagement According to the Longman Dictionary of Applied Linguistics (Richards, 1985), games involve organized activities with specific tasks, rules, competition, and communication Gibbs (1974) emphasizes that games are activities conducted by decision-makers aiming to achieve their objectives within a structured set of rules Rixon (1981) adds that games are defined by their closed nature, featuring a clear beginning and end, culminating in a winner Rechard & Marjorie Baudains (1990) further elaborate on these definitions, highlighting the structured and engaging nature of games.
Games are essential activities that students engage in for enjoyment, curiosity, or competition Incorporating language games in the classroom fosters a comfortable and stimulating environment As a result, these games can be effectively designed to enhance students' vocabulary learning and teaching experiences.
From these definitions, it can be concluded that games are competitive activities which players compete with others governed by the rules Each game has a goal or an objective
2.4.2 Types of games in vocabulary learning and teaching
Hadfield (1999) provides two ways to categorize types of games as the following:
Games can be broadly classified into two main types: linguistic and communicative games Linguistic games focus on accuracy, while communicative games prioritize fluency and effective communication Examples of linguistic games include Bingo, Guessing Games, Chinese Whispers, Musical Chairs, and Simon Says In contrast, communicative games feature activities like "What number is it," Describe and Draw, and Spot the Differences According to Lu Zi-Wen (2004), this classification helps teachers select and design suitable games for their teaching activities.
Hadfield's second classification offers a more nuanced categorization that encompasses both linguistic and communicative elements Additionally, certain games integrate aspects from multiple types, showcasing their complexity and versatility.
Sorting and ordering games can enhance students' organizational skills by engaging them in activities such as categorizing a set of cards featuring various animals and plants In this activity, students will sort the cards into two distinct groups: one for animals and another for plants, fostering critical thinking and classification abilities.
Information gap games: In these games, students are missing information necessary to complete a task and need to communicate with others to fill in the gaps
An example of these games is that students shares information about their families and others will listen to the information, then draw each other's family trees
Guessing games involve one player holding information while others attempt to uncover it through guesses A popular example of this genre is Hangman, where one player selects a word, phrase, or sentence, and the remaining players try to guess it by suggesting letters or numbers, all within a limited number of attempts.
Search games are interactive activities that involve giving and seeking information among students One popular example is "Find Someone Who," where each student receives a grid with specific descriptions The objective is to locate classmates who match the given criteria, such as "someone who is tall and wears glasses." Students engage with one another, asking questions and sharing responses to complete their grids.
Matching games: these games teach students how to match similar items It is an important strategy that learners can use to identify the relationship between two things
Labeling games involve matching activities where players accurately assign names to given images For instance, when labeling body parts, participants click and drag labels to the appropriate spaces, enhancing their learning experience through interactive engagement.
Exchanging games: In these games, students have certain articles or ideas which they wish to exchange for others
Board games: slap the board is one of the most favourite board games that specifically highlights language
Role play games and dramas provide students with valuable opportunities to practice English in real-life scenarios, emphasizing communication over grammar Through role play, students express themselves using their own words, enhancing their conversational skills Additionally, participating in scripted performances in dramas requires thorough preparation, fostering creativity and teamwork among students.
Furthermore, McCallum (1980) suggests that games have been classifies as seven kinds: Structure games, Vocabulary games, Number games, Spelling games, Conversation games, Writing games and Role play and dramatics
According to Lee (2000) as cited in Pham (2007), games can be classified into ten categories: structure games that enhance the understanding of specific syntax patterns in communication, vocabulary games that focus on word acquisition, spelling games, pronunciation games, number games, listen-and-do games, writing games, miming and role play, and discussion games.
In conclusion, games can be categorized in various ways based on their purpose and the lesson content Therefore, it is essential for teachers to select the most appropriate game for each lesson to maximize their effectiveness.
