The importance of using games for students
Rationale of the study
English has become the most important foreign language globally due to its role in international communication, science, commerce, and technology The interdependence of nations in the age of globalism reinforces the need for a global language, a role English fulfills effectively Consequently, English is a valuable asset for employment in Vietnam's business, industry, and technology sectors Speaking, a crucial language skill, enables learners to communicate and express themselves, making proficient speakers highly valued As a productive skill closely related to listening, speaking is frequently used in various settings to facilitate communication.
English is an increasingly important subject, particularly at Lam Kinh High School, making the English proficiency of 10th graders crucial However, observations indicate that students at Lam Kinh High School struggle with speaking and are hesitant to participate in English classes This reticence, even in speaking-focused classes, motivated a study on using games to improve speaking skills among grade 10 students at Lam Kinh High School.
Aim of the study
The main aims of the study are:
- To investigate the current situation of teaching students learning English speaking at Lam Kinh High School
- To suggest and apply some games in speaking classes at Lam Kinh High School
- To find out the effects of games on students participation and improvement in speaking classes.
Methods of the study
Initial assessments, including pre-tests and questionnaires, gauged students' speaking proficiency and current teaching methodologies.
In each lesson, I used appropriate games to improve their speaking skills in general
During two months of experiment, I observed the students‟ attitude, parcitipation and the improvement
After the intervention, a post-test and survey questionnaire were administered to evaluate the program's effectiveness and student improvement, with subsequent data analysis conducted to determine the overall effects of the games.
I base on grammar, vocabulary, pronunciation, coherence and fluence to appreciate students‟ speaking skill.
Scope of the study
This study focuses on effective techniques, particularly games, for teaching English speaking skills to students at Lam Kinh High School, aiming to provide a valuable reference for educators to enhance students' speaking abilities.
Design of the study
The study contains three parts:
Part A: The introduction consists of the rationale, aims, methods and the design of the study
Part B: The development has three chapters:
- The first chapter is the literature review
- The second chapter is the main part that I provide the description of the participants, data collection instruments, procedures of data collections and the process of analyzing data
- The third chapter is finding and discussion
Part C is the conclusion which summarized all the presented information
LITERATURE REVIEW
Speaking skills
Speaking is the productive skill in the oral mode It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words
There are three kinds of speaking situations in which we find ourselves: interactive, partially interactive, and non - interactive
Interactive speaking involves alternating listening and speaking, allowing for clarification and repetition Partially interactive situations, like speeches, allow speakers to gauge understanding through audience reactions.
Some few speaking situations may be totally non - interactive, such as when recording a speech for a radio broadcast
Pronunciation is key, requiring clear articulation of distinctive sounds, including tonal variations, stress, rhythm, and intonation Accurate word forms, encompassing tense, case, and gender, are essential, alongside correct word order and appropriate vocabulary Effective communication involves using a register suitable for the situation and relationship with the listener Highlighting main sentence components and distinguishing main ideas from supporting information ensures clarity Coherence in discourse is crucial for listeners to follow the speaker's message effectively.
Speaking in a second language involves developing specific communication skills (Nunan & Carter, 2001), historically holding a unique position in language teaching Emerging recently as a distinct area in teaching, learning, and testing, it now focuses on spoken discourse production.
Speaking, as defined by Burn & Joyce (1997), is an interactive process of meaning involving the production, reception, and processing of information The form and meaning of spoken communication are heavily influenced by context, including the participants, their experiences, the environment, and the purpose of the interaction.
In the realm of action, speaking encompasses conveying information and expressing emotions through speech, delivering speeches, and communicating in a specific language It involves the activity of conveying meaning as though in words.
Speaking, a productive skill and art of communication, involves generating understandable words for listeners.
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned
Speaking, a core competence in the Competence Based Curriculum, plays a vital role in communication, particularly within the Joint Construction of Text stage Students often encounter difficulties in speaking, stemming from language-related challenges and a fear of making mistakes, despite possessing adequate vocabulary.
Speaking, a productive skill intertwined with listening, involves producing meaningful text within a communicative exchange between a speaker, listener, and message, with feedback playing a crucial role; furthermore, pronunciation is integral to speaking, encouraging learners to master English sounds.
Speaking, often seen as a mere application of language, is fundamentally an instrumental act where speakers aim to impact their listeners Conversation skills are vital in language teaching, crucial for expressing meaning and gauging success Effective speaking, measured by conversational ability, is influenced by various factors that can either promote or hinder its development.
