The findings of the study indicated a statistically significant difference in the students’ performance in both groups and a change in their attitudes towards the use of games to enhance
INTRODUCTION
Background to the study
Vietnam is undergoing significant socio-cultural changes to foster growth, particularly by simplifying administrative processes to attract foreign investment The government has introduced the 'One Door' policy nationwide, aiming to reduce time and costs for obtaining investment licenses As a result, the number of investors from developed countries has surged over the past decade, significantly contributing to the country's economic development (Do, 2006, p 2).
As a country's economy grows, its global status improves Since the late 1990s, Vietnam has expanded its international relationships and actively engaged in various global organizations Notably, it joined the Association of South East Asian Nations (ASEAN) in 1995, the Asia-Europe Meeting (ASEM) in 1996, and became a member of the Asia Pacific Economic Cooperation (APEC) in 1998 Most recently, Vietnam has also joined the World Trade Organization (WTO).
To sustain its growth and position globally, Vietnam requires a workforce proficient in foreign languages and specialized knowledge A key skill highlighted by State President Nguyen (2009, p 1) is "proficiency in English," as it creates new opportunities to address diverse needs.
English proficiency significantly enhances employment opportunities for learners Holding recognized certificates like TOEFL, IELTS, or TOEIC provides students with a competitive edge in the job market, as "almost all jobs require a certificate in English" (Nunan, 2003, as cited in Phan, 2005, p 7) Additionally, candidates with strong English skills excel in job interviews, leading to higher income potential, since "foreign companies and factories offer high salaries to employees with good English language competence" (Do, 2006, p 4) Conversely, those lacking proficiency may face disadvantages, as "some students may fail in their jobs if they do not master the English language" (Tran, Rhodeback, Dao, & To).
2000, p 2) and the failure is usually “the consequence for those who do not have sufficient competence in English, so they feel excluded from positions” (Phan, 2005, p 7)
English proficiency is essential for students pursuing higher education abroad, particularly in developed countries with advanced educational systems In recent years, there has been a significant increase in the number of Vietnamese students studying in English-speaking nations.
In the academic year 1996-1997, the Institute of International Education reported that 975 Vietnamese students enrolled in degree programs in the United States This figure saw a significant increase of over 24%, rising to 1,210 students in the following year, 1997-1998 (Tran et al., 2000, p 1).
With these statistics, it can be seen that English proficiency can bring about real opportunities for many Vietnamese students to study abroad More recently,
“thousands of students have traveled overseas to study in capitalist nations, where English is required” (Phan, 2005, p 2)
The demand for English proficiency has surged among students across the country, with approximately 90% of foreign language learners focusing on English (Do, 2006, p 8) This trend is particularly pronounced in major cities, where local education officials estimate nearly 300 language centers employ over 10,000 teachers, serving more than 900,000 English learners in Ho Chi Minh City (ibid., p 8).
However, not all students are successful in their English learning because
A recent survey by the Ministry of Education and Training (MOET) and the Educational Testing Service (ETS) revealed that approximately 50% of students meet the basic requirements for English proficiency, with very few able to use the language effectively in their studies and daily communication (Nguyen, 2009, p 1) This highlights ongoing challenges in English language education, as many students' foundational knowledge remains inadequate to meet real-world demands (Nguyen, 2009, p 1).
A significant issue in language development is the insufficient vocabulary among students Those with limited lexis face challenges in enhancing their language skills, even at advanced levels of English A recent university study revealed that over 75% of graduate students struggle with verbal communication in English due to inadequate vocabulary (Bui, 2006, p 2) This highlights that lexical knowledge plays a crucial role in the success of English learning, as students with a rich vocabulary are more likely to improve their language skills (Nguyen, 2006, p 2).
Vocabulary plays a crucial role in English learning; however, many students struggle to learn it effectively due to a lack of motivation and interest in their lessons This disinterest is evident in the traditional methods employed by teachers, who often rely on direct translations from reading texts rather than engaging students through interactive methods like games or quizzes Additionally, vocabulary is frequently presented in bilingual wordlists without sufficient context or opportunities for practical application, hindering students' ability to connect new words with phrases and sentences.
Students often learn vocabulary through repetitive methods, such as writing words on paper or reciting them multiple times, which can lead to memorization challenges (Nguyen & Khuat, 2003) This approach tends to favor those with strong memory skills, leaving others feeling dissatisfied with their learning experience Many students believe that their struggles with vocabulary acquisition stem from poor memorization techniques (Gnoinska, 1998, as cited in Nguyen & Khuat, 2003) Consequently, this mechanical learning process can result in boredom and a lack of engagement, negatively impacting their overall lexical development.
To address the challenge of enhancing students' motivation for effective vocabulary learning, researchers are exploring various techniques, with games being a prominent method Numerous studies, including those by Huynh (2007), Leman (1998), Nguyen (2006), Nguyen and Khuat (2003), and Uberman (1998), have investigated the role of games in vocabulary instruction However, there remains a gap in the literature regarding the specific impact of games on student motivation in vocabulary acquisition, highlighting the need for further research in this area.
Statement of purpose
This study investigates how game-enhanced motivation affects students' vocabulary learning It seeks to answer a key research question regarding the effectiveness of this approach.
To what extent can games enhance students’ motivation in vocabulary learning?
To effectively address the primary research question, it is essential to analyze students' lexical performance following the implementation of games and their impact on learners' attitudes toward vocabulary acquisition Therefore, it is crucial to explore the two sub-questions prior to answering the main inquiry.
1 What is students’ lexical performance under the treatment of games – a factor enhancing their motivation?
2 What is their attitude towards the use of games in lexical learning?
To clarify the second sub-question, it is necessary to answer the two questions below:
2.1 What do students think about the influence of games on their lexical learning in terms of motivation enhancement, language practice chances, and cooperative learning?
