BUI Thi Kieu Clang cd Dig Tap chl KHO A HOC & C 6 \ G NGHE Jif f f S''''^^'''' '''' ''''^^^ '''' " '''' LANGUAGE G AMES ,^PRO,ACH I T THAI vr^^ ^f " '''' '''' '''' * ''''^^ ''''^ ''''•^L'''' S O" raE "RST VTAR STIDE VTS AT THAI NGL YEN l s[.]
Trang 1Jif f-f.S'^^'''^^^ ' " ' LANGUAGE G.AMES ,^PRO,ACH
I T THAI v r ^ ^ ^ f " ' ' ' * ' ^ ^ ' ^ '•^L'-S O" raE "RST VTAR STIDE.VTS
AT THAI NGL-YEN l-sn-ERSITV OF AGRICUTLTU; A-\D FORESTRY
Bui Thi Kieu Giang'', Dang Thi Thu Huong"
College o-'.Sgr.cal:are ard Faresu, - TS L -College a,'Educa„an -TSC
IS \er\ nece5iar\
SUMMARY
No»ada>s as the need to communicate oralh wiih the »orld outside increases
o t h i s p e a l ™ ; the : „ H d " ' ' " ° ^ ' " ' ' " ' '" " ' " ^ "^ =""•' "" -""-^^ ' " f > ™ " » " " "^
» ^ u a T t h e r e L f 1 " " 7 * ^ " " " '" " ™ "^ ">« *'"•> •» ' " > ™' " conversation i„ the
.n|£s^;-r: ™ ™r::t™i:=;:^=r^s
s fiindamental to human communication It is a maior tool to commumcation^ '
9rrrrs2=:rtr:?s,: i"^^^^^
.r-^oih^ r i=^r r:•:^^:^^r• ^cEF^^^^
teaching speaking in her school imponant fTect of u.ing games in
siuaents at thai Nguien uniiersit; of Agriculture and Foresir>
lTe7sT\JZn':fi ''"''-'dT"'" ' - « " « • • ? • • " • « " • V f c r c „ „ ™ v „ „ r/,., ^ g , „ „
cnoersrn ji ,gr,cli,ue and Forestry *
-INTRODUCTION , ,
'<">SOT, mas be the students can not catch the
Nouadass, as the need to commutlicate oralh lesson if teachers alua>s speak m English or
vMth the world outside increases, it is \ e n i"3> be that teachers are not sood at speakin"
necessar> for both teachers and students to English, too although the> knou abouT concentrate on teaching and leaming speaking English grammar \er> clearh Therefore English An oral English communication is students do not haie man> chances to practice
being recognized as a ice> means of gi\ ing speaking although the> quietl> knou about and getting information uith other speakers in English grammar That is uh> thes are not
Ihe^orld good at English speaking skills
In English classes, teachers a l u a s s focus on Speaking effectneness using games uill ha\e a
grammar and socabulan The> do not teach significant meaning to the mam goal of TN
speaking much because speaking seems the Eni\ersit> of Agriculture and ForcsttA (TUAF)
most difficult of all the four skills (listening Moreover, srudents are not interested m the
speaking, reading and uritingl that most of Wpic that thei have to speak It means that the
teachers aioid teaching it Funheimore ' " P ' ^ stiouM not be too eass or loo difficull It
teachers use their mother tongue to teach or •""!• be suitable to students- levels If ihe
explain much more than using English The '"PK is too eas> students ma\ get bored On
; the other hand, if the I o p l c ' l s ^ o o difficyll
Trang 2In addition, students aluays use their mother
tongue because it feels unnatural to speak to
one another in foreign language, and because
they feel less "exposed" if they are speaking
Iheir mother tongue
These are just some of the problems that
teachers and students encountered when
teaching and leaming speaking activities in
Ihe classroom These also show us the
important role of teachers if they know and
choose the suitable ways to improve students'
speaking skills
These particular observations give the
researcher an idea and an inspiration to study
"Effectiveness of Language games approach
in improving the speaking skills of the first
year students al Thai Nguyen University of
Agriculture and Forestry"
SUBJECT AND METHODOLOGY
The sludents were chosen using purposive,
quota and random sampling techniques
Listing the names of the students in each class
and then using students' record to check for
similar gender and age Together with the
resiill of English score from the entrance
exam to colleges gi\ en b\' Vietnamese
Lxammalion Board, sixty sample students
