Output file vietnam national university, hanoi university of languages AND INTERNATIONAL STUDIES FACULTY of post graduate studies HOÀNG THỊ THU HOÀI Using language games to motivate the first year[.]
Rationale for the study
In today's globalized world, English is recognized as the primary language for international communication Enhancing students' oral skills is essential to meet their needs for effective communication in a global context Consequently, developing spoken English proficiency has become a key focus in recent English teaching strategies.
Speaking is considered the most important skill in English language learning for effective communication It plays a vital role in identifying whether individuals truly know or understand the language Pattison (1992) emphasizes that mastering a language fundamentally involves the ability to speak it fluently Similarly, Ur (1996) highlights that proficiency in speaking is a key indicator of language competence Prioritizing speaking skills enhances overall language proficiency and facilitates successful communication.
Teaching and learning speaking skills today still fall short of achieving optimal educational objectives Despite teachers' dedicated efforts to enhance students' speaking abilities, current English instruction, especially in speaking, remains unsatisfactory Effectively teaching and learning speaking continues to be a significant challenge for both educators and students in many colleges and universities.
At Thai Nguyen Medical College (TMC), where students are non-English majors in fields like Nursing, Pharmacy, and Midwifery, speaking English remains a significant challenge Many students find it difficult to speak naturally, leading to boredom and fear during speaking lessons Motivating students to speak and employing effective teaching techniques, such as role plays, simulations, and discussions, are crucial but often lack effectiveness Incorporating language games into speaking activities can address these issues by making learning more engaging, reducing boredom, and providing practical opportunities for students to use English in real-world contexts (Greenal, 1984).
I have chosen the topic "Using Language Games to Motivate First-Year Students in Speaking Classes at Thai Nguyen Medical College" for my minor thesis This research aims to explore effective teaching strategies that enhance students’ speaking skills through engaging language games I believe that incorporating language games can significantly boost student motivation and participation in speaking activities The study intends to provide practical insights and benefits for both teachers and students, fostering a more interactive and enjoyable learning environment at Thai Nguyen Medical College.
Aims of the study
The study is carried out in order to:
Investigate the current situation of teaching and learning speaking to the first year students who are non-major English students at Thai Nguyen Medical
Explore the effects of language games in teaching speaking to the first year students who are non-major English students at Thai Nguyen Medical College
Provide some suggestions and implications of using language games for the improvement of speaking teaching at Thai Nguyen Medical College.
Research questions
The research is to seek answer to the following questions:
What is speaking teaching and learning reality to the first year non- major English students at Thai Nguyen Medical College?
How can language games help to improve students‟ motivation in speaking classes?
What are the suggestions and implications of using language games in speaking lessons?
Scope of the study
This study explores the effectiveness of using language games to enhance speaking skills among first-year non-English major students at TMC Due to limited time, resources, and scope, the research focuses exclusively on teaching and learning speaking skills The subjects of the study are 90 nursing students from two classes enrolled in the "Headway" course at Thai Nguyen Medical College The findings aim to provide insights into how language games can improve speaking proficiency in a practical classroom setting.
Research methodology
This study employs a quantitative research approach, utilizing a survey questionnaire to gather essential data The questionnaire consists of pre-task and post-task surveys, targeting 90 first-year nursing students from two classes at Thai Nguyen Medical College All findings, comments, and recommendations are derived from thorough data analysis, ensuring the study's insights are evidence-based and reliable.
Organization of the study
This minor thesis is composed of three parts as follow:
Part A -INTRODUCTION In this part, the rationale, the aims, research questions, as well as scope of the study, methods of the study and also its design are presented
Part B – DEVELOPMENT This part includes 4 chapters
Chapter 1 deals with some theoretical background that is relevant to the purpose of the study: speaking skill and language games
Chapter 2 examines the current state of teaching and learning speaking skills among first-year non-English majors, highlighting the challenges faced in traditional methods It also explores the potential benefits and feasibility of integrating language games into speaking instruction, supported by data analysis The findings suggest that incorporating language games can enhance student engagement and improve speaking proficiency, making them a viable supplement to conventional teaching approaches.
Chapter 3 consists of some findings concluded from the data analysis
Chapter 4 provides some suggestions on using language games as well as some sample language games exploited during all stages of speaking lessons
Part C – CONCLUSION In this part, the summary of the study, limitations of the study and suggestions for further study are mentioned
REFERENCES and APPENDICES are presented in the last pages of the study.
LITERATURE REVIEW
A brief description of speaking
Speaking is considered the most crucial skill in second and foreign language learning, with success often measured by one’s ability to hold meaningful conversations, as emphasized by Nunan (1991) This highlights the importance of speaking among the four core language skills, capturing significant attention from linguists Consequently, numerous definitions of 'speaking' have been proposed to reflect its vital role in language mastery.
Speaking is an interactive process of constructing meaning through producing and receiving information, involving both verbal and non-verbal symbols across various contexts (Brown, 1994b; Chaney & Burk, 1998) Interaction lies at the core of effective communication, emphasizing the importance of deciding what to say, when to say it, and how to express oneself clearly (Brown, 1994b; Bygate, 1997) In language learning, learners must develop both linguistic competence—such as grammar, pronunciation, and vocabulary—and interaction skills that enable them to understand when, why, and how to use language appropriately.
According to Nguyen and Nguyen (2001), speaking skills encompass two main aspects: accuracy and fluency Accuracy refers to the correct use of vocabulary, grammar, and pronunciation, while fluency is the ability to speak spontaneously without undue pauses To effectively communicate, language learners should utilize their existing knowledge, resources, and skills, accepting that mistakes may occur Additionally, employing conversational strategies—such as natural-sounding incomplete sentences ("I went out last night Did you? With whom?"), common expressions ("Never mind," "I see"), fillers and hesitation devices ("Well, let me see"), and clarification techniques—can enhance communication and facilitate understanding.
Mastering effective communication involves understanding key conversational phrases For instance, using expressions like “Pardon?” or “What do you mean?” helps clarify misunderstandings Developing the ability to paraphrase ensures your message is clearly conveyed Additionally, employing polite transition phrases such as “By the way…” or “Anyway…” when wrapping up a topic maintains smooth conversations Concluding interactions politely with phrases like “Nice talking to you” or “Well, I must go now” leaves a positive impression Incorporating these useful expressions enhances your conversational skills and makes interactions more engaging.