Speaking is the ability to express oneself and report situations precisely (Ladouse, 1991), influencing daily communication (Tarigan, 1990).
Speaking serves as the vocal expression of our perceptions, emotions, and thoughts, facilitating interpersonal interaction by allowing individuals to share their experiences and be heard.
Speaking fosters relationships through communication, as Wilson (1983) notes, emphasizing its role in developing connections between speakers and listeners Effective speaking necessitates understanding the context and applying appropriate linguistic, psychological, and physical rules to achieve clear communication The primary goal of speaking is to communicate effectively.
To effectively communicate, one must evaluate the impact of their message on the listener and understand the underlying principles of communication, both generally and specifically.
Effective communication hinges on understanding Speakers should grasp the meaning of their words to foster meaningful dialogue Developing clear ideas and relevant topics encourages engagement and thoughtful responses from listeners.
Stern emphasizes the natural order of language acquisition, observing that children listen before speaking, with understanding preceding production This suggests that language skills should be presented in a similar sequence in foreign language education Speaking is an integral part of language learning, enabling learners to express desires, feelings, and attitudes Therefore, speaking is intrinsically linked to language acquisition.
Teaching speaking skills
In EFL, speaking is vital for daily communication and education, especially with the rise of communicative approaches Curricula often overlook communicative skills, focusing instead on grammar, reading, and vocabulary, leading to issues in mastering speaking Traditional grammar-focused methods are insufficient for developing effective English speakers, yet speaking remains a neglected skill in language acquisition, research, and teaching Despite this, it's recognized that speaking should be central to teaching, posing a challenge for English teachers.
Speaking ability is crucial in English language communicative competence, gaining increased focus due to its perceived importance in language learning and teaching This paper analyzes the causes of difficulties in speaking classes, particularly for advanced foreign language proficiency students, examining the appropriate framework and approach It suggests suitable speaking activities for advanced learners and focuses on preparing students for speaking tests.
1.2.1 The importance of teaching speaking skills
Speaking is often considered the most crucial of the four language skills, with many learners feeling frustrated by their inability to speak English fluently despite years of study The challenge of spoken English lies in its interactive nature, requiring spontaneous communication that can be difficult to manage Speaking is essential in various daily scenarios, demanding different registers based on the formality of the situation We speak for numerous reasons, including socializing, expressing needs, influencing others, and exchanging information Unlike planned speeches, spontaneous spoken English is often characterized by repetitions, pauses, and incomplete sentences, necessitating a response from a listener.
Effective speaking involves understanding gestures, intonation, and pauses as clues to meaning Common activities to develop oral skills include discussions, speeches, and role-play Discussions benefit from student-selected topics, while speeches can be enhanced by assigning listener responsibilities Role-play is ideal for practicing sociocultural variations in speech acts Communicative language teaching, based on real-life situations, and collaborative learning are considered effective for acquiring speaking skills through interaction.
Teachers should create real-life communication scenarios and meaningful tasks related to students' daily lives to encourage target language practice Speaking is often the most challenging skill to teach due to its difficulty and limited class time dedicated to it Facilitating these interactive opportunities is crucial for effective language acquisition.
1.2.2 Difficulties in teaching speaking skills
English has become an international language, driving an increasing need for English learning in Vietnam due to national renovation and international relations expansion Vietnamese English teachers are adopting the Communicative Language Teaching Approach to enhance learners' communication skills, aligning with suggestions from linguists like Nunan (1991) and Das (1985) Students recognize the importance of free communication for their future careers, yet many Vietnamese learners struggle with fluent and correct spoken English despite good reading and writing skills.
Several obstacles hinder learners in Vietnam from reaching their aims, including large and heterogeneous classes, students' low English proficiency, and low motivation This situation, prevalent in many non-language universities in Vietnam, has motivated research into improving the teaching of English speaking skills through effective techniques and activities.
Using games to improve speaking skills
Using games in the English class is a readily accepted and helpful aspect of the communicative method, providing entertainment and amusement for students Games are competitive activities with rules, where decision-makers cooperate or compete to achieve objectives A game is an enjoyable, student-centered activity for both teachers and students, akin to playing in the playground.