2.2 What are the possible difficulties of game introduction?
Significance of the study
This study equips teachers with essential strategies for using games to enhance student motivation in vocabulary learning It offers guidelines for students to effectively boost their motivation through engaging activities, ultimately improving their vocabulary performance and learning attitudes The research aims to significantly enhance students' lexical knowledge and positively transform their approach to vocabulary acquisition.
Organization of the thesis
The study is structured into five chapters, beginning with an introduction that outlines the background, purpose, significance, and organization of the thesis Chapter 2 presents a literature review focused on how games enhance student motivation, incorporating both the theory of motivation—covering its definition and classification—and the theoretical framework surrounding games.
This article explores the definition and types of games utilized in the classroom, along with their implications for various stages of teaching and empirical research on games in lexical education Chapter 3 outlines the research methodology, detailing the research site, participants, experimental design, instruments used, and analytical framework Chapter 4 focuses on data analysis and discusses the findings, presenting results from tests and questionnaires prior to drawing conclusions Finally, Chapter 5 summarizes the study, offers recommendations and acknowledges limitations, while proposing directions for future research.
A THEORETICAL FRAMEWORK OF MOTIVATION AND
Motivation in language teaching and learning
Motivation plays a crucial role in language learning, as it fosters interest in classroom studies Sustaining high motivation is essential for students to achieve their goals effectively When individuals are motivated, they are more inclined to engage enthusiastically in classroom activities To fully understand motivation, it is important to explore its definitions.
The term motivation was firstly mentioned in the Need Hierarchy Theory in Maslow’s study in 1954 It included “deficiency needs and growth needs” (Maslow,
1950, p 5) Then, it continued to be researched by Vroom (1964, p 3), who defined it as “a combination of expectancy with instrumentality and the value of obtaining goal”
Some years later, it was clarified by Gardner and Lampert (1972) via integrative and instrumental orientation and by Deci (1975) with intrinsic and extrinsic distinction
Until 1981, Kleinginna and Kleinginna defined motivation as “an internal state or condition (sometimes described as a need or want) that serves to energize behavior and give it direction” (p 98) Similarly, Gardner (1985, p 10) described it as “the extent to which each individual works or strives to learn a language because of a desire to do so and a satisfaction experienced in this activity.”
Motivation is a multi-faceted concept that encompasses various factors, including the reasons for learning, aspirations to achieve learning goals, a positive attitude towards the learning environment, and the willingness to exert effort.
Motivated learners can effectively overcome challenges and actively pursue their goals According to Nunan (1999, p 232), this motivation leads students to exert significant effort in achieving their learning objectives.
Motivation, despite its varied definitions, fundamentally represents a desire that drives individuals to engage in actions with interest and enthusiasm A student who is eager to achieve a specific goal is considered motivated, while a lack of drive towards learning signifies an unmotivated individual.
Motivation plays a crucial role in language learning, driving learners to actively pursue their goals To gain a deeper understanding of motivation, we will explore its various classifications in the next section.
This study focuses on the distinction between intrinsic and extrinsic motivation Intrinsic motivation originates from within an individual, while extrinsic motivation is influenced by external factors The subsequent sections will elaborate on this important distinction.
Intrinsic motivation refers to engaging in activities for their own sake, driven by internal rewards rather than external incentives (Dornyei, 2000) In the context of language learning, it fosters active participation in classroom tasks, fueled by enjoyment and curiosity Students who exhibit intrinsically motivated behaviors are more likely to approach their work with genuine interest and a desire to enhance their knowledge.
“certain internally rewarding consequences, namely, feelings of competence and self- determination” (Brown, 2000, p 164) rather than about the external awards
Intrinsic motivation plays a crucial role in enhancing students' learning efforts Highly intrinsically motivated students are more likely to face and overcome challenges in their studies According to Csizọr and Dệrnyei (2005), these students dedicate significant time and energy to their learning process with a sense of responsibility.
Their actions are driven by an internal motivation to satisfy their thirst for knowledge, rather than external pressures This intrinsic motivation brings them pleasure, indicating that their learning holds moral significance.
Extrinsic motivation significantly influences students' learning from external sources When students are driven by extrinsic factors, they participate in learning primarily to achieve rewards or avoid punishments, such as grades or teacher approval (Lepper, 1998) Additionally, engaging teaching techniques can enhance their motivation (Nunan, 1999) Consequently, students' involvement in class activities is not solely about seeking external rewards; rather, it reflects their interest in the lesson, driven by the organization of the activities (Brown, 2000).
Not all teachers effectively engage students in their lessons, particularly in traditional classroom settings where the teacher's dominance can lead to student demotivation and hinder collaborative language learning (Ur, 1996) To improve students' language acquisition, it is essential to enhance their motivation through innovative teaching techniques This study explores the use of games as a valuable tool to boost students' motivation in external lexical learning Further details are provided below.
Games
In language teaching and learning, games can be defined as “an activity with rules, a goal, and an element of fun” (Hadfield, 1990, p v) They include elements of
“competition and communication between players in a time limit and a visual display feature” in which students “must manipulate and acquire essential knowledge to be successful” (Richards, 1993, p 55)
In addition, “game-based activities can increase language practice such as describing, predicting, simplifying, and asking for feedback through tasks of filling in questionnaires and guessing unknown information” (McDonough, 1993, p 564)
Specifically, a language game can be characterized in accordance with certain criteria It contains “an element of cooperation necessary for its completeness” (Toth,
1998, p 25) This guarantees a valuable learning experience in which students can use and revise language in a meaningful way A game also includes “a score given at its end, a result, and a winner” (Lewis, 2000, p 164)
Games serve as a refreshing diversion from the typical language class routine, significantly boosting student motivation and enhancing their learning efforts They facilitate language practice across various skills, making the learning experience more engaging and effective (Nguyen & Khuat, 2003).
