INTRODUCTION
Definitions of the terms
software in order to improve the quality of English teaching and learning in Ba Ria - Vung Tau province
To provide a specific perspective on the issues addressed, several terms must be specified for the purpose of this report
RAE defines attitude as a simple state of mind that manifests in specific ways, such as a conciliatory attitude Additionally, the term refers to a person's or animal’s bodily position, which can effectively transmit a message or be linked to a particular mood This posture often helps manage or direct attention towards a specific matter, highlighting the connection between physical stance and emotional or communicative intent.
Perception, as defined by Rakhmat (1989), is the experience of interpreting and understanding information about an object, event, or relationship It involves various psychological processes such as sensation, attention, expectancy, motivation, and memory, which are essential for comprehending sensory stimuli Through the process of perception, individuals select, organize, store, and interpret data received from their senses, enabling them to make sense of their environment and respond appropriately.
Perception refers to one’s knowledge and understanding focus more on the cognitive know-what (Liu & Fang, 2017)
Technology-based games utilize software applications and modern devices such as computers, iPads, and smartphones to create engaging gaming experiences Popular examples include “Hot Potatoes,” “Memory Challenge,” “Lucky Number,” and “Who Is Faster?” These digital games enhance learning and entertainment by leveraging innovative technology.
EFL English as a Foreign Language is referred to as EFL This phrase is typically used to describe students who are learning English while residing in their native country
７ and whose first language is not English (Take a Vietnamese person studying English in Vietnam, for instance.)
EFL students are students who are learning English as a foreign language.
Organization of the study
The thesis is divided into five sections: (1) introduction, (2) literature review, (3) methodology, and (4) conclusions and recommendations (5) After the conclusion, there is a list of references and appendices
Chapter 1: This chapter presents the issue and provides a summary of the research
This chapter also covers the study's aims and objectives, importance, research questions, and research scope It also provides brief explanations of the study's important words
Chapter 2: This chapter focuses on literature review including the knowledge of types of technology-based games as well as how to hold them, attitudes toward technology-based games in learning English language and their effectiveness, reviews of previous studies and conceptual framework of the study
Chapter 3: In this chapter, the researcher's chosen methodology is described in depth, together with information on the study's context, participants, research designs, tools, data collecting methods, and data analysis techniques
Chapter 4: The findings from the data were given in this chapter after the data collection process To address the research questions, these data are thoroughly evaluated The findings and discussion of the study are presented in this chapter, which includes the comprehensive results of the data analysis technique
Chapter 5: The results of all the previous parts' analyses are summarized in this last chapter, along with some research recommendations Furthermore, the possibility of limitations regarding the study's findings is acknowledged, as are the study's pedagogical recommendations and suggestions for future research
LITERATURE REVIEW
Introduction
This chapter offers a comprehensive literature review on the role of technology in English language learning, highlighting key definitions of technology, technology-based games, and EFL students' attitudes towards using these games for learning English It reviews significant international research on the integration of technology-based games in language education and examines their effectiveness in improving language skills Additionally, the chapter summarizes previous studies, providing an overview of the current state of research Finally, it synthesizes these findings, connecting various domestic and international studies to present a thorough understanding of the impact and potential of technology-based games in English language learning.
Technology in English language learning
A body of knowledge called "technology" is focused on developing tools, automating processes, and gathering resources Everyone has a different way of interpreting the term
Technology encompasses a wide range of strategies and techniques we use daily to simplify our lives As a fundamental part of modern society, technology enhances our abilities and productivity across various tasks Humans remain the most essential element of every technical system, leveraging technology to increase our skills and achieve greater efficiency.
Technology plays a vital role across various sectors such as industry, education, entertainment, and communication, encompassing devices, parts, and systems that reflect human understanding When applied effectively, technology can produce significant positive outcomes, helping individuals and organizations deliver high-quality goods and services, stay competitive, and innovate with new products Its integration into both classroom and extracurricular activities has become essential for modern learning, making technology usage a fundamental aspect of education across all language classes.
Technology has significantly enhanced language learning by allowing teachers to modify class activities and improve student engagement It simplifies the process of increasing pupils' focus and motivation while learning a new language, making education more effective As a vital tool for educators, technology increasingly supports students in mastering languages, including English as a second language This research emphasizes the importance of contemporary technological tools in helping English language learners improve their skills and achieve better learning outcomes.