Stephen Krashen suggests that incorporating games into English classes can alleviate student anxiety and foster a more enjoyable learning environment While some might argue that college students, being adults, do not require games for relaxation, adults often experience heightened nervousness when encountering new challenges, fearing mistakes due to a developed sense of self-consciousness Therefore, games and similar activities can help them approach the new language with a relaxed and uninhibited mindset, similar to children.
In second language acquisition, affective factors significantly impact learning, either positively or negatively Teachers should strive to lower students' affective filters to facilitate the intake of comprehensible input, and using games in the classroom is one way to create a more relaxed and receptive learning environment.
Games inherently promote communication, aligning with the core principles of communicative language teaching Integrating games enhances various language skills, offering practice in listening, speaking, reading, and writing Language games necessitate understanding rules and actions, fostering comprehensive skill development, particularly in listening and speaking Games enable learners to apply mastered structures to communicate meaningfully in real-world scenarios.
Game playing enhances students' communicative ability by fostering a dynamic communication process where they express ideas, concepts, thoughts, and emotions based on life experiences, aligning with Piaget's theory that movement stimulates thought.
He believes that movement is the beginning of learning, and that cognitive frame is built up step by step whose joint is the movement but not the consciousness
Games in education can significantly enhance student engagement and motivation, particularly for those who struggle, by fostering a sense of accomplishment and providing substantial knowledge input Furthermore, games promote communication and cooperation among students, while also serving as a valuable assessment tool to identify areas needing improvement and additional support.
Games are versatile tools in language learning, suitable for diagnosing student abilities at the start, practicing language skills during lessons, and reinforcing knowledge as a rewarding conclusion Encouraging students to express ideas through varied games at different stages optimizes language learning.
1.3.1 Advantages of using games in speaking classes
Language games offer significant advantages in language learning, including reducing student anxiety and increasing motivation These games create engaging and entertaining environments, encouraging even shy students to participate and express themselves more freely.
Zdybiewska suggests that games offer valuable opportunities for children to practice a target language by simulating real-life language use.
Kim identifies six key benefits of incorporating games in the classroom, noting that they enhance motivation and offer a refreshing change from traditional lessons Games also aid in sustaining students' learning efforts and provide integrated language skills practice Furthermore, these interactive activities foster communication among students and create a meaningful context for language acquisition.
Kim, Mei, and Yujing (2003) posited that games facilitate natural English acquisition, mirroring how children learn their native tongue, making the learning process feel less like studying.
Games offer a relaxed and highly motivating environment for students to practice the target language, fostering engagement through amusement and interest Moreover, games facilitate the practice of all language skills, making them a versatile tool in language education.
1.3.2 Disadvantages of using games in speaking classes
In classrooms, diverse student abilities and a lack of awareness regarding the importance of English hinder effective learning Limited vocabulary further impedes students' ability to construct correct sentences Overcrowded classrooms exacerbate noise levels during pair and group speaking activities, creating a challenging learning environment.
Many teachers face challenges in effectively teaching speaking skills, including selecting appropriate techniques for lessons A common issue is the lack of clear task assignments, which hinders student understanding and engagement Furthermore, the learning environment often fails to adequately encourage students to practice and improve their spoken English.
1.3.3 Common games used in speaking classes
English classes utilize games primarily to enhance students' communicative abilities and practice various skills Published resources identify and explore eight distinct game types for this purpose.
METHODOLOGY
Context of the study
Lam Kinh High School's English teachers are highly motivated and dedicated, holding bachelor's degrees and possessing significant professional experience They enthusiastically integrate modern teaching equipment, such as interactive whiteboards and videos, to create vivid and effective lessons Despite their proficiency, they face challenges in selecting the most appropriate techniques for teaching speaking skills in each lesson stage.
Lam Kinh High School's 11th-grade students are intelligent and dynamic, showing a keen interest in English While many students understand English accents and construct sentences well, limited opportunities for practical speaking and fear of making mistakes hinder their progress The novelty of English speaking as a subject also contributes to confusion in understanding spoken English.
Large class sizes and disruptive student behavior significantly reduce the time teachers can dedicate to speaking activities Managing a noisy classroom consumes valuable lesson time Consequently, opportunities for interactive speaking exercises are limited This ultimately hinders students' language development and communicative skills.
Subject of the study
Lam Kinh High School has 400 grade 11 students, including an English-majored class (11C6), all of whom have studied English since primary school and recognize its importance However, their English proficiency is generally lower than that of students in urban areas due to limited opportunities for communication and public speaking Many students experience psychological inhibition when speaking English, and they tend to focus on grammar and vocabulary for exams rather than developing practical skills, with a preference for engaging in classroom activities.