Despite the different ideas about speaking definitions, the major components of speaking are unchanged It means that to improve speaking skill, both accuracy and fluency need considering
1.1.2 Characteristics of a successful speaking activity
Language teachers constantly seek effective activities to enhance classroom learning A successful activity should actively engage students and promote meaningful communication Educators can gauge success by observing improved student speaking skills and increased confidence Incorporating well-designed speaking activities is essential for fostering language fluency and ensuring measurable progress in students' language development.
Ur (1996: 120) introduces four important characteristics of a successful speaking as follows
Learners talk a lot: The activity is occupied by learner talk as much as possible
Classroom participation should be balanced, ensuring that all learners have the opportunity to contribute rather than allowing a few talkative students to dominate discussions Encouraging equal participation promotes a more inclusive learning environment where every student can engage actively and develop their communication skills.
Motivation is high: Learners feel interested in the topic and they are eager to show their voice, to exchange new information
Language is of an acceptable level: Learners can use relevant, easily comprehensible and suitable language level to express themselves
Effective classroom activities are essential for meeting key educational criteria, but few activities can fully satisfy all of these standards Therefore, teachers should strive to implement targeted techniques that enhance engagement, learning outcomes, and overall classroom effectiveness By applying proven instructional strategies, educators can create a more impactful learning environment that addresses multiple educational goals simultaneously.
Classroom activities that enhance learners’ ability to express themselves through speaking are vital components of a language course However, designing and managing effective speaking activities can be challenging, often leading to common issues among students According to Ur (1996), learners frequently encounter problems such as lack of confidence, limited vocabulary, and fear of making mistakes during speaking practice Overcoming these challenges is essential for improving learners’ oral communication skills and fostering a more engaging language learning environment.
Inhibition is a common challenge in language learning, as speaking requires real-time exposure to an audience Learners often hesitate to speak in a foreign language due to fears of making mistakes, being criticized, or losing face in front of others Overcoming inhibition is essential for improving oral communication skills and building confidence in foreign language proficiency.
“Nothing to say” is the second problem Although they are not inhibited, many students complain that they cannot think of anything to say
Low or uneven participation is a significant challenge in group discussions, as only one person can speak at a time to be heard clearly In large groups, individual speaking time is limited, making effective participation even harder This issue is compounded when some learners tend to dominate the conversation, while others speak very little or remain silent, leading to imbalanced engagement.
Using the mother tongue in the classroom can pose challenges, as students often prefer to communicate in their native language because it feels easier and more comfortable This tendency is driven by a lack of confidence in speaking a foreign language and the desire to avoid feeling exposed or vulnerable.
Several factors influence the success of speaking activities, and both teachers and learners must be aware of these challenges to implement effective solutions that enhance speaking skills According to Ur, understanding these problems is crucial for designing appropriate lessons Lawtie (2004) emphasizes that teachers should carefully examine the types of speaking activities they use, ensuring they are engaging and meet students’ needs to foster genuine communication and motivation.
1.1.4 Principles in teaching speaking according to CLT approach
The primary goal of teaching speaking is to enhance oral fluency, enabling learners to express themselves clearly, accurately, and confidently English learners mainly use speech for two reasons: exchanging information and maintaining social relationships through sharing personal experiences and opinions Significant efforts have been undertaken to identify effective principles for teaching speaking According to Ur (1996), some key principles include fostering meaningful communication, encouraging practice, and creating a supportive learning environment to develop speaking skills effectively.
To effectively support students, teachers must recognize them as individuals by being sensitive, sympathetic, and encouraging Additionally, selecting motivating and appropriately challenging materials tailored to students' abilities helps foster a positive learning environment.
To effectively reduce anxiety, students should progress gradually from easy to more challenging tasks, starting in a familiar and private environment Providing a comfortable setting allows students to practice confidently, while guiding them to take short turns helps build their skills step by step This incremental approach fosters a supportive learning atmosphere, encouraging confidence and reducing stress during skill development.
Maintain a careful balance between accuracy and fluency: The teachers should provide practice in pronunciation, word stress, sentence stress and intonation as well as opportunities for fluent use of speech
Provide a good model for students to imitate: It requires that the teachers should learn to speak acceptably themselves and consciously teach correct pronunciation and repeatedly use target speech patterns
Provide appropriate stimuli for eliciting speech: A variety of sources such as books, radios, audio and video cassettes, pictures, stories, as well as songs can be used in speaking class
Vary classroom interaction modes: The class activities should be various: individual to whole class, in pair work or group work
Give clear instructions: While instructing students to the activities, the teachers should speak loudly, slowly and clearly enough to all students
Monitor student activity continuously: The teachers should encourage and praise students in time in order to motivate them to join activity actively
Prepare well for class: A checklist of things to obtain and a checklist of things to do should be made carefully before class
A brief description of language games
Language games are valuable tools that can be effectively integrated into language classes to enhance learning While many people intuitively understand what games are, defining them precisely remains challenging, as educators and researchers have developed diverse concepts and ideas regarding their nature Understanding the concept of language games can help educators leverage their benefits to create engaging and effective language learning experiences.
In the Oxford Advanced learners‟ dictionary of current English by Hornby
A game is an activity or sport governed by rules, where individuals or teams compete against each other For students, playing games serves multiple purposes, including enjoyment, recreational fun, and fulfilling competitive ambitions.
Games are generally defined as activities that involve rules, objectives, and an element of fun, as outlined by Hadfield (1987) Saricoban & Metin (2000) emphasize that games are organized according to specific rules and are inherently enjoyable Rixon (1981) describes a game as play governed by rules, highlighting the structured nature of gameplay Gibb (1987) further defines a game as an activity carried out by decision-makers who cooperate or compete to achieve their goals within a prescribed set of rules, underscoring the importance of strategic interaction in games These definitions collectively highlight the essential components of games—rules, objectives, enjoyment, and structured play—making them valuable tools in educational and recreational contexts, especially in language learning and skill development.
The core elements of a game include a clear goal or objective, a set of rules that govern gameplay, and a competitive aspect, whether between players or against the game's challenge These fundamental characteristics ensure that, despite different interpretations, all definitions agree on the importance of having a defined purpose, structured regulations, and a contest to engage participants Understanding these key features is essential for comprehending what makes an activity a game.
Language games are activities related to language that serve to develop and enhance language skills while providing an enjoyable learning experience Similar to traditional games, they promote intellectual ability and patience, making language learning engaging and effective According to Greenal (1984), language games are activities used to consolidate previously learned language, often taking place during free time or extracurricular activities like English club meetings The term "game" involves an element of competition between individuals or teams, which motivates students to practice English in a fun and stimulating environment.