4) when they are used in the classroom
Games encompass various factors, but this study focuses on three key aspects: enhancing student motivation, increasing opportunities for language practice, and promoting cooperative learning.
2.2.2 Types of game used in lexical teaching and learning
Games can be categorized into two main types: competitive and cooperative Competitive games involve players competing against each other to achieve a goal swiftly, while cooperative games require players to collaborate in order to solve a shared problem.
Cruickhank (1997) categorizes games into two types: academic and non-academic He argues that academic games are primarily utilized in classroom settings, while non-academic games are more commonly found in competitive environments outside of school.
Although games are divided into two types, only the cooperative one is used in this study The following are its six particular games used in class
Arranging games, also known as sequencing or ordering games, require players to gather and act on information to organize items in a specific sequence (Hadfield, 1990) These items can represent events in a story or instructions for operating a device An example of such a game involves players correctly ordering instructions to ensure that machines function properly.
Picture 2.3.1 Place the instructions in the correct order (Hamel, 2009, p 7)
The matching game is centered around the concept of transferring information and connecting principles, as it involves pairing cards or images with their corresponding activities or definitions (Hadfield, 1990, p vi) Another variation of this game utilizes a picture board, where pairs of students receive cards listing names of objects depicted on the board The objective is for students to correctly match each object with its corresponding name from their cards.
Picture 2.3.2 Match objects with their correct names (Hamel, 2009, p 17)
A suit, a dress, a pair of jeans, a hat, a handbag
A tie, a blouse, a short, gloves, a jacket
A shirt, a skirt, a sandal, a scarf, a suit
A jacket, a pullover, a tie, a hat, a blouse
A t-shirt, a sweatshirt, a pair of shoes, a short, gloves
A pair of trousers, a boot, a pair of slippers, a dress, a sandal
The information gap game, rooted in the information gap principle, is typically played in pairs or groups of students In this engaging activity, participants exchange distinct pieces of information to accomplish a specific task (Harmer, 1991, p 95) During the game, one student seeks to uncover information known by another through questioning, shares their own information, or both students exchange their unique details Two popular variations of this game are "Describe and Draw" and "Complete It."
In the Describe and Draw game, one player describes a hidden picture while others attempt to draw it based on the description Participants can ask questions for clarification and discuss any challenges they encounter After completing their drawings, they can compare their versions with the original image, fostering further discussion For instance, a student can describe a picture, and the others will illustrate what they interpret from the description.
Picture 2.3.3a Describe and draw a picture (Byrne, 1987, p 26)
In the game "Complete It," each player possesses a picture with missing key details To enhance their own images, players must inquire about specific information from the speaker Importantly, participants are prohibited from viewing each other's pictures until they have successfully completed their own versions.
Players compare their images with the original and use specific words as cues to discuss details For instance, in a game, they might use terms like 'bird,' 'mountain,' 'river,' 'smoke chimney,' 'window,' 'curtain,' 'door,' and 'tree' to identify elements in the picture One player describes picture A while others listen and recreate picture B If any confusion arises, players can ask for clarification.
Picture 2.3.3b Complete the drawing (Watcyn-Jones, 1995, p 111)
Opinion gap game is a useful activity for students to work in pairs and groups
In this activity, “a player gains common points if he persuades others to agree with
In the game "Find the Right Jobs," players use logical reasoning and real objects or pictures to persuade others about different occupations Each player can connect various jobs to specific items on the board, as long as their arguments are relevant and convincing This interactive approach highlights the relationship between occupations and tangible objects, enhancing the game's educational value.
Picture 2.3.4 Find out suitable jobs appropriate for these pictures (Hamel, 2009, p 56)
The guessing game differs from the opinion gap game as it involves players using specific cues from one participant to formulate their questions This format is suitable for both small and large groups, where one player describes an object to others without revealing its name until they make a guess (Willis, 1981, p 104) Additionally, it serves as an effective method for practicing and reviewing a diverse vocabulary (Byrne, 1991, p 40) An example of this game is provided below.
Picture 2.3.5 Guess pictures via the description (Hamel, 2009, p 72)
The searching game is a well-known variant of the information gap principle, where players seek essential information held by others to complete a grid This interactive activity allows participants to be "both givers and collectors of information" (Hadfield, 1990, p vi), effectively integrating real-life communication into the classroom An example of this is the game "Find someone who can…," which encourages the use of new vocabulary in engaging ways.
Table 2.3.6 Find someone who can/can’t … (Ur, 1988, p 58)
Players can enhance their vocabulary retention by searching for items in a teacher-provided newspaper to quickly answer questions The activity involves participants looking for key words and taking turns to respond to 13 secret questions displayed on the board Each item selected by the players must be opened before they provide their answers.
This article provides an overview of six types of cooperative games to enhance readers' understanding The subsequent sections will delve into the role of games as essential components of lessons and outline the stages for their effective implementation.
Picture 2.3.6 Search items for each question in the picture (Hamel, 2009, p 57)
2.2.3 Games used as an integral part of the lesson
Using games in lexical teaching is necessary They should be treated as “an integral part of the language teaching program” (Lee, 1979, p 3) and supported by many researchers
Summary
Chapter 2 provides a comprehensive overview of motivation, including its definition and classification, and introduces games designed to enhance student motivation It discusses the various types of games utilized in lexical teaching and learning, emphasizing their role as a vital component of lessons Additionally, the chapter outlines the implications for different stages and organization of lessons, while also presenting empirical studies that demonstrate the impact of games on students' performance and attitudes.