2.4.3 The advantages of using language games in learning vocabulary
2.4.3.1 Games can help the learners retain words more easily
Numerous studies highlight the positive impact of games on vocabulary learning Scrivener (as cited in Riahipour & Saba, 2012) emphasizes that merely using long lists of words and translations does not guarantee retention In contrast, vocabulary games enhance the learning experience, making it more enjoyable and enabling students to retain target words more effectively McCallum (1980) notes that games serve as reinforcement, review, and enrichment tools, allowing teachers to cover substantial vocabulary in a short time Moreover, Huyen and Nga (2003) found that students learn and retain new vocabulary more efficiently in a relaxed, game-based environment, free from the pressures of traditional learning This stress-free approach significantly improves their vocabulary retention and overall learning effectiveness.
2.4.3.2 Games can motivate learners in learning
Tuan (2012) emphasizes the importance of recognizing games as a valuable form of learning, particularly in enhancing vocabulary acquisition among young learners He argues that while workbook exercises can aid in vocabulary recollection, incorporating more games into the classroom can significantly boost motivation and engagement Interest is a key factor in student motivation, and games play a crucial role in fostering this interest When students are motivated, their learning outcomes improve Additionally, vocabulary games facilitate active communication among classmates, making the learning process more enjoyable As noted by Hansen (1994), learners are more inclined to engage and succeed when they are relaxed and motivated during play.
Games serve as powerful motivators for learners, providing an engaging platform for shy individuals to express their thoughts and emotions The stimulating nature of game-related activities encourages active participation, activating neural pathways that enhance learning and retention Additionally, these interactive experiences help shy learners overcome their hesitations, offering them the opportunity to share their perspectives and feelings in a supportive environment.
2.4.3.3 Games create a relaxed and comfortable atmosphere in the classroom
According to Uberman (1998), games provide a fun and relaxing learning environment for students, which enhances their educational experience Duong (2008) found that 90% of his students could remember new vocabulary more effectively in this relaxed setting created by games This approach allows students to practice language skills in a non-stressful manner, transforming the classroom into a playful atmosphere rather than a rigid learning space As a result, students derive enjoyment from their activities, leading to increased interest in learning.
The Whispering game
2.5.1 Definition of the Whispering game
The Whispering game, known by various names around the world, is referred to as the Whispering game in Britain, while other English-speaking countries call it the Broken Telephone or Telephone game Additionally, some regions use names like The Gossip game or the Russian Scandal game This highlights the game's global familiarity despite its diverse nomenclature.
2.5.2 The rules to play the Whispering game
The Whispering Game, a popular and entertaining activity, has been enjoyed by many for years It fosters a relaxed learning environment for students, making it an engaging classroom experience The teacher organizes the class into two teams, with players arranged in lines or circles If there is an uneven number of players, a teacher's helper can join in The game starts when the teacher or helper whispers a message to the first player of each group Each player then passes the message along by whispering it to the next teammate until the last player receives it The team that successfully communicates the message first and accurately earns a point, with the winning team being the one that accumulates the most points The game then continues with the second student from each group taking the lead.
Marsland (2012, p 59) outlines a structured approach for classroom activities involving text comprehension First, select an appropriate text for students, then organize them into groups of ten members each Arrange the groups in lines, rows, or circles, with the first member of each group acting as a representative to receive the initial whisper from an informant The last member in the group is tasked with writing down the message on paper If the exercise is competitive, points should be deducted for any student who moves out of their designated position.
The Whispering Game is an engaging activity that encourages teamwork among players, challenging them to accurately interpret and communicate a whispered message.
The previous studies related to the thesis
Recent studies on the Whispering game highlight its positive effects on language learning skills Juwita Boneka Sinaga (2017) explored its impact on listening skills in her research titled “The Effectiveness of Whispering Game to Students’ Listening Skill.” Additionally, the application of the Whispering game in teaching speaking skills was examined in Bahman Gorjian's (2018) study “Using Whispering Game in Teaching Speaking Skill to EFL Learners” and Zulianti's (2013) research “Improving Speaking Achievement Using Whisper Game.”