In an English-majored class of 45 students, reading and grammar skills are notably strong due to students' preference for activities with less speaking A significant challenge is the students' lack of self-confidence in pronunciation and sentence accuracy, hindering their performance in English speaking lessons.
- Have little motivation and interest to join the lessons.
Instruments
Questionnaires, as defined by Nunan (1992), are instruments for data collection, typically in written form, comprising open and closed questions that require responses from subjects Richards et al (1994) support this, highlighting questionnaires as an effective method for gathering information on beliefs, attitudes, motivation, and preferences related to teaching and learning, enabling teachers to collect data efficiently.
Questionnaires are an attractive and efficient means of gathering a large amount of information quickly Researchers like Seliger and Shohamy (1995) highlight the value of questionnaires for collecting data on phenomena that are not easily observed, such as motivations, attitudes, and language learning strategies.
A survey is essential for gathering data on students' attitudes and expectations regarding English speaking skills at Tho Xuan, specifically focusing on their experiences with game-based learning This research aims to provide insights into how students perceive and engage with games as a tool for developing their speaking abilities.
Survey questionnaires were administered before and after the speaking lessons to gather data on students' English speaking skills at Lam Kinh High School, serving as a crucial data collection instrument.
First survey questionaires‟ aim is to do research on students‟ attitudes and expectations about studying English speaking skills The questionaires including 10 questions as follow:
Questions 1, 4, 6, and 7 explore students' perspectives on speaking skills development both in school and at home, providing valuable insights into their experiences with speaking lessons and the frequency of English usage, which can inform educators and curriculum development.
To enhance students' speaking abilities, teachers can leverage insights from student feedback to tailor effective teaching methods, ensuring targeted support and improved learning outcomes in English speaking.
Question 5 & 9 are about using games in teaching and students‟ ideas and how effective those are This can bring more specific and information and help the study become more valid and reliable
A survey was conducted to identify effective methods for learning and practicing English speaking skills, informing the study "Improving Speaking Skills Through Games for Students."
Second survey questionaires‟ aim is to do research on effection of games used in speaking lessons for students The questionaires including 7 questions as follow:
Question 1 & 2 are asked to know how students think about new games used in class This can help me get an overview about using games
Questions 3, 4, 5, and 6 explore the use of games in lessons and students' perceptions of their impact on speaking skills, helping to identify effective and ineffective games Understanding when students need games in a lesson allows for adjustments to teaching methods, ultimately leading to more impactful lessons.
Question 7 is to get specific ideas of students about these games and to know how students participant speaking lesson with new mothod
From this survey, I can have a better teaching method for students and help them to achieve English especially speaking skill
There are five rules to appreciate students‟ level speaking skill such as vocabulary, grammar, coherence, fluence and pronunciation
The speaking test assesses students' abilities through three sections, starting with basic personal questions in part 1 Part 2 requires more coherent answers, while part 3 emphasizes advanced grammar and vocabulary The test results inform the selection of appropriate games to enhance students' speaking skills.
To assess the effectiveness of game-based speaking lessons and student improvement, a post-test was conducted, mirroring the pre-test format with the same evaluation criteria This post-test encouraged students to utilize advanced vocabulary and specific grammar structures to the best of their ability.
Following a survey, the aggregated statistics are visually represented in seven pie charts, each illustrating the percentage of students who selected a particular answer Detailed explanations accompany each chart for clarity.
There are games that I chose for students in speaking classes They were used in warm-up, practice and production suitably lessons and students‟ level
STT Unit Used games When
1 Unit 10: Nature in danger Pictures game Warm-up
2 Unit 11: Sources of energy Yes/ no games Post speaking
3 Unit 12: The Asian games Lucky numbers Post speaking
4 Unit 13: Hobbies Fact finding games Post speaking
5 Unit 14: Recreation Sports observation Warm-up
6 Unit 15: Space conquest Guessing game Practise
Table 1: Games used in the study
2.4.1 Unit 10: Nature in danger (Warm up)
Name of game: Pictures game
Aims: Know more about reasons why nature is threatened
Procedure: Whole class Guess the reasons based on the pictures And give an example for each picture
1 Killing endangered animals for fur, skin and food
4 Cutting down trees for wood
5 Using fertilizers and pesticides for cultivation
6 Discharging chemical pollutants into the invironment
2.4.2 Unit 11: Sources of Energy - Post speaking
Name of game: Yes/ No games
Aims: To give students how to talk about students‟ belief on the increasing use of alternative sources in the future
Procedure: Divided class into 4 groups Each group had a members ask other groups by yes/ no questions Others had to give information without yes/ no
Cheap, simple devices/ technology harmful exhausted
2.4.3 Unit 12: The Asian games- Post speaking
Name of game: Lucky numbers
Aims: Review information that students have got in the lesson
Procedure: Work in group Divide class into groups Students answer questions by choosing numbers After true answers, each part of picture behind the numbers will appear