who have the same mental abilities will then
be selected as the subjects, of the study They
were divided into two groups in which there
were thirty sample students in each group
The experimental meihod of research was
used m the sludy According to Clamoring
(2000), this meihod shows a problem solving
approach that the study is described in the future on what will be when certain variables are carefully controlled or manipulated It is also the most prestigious method fw advancing science and technology as well as research and development
Furthermore, they say that expenmental method
is the only design that can lest hypothesis regarding cause and effect relationships "Hie purpose is to find new facts and to verity the results of previous experiments
This study used the experimental two - group design as a major mean of research The compared groups are employed ai experimental and control groups The traditional approach was used to (each the control group while language games approach
as the experimental one
In order to find out the effectiveness of language games approach in improving the speaking abilities of the students, a loi of data collection instrument was used such as pre-test, post test The difference between Ihe mean scores ol' the two groups was then computed and tested for significance FrNDINGS:
The Prc-test Mean Scores of The Students Taught Using Language Games Approach and Traditional Approach
Table 1 presents the pre-test mean scores of the students taught using language games approach and traditional approach
Table I The Pre-test Mean Scores of the Students Taught U.,ing Language Games Approach
and Traditional Approach
Conlrol group
l e u l t n d 4 r b " d " " " / " ' TV""'"' °'""""'' ^'""O ' " *•= P " ' - ' « ' -""' 5 67 and 1,6 stand«tl
t!^'s,°a;e1'e"aris"!oi''l"'Tl " d T " " " " "'""'•>•»'"'> group and experimental group ,n the
pre-om oge u 'a Th b ' ' " " ' T f ' " " """''"'"' " " ' - ' ' - 8 g = s s tha, t h ! two groups.!
P m ta l l s , " " 7 T " " * ' " " " • " = ' ° = - ' ' o ' l ' " - b « b tbe conlrol and He
1 b c" s 11 n e'ns ihl h , 7 " ' '""" " " " " ' " " l - s l a n d i n g of the lessons in the Englisli
Trang 3152(07/1) 9 7 - 102
I p t o a c h ' L T ' " f i ! " " ^ l ' *' ^ ' ' P ™ ™ ' " ^""P- « h " b was taught through language games
approach, perfonned better than the control group u h o were taught through the tradilional approach
a':d tadZrpprircr""'""''-"' -"" ^'-^^-^ '^"^^ -^ ' -^^= - >pp-^
Table 2 r f e / „ « - , „ , Ueon Scores of The Sludents Taught Us,ng Ungudge Gdmes Approach
ondTraditional Approach
P°sl test Mean
6 10 6.87
SD
Good
Table 3, The '-"'^'^^^^^^^^^^//^^/^^///^T^^
and Trodidonal Approach
The table 2 proved that the mean scores of
., control group in the posl-lest, thev got a mean
of 6 1 with I 24 standard deviation described
a s / a i r while in the post test of Experimental
group, they got a mean of 6 87 with 1 31
standard deviation described as good
The findings imply that in the post test, there
IS clearly differem The mean mark of
- expenmenial group was 6 87 - much higher
than control group (6 1)
, The result suggests that the experimental
group, which was taught through language
games approach perfomied bener than the
• control group who were taught through the
tradilionai approach
The Pre test and Post test Scores of the
Students Taught Using Language Games
Approach and Traditional Approach
Table 3 presents the pretest and posttest
scores of Ihe sludents taught using language
games approach and traditional approach
• The table i proved Ihal the mean scores of
conlrol group in the pre-test was 5 67 and 1 6
standard deviation described as fa,r in the
post-tesl thev got a mean of 6 I u ith 1 2 4
standard deviation described as fau The
Expertmenlal group taught with language
games approach in Ihe pre-test got a mean
of 5 87 and 1 48 standard deviation