Besides, the researcher would like to summarize some studies on application of Whispering game to students’ vocabulary learning In the thesis of Asna Khusniati
In the 2016 study titled “The Effectiveness of Chinese Whispers Game Toward Students’ Vocabulary Mastery of Seventh Grade at SMPN 2 Sumbergempol Tulungagung,” the author highlights that the Chinese Whispers game is a more engaging and effective method for teaching vocabulary compared to conventional approaches This interactive game not only makes learning enjoyable for students but also enhances their motivation to learn English, particularly in vocabulary acquisition.
A study by Sintung (2014) from Gorontalo State University examined the impact of the Whispering game on vocabulary enhancement among third-grade students at SDN 96 Sipatana Gorontalo during the 2013-2014 academic year The findings indicate that students experienced significant improvements in their vocabulary as a result of engaging with the game.
Whispers game better than before using Chinese Whispers game
A study conducted by Yulianti (2010) at Gorontalo State University titled "The Influence of Chinese Whispers Game on Students' Vocabulary of B2 Eleventh Grade in MAN Gorontalo for the Academic Year 2009-2010" found that the Chinese Whispers game significantly enhances students' vocabulary skills.
To date, there has been no research conducted on the Whispering game in Vietnam This presents an opportunity for researchers to explore the application of the Whispering game as a method for teaching vocabulary to young students in the country.
RESEARCH METHODOLOGY
The research context
3.1.1 The setting of the survey
The research was conducted at Dong Son No1 Primary School in Dong Hoi city, Quang Binh province, which has 23 classes and over 800 students across grades 1 to 5 The survey was successfully completed with the assistance of teachers and second-grade students.
The school’s board of directors prioritizes the enhancement of English learning and teaching, equipping classrooms with modern facilities like televisions, computers, and internet access to facilitate effective instruction The experienced and enthusiastic English teachers inspire student engagement in lessons However, class sizes, ranging from 35 to 40 students, pose challenges to individual learning efficiency in English.
The main course book, Tiếng Anh 2, is now implemented for second-grade students in primary schools English is an optional subject for both first and second graders, with the curriculum allowing for two English lessons per week, each lasting thirty-five minutes.
3.1.2 Overview of the textbook Tiếng Anh 2
"Tiếng Anh 2 is specifically designed for second-grade students, aligning with their developmental stage and learning needs This textbook adopts innovative teaching methods that prioritize learning through play, making the process engaging and effective It focuses on the essential Phonics System in English, providing a solid foundation that supports students' future English language acquisition in subsequent grades."
The content of Tiếng Anh 2 includes 20 units They are taught in 70 periods
Each unit consists of three lessons, taught over two periods each week To enhance four key English skills—listening, speaking, reading, and writing—students engage in seven main activities: Listen, Point and Repeat; Point and Say; Chant; Listen and Tick; Let's Talk; Look and Write; and Sing After completing five units, students participate in a consolidation unit called Self-Check, designed to help them review their progress and assess their improvement.
For the experiment, six units were selected, ranging from Unit 13 to Unit 18 Each unit focused on teaching vocabulary through Activity 1, which involves listening, pointing, and repeating at the start of the unit.
Research methodology
This study investigates the impact of the Whispering game on students' motivation and vocabulary retention by employing both qualitative and quantitative research methods Data was collected through pre-tests, post-tests, questionnaires, and interviews to analyze the game's effects The quantitative approach facilitated statistical analysis, while the qualitative method offered insights into teachers' attitudes and perspectives on using the Whispering game in the classroom.
In order to accomplish the purposes of the study, the following research questions were designed to answer:
1 How does Whispering game affect students’ motivation to learn vocabulary?
2 To what extent, does Whispering game affect students’ vocabulary retention?
A research study was conducted involving 80 second-grade students from Dong Son No1 Primary School, divided into two classes, 2/3 and 2/5, each consisting of 40 students The participants, all born in 2011, were assigned to either a control group or an experimental group, ensuring they were of the same age and English proficiency level This survey highlights that the students began learning English at a very young age.
This research utilized four data collection instruments: pre-tests, post-tests, questionnaires, and interviews, enhancing the reliability and validity of the findings.