Effective language teaching through games requires careful selection, focusing on those that specifically enhance language skills Not all games are suitable; only those that reliably support language development should be chosen Therefore, the primary criterion for selecting educational games is their proven ability to improve language proficiency, ensuring an engaging and beneficial learning experience.
Language games are activities that involve specific rules, objectives, and an element of fun, played through cooperation or competition to enhance language practice Understanding both games in general and language games in particular helps identify features that can be effectively incorporated into language teaching These engaging activities foster active learning and improve language skills by making practice interactive and enjoyable.
Carrier (1980:7) stresses the importance of teachers considering multiple factors when selecting appropriate and effective games for their students Teachers should evaluate whether a game aligns with their teaching objectives and whether it meets specific standards and requirements for educational use Properly choosing suitable games can enhance student engagement and facilitate successful learning outcomes.
To answer for this question, there are some features of a quality game for speaking class
Games play a crucial role in creating meaningful contexts for communication, emphasizing their purpose beyond entertainment According to Larcabal (1992), effective communication through games depends on players perceiving it as essential, highlighting that "we plan games; we must remember that for communication to take place, the players must find it essential to communicate." This underscores the importance of designing games that foster meaningful interactions and connections among players.
The concepts of “information gap” and “opinion gap” play a crucial role in the success of educational games Information gap activities stimulate participants to exchange information actively, fostering effective communication and collaborative problem-solving These activities encourage learners to share knowledge and opinions, enhancing engagement and improving language proficiency through meaningful interaction Incorporating information and opinion gaps into game design can significantly improve learning outcomes by promoting interaction and critical thinking among participants.
According to Klippel (1984:4), effective "information gap" and "opinion gap" exercises require meaningful content that engages students He emphasizes that students are more motivated to participate when the activity's topic sparks genuine interest, as the level of engagement can be influenced by the relevance and appeal of the subject matter Without substantive content, the interest generated by the activity's structure may diminish, reducing its overall effectiveness in language learning.
Variety in the games teachers use is a crucial aspect of effective language teaching Hadfield (1990) emphasizes that incorporating a diverse selection of games based on fundamental principles is essential to maintain student engagement A wide range of games not only enriches the learning experience but also helps to attract and sustain students' interest throughout lessons, making language acquisition more enjoyable and effective.
- In addition, one of the most important features which help games run smoothly is that games should be interesting, simple and easy to comprehensive
- According to Wright, Betteridge and Buckby (1983:4), “challenge is essential ingredient of a game, which helps to motivate students”
Creating an effective language game involves key features such as meaningful contexts, information gaps, opinion gaps, relevant content, and fostering cooperation among learners While various perspectives exist on what constitutes a good language game, teachers must carefully consider these elements when designing engaging activities The ideal game varies depending on factors like the specific classroom situation, students' needs, and individual teaching styles, making it difficult to identify a single "best" option.
Classifying language games into distinct categories is challenging due to significant overlaps, leading each linguist to adopt their own classification system Chamberlain (1981) identifies several common types, including phonetics games, spelling games, dictionary games, syllable-based games, vocabulary games, sentence building games, and those designed for creativity and free expression Conversely, Hadfield (1987) suggests that language games can be broadly divided into linguistic games, which emphasize grammatical accuracy, and communicative games, which prioritize the successful exchange of information and ideas Furthermore, Hadfield expands these classifications into many additional categories, reflecting the diverse nature of language games.
Sorting, ordering or arranging games For example, students have a file of pictures with different food and drinks, and they sort the pictures into two topics: countable and uncountable nouns
Information gap game: In such games, one student has all the information while the other has none, and this student must acquire the information to complete the task successfully
Guessing games: In these games, someone knows something and the others have to find out what it is
Matching games: In these games, participants need to find a match for a word, picture or card
Labeling games: These are form of matching, in that participants match labels and pictures or images
Puzzle-solving games: In these games, the players share or exchange information in order to solve a problem or to find a mystery
Role-playing games (RPGs) are immersive activities where players assume the roles of imaginary characters within a designed setting According to the Oxford English Dictionary, RPGs involve players taking on these roles, often guided by a referee, to vicariously experience adventurous scenarios Even simple conversations between two individuals pretending to be different persons can exemplify the essence of role-playing games, making them accessible and engaging for a wide audience.
Summary
In Chapter I, the study explores key concepts related to speaking skills and provides an overview of language games, highlighting definitions from various researchers and educators The author discusses diverse perspectives on integrating games into the teaching and learning process and emphasizes the motivational role of language games in encouraging students to speak confidently.
This study leverages foundational knowledge to ensure a clear and successful investigation The upcoming chapters will detail the research process, present key findings, and propose effective solutions, all grounded in the theoretical frameworks discussed above.
THE STUDY
The context of the study
2.1.1 An overview of the research site
Located in Thinh Dan, a developing district in southwestern Thai Nguyen City, TMC's mission is to train assistant doctors, nurses, midwives, and pharmacists for Northern mountainous provinces The majority of students originate from diverse Northern mountainous regions, many being ethnic minorities of varying ages and educational backgrounds Currently, TMC offers 98 classes with over 6,000 students across multiple healthcare-related fields The teaching staff consists of 150 educators, divided into two main groups: medical specialized teachers and instructors of general subjects such as Mathematics, Chemistry, English, and Politics.
At Thai Nguyen Medical College, the English curriculum includes 150 periods, with 90 dedicated to communicative English and 60 to English for Specific Purposes The college uses different textbooks tailored to various majors; however, the same course book, New Headway, is used for communicative English across all programs This course book is divided into two terms, comprising fourteen units that cover essential language skills such as reading, speaking, listening, and writing, along with pronunciation, grammar, and vocabulary Speaking lessons are integrated with reading or listening activities in each unit, offering a diverse range of topics and speaking exercises designed to enhance students' oral communication skills.
2.1.3 Description of the students at TMC
Most students at TMC come from Northern mountainous provinces and are often ethnic minorities, which influences their language background While many have studied English since lower secondary or high school, their proficiency, especially in speaking and communication, remains limited Additionally, since these students are not English majors and have different academic goals, their motivation to learn English is generally low Consequently, teaching English, particularly speaking skills, faces significant challenges at TMC.
2.1.4 Description of the teachers at TMC
At TMC, there are currently eight female English teachers aged between 27 and 40, with half of them trained at Thai Nguyen University and the other half at various English centers Many of these teachers were originally trained using traditional methods, specifically the Grammar-Translation approach, and only a few have pursued recent retraining to enhance their English skills and teaching techniques This reliance on traditional training methods presents significant challenges in implementing Communicative Language Teaching (CLT), especially in teaching speaking skills These factors contribute to difficulties in advancing English language education at TMC.