RESEARCH METHODOLOGY
Research site
The study was carried out at Nguyen Van Con High School, which is located in
Go Cong Dong District, a rural area in Tien Giang Province In academic year 2009 –
In 2010, the school had a total of 1,600 students, including 525 in the 11th grade, but faced challenges with low English teaching and learning quality During the 2008-2009 school year, only 65.52% of 12th graders scored 5 or above in their English examinations, significantly below the Tien Giang Province average of 86.70% (Tien Giang Service of Education and Training, 2009) Many students struggled with English, finding it difficult to understand, which led to a lack of interest in the subject, despite it being a mandatory part of the curriculum.
Participants
The study involved 80 11th-grade students from two classes, 11 4 and 11 8, assigned by the Principal for the first semester of the 2009-2010 school year Each class consisted of 40 students, and personal information regarding gender, age, living location, and family background was collected during the initial class meeting Data on these variables is presented in the accompanying table.
Family background farmers/workers 35 87.5% 36 90.0% state officials 5 12.5% 4 10.0%
Table 3.2 Information on students’ gender, age, living place, and family background
Class 114 consisted of 40 students, including 17 males (42.5%) and 23 females (57.5%), all aged 17 Similarly, Class 118 also had 40 students, with 19 males (47.5%) and 21 females (52.5%), where 97.5% were 17 years old and only one student (2.5%) was 18 Both classes exhibited comparable gender and age distributions.
The data indicates that a significant majority of students from Class 114, specifically 95.0% (38 out of 40), reside in the countryside, with only 5.0% (2 students) living in Go Cong Town Similarly, Class 118 shows a high percentage of rural residents, with 97.5% (39 out of 40) living in rural areas, while just 2.5% (1 student) is from an urban location.
What is more, the family background of students in these two classes was rather similar Specifically, 35/40 (87.5%) in Class 114 and 36/40 (90.0%) in Class
11 8 came from farming families Meanwhile, 5/40 in Class 11 4 and 4/40 in Class 11 8 were in families of state officials
The two classes, 114 and 118, exhibited notable similarities in personal information, including gender, age, residence, and family background This foundational similarity enabled the researcher to effectively conduct the experiment detailed in the following section.
Experimental design
3.3.1 Experimental group and controlled group
In the teaching program, Class 114 served as the experimental group (EG), utilizing six innovative cooperative games for vocabulary learning, while Class 118 acted as the controlled group (CG), relying on traditional bilingual wordlists This approach aimed to enhance lexical retention for the EG by providing more opportunities for frequent use of new words in communication, contrasting with the CG's method of repetitive memorization.
Before the experiment started, a pretest was delivered to both groups so as to identify their prior lexical knowledge This could be seen via their scores
The teaching program spanned eight weeks from October 1 to December 1, 2009, featuring activities based on eight reading texts from Units 4 to 7 of English 11 and the English Workbook 11 (Hoang et al., 2007) These texts were creatively transformed into cooperative games, ensuring they were carefully selected to align with the themes of each unit The activities were structured according to the three stages of the lesson: Pre-, While-, and Post-.
In the first stage, cooperative games mainly focused on arranging, matching, and guessing in order to stimulate students’ interest and curiosity in language learning
In the second activity, classroom games focused on information gaps and searching were implemented to enhance students' language practice, ultimately aiming to improve their lexical knowledge.
Recent activities focused on opinion gap games, including searching and guessing, aimed to enhance student interaction in expressing their opinions These exercises provided opportunities for students to deeply engage with and retain new vocabulary.
However, they could be used alternatively in different stages provided that they were suitable for the lesson’s contents
The following table presents games chosen and introduced into the three stages of a reading lesson
Pre-reading While-reading Post-reading
- Searching game: Round the board crossword [7, p
22]: find words related to the topic of Unit 4
[3, p 215]: find key items to complete the grid
- Matching game: Word brick [7, p 35]: fix appropriate letters into gaps to form meaningful words
Category [7, p 23]: arrange words into specific topics provided
[10, p 111]: complete the drawing via the description
Invention technique [8, p 38]: describe the features of some nouns and verbs
[4, p 17]: arrange actions in the correct order to operate machines
- Guessing game: Where do I live? [1, p 67]: guess the living place of a person by asking short questions
[5, p 127]: describe and arrange pictures in B in the correct order as those in A
- Matching game: Word matching [7, p 28]: check students’ vocabulary via word definitions
Jumbled letter [7, p 26]: rearrange isolated sentences into a meaningful letter
Words from words [2, p 39]: form as many new words as possible from given letters
- Searching game: Find someone who … [9, p 58]: interview their classmates to find out someone who can/can’t
Gap filling [6, p 130]: find items in the text to fill in the grid provided
Search and answer [4, p 57]: skim the article to answer questions
- Searching game: Which letters? [7, p 61]: base on their definitions and add two letters to form meaningful words
Word finding [7, p 37]: place suitable words beginning with /tr/, /dr/ or /tw/ in each blank
I am? [1, p 67]: let’s identify who I am by basing on some cues provided
Countries [7, p 39]: match the flag and the coat of arm with the appropriate country name
- Guessing game: Know your world [7, p 42]: add two letters to complete the countries’ names
- Information gap game: Picture dictation
[ 1 1, p 26]: describe and draw a picture provided by the teacher
- Matching game: Mixed syllables [2, p 39]: form meaningful new words by matching syllables or single words from two columns together