The survey questionnaires were designed to gather student opinions on vocabulary teaching and learning at Dong Son No1 Primary School, specifically examining the impact of the Whispering game on vocabulary acquisition This research utilized two sets of questionnaires: Survey A was administered before the experiment, while Survey B was conducted afterward to assess changes in student perspectives.
A survey was administered to all students in both the experimental and control groups to gather insights into their attitudes towards vocabulary learning and the challenges they encounter Analyzing the participants' responses will provide the researcher with a deeper understanding of students' expectations regarding vocabulary instruction and help identify effective strategies to address the difficulties they face in the learning process.
After an 8-week experimental period, the second questionnaire B was administered to the experimental group of students This questionnaire aimed to assess the motivational impact of the Whispering game on vocabulary learning, evaluate its effectiveness, and gauge students' preferences for this innovative approach to vocabulary instruction.
To ensure accurate responses and avoid misunderstandings, all survey questions were translated into Vietnamese The questionnaires were distributed during students' free time, allowing them to answer independently and thoroughly Participants were encouraged to express their opinions openly, and both survey questionnaires are included in the appendices.
3.2.3.2 Pre-test and post-test
At the start of the research, a pre-test was administered to both the experimental and control groups to ensure participant homogenization This vocabulary assessment aimed to evaluate the vocabulary competence levels of each student, providing a baseline for comparison.
The test comprised 20 questions, including 5 matching items, 5 multiple-choice questions, 5 letter rearrangement tasks, and 5 look-and-write exercises, all completed within a 35-minute timeframe The vocabulary assessed in the pre-test reflected the material covered during the first semester To ensure reliability and fairness, both groups participated in the pre-test simultaneously.
After an eight-week experiment, the author administered a post-test to evaluate the effectiveness of the Whispering game on vocabulary retention among second graders The post-test, lasting 35 minutes and consisting of 20 questions, followed the same format as the pre-test Results from the post-test were compared to those of the pre-test, with both tests included in appendices 4 and 5.
The study utilized interviews, alongside survey questionnaires and tests, to gather in-depth insights into students' perspectives on English vocabulary learning and their evaluations of the Whispering game as a teaching tool Interviews, deemed the most vital data collection method in qualitative research, allowed for face-to-face interactions that encouraged detailed responses from participants Following the experimental teaching process, five students from both high and low scoring groups, who exhibited significant changes in their post-test results, were interviewed in Vietnamese to ensure clarity and comprehension This approach enabled students to articulate their thoughts and experiences regarding the Whispering game more effectively The researcher meticulously recorded the interviews for thorough analysis.
The researcher followed three main phases in the procedure to implement the experimental research with the help of above instruments
In the second semester of the 2018-2019 academic year, a pre-test was administered to 80 second-grade students from Dong Son No1 Primary School, specifically from classes 2/3 (control group) and 2/5 (experimental group), to assess their vocabulary abilities prior to the experiment Additionally, the researcher created and distributed a survey questionnaire to the same students to gather insights into their attitudes towards vocabulary learning and the challenges they faced.
The researcher carried out the experiment after doing the survey questionnaire
The study spanned eight weeks, focusing on a thirty-five-minute vocabulary section per unit, involving a total of 80 students divided into control and experimental groups The researcher directly instructed both groups, implementing the Whispering game in vocabulary lessons exclusively for the 40 students in the experimental group The experiment covered units 13 to 18 of the Tieng Anh 2 textbook, with details of the units taught included in appendix 6 Each vocabulary lesson followed a structured approach for both groups.
Step 3: Present four new words (10 minutes)
In the experimental group, the teacher dedicated 8 minutes to playing the Whispering game during the application phase to improve students' vocabulary retention In contrast, the control group revised new words independently without engaging in the Whispering game.
After an eight-week experiment, all students from both groups completed a post-test, which was analyzed and compared to their pre-test results The primary aim was to identify significant improvements in vocabulary retention among the experimental group using the Whispering game versus the control group Additionally, a survey questionnaire B was administered to 40 students in the experimental group to assess changes in motivation, attitudes, and preferences regarding the Whispering game for vocabulary learning Finally, interviews were conducted with five students from each group to gather their insights on vocabulary learning and evaluate the effectiveness of the Whispering game.