1 How many players are there in a football team?
2 How often are the Asian Games held?
3 Where were the 4 th Asian Games held?
4 How many countries were there at the 2 nd Asian Games?
Name of game: Fact finding game
Aims: Students know clearly a type of hobby- collecting and how to describe it Time: 10 minutes
To facilitate engaging classroom activities, divide students into two groups where members from each group alternate in presenting sentences, which can be either true or false, based on provided suggestions; the opposing group then has the responsibility to correct any false information, fostering critical thinking and collaborative learning.
Name of game: Sports observation
Procedure: Groups work Each team had a student go on the board to ask their teammate as “How many people are there in this sport?” “What instrument are used in
29 this sports?” Then, other members must gave right information to the students answer the name of th sports
Name of game: Guessing game- Who is she/ he?
Aims: To help students have more knowledge about famous astronauts
For an engaging classroom activity, divide students into two groups and have designated members from each group come to the board Facing their classmates, these students will guess the names of astronauts based on descriptions provided by their teammates, fostering a collaborative and interactive learning environment.
3 Neil Armstrong and Buzz Adrin 6 Yang Liwei
FINDINGS AND DISCUSSION
Findings from survey questionaire 1
This section deals with the treatment off all the data gathered from the survey questionaires The result are statistically presented in the forms of charts, categories in to:
Question 1: How long have you learnt speaking English?
Chart 1: Period of students’ learning speaking
Many students begin speaking practice in secondary or even primary school, with 40% starting at this stage An additional 33% start learning this skill in high school However, 27% may not focus on speaking skills, and over half have only recently begun studying it.
[VALUE] % more than five years for 3 years just recently do not pay attention
Question 2 What do you think of your speaking skill?
Chart 2: The students self-appreciate their level speaking
Chart 2 reveals a significant disparity in English speaking proficiency among students, with only a minority demonstrating strong skills While the basic level is most prevalent at 37%, a concerning 30% still exhibit imperfections, highlighting a need for improvement Furthermore, a portion of students perceive their speaking abilities as inadequate, suggesting the potential benefit of a targeted questionnaire to enhance their English speaking skills.
Question 3 How often do you learn speaking English at school?
Chart 3: The times students learn English at school
[VALUE] % fluently basically not very well bad
[VALUE] % more than three times a week twice a week once a week three times two week
The survey reveals that 65% of students have ample time to study English in class, yet they prioritize grammar and vocabulary over speaking practice A significant portion of students feel they lack regular and methodical speaking practice Furthermore, 35% of the surveyed students are non-majors with fewer English lessons, impacting their speaking skill development Understanding their perspectives on speaking skills is crucial, especially given their focus on grammar and vocabulary for exam success.
Question 4 What do you think of learning speaking skill?
Chart 4: Students’ opinion about leaning speaking skill
Many students find English speaking difficult due to a lack of practice, with 32% reporting this challenge, while others believe consistent practice leads to improvement Despite the perceived difficulty, students are motivated to enhance their speaking skills through various methods, and those with early exposure in English centers often exhibit greater interest and confidence in speaking.
[VALUE] % very difficult quite difficult pretty easy not difficult at all
English language learners often encounter challenges that hinder their speaking abilities, necessitating further investigation into the specific difficulties they face.
Question 5 Which difficulties do you have when learning speaking?
Chart 5: Difficulties students meet in learning speaking skill
Although most of students spend time for learning grammar and vocabulary, they still think their speaking skill not very good because of Grammar and vocabulary With
Many students face challenges in English language acquisition, with 25% struggling with grammar and 20% finding vocabulary particularly difficult due to ineffective memorization and review strategies Pronunciation poses a significant hurdle for 27% of students, while coherence in speaking is also a commonly reported difficulty.