Word form [6, p 82]: fill suitable word forms in the spaces
[7, p 41]: identify which continents the speaker is talking about
Table 3.3.2 Games used in the experimental teaching
1 Byrne, D (1987) Techniques for classroom interaction New York: Longman.
2 Carrier, M (1980) Take 5: Games and activities for the language learner London: Nelson
3 Doff, A (1988) Teach English: A training course for teachers Cambridge: Cambridge University Press
4 Hamel, P J (2009) Reading Discussion Vocabulary building (ESL intermediate level) Retrieved March 19 th ,
2010 from http://www.eslworksheetandlessonplans.com
5 Harmer, J (1991) The practice of English language teaching (New ed.) London: Longman
6 Hoang, V V., Hoang, T X H., Dao, N L., Vu, T L., Do, T M., & Nguyen, Q T (2007) English 11 Khanh
7 Kieu, H V., Cao, T H., & Cao, H L (2007) Designing games for English language teaching and learning
8 Nguyen, V T T (2006) The use of games in teaching vocabulary Unpublished M.A thesis USSH, VNU-
9 Ur, P (1988) Grammar practice activities Cambridge: Cambridge University Press
10 Watcyn-Jones, P (1993) Vocabulary games and activities for teachers London: Penguin Books
Games positively impact students' performance and attitude in lexical learning To provide clear evidence, two tests and a questionnaire were utilized for data collection The first test assessed students' lexical knowledge, while the second evaluated their vocabulary progress through game-based learning Additionally, the questionnaire gathered students' reflections on their experiences with games.
Kinds of instrument
To check students’ lexical performance, it is impossible to ignore the use of pre-and post-tests This can be clarified in the sub-sections below
The pretest assessed the vocabulary knowledge of two groups of students prior to the experiment, allowing the researcher to determine if the groups were initially equivalent (Taylor, Kermode & Roberts, 2006, p 178).
The pretest was structured similarly to the previous year's semester-end test, with a strong emphasis on the vocabulary section This section focused on word choice and meaning in context, covering material from Units 1 to 3 of English 11 Comprising forty items centered around the theme "You and Me," the test was aligned with the high school curriculum Each correct answer earned students 0.25 points, and they had a total of forty-five minutes to complete the test.
The scores for the sixteen lexis items in the test were converted to a ten-point scale Specifically, four correct sentences related to the reading passage earned 4 marks, while twelve multiple-choice questions contributed 6 points Consequently, each correct reading item was valued at one point, and each multiple-choice item was worth half a mark.
The posttest assessed students' lexical performance following the experimental teaching, allowing them to recognize their progress compared to the pretest results According to Taylor, Kermode, and Roberts (2006), the posttest measurements of both groups were analyzed against their pretest scores to determine any changes and their direction This analysis involved comparing the means of the two groups' posttest results.
The posttest primarily assessed vocabulary, centered around the themes of Community, Recreation, and People and Places, which were covered in Units 4 to 7 of English 11 Similar to the pretest, it consisted of forty items that students needed to complete within forty-five minutes, with each correct answer earning 0.25 points.
To make sure that these two tests were reliable and valid, their items were picked out from the four books of English 11 and English Workbook 11 (Hoang et al.,
In the studies conducted by Nguyen & Hoang (2007) and Vu, Nguyen & Hoang (2008), materials for English 11 were meticulously selected based on three key themes These materials were organized into three distinct sections: word choice, reading comprehension, and gap filling.
The questionnaire was to collect information on students’ attitude towards the use of games in their motivation enhancement in lexical learning It had five parts as follows:
Part 1 elicited students’ personal information in terms of gender, age, living place, and family background
Part 2 consisted of three questions about the importance of vocabulary in the English learning success, students’ self-evaluation on their lexical knowledge of the pre-application of games, and their desire on the improvement of their word stock
Part 3 included three questions They mainly aimed at obtaining the students’ opinion on using games in teaching and learning vocabulary, the methods that the previous teachers had used in teaching vocabulary, the characteristics of games, and their influence on students’ lexical learning in terms of motivation enhancement, language practice chances, and cooperative learning
Part 4 presented possible problems when games were introduced into the class Part 5 tried to find out students’ opinion on the frequency of the game use
All the details of the five parts above can be seen in Appendix 4.
Analytical framework
This section outlines the analytical framework for evaluating data obtained from the two tests and the questionnaire The analysis will involve quantifying the data with numerical values and applying statistical techniques, as described by Creswell (1994).
This section outlines the calculations for two tests using the mean, standard deviation, and t-test formulas proposed by Brown (2001) Additionally, it details the analysis of questionnaire items through percentage and raw count, utilizing version 13.0 of the Statistical Package for the Social Sciences (SPSS).
The quantitative analysis of pre- and post-test results from two groups provided essential statistical values, including mean, standard deviation, range of scores, and frequency These metrics enabled the researcher to understand the central tendency of the data effectively.
The independent t-test was utilized to determine the statistical significance of the average scores from pre- and post-tests (Brown, 2001, p 152) The observed t value was calculated and compared to the critical t value established by Fisher and Yates in 1963 (as cited in Brown, 2001, p 153) (see Appendix 6) The researcher employed a two-tailed decision approach (Brown, 2001, p 152) using SPSS 13.0, with a significance level set at 05 This two-tailed method was chosen due to the absence of theoretical or commonsense evidence suggesting that one mean would be higher than the other (ibid, p 151).
The comparison of the two t values was conducted using the corresponding total degrees of freedom (d.f.), defined as the number of values in a distribution that can vary For a sample mean, the degrees of freedom are calculated as N – 1, indicating that for a given mean, N – 1 scores can vary (Healey, 2005, p 211) In this study, each group consisted of 40 students, resulting in a total d.f of 78, calculated using the formula (N E – 1) + (N C – 1), where N E represents the number of students in the experimental group (EG) and N C represents the number in the control group (CG).