Whispering game in vocabulary learning
FINDINGS AND DISCUSSION
Results of the pre-experiment
This section presents the results from the survey questionnaire A and the pre- test that the researcher conducted before beginning the experiment
4.1.1 Results from the survey questionnaire A for students
To better understand students' attitudes towards vocabulary learning and the challenges they encounter, a questionnaire was developed and distributed to all students prior to the experiment.
The first question, "Do you like learning English?", aimed to gauge students' perspectives on English language learning, with the results clearly illustrated in Figure 4.1.
Figure 4.1: Students’ attitudes towards learning English
According to the data presented in Figure 4.1, 37.5% of students express a strong preference for learning English, while 30% enjoy it very much Conversely, 22.5% of students indicate a dislike for the subject, with 10% stating they do not like English at all.
Not at all that teachers do not stimulate students in learning English well It is a big problem that teachers have to solve in teaching English
The second question, "How important do you think vocabulary is in learning English?" elicited students' perspectives on the significance of vocabulary acquisition in mastering the language The results are illustrated in the accompanying chart.
Figure 4.2: Students’ attitudes towards the importance of vocabulary
The chart reveals that most respondents recognize the significance of vocabulary, with 77.5% of students deeming it very important Additionally, 17.5% of students consider vocabulary important, while only 5% view it as average Notably, there were no students who dismissed the importance of vocabulary altogether.
The results indicate that nearly all students recognize the significance of vocabulary in learning English A robust vocabulary is crucial for quick comprehension and effective communication, enabling students to think critically and access a wealth of information about the world With an extensive vocabulary, students can express their ideas more smoothly and engage in meaningful conversations Overall, it is clear that students are highly aware of the essential role vocabulary plays in their language acquisition.
The questionnaire included the question, "What do you think about learning vocabulary?" to gather students' perspectives on vocabulary acquisition The results, as depicted in Figure 4.3, provide insights into their views on the importance and effectiveness of learning vocabulary.
Figure 4.3: Students’ opinions about vocabulary
According to the data presented in Figure 4.3, 20% of students found vocabulary easy to learn, while 31% reported it was not very difficult Conversely, 35% of students indicated they faced challenges in learning vocabulary, and 14% felt it was very difficult Overall, nearly half of the respondents experienced difficulties with vocabulary acquisition Consequently, it is essential for English teachers to identify effective strategies to improve students' vocabulary learning.
Many students struggle with vocabulary learning, leading to a decline in their interest in the subject This is evident from the results of question 4, where only 20% of students reported feeling very interested in vocabulary learning, which is comparable to the 20% who expressed a lack of interest Additionally, 34% of students indicated they were somewhat interested, while 26% found it less engaging Figure 4.4 clearly illustrates these findings.
Figure 4.4: Students’ interest in vocabulary learning
Question 5 of the questionnaire “What are the difficulties you often have during the process of learning vocabulary?” was designed to find out the difficulties that students often met during vocabulary learning The figure 4.5 shows the result
Figure 4.5: Students’ difficulties in vocabulary learning
A Remember the meaning of the words longer and longer
B Choose the appropriate meaning of the words
C Write and spell the words correctly
E Use right words to make sentences and communicate
Interested Less interested Not interested
The chart illustrates that students face significant challenges in vocabulary learning, with 90% of them, or 72 students, struggling to select the appropriate words for sentence construction and communication Additionally, 80% of the students reported difficulties in pronouncing words correctly, highlighting another key obstacle in their vocabulary acquisition process.
A significant 63% of students reported challenges in writing and spelling words accurately, with half of them expressing confusion in selecting the correct meanings Additionally, 40% of students struggled to remember word meanings, highlighting the obstacles they face in vocabulary acquisition These difficulties hinder students from achieving their desired learning outcomes Consequently, it is essential for educators to identify effective strategies to assist students in overcoming these challenges and enhancing their vocabulary learning.