[VALUE] % grammer vocabulary pronunciation coherence
Question 6 How do you practise speaking?
Chart 6: Student’s ways to self-study speaking
Many students neglect speaking practice, with only 18% using apps and 17% practicing with foreign friends A significant 42% practice with classmates due to limited opportunities with foreigners, while 23% cite homework as a barrier to self-study Games for lessons should be simple to encourage practice and foster a passion for speaking.
[VALUE] % use apps or websites talk to foreigners practise with friends just study at school
Question 7 What do you think about using games in speaking lessons?
Chart 7: Students’ opinion about using games in speaking lessons
This chart shows the students‟ ideas about games to practise speaking skill in lessons
A majority (55%) of students are eager to learn through games, while 45% are indifferent, suggesting the current methods don't effectively improve their speaking skills Students find games acceptable if they are exciting and easy to understand, indicating a desire for creative learning methods to enhance speaking skills, not necessarily a dislike for traditional methods Therefore, incorporating more games into English speaking lessons is necessary, especially for students at Lam Kinh High School.
[VALUE] % so exciting not very interesting maybe boring not sure
Question 8: How often do your teachers use games?
Chart 8: Using games in teaching speaking currently
Because of previous questions‟ answer, I decided to have this question for students
Games are a popular tool in speaking classes, with 39% of students reporting their use Teachers incorporate games, though not always regularly, into speaking lessons.
A significant portion of students, 27%, believe teachers primarily use games in special lessons, while others feel games are absent from speaking lessons due to a focus on grammar and vocabulary instruction To understand effective game implementation and popular game choices, further investigation into student perspectives is essential.
Question 9 What games have your teachers used?
STT Games Often sometimes rarely Never
[VALUE] % often sometimes rarely never
Table 2: The games that students play when learning speaking skill
Regularly used games like matching and sound games, while common in speaking lessons, often lead to student boredom due to a lack of novelty Picture games are occasionally used and are favored for their ease of participation and versatility across topics Infrequently used games such as guessing, yes/no, and observation games suffer from limited playtime, often due to complex lesson topics Fact-finding games are notably absent, presenting a potential opportunity to introduce a fresh and engaging method for enhancing speaking skills.
Question 10 Do you think using games in speaking lesson is an effective way for students to work in group?
Chart 9: The students’ opinion with new method in learning speaking English
Students often find traditional English speaking methods boring, leading to a lack of engagement A significant 84% of students agree that using games is a beneficial way to practice speaking, sparking interest in English, while a minority of 16% do not believe games improve their speaking skills, citing past unsuccessful experiences with games in the classroom.
Vocabulary: Students use only simple and popular words, these are no complex words and collocations
Grammar: Most of students could apply the present tense and short sentence structures Some cases still suffer from basic grammatical mistakes
Strongly agreeAgreeDisagreeCompletely disagree
Students often struggle with accurate pronunciation, particularly neglecting ending consonant sounds like /s/, /t/, and /d/, which impacts clarity Furthermore, they need to improve their emphasis on stressed words and vary intonation to enhance sentence comprehension.
Fluency: The speech ws not fluent, there were many interruptions in the sentence and the speed of spekaing was slow 75% students made hesitation when speaking
Coherence: Students did not use linking words to speak sentences coherently that made their speed were not very logic
Vocab: Students improved in the collection and have learned how to exploit vocabulary into some certain topics
Students demonstrated strong grammatical skills, avoiding basic errors and effectively using past, present, and future tenses Their fluency extended to complex sentence structures, enhancing their overall communication abilities.
Pronunciation: The students paid more attention to the ending-sounds, the consonants and stress while speaking were much better
Fluency: More than 40% of the students were able to confidently speak fluently Speaking speed was significantly improved
Coherence: Students attached special importance to using linking words The ideas in their speed were more logic and coherent
Question 1: What do you think about the games used in speaking classes?
Chart 10: Students’ opinion of new games
A majority of students (35) responded positively to the use of new games in speaking lessons, which can motivate teachers to develop more engaging activities However, a notable portion of students (15) expressed dissatisfaction with the new method Further investigation is needed to fully understand the effects of these games on student learning outcomes.
45 stimulating pretty interesting quite bored not exciting at all
Question 2: How these games affect your speaking skill?
Chart 11: Effection of using games to students’ speaking skill
As we can see from the chart, students recognize that their speaking skill has been better than before With 15 students of them, their speaking skill has improved clearly