To have the values of the mean, standard deviation, and t-test, the formulas below suggested by Brown (2001, pp 119 & 125) are useful for their calculation in which
Figure 3.5.1a Formulas of mean and standard deviation
The N formula for standard deviation is preferred for samples with 30 or more participants, while the N - 1 formula is suitable for samples with fewer than 30 participants (Brown, 2005, p 104) Consequently, the independent t-test formula is applied accordingly.
Figure 3.5.1b Formula of the independent t-test (Brown, 2001, p 149)
: sum (or add) SD: standard deviation
M: mean SD: standard deviation N: numbers of scores
All questions in the questionnaire were quantitatively analyzed via the descriptive statistics in which the percentage and raw counts were calculated and presented in tables or charts
To facilitate the computation of questionnaire items, each of the four response options was coded using the Rensis-Likert scale, which is recognized for its effectiveness in capturing views, thoughts, opinions, and attitudes (Kish, 1982, p 124) Consequently, each option was assigned a distinct value, with 1 representing the lowest level of agreement.
‘strongly agree’, 2 for ‘agree’, 3 for ‘disagree’, and 4 for ‘strongly disagree’ in this study.
Summary
This chapter outlines the key aspects of the research methodology, detailing the research site, participants, data collection instruments, and analytical framework The subsequent chapter will utilize this methodological framework to analyze the data gathered from two tests and a questionnaire, leading to the extraction of significant findings from the calculated figures.
DATA ANALYSIS AND DISCUSSION OF FINDINGS
Results of two tests
This section focuses on analyzing pre- and post-test scores to evaluate students' lexical knowledge before and after the experiment Initially, it presents the data from the pretest to provide insights into the students' vocabulary understanding.
This section calculates the pretest scores for two groups, determining the mean, standard deviation, range of scores, and frequency These statistics are then compared to assess differences in students' lexical knowledge A t-test is subsequently conducted to verify if any observed differences are statistically significant.
The results of the pretest for the experimental group was summarized and presented in the table below
Mean Standard Deviation Range of scores Frequency
Table 4.1.1.1 Pretest score data of the experimental group
The pretest scores for the experimental group (EG) indicate a low mean of 4.975, with scores ranging from a minimum of 4.0 to a maximum of 7.0 Notably, the most frequently occurring scores were 4.5 and 5.0, with 11 and 10 occurrences, respectively Additionally, 8 students achieved a score of 4.0, while the scores of 5.5, 6.0, 6.5, and 7.0 were attained by 3, 4, 2, and 2 students, respectively.
Mean Standard Deviation Range of scores Frequency
Table 4.1.1.2 Pretest score data of the controlled group
The average pretest score for the control group (CG) was 4.975, closely mirroring that of the experimental group (EG) The scores exhibited a similar range, spanning from 4.0 to 7.0 Notably, the score of 4.5 was the most frequently achieved, with 15 students attaining this mark, while the other scores of 4.0, 5.0, 5.5, 6.0, 6.5, and 7.0 were distributed among 5, 8, 6, 2, 2, and 2 students, respectively.
The statistical analysis of the pretest scores for the two groups, as shown in tables 4.1.1.1 and 4.1.1.2, indicates that their average scores are nearly equivalent, with a minimal disparity of -0.0125 resulting from the subtraction of 4.9875 from 4.9750 Both groups exhibited identical score distributions, with a minimum score of 4.0 and a maximum of 7.0, and the most frequently achieved mark was 4.5, as illustrated in Figure 4.1.1.3 Therefore, it can be concluded that there is a significant similarity in scores between the two groups.
To know whether their disparity had a statistically significant difference or not, a t-test was calculated and its result was presented below
The t-test results indicated an observed t value of -0.068, which was compared to the critical t value for 78 degrees of freedom Due to the absence of a specified value at this d.f., the researcher conservatively used the critical t value for 60 degrees of freedom Upon checking the 05 significance level, the critical t value for a two-tailed test was found to be 2.000, significantly exceeding the observed t value of 0.068.
The analysis indicates that there was no significant difference between the means of the experimental group (EG) and the control group (CG), suggesting a similarity in lexical knowledge prior to the implementation of the game-based treatment.
The t-test pre-calculation was verified by conducting a similar test on a computer, confirming that the results from both the manual and machine calculations were identical, as illustrated in the table below.
Equal variances not assumed Levene's Test for Equality of Variances F 113
Sig .738 t-test for Equality of
95% Confidence Interval of the Difference Lower -.37848 -.37850
Table 4.1.1.3 Result of the t-testpre
This section outlines the posttest results obtained by two groups following an eight-week experiment The posttest scores were analyzed using means, standard deviations, ranges, and score frequencies to determine any statistically significant differences between the groups The subsequent sub-sections present the necessary values for comparison.
The posttest of the experimental group (EG) provides results through the previously mentioned measures, with the values detailed in Table 4.1.2.1 on the following page.
Mean Standard Deviation Range of scores Frequency
Table 4.1.2.1 Posttest score data of the experimental group
The mean score of the group, as shown in Table 4.1.2.1, was 6.0, with marks ranging from a low of 4.5 to a high of 8.0 The most notable scores were 6.0 and 6.5, achieved by 8 and 7 students, respectively Other scores included 4.5, 5.0, 5.5, 7.0, 7.5, and 8.0, which were attained by 4, 6, 6, 5, 3, and 1 student, respectively.