To assist students in overcoming challenges in vocabulary acquisition, question 6 of the study explored effective strategies teachers can implement Participants were encouraged to select multiple responses from the questionnaire, with an additional option for "other suggestions" to capture their personal insights The findings of this question are summarized in Table 4.1.
Table 4.1: Students’ suggestions to learn vocabulary effectively
According to you, what should teachers do to help students learn vocabulary effectively?
Frequency Percentage a Use visual aids (pictures, charts, videos )
60 75% b Use games 80 100% c Translate them into Vietnamese 43 54% d Use songs, chants 40 50% e Other suggestions (Please specify) 0 0%
The survey data reveals that all participating students preferred the incorporation of games in vocabulary learning, highlighting its popularity as the top choice Additionally, 75% of students favored visual aids, such as pictures and videos, while over half (54%) expressed a desire for teachers to translate new words into Vietnamese Furthermore, half of the students (50%) indicated that they would like songs and chants to be used in teaching vocabulary In conclusion, the findings suggest that games are the most favored method for enhancing vocabulary learning among students.
There are many games used in learning and teaching vocabulary The question
The survey question "What kind of game do you like best?" aimed to identify the favorite games among second graders at Dong Son No 1 Primary School The findings from this survey are detailed in Table 4.2.
Table 4.2: Students’ choices about the game they like best
What kind of game do you like best in vocabulary learning?
Frequency Percentage a Guessing game 17 21.25% b Whispering game 34 42.5% c Slap the board 14 17.5% d Bingo 15 18.75% e Others (Please specify) 0 0%
Results of the post-experiment
This section introduces the results from the survey questionnaire B and the post-test that the researcher conducted after eight-week experiment It also revealed the findings from the interview
4.2.1 Results from the survey questionnaire B for students
The study aimed to explore students' attitudes towards the use of the Whispering game for vocabulary learning and its impact on vocabulary acquisition after an eight-week experimental period A survey questionnaire was designed and distributed to a class of 40 students, with all responses collected and analyzed both descriptively and interpretively.
The initial inquiry, "Do you enjoy utilizing the Whispering game for vocabulary acquisition?" aimed to gauge students' perceptions of this method following the experiment The accompanying chart illustrates the results of this question clearly.
Figure 4.6: Students’ attitudes towards using the Whispering game
A significant majority of respondents, 95%, reported enjoying the Whispering game for vocabulary learning, indicating its effectiveness and appeal Only 5% of students expressed a dislike for the game, with no hesitance noted among participants This demonstrates that the Whispering game is well-received and fosters a positive attitude towards vocabulary acquisition among students.
The questions 2, 3 and 4 in the questionnaire found out the reasons why almost
0% 5.00% students liked using the Whispering game in learning vocabulary
Figure 4.7: Students’ approval of using the Whispering game
According to the data presented in Figure 4.7, a significant majority of students, 65%, indicated that the Whispering game motivated them to learn English vocabulary, while 25% strongly agreed with this sentiment Interestingly, 10% of the students remained neutral regarding the game's effectiveness in motivating vocabulary learning, with no students expressing disagreement.
Question 3 mentioned whether students participated actively in the Whispering game, the above chart indicates that a half of students showed their agreement with the answer Approximately two-fifth (38%) students strongly agreed Meanwhile, there were 5 students (13%) showed their hesitation when being asked No one disagreed with this question It can be drawn that students are really keen on the Whispering game, thus they participated this game actively
The 4 th question examined the interest of the Whispering game of students From the result shown above, we can see that 90% students thought that the interest of the Whispering game motivated them to involve the game Only 4 students still had neutral thoughts about this point of view
In short, this means that the teacher created the impression in their teaching in
The use of the Whispering game effectively inspires and motivates students' interest in learning English vocabulary, significantly enhancing their vocabulary competence This is evidenced by the high number of students who expressed enjoyment and engagement with the game following the experimental teaching.
Question 5, "How do you feel after playing the Whispering game?" aimed to gather insights into students' emotions following their participation in the game, as illustrated in Figure 4.8.