Methods
The research conducted at TMC involved 90 first-year nursing students from classes CD4A1 and CD4A2, for whom English was a compulsory subject rather than a major Most students had studied English for at least three years in secondary school, with some having learned it for up to seven years, making the grammar in New Headway Elementary familiar and manageable While they excelled in grammar exercises, students faced challenges in mastering all four language skills—especially speaking, which they considered both important and difficult As a result, many students lacked interest and motivation in speaking classes, affecting their overall language learning experience.
This study primarily employed survey questionnaires as the main data collection tool due to their convenience and suitability within the study's scope The survey consisted of two parts: a pre-task questionnaire and a post-task questionnaire, both containing closed and open-ended questions These questionnaires were administered to ninety first-year non-English major students, enabling efficient collection of large data sets in a short period The data gathered will be analyzed based on this specific student population to address the research objectives.
The study was carried out through the following steps
- Two classes of 90 first year students whose majors are Nursery were taught for 4 months During the first week the researcher asked them to complete the pre-task survey questionnaire
Over a four-month period, the researcher adapted speaking activities from the course book by incorporating a variety of language games to enhance student engagement and speaking skills To evaluate the effectiveness of using language games in speaking classes, a post-task survey questionnaire was administered to ninety students, providing valuable insights into the students’ perceptions and improvements.
The survey questionnaires were administered during class time, with the researcher thoroughly explaining their objectives and requirements to ensure students understood To promote clarity, students were encouraged to ask questions if anything was unclear After providing these instructions, the researcher guided the students through the process of completing the questionnaires, ensuring accurate and informed responses.
Presentation of statistical results
The pre-task survey questionnaire is divided into two parts, as detailed in Appendix I The first part aims to gather information about students’ backgrounds, including their class levels, majors, and English learning experiences The second part consists of 10 questions designed to explore students’ attitudes toward English learning, their perspectives on speaking lessons, and their preferences and expectations regarding teaching methodologies The data collected from this survey provides valuable insights into students’ backgrounds and attitudes, which will be summarized in the accompanying table.
Table 1: Data collected from pre-task survey questionnaire
3 Students‟ views on the four language skills 45 50 38 42.2 2 2.2 5 5.6
4 Students‟ attitudes towards speaking skill 35 38.9 42 46.7 9 10 4 4.4
6 Students‟ participation in speaking lessons 8 8.9 35 38.9 30 33.3 17 18.9
7 Factors that make the students unwilling to speak
8 Teachers‟ techniques to encourage students to speak English
10 Students‟ willingness towards using language games
(Question 7 and 8 are multiple choice ones so the total percentages are more than 100%)
A total of ninety survey questionnaires were distributed to Nursery students across two classes to gather relevant study data The collected pre-task survey responses will be analyzed to gain insights specific to this target student population.
Students’ attitudes towards English learning (Questions 1,2)
Figure 1: How important Figure 2: How do you like
Very important Important Normal Not important
Very much Much Not much Not at all
The survey highlights that the majority of students recognize the importance of learning English, with 37.8% emphasizing its great importance and 55.6% acknowledging its role in their study courses Despite this awareness, it is surprising that nearly 40% of students dislike learning English, and 7.8% dislike it entirely This indicates a disconnect between students’ recognition of English’s benefits and their overall attitude toward learning the language.
Students’ attitudes and perspectives towards speaking lessons (Qs3,4,5,6)
Students’ view on the four language skills Students’ attitudes towards speaking skills
According to the survey, nearly half of the students (50%) identify listening as the most challenging language skill, highlighting its difficulty among learners Additionally, 42.2% of students struggle with speaking, indicating speaking as another significant hurdle In contrast, only 5.6% find writing to be the most problematic skill, while a mere 2 students consider reading the most troublesome These results emphasize the priority areas for language skill development among students.
B Important D Not important at static in figure 3 shows that speaking skill is the second difficult and challenging language skill to students However, it can not be denied the importance of speaking skill in English learning Looking at figure 4, it can be clearly seen that up to 85.6% of the students have high awareness of the importance of this skill The number of the students who think speaking is of little importance and unimportance makes up only 14.4% Therefore, the students' positive attitudes towards English speaking classes will be very helpful to the teaching and learning process
Question 5 mentions about students‟ opinions on the speaking topics and activities introduced in the course book The result will be summarized below:
Figure 5: Students’ opinions on the speaking topics
Very interesting Interesting Normal Boring
The chart reveals varied student perceptions of the topics and speaking activities in the course book Notably, 53.3% of students find these topics neither interesting nor boring, indicating a neutral attitude Additionally, 16.7% consider the topics boring, while only 2 students find them very interesting Meanwhile, 27.8% of students perceive the topics as interesting, though the overall low level of engagement suggests they may be less likely to participate actively in speaking classes.
Figure 6: Students’ participation in speaking lessons
Question 6 asks about the students‟ level of participation The data collected in figure 6 indicates that the number of the students who are unmotivated and rarely or never willing to speak in English lessons accounts for 52.2% Meanwhile 35 respondents (38.9 %) say that sometimes they find it interesting and motivating enough to speak in speaking classes There are only 8.9%, who are willing to speak as they like speaking very much
Figure 7: Students’ reasons for unwillingness to speak
A Being afraid of losing face
C Not being used to speaking English
D Not paying much attention to speaking skill
Many students are reluctant to speak English in class due to fear of losing face and being criticized, with 59.9% of respondents expressing this concern Additionally, up to 80% of students are not accustomed to speaking English during lessons, often remaining silent and listening out of shyness About 7.8% of students admit they pay little attention to developing their speaking skills Furthermore, 5.5% of participants are dissatisfied with their teachers' teaching techniques, finding them unengaging Despite recognizing the importance of speaking skills, these factors collectively discourage students from actively participating in speaking lessons.
Students’ preferences and expectations towards teacher’s teaching techniques in speaking classes (Questions 8, 9, 10)
Figure 8: Students’ preferences of teacher’s techniques in speaking classes
Visual aids Language games music others
According to the chart, 27.8% of students prefer to learn in groups and pairs, highlighting the importance of collaborative learning Over half of the students enjoy learning speaking with music, indicating its effectiveness as a motivational tool Additionally, 61% of students favor using visual aids in language learning, which enhances understanding and engagement All surveyed students agree that incorporating language games into speaking lessons is beneficial, emphasizing the value of interactive techniques to motivate students to speak confidently.