This article defines "technology" and "technology integration," emphasizing their roles in enhancing language education It explores how technology is utilized in language classrooms to support effective learning The review of prior studies highlights the positive impact of technology on improving language learning abilities The research suggests that effectively applying modern technology significantly boosts learners' language skills and perception Additionally, the article offers practical recommendations for successfully integrating these technologies to optimize student outcomes and foster better language development.
Language is a key factor influencing effective cross-border communication, requiring students to develop skills in speaking, listening, reading, and writing to achieve language competence (Grabe & Stoller, 2002) Effective teaching methods, including the use of well-prepared instructors with curriculum control and access to resources, are essential for accelerating language acquisition (Ahmadi, 2018) Computers are considered vital tools in modern language education, offering unlimited learning materials and enhancing the quality of instruction (Bull & Ma, 2001) Teachers should guide students in selecting relevant computer-based activities to ensure successful language learning, with technology supporting cooperative learning and instant access to information (Harmer, 2007; Genỗ lter, 2015; Tomlison, 2011) Access to internet resources through computer activities motivates students to read more and expand their language skills, further emphasizing the importance of integrating technology into language education (Larsen-Freeman & Anderson, 2000).
１０ that technology offers instructional tools and expands the universe of learning for students
Gilakjani (2013, 2017) emphasizes that technology has a transformative impact on modern language teaching, enabling students to take control of their learning and access diverse information beyond teachers' control Researchers like Pourhosein Gilakjani, Solanki, and Shyamlee highlight that technology plays a vital role in motivating students and significantly influences teachers' instructional practices, underscoring the importance of integrating technology into classrooms Bennett et al (2008) argue that enhancing computer skills and technological knowledge provides equal learning opportunities for all students, regardless of their background However, simply providing access to technology is not enough; learners must actively develop relevant tech-based skills to optimize educational outcomes, especially as students may lack technological proficiency even in advanced societies.
Numerous studies have highlighted the crucial role of technology in enhancing education, especially in teaching and learning English Technology serves as a vital bridge, facilitating a more seamless, faster, and more efficient transfer of knowledge from teachers to students By integrating modern technological tools, educators can improve the effectiveness of English instruction and create a more engaging learning experience.
Technology-based games in English language learning
Game-based language learning technology offers a dynamic approach to developing language skills through engaging and interactive methods This innovative approach enhances multiple competencies such as experience, technological ability, and creativity By leveraging game-based tools, learners can improve their language proficiency in a motivating and effective manner, making the learning process both enjoyable and impactful.
Games foster a learning environment that is primarily learner-centered, provide a wonderful chance for socialization when properly planned, and arouse people's competitive instincts and want to win
According to Pappas (2015) incorporating games into the learning process is to impart a certain skill or meet a learning target The employment of new and existing instruments
Integrating gaming into education is a trending topic among academics and higher education institutions, highlighting its potential to boost student motivation, engagement, and visual skills Despite concerns that gaming may distract from learning, technology-based educational games enhance peer interaction, teamwork, and practical application of skills Educational technologies have made learning more effective and engaging, especially in teaching English skills, vocabulary, and grammar This research emphasizes the role of educational games in language learning and explores their adoption and effective usage to improve student outcomes.
“Hot Potatoes”, “Memory Challenge”, “Lucky number”, “Who is faster?”, “Who is more intelligent?”, “Word search”, “Crossword”, and some games designed on “Quizizz” and
“Blooket”, “ Baamboozle” software are also discussed in this research
2.3.1 Types of technology-based games in learning English language
According to complexity theory, learning is an emergent process that involves constant negotiation of the line between individual knowledge and general knowledge
As a result, when playing a game, students observe and take actions in accordance with the game's rules, as well as what they have seen and experienced
According to Davis and Broadhead (2007) and Davids et al (2008), designing games that actively engage students creates an environment where they can adapt their perceptions and behaviors through instructor prompts Transitioning from teacher-directed exercises to interactive games is essential, as it fosters active participation and enhances the learning process.
Technology-based games offer engaging and effective methods for learning English, helping students acquire vocabulary, sentence structure, and practice skills efficiently while maintaining their interest These games facilitate quick learning and make language practice enjoyable In this article, we focus on popular educational games such as "Hot Potatoes," "Memory Challenge," "Lucky Number," "Who is Faster?", and "Who is More Intelligent?", which are valuable tools for language development Additionally, software games like "Crossword" and "Word Search" further enhance vocabulary and spelling skills, making language learning interactive and fun.