Figure 4.8: Students’ feelings after playing the Whispering game
According to the survey results on students' feelings after playing the Whispering game, 40% reported feeling relaxed, while 50% felt more effective Only 10% of students felt neutral, and notably, none reported feeling uncomfortable These findings suggest that the Whispering game promotes relaxation and enhances effectiveness, providing a beneficial tool for vocabulary learning.
The effects of the Whispering game after the experimental teaching which
10% were explored in questions 6,7, 8 and 9 are reflected by the table 4.4
Table 4.4: Students’ evaluation of the effects of the Whispering game on vocabulary learning
Whispering game helped you practice pronouncing the words more and more
Whispering game was an opportunity for you to retain vocabulary longer and longer
The Whispering game helped you feel more confident when learning vocabulary
You had chances to communicate with your friends
Table 4.4 reveals that a significant majority of students recognized the positive impact of the Whispering game on vocabulary learning Specifically, 32.5% of students strongly agreed that the game enhanced their pronunciation skills, while 62.5% expressed general agreement with this perspective Only 5% of respondents remained neutral on the effectiveness of the game Overall, an impressive 95% of students reported improved pronunciation practice through participation in the Whispering game.
A survey revealed that 24 students, representing 60%, approved of the Whispering game as a valuable method for enhancing vocabulary retention Additionally, 14 respondents, or 35%, strongly agreed with this perspective, while 2 students expressed uncertainty Notably, no participants disagreed or strongly disagreed with the effectiveness of the game in supporting vocabulary learning.
In a study involving 40 students in an experimental class, 22.5% strongly agreed that the Whispering game boosted their confidence in learning vocabulary, with a total of 67.5% expressing some level of agreement Only 7.5% of students were unsure, while just one student disagreed Additionally, 90% of respondents acknowledged that the game provided opportunities for communication with friends, with 25% strongly agreeing and 65% agreeing Four students remained neutral, and no participants expressed disagreement or strong disagreement.
Most students valued the impact of the Whispering game on their vocabulary acquisition They noted that the game provided increased opportunities for practicing pronunciation, fostering communication with peers, and enhancing long-term vocabulary retention Overall, it can be concluded that students enjoyed learning through the engaging format of the Whispering game.
When participants were asked if they wanted to continue vocabulary lessons using the Whispering game, the results exceeded the researcher's expectations The data collected from this inquiry is clearly illustrated in the following chart.
Figure 4.9: Students’ expectations to the next vocabulary lessons
Figure 4.9 indicates that all students expressed a desire to play the Whispering game in upcoming vocabulary lessons, with 70% strongly agreeing Only a minority of participants disagreed, highlighting the overall enthusiasm for the game This suggests that students are eager to engage with the Whispering game due to its engaging nature and positive impact on vocabulary learning.
Discussion
4.3.1 Effects of the Whispering game on students’ motivation
The data analysis from questionnaires and interviews provided clear evidence addressing the research question, "How does the Whispering game affect students' motivation to learn vocabulary?" The findings confirmed that the Whispering game positively impacted students' motivation, with 90% of participants expressing agreement that it fostered a relaxing, enjoyable, and challenging learning environment Students reported increased interest in vocabulary when engaged in such an atmosphere Additionally, interview results indicated that those who showed significant improvement in post-test scores were drawn to the excitement of the Whispering game, which effectively inspired their passion and enthusiasm for vocabulary learning.
In conclusion, the findings indicate that the implementation of the Whispering game significantly enhances students' motivation for vocabulary learning Students in the experimental group demonstrated positive attitudes towards vocabulary acquisition, attributing their improved engagement to the effects of the Whispering game.
4.3.2 Effects of the Whispering game on students’ vocabulary retention
To analyze the impact of the Whispering game on vocabulary retention, the researcher compared pre-test and post-test results between the control and experimental groups This comparison highlighted the differences and changes in vocabulary retention among students after participating in the treatment.