Question 9 asks about the aims of using language games in teaching speaking
According to the survey, 91% of respondents believe that language games are effective for both teaching and relaxation, highlighting their dual role in language learning Only 6.6% of students think language games are suitable solely for relaxation, emphasizing their use as a fun learning tool Meanwhile, a small percentage of 2.2% view language games as a means of passing time, indicating a broader perception of their purpose beyond educational benefits.
The final question aims to assess students’ willingness to engage in language games during speaking classes All interviewed students expressed a strong enthusiasm and eagerness to participate in language games, highlighting their positive attitude towards this teaching method This high level of motivation indicates that incorporating language games can significantly enhance the speaking skills development process in language education.
2.3.2.1 Presentation of the data collected from post-task questionnaire
The post-task survey consisted of ten questions divided into three main categories The first category assessed students' feelings and attitudes towards the language games used by the teacher The second focused on evaluating the effectiveness of these language games in improving speaking skills within the course book The final category explored students' preferences and expectations regarding the use of language games in speaking classes The collected data from the survey will be presented in the accompanying table.
Table 2: Data collected from post- task survey questionnaire
1 Students‟ attitudes towards language games 55 61.1 23 25.6 8 8.9 4 4.4
2 Students‟ participation in language games 46 51.1 20 22.2 20 22.2 4 4.4
3 Students‟ feelings after language games 67 74.4 15 16.7 6 6.7 2 2.2
4 Students‟ participation in speaking lessons 51 56.7 25 27.8 14 15.5
5 Students‟ evaluation of the use of language games 68 75.6 22 24.4
6 The effectiveness of the use of language games 68 100 40 51.5 51 75 57 83.8
8 Students‟ preferences to make use of language games more effective
9 When to use language games 37 41.1 35 38.9 43 47.8 33 36.7 47 52.2
10 The frequency of applying language games 58 64.4 25 27.8 7 7.8 0
(Question 7 is an open-ended question Question 6, 8, 9, are multiple choice ones so the total percentages are more than 100% The target population in question 6 is 68)
Students’ feelings and attitudes towards language games applied by the teacher (Questions 1, 2, 3)
Figure 9: The students’ attitudes towards language games
The survey reveals that a significant majority of students have a positive attitude toward language games, with 86.7% expressing interest in their use during speaking classes According to the pie chart, most students enjoy language games, viewing them as engaging learning tools Conversely, a small segment of 8.9% remains indifferent, feeling neither enthusiasm nor dislike towards these activities Additionally, 4.4% of students explicitly dislike language games, indicating varying levels of acceptance among learners.
Figure 10: Students’ participation in language games
Take part in actively Join only when being asked
Join only when feeling interested
According to the survey, 51.1% of respondents are actively participating in games, while 51.4% admit to being inactive in such activities Participants indicate they join games only when prompted by their teachers or when they feel interested, each reason accounting for 22.2% Additionally, 4.4% of respondents state that they do not engage in the games organized by their teachers.
The data from question 3 reveals that 74.4% of participants feel relaxed and motivated after playing language games, highlighting their positive impact on student engagement Meanwhile, 16.7% of students report neutral feelings, indicating a sense of normalcy during gameplay However, a small but notable 6.7% experience discomfort, with 2.2% feeling bored after playing, which suggests that negative reactions to language games should not be overlooked Addressing these negative perceptions is essential for teachers aiming to maximize the effectiveness of language games in speaking classes.
Students’ evaluation of the effectiveness of language games applied in speaking classes (Questions 4, 5, 6, 7)
Summary
This chapter covers the study's context, methodology, and presentation of statistical results The pre-task questionnaire revealed that students recognize speaking skills as important but find them challenging and lack motivation, leading to reluctance in participating in speaking activities To address these issues, language games were implemented as effective techniques to enhance students’ speaking skills The post-task questionnaire data demonstrates noticeable improvements and provides valuable insights, which are further analyzed and discussed in the next chapter.
FINDINGS
Achievements from the questionnaire
Survey data clearly indicates that language games serve as effective motivators for students to develop their speaking skills The evidence confirms that incorporating language games into instruction significantly enhances students' speaking abilities, making the learning process more engaging and successful.
Using language games as a motivator in speaking classes is highly feasible, as evidenced by a survey showing that many students are eager to participate and display a positive attitude towards these activities This aligns with Light and Spada's (1999) assertion that a supportive, non-threatening classroom environment enhances student motivation, and Vale’s (1995) view that games serve as an effective source of motivation and interest, often acting as an essential first step to engaging learners in an EFL setting.
Language games serve as a powerful tool to motivate students to speak, significantly increasing their willingness and enthusiasm to participate in speaking classes, as evidenced by the data showing a rise from pre- to post-task surveys These games foster cooperation and competition, which are essential motivational factors in learning English, as noted by Byrne (1995) By encouraging students to work together and share information to achieve their goals, language games promote natural communication Incorporating these games makes speaking activities more engaging, comfortable, and dynamic, resulting in a more stimulating and enjoyable learning experience.
Language games offer significant benefits to participants, serving both relaxing and educational purposes Unlike Ur (1996), who suggests that labeling an activity as a "game" implies it is merely fun and not serious, this research aligns with Hadfield (1987) and Rixon (1981), emphasizing that games are an essential part of the language curriculum that can be integrated meaningfully into teaching rather than viewed as time-wasters The joyful and engaging nature of games helps students overcome boredom, stimulates interest in speaking English, and reduces anxiety and shyness, thereby boosting their confidence As Richard-Amato (1988) points out, games facilitate anxiety reduction, making input acquisition more effective, and provide increased opportunities for students to communicate with each other, ultimately enhancing their speaking skills.
In summary, from the findings mentioned above, it is no doubt that language games can be considered as an effective teaching technique to improve students‟ motivation in speaking classes
Challenges in applying language games in teaching and learning
Language games significantly motivate non-English majors to enhance their speaking skills, offering numerous positive benefits However, despite these advantages, several challenges persist in their implementation Research indicates that teachers face issues such as limited student engagement, difficulties in designing suitable game-based activities, and resource constraints These problems highlight the need for strategic solutions to optimize the effectiveness of language games in the classroom.
Many students participate in language games only when prompted by teachers or when they find them interesting, indicating that language games are not universally viewed as an effective method for improving speaking skills Although this group is relatively small, their lack of engagement should not be overlooked Educators must identify the underlying reasons behind this disinterest to optimize the use of language games and enhance overall speaking skill development.
Unclear instructions from teachers often cause students, especially weaker ones, to feel confused and reluctant to participate in language games Additionally, selecting inappropriate games that are too easy, too difficult, or not aligned with lesson content can decrease students’ interest and motivation in speaking classes Using poorly matched activities hampers student engagement and reduces the effectiveness of language learning through games.