The classroom is divided into two groups (A and B), with each team sitting opposite each other across the room Two chairs are placed in the center, allowing students to face their team while watching the board The student in the chair cannot see the word projected on the screen by the instructor When the game begins, each team has one minute to help their seated teammate guess the word displayed on the screen, using verbs but not revealing the exact word This setup encourages active participation and enhances team-based guessing skills.
This engaging vocabulary game is an effective way to teach and assess young students' word knowledge The teacher quickly displays relevant visuals on the screen, encouraging students to participate actively Students work collaboratively in pairs or small groups, each received a board to jot down as many vocabulary words as they can recall from previous lessons The team that remembers the most words wins, making the activity both fun and educational for developing young learners' vocabulary skills.
In this engaging classroom game, each student selects a number displayed on the screen before the teacher presents a question If the student answers correctly, they earn good grades, encouraging active participation Additionally, if their chosen number happens to be a lucky one, they receive a prize, adding an element of excitement and motivation to the learning experience This interactive activity promotes student engagement, enhances understanding, and makes learning fun.
Teachers frequently use the Quizizz application to facilitate engaging games like “Who is Faster?” that enhance student participation With Quizizz, educators can effortlessly monitor student progress and performance from any location, whether in the classroom or remotely Students have flexible options to study independently or collaborate on group tests, projects, and presentations both online and offline With over 20 million users worldwide each month, Quizizz is a popular tool for classrooms, homes, and other settings globally Teachers can create diverse question types, including multiple choice and fill-in-the-blank, to suit various learning needs During gameplay, students answer questions individually, and the app records their points and ranks to motivate competitive learning.
When using games to teach vocabulary, teachers should focus on two essential phases: grouping students and providing clear instructions for the game Proper student grouping helps facilitate engagement and learning, while clear explanations ensure students understand the game rules and objectives These two stages are crucial for an effective, engaging, and educational vocabulary lesson.
The "Who is More Intelligent?" game, created on the Quizizz platform, is an engaging and highly effective activity that offers unique benefits not commonly found in other games.
- Set a deadline so your students can learn on their own time or create an evergreen link
- Share via messaging tools, email, or LMS Participants join from any device
- Retakes, flashcards and other tools enable independent study and promote mastery
✓ Gamified quizzes, polls, and lessons
- Choose between presenter-led and self-paced live learning experiences
- Use friendly competition, replays, power ups, and more to keep every student engaged in mastery
- Remote friendly-no need for participants to juggle tabs They see questions on their own device
✓ Instantly know what’s working and what isn’t
- Identify issue areas by participant, class, topic, and more right away
- Every report is kept and accessible at any time
Effective student learning through educational games relies heavily on clear teacher guidance Teachers are essential in explaining game objectives and providing precise instructions on gameplay They facilitate vocabulary acquisition by ensuring students understand how to correctly practice and apply new words during game activities Properly explained and structured games enhance engagement and reinforce language learning for young learners.
A word search is a popular puzzle where words are hidden in a grid for students to find, enhancing their vocabulary and recall of essential terms It serves as an effective tool for learning English by encouraging students to identify and discuss specific vocabulary related to classroom questions Word searches can be tailored to various difficulty levels—easy, medium, or hard—and the allotted time can be adjusted accordingly, making them suitable for learners at different stages Completing a word search requires students to follow rules and find all the words within a set time, thereby developing skills such as rule adherence and time management Additionally, instructional diagrams often demonstrate how to insert key vocabulary into the puzzle, supporting effective word placement and discovery.
Kids will receive clear guidelines and a list of key terms to find in the grid, enhancing their vocabulary skills If a mistake occurs, the highlighted text turns red and a prompt appears, encouraging retry with "No match found, try again!" When students identify the correct word, it is crossed out from the list and highlighted in green, providing immediate positive feedback They can also share their discoveries and discuss key phrases using the comment area at the bottom of the page, with options to post on Facebook or Twitter, fostering interactive learning and social engagement.
Crossword puzzles are among the most popular games worldwide, widely enjoyed for their engaging and educational value They are commonly featured in newspapers and magazines as a staple for testing general knowledge A crossword is a challenging word puzzle that requires solving based on various hints and clues Depending on the subject matter in face-to-face training, students receive "Across" and "Down" clues to help them complete the puzzle, enhancing their vocabulary and critical thinking skills.
"Providing 'Down' suggestions on key facts helps learners quickly identify and understand essential information, reinforcing their knowledge effectively By filling in the blanks within a set timeframe and following specific guidelines, students enhance their comprehension and retention of the subject matter This interactive approach also sharpens their visual literacy skills, enabling them to interpret and analyze visual content more effectively."