The following table 4.6 presents the results of two tests for both groups
Table 4.6: The control and experimental groups’ pre-test and post-test results
Post-test score Sign Pre-test score
The post-test results for the control group showed only a slight improvement over the pre-test, with scores increasing by half a mark to one mark Notably, 57.5% of students maintained their pre-test scores, indicating no progress after nearly two months of vocabulary learning without the Whispering game This outcome surprised the researcher, especially since students who initially performed well, such as C4, C8, C14, C19, and C29, exhibited minimal or no change in their post-test scores Additionally, C11's pre-test score of 7.5 dropped to 7 in the post-test, marking a unique case of decline Ultimately, no student in the control group achieved the highest score of 10 in either assessment.
The experimental groups demonstrated significant improvement in post-test results, with many students achieving commendable scores, including two individuals who reached the highest score of 10 marks In contrast, the control group showed only minimal progress Notably, all students in the experimental group scored above 5 marks in the post-test, despite two scoring 4 marks in the pre-test Remarkably, students E6 and E21, who initially had poor scores, made substantial gains, achieving 6 and 6.5 marks, respectively These results highlight the effectiveness of the experimental intervention in enhancing student performance.
The study revealed notable differences in the results of two tests conducted on both groups To provide a clearer understanding of these differences post-experiment, the researcher analyzed the pre-test and post-test outcomes Both groups demonstrated an improvement in vocabulary learning; however, the control group showed a distinct pattern of improvement compared to the experimental group The data from the two tests is illustrated in the accompanying chart.
Figure 4.10: Pre-test and post-test mean scores by the control and experimental groups
The results indicate a slight increase in the control group's mean score from 6.5 in the pre-test to 6.75 in the post-test, with many students showing little or no change In contrast, the experimental group demonstrated a significant improvement, with their pre-test mean score of 6.7 rising to 7.75 in the post-test This data suggests that the Whispering game effectively enhanced vocabulary retention among students in the experimental group, leading to higher post-test scores compared to the control group Overall, the use of the Whispering game appears to have positively impacted the vocabulary mastery of the students involved.
The table 4.7 below clearly showed the noticeable improvement in students’ competence in mastering vocabulary after using the Whispering game in the experimental group
Table 4.7: Pre-test and post-test results by the experimental group
The implementation of the Whispering game significantly enhanced vocabulary learning among the experimental group, as evidenced by a reduction in the percentage of students receiving poor scores from 5% to 0% Average scores notably decreased from 42.5% to 25%, while the proportion of students achieving good scores increased from 47.5% to 55% Additionally, the percentage of students attaining excellent scores rose impressively from 5% to 20% These results demonstrate the effectiveness of the Whispering game in improving vocabulary retention, positively impacting students' overall ability to learn vocabulary before and after the experiment.
The analysis of pre-test and post-test scores demonstrates a significant improvement in students' vocabulary retention, particularly in the experimental group that participated in the Whispering game This game effectively enhanced their ability to retain vocabulary, leading to better results compared to the control group Therefore, it can be concluded that the Whispering game positively impacts students' vocabulary retention.
4.3.3 Some suggestions for using the Whispering game to teach vocabulary
The analysis of pre-experiment and post-experiment data reveals that the Whispering game significantly enhances vocabulary learning This engaging activity not only boosts students' motivation but also improves their vocabulary retention Overall, the Whispering game is recognized as an effective tool for teaching and learning vocabulary.
The researcher aims to explore effective strategies for leveraging the benefits of the Whispering game in teaching and learning vocabulary By presenting practical suggestions, the study seeks to enhance vocabulary acquisition through engaging and interactive methods.
To effectively implement the Whispering game in the classroom, teachers should focus on key principles that encourage competition and challenge By fostering an engaging environment, students are more likely to participate actively, which in turn provides them with valuable opportunities to practice and learn new vocabulary.
Incorporating the Whispering game as a warm-up activity can significantly enhance the classroom atmosphere, making students feel more comfortable and engaged before the lesson begins This enjoyable approach not only fosters a positive environment but also motivates students to participate actively in their learning.
Teachers should focus on engaging shy students during teaching and playtime, encouraging them to participate more frequently to boost their confidence The Whispering game can help these students understand the value of teamwork, motivating them to strive for success and become winners.