Noises and crowded classrooms significantly hinder the effectiveness of using games in teaching, as students often complain about limited speaking opportunities due to large class sizes and lack of cooperation Additionally, students' poor vocabulary and grammatical structures pose major obstacles to developing their speaking skills, further reducing the impact of game-based learning.
Effective use of language games in speaking lessons depends on understanding when and how often to incorporate them According to student feedback, over half of the informants prefer to engage with language games at various stages of a lesson, especially during speaking activities, highlighting the importance of timing based on specific topics or tasks Students' opinions vary on the optimal stage for applying these games, indicating that teachers should exercise wise judgment Regarding frequency, most students support using language games often or occasionally in speaking classes, emphasizing that accommodating student preferences and expectations is crucial for the success of this teaching technique.
Sub-conclusion
Based on the survey findings, language games are an effective tool for enhancing students' speaking lessons by increasing motivation and engagement They can significantly raise students’ interest in speaking activities and are highly appreciated for their effectiveness To maximize their impact, educators should consider students’ preferences and levels, ensuring the games are relevant to their interests and provide ample speaking opportunities Overall, most students support the integration of suitable language games that foster active participation and improve speaking skills.
To make the most effective use of language games in motivating students to speak, some suggestions in speaking lessons will be presented in the following chapter.
SUGGESTIONS ON USING LANGUAGE GAMES TO
When to use a game?
According to Hadfield (1990), games should be considered an essential component of the language syllabus rather than merely an entertaining activity for Friday afternoons or the end of terms Games play a vital role in enhancing the language curriculum and are valuable at various stages of the teaching and learning process The use of games in language education is flexible and adaptable, contributing significantly to effective language acquisition (Mc Callum).
(1980) stated that “games can be used in any language teaching situation and with any skill area whether reading, writing, listening or speaking.” Similarly, Hadfield
According to 1987, games can be incorporated at any stage of the lesson after introducing and explaining the target language They function as effective memory aids, repetition drills, and provide students with opportunities to use language freely, serving as a means to reinforce learning rather than an end in itself Additionally, Wright, Betteridge, and Buckly emphasize the importance of integrating games to enhance language retention and active participation in the classroom.
(1983) agreed that “Games can be found to give practice in all the skills, in all stages of the teaching/ learning sequence and for many types of communication.”
In short, games can be used at any stages of the lesson, if they are suitable and carefully chosen (Rixon, 1981)
How to run a game?
Effective timing is essential for successful game-based learning; teachers should plan the entire game session, including preparation, gameplay, and post-activity, within a 5 to 20-minute window, as recommended by Lewis and Bedson (1999) Ensuring the game remains engaging and avoids boredom is crucial, so the duration should not be extended beyond participants' attention span Properly timed games enhance student engagement and promote effective learning outcomes.
The level of the games plays a crucial role in the success of a speaking lesson, as overly difficult games can discourage students while overly easy ones may diminish their interest and motivation Selecting appropriately challenging games that align with the lesson content and cater to both strong and weak students is essential To maintain student engagement, it’s important to vary game types rather than repeatedly using the same activities across lessons Incorporating diverse games enhances learning experiences and keeps students motivated in speaking classes.
Introducing games: This is the most important stage for paying games
To ensure successful gameplay, teachers must introduce the rules of the game beforehand, as clear instructions are essential for student success Providing a proper introduction for each game helps students understand expectations and procedures Incorporating a few words in the students' mother tongue during instructions can clarify difficult points quickly and efficiently A lively, engaging, and visually appealing demonstration by the teacher serves as the most effective way to motivate students and encourage active participation in the game.
Effective organization of language games enhances both fun and language learning, provided they are managed appropriately Games can be conducted in various formats, such as pairs, groups, teams, or with the entire class competing against the teacher Carrier (1985) emphasized that setting up a game should be quick and smooth, with groups or pairs initially formed among students’ immediate neighbors to minimize noise and disruptions During gameplay, the teacher should adopt the role of an informant, consultant, or monitor (Rixon, 1988), allowing students to take control and become the masters of the game, thereby fostering active participation and learning.
Effective scoring methods in teaching should focus on rewarding success rather than punishing failure, as this approach encourages students to put in more effort and develop a positive learning mindset (Lee, 1979) Incorporating engaging and simple scoring activities, such as noughts and crosses, climbing ladders, or hangman, can make learning more enjoyable and motivate students to participate actively (Rixon, 1988) Using innovative and appealing scoring techniques transforms the learning process into a fun, game-like experience, enhancing both attractiveness and effectiveness of the lessons.
Providing positive and constructive feedback after language games is essential for student motivation and improvement, as students appreciate recognition of their efforts and helpful corrections (Rixon, 1998) Teachers should offer encouraging remarks to boost confidence, with specific praise such as "good," "very good," "excellent," and "well done" to motivate participation, while negative comments should remain general, like "not quite right" or "not very good," to maintain a supportive learning environment (Wright, 1983:6).
Summary
With the hope of helping the teachers exploit language games effectively and successfully to motivate students in speaking lessons, some suggestions when running a game are presented in this chapter
Conclusions
This study aims to identify effective teaching techniques to motivate non-English majors at Thai Nguyen Medical College to improve their speaking skills Conducted on a small scale, the research investigates the current state of speaking instruction among first-year non-English students, explores the impact of using language games in teaching speaking, and offers practical suggestions for enhancing speaking instruction through engaging methodologies The findings seek to contribute valuable insights into how innovative teaching methods, such as language games, can boost students’ speaking abilities and motivation in the classroom.
This study begins with a review of relevant literature on speaking skills and the use of language games in language teaching A questionnaire was then administered to first-year non-English major students at Thai Nguyen Medical College to assess the current state of speaking instruction and the effectiveness of incorporating games into speaking lessons The results reveal that while most students recognize the importance of speaking skills, many lack motivation, find speaking activities challenging and boring, and are hesitant to express their opinions To address these issues, language games were implemented as a teaching strategy to enhance student motivation The data indicates that language games successfully increase students’ willingness and enthusiasm to participate in speaking activities Finally, the study offers practical suggestions for integrating language games into speaking lessons to improve student engagement and learning outcomes.
This study offers valuable insights for educators aiming to motivate students in speaking classes, addressing a common challenge in language learning It is particularly useful for teachers and researchers interested in enhancing student engagement and overcoming barriers to active participation The author acknowledges that the study may have limitations and appreciates readers' understanding of any shortcomings or deficiencies Overall, this research contributes to improving speaking proficiency and student motivation in language education.