got a mean of 6.87 with
deviation described as good standard
The findings impK that the mean mark of
the pre-test are nearly equal The difference of 0.05 is marginal, which suggests that the Iwo groups are homogenous at the beginning of
control and the experimental groups have almost the same initial understanding of the lessons m the English subjects It means that the students in two groups have same level Howeven in the post test, there is clearlv different The mean mark of experimental group was 6 87 - much higher than control group (6.1)
The result may suggest that the experimental group, which was taught through language games approach, perfonned better than the control group who were taught through the traditional approach
Test of Difference belween the Pretests Mean Scores of The Sludents Taught using Language Games Approach and Traditional Approach,
Table 4 presents Test of Difference Between the Pretests mean scores of the students taught using Language Games approach and
Trang 4Table 4 Tesl of Difference Bei\f een the Pretests mean scores of the sludenls taught using Language
Games approach and iraditional approach
Pre-test T-\ alue P-value VI ~
Expenmental Group -0 45 0,659 No Significant
Control Group _ ^ The table shous the test of difference between the pre test mean scores of the students taugbi
using the Language Games approach and Traditional approach , The finding reveal that no
significant difference between pretest mean scores of experimental group and control group The
obtained P-value of 0.659, being greater than the threshold P-value of 0,05 So tiiere is no
significant difference between pretest of the students taught with language games approach and
the traditional approach This justify the fact that they have the same level of knowledge of the
students in the English subject
Test of Difference Between the post tests Mean Scores of the Students taught using
Language Games and Tradilional approach
Table 5 presents Test of Difference Between the post tests Mean Scores of the Students taught
usmg Language Games and Traditional approach
Table 5, Tat oj Difference Between the Post tests Mean Scores of the Sludenls Taught Using Language
Games and Traditional Approach
Pos I-tesl T-value P-value VI
Expenmenial Group -2.42 0 022 Significant
Conlrol Group
The table shows Ihat language games approach The finding reveal that there is significant
difference between the post tesl mean scores of experimental group and conlrol group The
obtained P-value of 0 022, bemg less Ihan the threshold P-value of 0.05 So there is a significant
difference between post lest of Ihe students taught usmg language games approach and Ihe
tradilional approach This means the expenmenial group performs better than the conlrol group
Test of Difference between the Pre test and Post test of T h e Students Taught Using
Language Games Approach
Tabic 6 presents Test of Difference Between the Pretest and posttest of the students taught using
Language Games approach
Tabic 6 7- ^ of Difference Between the P,-eiesl and Posliesi of the Students Taught
— Using fansuage Games Approach
Experimental Group T-value p.value VI
Pretest
The lablcshous Ihai Ihe pre test mean scores approach This implies that significant
of the Sludents taught using Language Games mcrease in the performance m the speaking
approach I h e tindmg reveal thai significanl skills can be attnbuted to the language games
dillercnce between the pre lest and posi tesl approach used by the leacher
of the studc-nts taught usmg Language Games Conclusions
approach The obtained P-\alue of 0 000
bemg less than the threshold P-^allle of 0 Os' ^ ^ ' ^ ^ ™ ""^ foregoing finding of ihis study
V> there is a s.gmfieani difference between ^ ' ' " ' ' * ' " ^ conclusions were drawn,
pretest and posi lesi mean scores of the ''There is no significant difference belween