Like the EG’s posttest ones, the CG’s posttest scores were treated through the measures of mean, standard deviation, range of scores, and frequency Table 4.1.2.2 below summarized them
Mean Standard Deviation Range of scores Frequency
Table 4.1.2.2 Posttest score data of the controlled group
The data from the table above unveils that the mean of posttest scores in the
The group's CG score was relatively low at 5.1625, with a score distribution ranging from 4.0 to 7.5, indicating a decline from the pretest results The most common score was 5.0, achieved by 12 students, while other scores were distributed as follows: 4.0 (7 students), 4.5 (5 students), 5.5 (9 students), 6.0 (3 students), 6.5 (1 student), 7.0 (1 student), and 7.5 (2 students) Although there was a decrease in the number of students scoring below 5.0 compared to the pretest, the overall average score showed minimal improvement.
The posttest scores of students in the experimental group (EG) significantly outperformed those in the control group (CG), with a mean difference of approximately 0.8375 The EG's scores ranged from 4.5 to 8.0, indicating a wider distribution compared to the CG's range of 4.0 to 7.5 Notably, the most common scores in the EG were 6.0 and 6.5, while the CG's most frequent score was only 5.0 These findings are visually represented in the accompanying score distribution graph.
A t-test was conducted to determine if the difference between the two means was statistically significant by calculating the observed t value, which was then compared to the critical t value The detailed calculations are presented on the following page.
The observed t value was 4.097, which was compared to the critical t value from the t-distribution table as recommended by Fisher and Yates (1963, cited in Brown, 2001, p 153) This comparison utilized the closest critical value with degrees of freedom (d.f.) of 60.
Results of the questionnaire
This section examines the results of a questionnaire focused on students' awareness of vocabulary's importance in English learning, their attitudes towards using games to boost motivation in lexical acquisition, the challenges of integrating games into the classroom, and their preferences regarding the frequency of game usage.
4.2.1 Role of vocabulary in English learning
Figure 4.2.1a below shows the students’ awareness of the importance of vocabulary
Figure 4.2.1a Importance of vocabulary in English learning
The data clearly indicates that vocabulary is crucial for enhancing English learning, with an impressive 83.8% of students recognizing its significant importance.
A significant majority of students (88.8%) recognized the crucial role of vocabulary in enhancing their communication, practicing language skills, and accessing reference documents In contrast, only a small percentage acknowledged vocabulary's importance, with 2.5% agreeing on its communication benefits, 5.0% supporting its role in language skill practice, and 3.7% seeing its necessity for accessing reference materials These findings are illustrated in Figure 4.2.1b.
Figure 4.2.1bStudents’ opinions on vocabulary assistance
Most students recognized the crucial role of vocabulary in language learning but expressed pessimism regarding their current vocabulary knowledge Specifically, 56.3% rated their word stock as poor, 32.5% considered it average, and only 11.2% believed it was relatively good These findings are illustrated in Figure 4.2.1c.
Fairly good Relatively good Average Bad
Figure 4.2.1c Students’ current lexical knowledge before the experiment
100% the c ommunic ation the prac tic e of the langua ge s kills the ac c es s of the ref erenc e doc uments all the things mentioned abov e
The enhancement of vocabulary knowledge has become a critical necessity for students, with an overwhelming 97.5% expressing a desire for lexical improvement Only a small fraction, 2.5%, indicated a lack of interest in this area This data clearly illustrates that the vast majority of students recognize the importance of enhancing their vocabulary skills.
Figure 4.2.1d Students’ desires of their vocabulary improvement
Students recognize the crucial role of vocabulary in their English learning, particularly for effective communication and language practice However, many feel dissatisfied with their current vocabulary skills, often rating their word stock as average or poor This inadequacy leads to significant challenges in their learning journey, prompting a strong desire for vocabulary enhancement.
4.2.2 Use of games to enhance students’ motivation in lexical learning
The necessity for vocabulary enhancement is clear, highlighting the importance of understanding students' preferences for using games in lexis learning This section will explore their game preferences during various stages of lexical acquisition, their attitudes towards the teaching methods employed by previous educators, and the approaches they favor in vocabulary learning.
4.2.2.1 Students’ preference of games for the stages of lexical learning
A significant majority of students, 83.7%, expressed a preference for learning vocabulary through games, regardless of the stage at which they were introduced Only a small percentage favored games in the initial stage (8.8%), the second stage (5.0%), or the final stage (2.5%) These varied preferences are illustrated in Figure 4.2.2.1a.
Before During After Before, during, and after
Figure 4.2.2.1a Stages of a lesson in which students liked learning lexis with games
Using games to boost motivation in vocabulary learning was unfamiliar to the students, as none had previously learned lexis through games Consequently, all participants (100%) considered games to be a novel approach Refer to Figure 4.2.2.1b for further illustration.
Figure 4.2.2.1b Students’ opinion on using games to enhance their motivation in lexical learning
A significant 95% of students expressed a strong preference for learning vocabulary through games, ranging from "like it very much" to "like it." Only 5% showed indifference, and none opposed the use of games in the lexical learning process The variety in their choices is illustrated in Figure 4.2.2.1c below.
Like it Don't like it Don't like it very much
Figure 4.2.2.1c Students’ opinion on the application of games in lexical learning
Using games to enhance student motivation in vocabulary learning was a novel experience for the students, leading to increased interest in engaging with lexis through gameplay during all three lesson stages However, they did not find this method as enjoyable as traditional approaches employed by previous teachers The next section will discuss their views on the teaching methods used by former educators and the strategies they prefer.
4.2.2.2 Methods the previous teachers used and approaches students like
According to Figure 4.2.2.2a on page 51, a significant majority of students (93.8%) reported that their previous teachers employed traditional methods for vocabulary instruction, primarily using wordlists that included new words alongside their Vietnamese translations In contrast, a small minority (6.2%) indicated that their former teachers occasionally utilized innovative approaches to teaching vocabulary These varying perspectives are illustrated in Figure 4.2.2.2a on the following page.