Limitations and recommendations for further study
This study acknowledges certain limitations, including time constraints, limited scope, and scope of knowledge, which may affect the findings despite achieving its initial objectives Specifically, the research focuses solely on using language games as a motivator for speaking skills, without exploring their applications across other language skills and elements The sample size of 90 students for the questionnaire may also limit the precision of the conclusions Additionally, reliance on a single survey questionnaire as the primary data collection method could impact the accuracy and reliability of participants’ perceptions To enhance the validity of future results, employing multiple data collection instruments is recommended.
Due to limitations in knowledge and ability, mistakes are unavoidable; therefore, all comments and feedback on this research are highly welcomed The investigator hopes that future studies will address these shortcomings and overcome current limitations to improve the overall quality of the research.
Despite of the unavoidable limitations, the researcher believes that this study is beneficial in motivating the first year students at Thai Nguyen Medical College to speak in speaking classes
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This survey is part of my research titled "Using Language Games to Motivate First-Year Students at Thai Nguyen Medical College in Speaking Classes." Your responses are crucial for the success of this study, and the data collected will be used solely for research purposes Your cooperation in completing the questionnaire is highly appreciated and will contribute significantly to understanding effective teaching methods to enhance students' speaking skills.
Please, tick (√) in the given boxes to indicate your choice
1 How important is English in the courses?
2 How do you like learning English?
C Not much D Not at all
3 Of the four language skills, which one is the most challenging to you?
4 How important is speaking skill to you?
C Little important D Not important at all
5 What do you think about speaking topics in “New Headway” course book?
6 Are you willing to speak in speaking classes?
D No, I am never willing to speak
7 If you choose B, C, and D what factors make you unwilling to speak?
(You can choose more than one)
A Being afraid of losing face
C Not being used to speaking English
D Not paying much attention to speaking skill
8 According to you, what should the teachers do to stimulate students to speak and get them more involved in speaking activities? (You can choose more than one)
A Use pair work and group work
B Use visual aids (pictures, charts, Cassette, etc.)
9 In your opinion, language games are used in speaking classes for
C both relaxing and teaching D time covering
10 If your teacher of English makes use of language games in speaking lessons, are you willing to join?
A Yes, of course B No, I don‟t like
Thank you very much for completing this questionnaire!
CÂU HỎI ĐIỀU TRA 1 (Trước khi sử dụng trò chơi trong các giờ học nói)
Các câu hỏi trong nghiên cứu nhằm khám phá việc sử dụng trò chơi ngôn ngữ để kích thích sự hứng thú trong giờ học tiếng Anh cho sinh viên năm thứ nhất tại Trường Cao đẳng Y tế Thái Nguyên Dữ liệu thu thập từ các sinh viên rất quan trọng để phân tích hiệu quả của phương pháp giảng dạy này, và sẽ chỉ được sử dụng cho mục đích nghiên cứu Các em vui lòng trả lời các câu hỏi một cách thành thật và theo suy nghĩ của mình, nhằm góp phần nâng cao chất lượng học tập tiếng Anh Xin chân thành cảm ơn sự hợp tác của các em!
Hãy đánh dấu (√) vào ô mà em lựa chọn
Tên của em (Không bắt buộc):
Em học tiếng Anh: ……… năm
1 Theo em hoc tiếng Anh ………
A Rất cần thiết B Cần thiết C Bình thường D Không cần thiết
2 Em có thích học tiếng Anh không?
A Rất thích B Thích C Bình thường D Không thích
3 Trong bốn kĩ năng, kĩ năng nào là khó nhất đối với em?
4 Kĩ năng nói có quan trọng với em không?
A Rất quan trọng B Quan trọng
C It quan trọng D Không quan trọng
5 Em có nhận xét gì về các chủ đề nói trong sách giáo trình “New Headway”?
A Rất thú vị B Thú vị C Bình thường D Tẻ nhạt
6 Em có tham gia tích cực trong các giờ học nói không?
A Có, em luôn tham gia
C Rất ít khi tham gia
C Không, em không tham gia
7 Nếu em chọn B, C hoặc D, điều gì khiến em không tham gia?
A Sợ bị mất mặt trước đám đông
C Không quen nói tiếng Anh
D Không quan tâm đến việc nói tiếng Anh
F Lý do khác (Em hãy ghi rõ)………
8 Để khuyến khích học sinh nói tiếng Anh và tham gia tích cực hơn vào các giờ học nói, theo em giáo viên nên: (Em có thể lựa chọn nhiều phương án)
A Sử dụng các hoat động cặp và nhóm
B Sử dụng các giáo cụ trực quan (tranh ảnh, bảng biểu, băng đài……)
C Sử dụng trò chơi ngôn ngữ
E Các hoạt động khác (ghi rõ) …
9 Em nghĩ gì về việc sử dụng trò chơi trong việc giảng dạy kĩ năng nói tiếng Anh?
B Để trợ giúp việc giảng dạy
C Vừa để trợ giúp việc giảng dạy vừa để học sinh thư giãn
D Để lấp thời gian thừa
10 Nếu giáo viên tiếng Anh của em sử dụng các trò chơi trong dạy nói, em có muốn tham gia không?
Cảm ơn sự giúp đỡ của các em!
This survey is part of my research on "Using Language Games to Motivate First-Year Students at Thai Nguyen Medical College in Speaking Classes." Your valuable responses are crucial for the success of this study, and the data will be used solely for research purposes Your cooperation in completing the questionnaire is highly appreciated.
Please, tick (√) in the given boxes to indicate your choice
1 How much do you like the language games given in speaking lessons?
A I like them very much B like
C Normal D I don‟t like them at all
2 How do you take part in the games?
B Only when being asked by the teacher
D Do not join the games
3 How do you feel after playing games?
4 Are you willing to speak during speaking lessons?
A Yes, I feel more motivated to speak
B It depends on the speaking activities and language games given
C No, I feel unmotivated and reluctant to speak
5 According to you, is the use of language games to motivate students to speak effective?
6 If your answer (in Question 5) is yes: What are the advantages of language games to your speaking skill? (You can choose more than one option)
A Make speaking lessons more joyful and comfortable
B Reduce the challenge and the difficulty of speaking lessons
C Lower students‟ anxiety and shyness, help them more confident in speaking
D Create more chances for students to speak
7 If your answer (in Question 5) is no: please specify the reasons why the use of language games in speaking classes is ineffective
8 In your opinion, to make the use of language games in speaking classes more effective the teacher should… (You can choose more than one option)
A use the language games that are suitable to students‟ level
B instruct students what to do in a clear and understandable way
C exploit a variety of language games
D demonstrate what to do to students
9 When do you think the teacher should use the language games?
(You can choose more than one option)
E At any stage of the lesson depending on each topic or activity
10 How often do you want to play language games?
Thank you for completing this questionnaire!