•^ludenh [iiiighi using laneuaiic izames ^^^ '^^^^ °^ ^^^ students taught using language
Trang 5152(07/1): 9 7 - 102
- There is a significant difference bet%ieen post
tests of the students taught using lanoua.e
games approach and the traditional approach "
3 There is a significant difference between
pre test and post test of the students taught
using language games approach
Recommendations
Teachers of English language must be
well-trained to adapt to the demands of the
iearaers, hence it is recommended that
education officials should give them more
seminar and svorlcshops that will keep them
well informed in innovations in language
leaching An English language classroom
should be made a venue to develop
students-speaking skill Ihrough communicative
activities such as, role plav, discussion,
inforn,ation gap, pair svork and group uork
Teachers of English should be fleMble,
innovative and creative, they should know the
ways to organize the class, to help and guide
learners durmg the lessons Learners should
be more active and confident to gam success
in leaming
It IS recommended that future researchers
probe on related topics considering more
variables not tested in this study, and other
modern approaches such as Content Based to
continue helping Vietnamese EFL learners
acquire better the English language
Fiinher it is recommended thai language
games approach is considered as one of the
most effective u a j o f l e a m m g and teaching
speaking English Teachers should apply this
approach in order to enhance students'
speaking abilities Language games approach
IS adaptable to meet the needs of evety member of the classroom- that the students' needs are being considered Not only student's motivation to increase, but also actual learning and performance do as uell When students use the language, they retain it more than if the\ would simply hear it
Furthermore „ is also recommended that
creation of language games approach should
be done to make teaching and learning speaking English more comfortable and enjoyable endeasor Both learners and teachers feel happv and fulfilled mastering that they have worked together to achieve worthwhile outcomes
Thus leachers should think and applv various kinds of activities which must be based closelv on students' needs, interest, and students' level
REFERENCES
1 Andrev, Wright Dav id Batleridee and Michael Buckb) (20001 Games for the LanEuage learning
2 Agniezka Ubeman (2001), The use of Games for Vocabulary Presentation and Revision
3 Aydan Ersoz (2000) Six Games for the EFL ESL classroom
J Donna Byrne (2000) Longman Handbooks for language Teachers
5 Geoffrev Bamad 12001) Bener Spoken English
6 Jane Ehs (2000) Teaching Enclish through
English
7 Kessler and Numan (2003) Games for children
8 Lee (20021 Beneni of games in learning English
9 Lewis (2003) The use of Games in classroom
10 Lee Su Kim (2002), Creative Games for the language
Class-1 Class-1 Mei Kim and Yu-jing i2000l Lsine Games in
An EFL Class for Children
Trang 6TOM TAT
HIEU QUA CUA \ T E C SU" DUNG TRO CHOT NHAM NANG CAO
KHA NANG NOI T I S N G ANH CUA SINH VIEN NAM THlT NHAT
TAI TRUdfNG DAI HOC NONG LAM THAI NGUYEN
Bill Thi K i k Giang'', Dang Thi Thu Hmmg^
'Trudng Dai hgc Nong Ldm - DH Thai Nguyen, -Tl udng Dai hoc Supham - DH Thai \'gv\en
(Sng dung tro choi uong qua trmh da} \a hot Ngoai ngu duoc xem nhir la mot trong nhiing
phucmg phap hieu qua nhai la irong U nang noi iieng Anh Phuong phap nay da duoc iing dune pho bien tren [he gioi qua cac CUOL khao sat nghien ciru deu cho Ihay ket qua thanh cong rlt cao DOI MJi Viel Nam viec hoc \a da\ theo phuoiis phap truyen thong van con ton Iai Ihi viec dua
hoc Nghien cim duac Ihuc hien lai truong Dai hoc Nong Lam Thai Nguyen nSm hoc 2014-2015
Tir khoa kT ndng nai hoai dong tro thai \inh tien ndm thu nhdt trtrdng DH Nong Ldm
Thai \gu\en
^ - ' " ">"''<""-Khoa ^goai ngu-DHTN