Figure 4.2.2.2a Methods that the previous teachers used in lexical teaching
The introduction of vocabulary through wordlists failed to engage students, with 95.0% expressing dissatisfaction with this mechanical learning method In contrast, students showed a preference for innovative approaches to vocabulary learning, with only 5.0% favoring traditional methods This trend is illustrated in Figure 4.2.2.2b.
Traditional vocabulary teaching methods used by previous teachers were widely adopted but failed to satisfy students As a result, students expressed a preference for learning vocabulary through games To understand the advantages of using games in vocabulary acquisition, it is essential to explore students' attitudes towards the characteristics of games and their impact on the learning process.
4.2.2.3 Characteristics of games and their influence on lexical learning
A significant majority of students (96.2%) found games introduced in class to be enjoyable, funny, and relaxing, which enhanced their lexical learning and comfort levels In contrast, only 3.8% did not acknowledge these positive aspects and showed little interest in the benefits of games The varying opinions among students regarding these features are illustrated in Figure 4.2.2.3.1 below.
Strongly agree Agree Disagree Strongly disagree
Figure 4.2.2.3.1 Games’ characteristics of enjoyment, fun, and relaxation 4.2.2.3.2 Influence of games on lexical learning
Discussion of findings
Incorporating games into reading-based lessons has demonstrated significant effectiveness in boosting students' motivation and improving their vocabulary learning outcomes The positive impact of this approach on student performance and attitudes will be explored in the subsequent sections.
4.3.1 Students’ performance before and after the treatment of games
The results of data analysis in Section 4.1 revealed that there was a similarity in the pretest scores and a difference in the posttest ones
The researcher found that both the experimental group (EG) and the control group (CG) initially exhibited poor lexical performance, with most students scoring from bad to average, resulting in a low mean score of approximately 4.98 The t-test revealed no significant difference between the means of the two groups, indicating that the students shared similarly low levels of vocabulary knowledge.
The experimental group (EG) demonstrated significant improvement in posttest scores compared to the control group (CG), despite similar pretest scores The EG saw a notable reduction in low marks and a substantial increase in average scores, with a higher percentage of students achieving fairly good results In contrast, the CG's posttest results remained low, resulting in a lower mean score Importantly, a t-test revealed a statistically significant difference between the two groups, indicating that the EG's enhanced lexical knowledge was likely due to the effectiveness of the game treatment rather than random chance.
The significant difference in posttest scores between the two groups clearly demonstrates the superiority of games in lexical teaching and learning compared to traditional methods.
Indeed, with the traditional methods, new words were normally introduced through bilingual wordlists where vocabulary was directly translated into Vietnamese
Students faced challenges due to their traditional learning methods, struggling to remember word meanings learned in lists rather than through engaging contexts like games Additionally, limited opportunities to frequently practice the target language hindered their ability to effectively retain new vocabulary.
4.3.2 Students’ attitude towards the use of games in lexical learning
This section examines students' attitudes prior to engaging with vocabulary through games It highlights their perspectives on the effectiveness of games in vocabulary acquisition, focusing on increased motivation, creative language practice opportunities, and collaborative learning However, it is important to note that some learners may not favor games, a common occurrence in research.
Many students struggled with vocabulary before the introduction of games in their learning process Despite their efforts to memorize words, they found it difficult to use and retain them due to a monotonous learning environment that lacked meaningful practice This lack of motivation made vocabulary acquisition feel tedious and challenging, resulting in a widespread issue of weak lexis among students.
After being introduced to games in class, most students shifted their perspective on lexical learning, recognizing the positive impact of games on their motivation They found it easier to learn new words and appreciated the effectiveness of games in enhancing their memory due to the enjoyment and relaxation they provided This approach alleviated their anxiety regarding vocabulary acquisition and helped them recharge before engaging in more formal learning Consequently, these activities fostered a closer connection between learners and their teacher, gradually narrowing the gap between them.
Many students recognize that games provide valuable opportunities for language practice beyond mere entertainment Engaging in games during class fosters active participation, particularly among shy students, leading to a significant expansion of their vocabulary Consequently, increased language practice correlates with better retention of words, ultimately enhancing their overall language skills.
Many students acknowledged that games fostered cooperative learning through pair and group interactions, allowing them to exchange ideas to solve common problems This collaborative environment provided them with valuable opportunities to learn from one another and enhance their vocabulary skills.
While games in class have positive effects, they also present challenges Many students reported confusion due to unclear game instructions, particularly those with limited vocabulary who struggled to express their thoughts in the target language This often led them to revert to their mother tongue during discussions, resulting in noise that could disrupt neighboring classes and those nearby.
Many students acknowledged that playing games in class consumed a significant amount of time They also noted that games became ineffective and inconvenient when integrated into traditional classrooms, where there was insufficient space for gameplay This realization contributed to the perception that many teachers were hesitant to incorporate games regularly into their vocabulary instruction.
Despite the challenges faced, games significantly contributed to enhancing student motivation and improving their lexical performance Overall, their application in the learning process positively influenced students' attitudes towards learning.
Games significantly influence students' attitudes towards vocabulary learning, as they prefer this method due to the enjoyment and relaxation it provides This positive experience fosters comfort and motivation, reducing anxiety associated with learning Consequently, incorporating games into educational practices proves to be beneficial, despite some minor drawbacks.
Summary
This chapter presents the results of the pre-and post-tests and questionnaire, highlighting students' lexical performance and attitudes towards using games in vocabulary learning The findings will inform the next chapter, which will address the research questions outlined in Chapter 1, provide recommendations for teachers and learners, and suggest potential topics for further research.