CÂU HỎI ĐIỀU TRA 2 (Sau khi sử dụng trò chơi trong các giờ học nói)
Các câu hỏi trong bài viết nhằm mục đích nghiên cứu việc sử dụng trò chơi ngôn ngữ để tạo hứng thú trong giờ học tiếng Anh cho sinh viên năm nhất trường Cao đẳng Y tế Thái Nguyên Những câu trả lời của các em rất quan trọng để khảo sát này, vì dữ liệu thu thập chỉ nhằm phục vụ công trình nghiên cứu và không nhằm mục đích khác Mong các em vui lòng trả lời chân thành và trung thực để giúp nghiên cứu đạt kết quả chính xác Xin chân thành cảm ơn sự hợp tác của các em!
Hãy đánh dấu (√) vào ô mà em lựa chọn
Tên của em (Không bắt buộc):
Em học tiếng Anh: ……… năm
1 Em có thích các trò chơi mà giáo viên sử dụng trong các giờ dạy nói không?
C Bình thường D Không có ý kiến
2 Trong khi chơi trò chơi, em đã tham gia………
A một cách tích cực B chỉ khi giáo viên yêu cầu
C chỉ khi cảm thấy hứng thú D không tham ra
3 Em cảm thấy như thế nào sau khi tham gia trò chơi
A.thoải mái và hứng thú B bình thường
C không thoải mái D chán nản
4 Em có tham gia tích cực trong các bài học nói hay không?
A Có, em cảm thấy hứng thú
B Tùy thuộc vào các hoạt động nói và các trò chơi mà giáo viên đưa ra
C Em cảm thấy không hứng thú và ngại nói
5 Theo em, việc sử dụng trò chơi ngôn ngữ trong các giờ học nói có hiệu quả không?
6 Nếu câu trả lời (ở câu 5) là có: Hãy cho biết lợi ích mà trò chơi ngôn ngữ giúp em trong các giờ học nói là gì? (em có thể lựa chọn nhiều phương án ):
A Trò chơi ngôn ngữ làm cho các bài học nói thêm thú vị
B Trò chơi ngôn ngữ làm cho các bài học nói ít khó khăn và thách thức hơn
C Trò chơi ngôn ngữ giúp học sinh giảm căng thẳng, bớt rụt rè, từ đó học sinh thêm tự tin trong khi nói
D Trò chơi ngôn ngữ tạo cho học sinh nhiều thời gian và cơ hội đươc thực hành nói
7 Nếu câu trả lời (ở câu 5) là không: Hãy nêu rõ nguyên nhân tại sao việc sử dụng trò chơi trong học nói là không hiệu quả?
8 Theo em, để phát huy được tính hiệu quả của việc sử dụng trò chơi ngôn ngữ trong các giờ học nói, giáo viên cần… ( em có thể lựa chọn nhiều phương án ):
A sử dụng các trò chơi phù hợp với trình độ của học sinh
B giải thích luật chơi 1 cách rõ ràng và dễ hiểu
C sử dụng các trò chơi đa dạng trong các bài học nói khác nhau
D làm mẫu cho học sinh xem
E Lựa chọn khác( ghi rõ )
9 Theo em, giáo viên nên sử dụng các trò chơi ngôn ngữ ở thời điểm nào?
A Giai đoạn khởi động ( warm-up )
B Giai đoạn chuẩn bị ( pre-speaking )
C Giai đoạn thực hành nói ( while-speaking)
D Giai đoạn mở rộng ( post- speaking)
E Bất kỳ giai đoạn nào tuỳ thuộc vào mỗi chủ đề hay hoạt động nói
10 Em nghĩ các trò chơi ngôn ngữ nên được tổ chức:
C Hiếm khi D Không bao giờ
Cảm ơn sự giúp đỡ của các em!
GAMES APPLIED IN SPEAKING LESSONS
A warm-up activity is typically short and engaging, designed to prepare students for effective learning by stimulating their minds These activities should last around five minutes to effectively energize students without taking up too much class time.
Unit 5: Where do you live?
Type of games: Sorting, ordering games Class management: group work Material: Big posters and handout Time: 5 minutes
In this engaging classroom activity, the teacher divides students into groups and uses posters or printed materials to facilitate learning about furniture and room associations The teacher provides a handout to each group, guiding students to match furniture items with corresponding rooms The first group to complete the task accurately becomes the winner, promoting teamwork and active participation while enhancing students' vocabulary and understanding of home environments This procedure aligns with interactive teaching methods that boost student engagement and learning effectiveness.
The living room The bedroom The bathroom The kitchen
Handout bed wardrobe pillow shower bookcase sofa coffee table television stereo fridge oven dishwasher cupboard cooker armchair dresser mattress washing machine blanket bathtub
Unit 9: Food around the world
Type of games: Matching games Classroom management: Group work
Material: Pictures and cards Time: 5 minutes
Procedure: The teacher divides the class into groups of five or six students
In this engaging classroom activity, the teacher hands each group a set of food pictures and corresponding name slips Students race to accurately match each food item with its correct name The first group to complete the task with all answers correct is declared the winner, promoting teamwork and reinforcing food vocabulary.
Tomatoes Hamburgers Pine apples Melons
A pre-speaking activity is essential for preparing students with the necessary skills and confidence for effective speaking It encourages critical thinking and reflection, allowing students to plan and organize their ideas before speaking Typically lasting between five to fifteen minutes, this stage helps set a purposeful foundation for successful oral communication in each lesson.
Unit 8: How did you two meet?
Aims: Provide students with some cue verbs to show the stages in a relationship Type of games: Crossword Class management: Group work
The teacher distributes handouts to the students and instructs them to work in groups of five Their task is to identify ten hidden verbs within a word square, which can be found either horizontally or vertically This activity promotes teamwork and enhances students' vocabulary and word recognition skills.
Aims: Provide students with some opposite adjectives
Type of games: Jumbled words Class management: Group work Material: handouts Time: 5 minutes
The teacher organizes students into groups of four to collaboratively unscramble jumbled letters and find the correct words Afterward, the teacher invites students to write their answers on the board, promoting active participation Finally, students are encouraged to pronounce the words aloud, enhancing their speaking skills and reinforcing vocabulary learning.
Jumbled words words Jumbled words words