Attitudes toward technology-based games in learning English language
Learner attitude is a critical factor in successful language acquisition, with research indicating that positive attitudes significantly influence learning outcomes Fakeye (2010) emphasizes that attitude is among the most important elements affecting language learning, while Eagly (1998) describes attitude as involving emotional engagement, personal identity, and interpersonal relationships High levels of enthusiasm and positive attitudes among students are believed to facilitate second language acquisition, highlighting the importance for educators, researchers, and learners to foster supportive mindsets Additionally, learners’ attitudes can impact their motivation and overall success, making it essential for language instruction to consider and promote positive attitudes for optimal learning.
The approach of students and teachers to learning a foreign language is essential for achieving success Recent studies and surveys by educators have focused on understanding learners' attitudes, providing valuable insights and concrete data on how these perceptions influence language acquisition Positive attitudes towards language learning significantly enhance student outcomes, highlighting the importance of fostering motivation and engagement in educational settings.
In language acquisition, attitudes play a crucial role, with various definitions emphasizing their significance According to Brandt (1969), an attitude is a relatively stable set of thoughts about a person or situation that predisposes an individual to respond in specific ways Understanding these attitudes is essential for comprehending how they influence language learning and learner motivation.
Likert (1932) described attitude as a conclusion drawn from a collection of beliefs about the subject, a view expanded by Gardner (1985), who defined attitude as the culmination of instincts, sentiments, prejudices, preconceived beliefs, anxieties, threats, and convictions towards an issue Gardner also emphasized that a person's attitude influences decisions across academic and extracurricular activities, linking closely to their values and beliefs, and characterized attitude as an evaluation based on thoughts or beliefs about a referent Similarly, Ajzen (1989) described attitudes as a disposition to respond favorably or unfavorably to an object, person, institution, or event.
Attitudes are a complex construct used to explain the direction and stability of human behavior, as described by Baker (1992) He characterizes attitudes as a hypothetical concept that helps understand how and why people act consistently over time Conversely, Brown (2000) emphasizes that attitudes involve a high level of emotional engagement, encompassing personal feelings, individual identity, and social interactions Understanding these perspectives highlights the multifaceted nature of attitudes in shaping human actions.
In conclusion, each component shows how language learners think, behave, and see the world People's attitudes, whether good or negative, can affect how well they learn a language
The multiple component definition generally posits the following types of components:
Brandt (1969) argued that attitudes possess a complex and intricate structure He explained that an attitude is primarily composed of a set of beliefs, each consisting of cognitive, emotional, and behavioral components, highlighting the multifaceted nature of human attitudes.
There are three basic parts that make up attitudes: cognitive, emotional, and behavioral parts
The cognitive component of attitudes encompasses individuals' beliefs, thoughts, and traits towards an item, reflecting their overall knowledge and perceptions According to Schiffman and Kanuk (2004), this element is formed through information and perceptions about the attitude object It is influenced by a combination of knowledge from various sources and personal encounters with the item, shaping how individuals interpret and evaluate it.
The cognitive component takes into account how people perceive items and their characteristics
Affect plays a crucial role in shaping attitudes as the emotional response to an attitude object, encompassing feelings, moods, emotions, and sympathetic nervous system activity (Eagly & Chaiken, 1998) These emotional experiences form the foundation of the affective component, indicating a person's preferences or aversions toward specific objects or ideas Since emotion and cognition are interconnected, evaluating affect solely based on beliefs is insufficient; instead, a comprehensive understanding involves integrating both feelings and evaluative judgments on beliefs, as proposed by Agarwal & Malhotra (2005) Recognizing the interplay of affect and attitude is essential for understanding how emotional reactions influence overall attitudes.
The behavioral component also involves how a person reacts to attitude-related things It involves a person's response or reaction to do anything associated to an attitude
According to Defleur and Westie (1963), the behavioral component pertains to how individuals engage in activities and interact with attitude objects This aspect plays a crucial role in shaping people's responses and behaviors, as it reflects the actions taken in relation to specific attitudes Understanding the behavioral component is essential for comprehending how attitudes influence actual behavior in various contexts.
The cognitive component of attitude encompasses perceptions, ideas, and beliefs, shaping our understanding of an object or situation The affective component relates to the emotions and sentiments linked to attitudinal objects, influencing how we feel about them Meanwhile, the behavioral component reflects how our intentions and actions demonstrate our attitude, guiding purposeful conduct Collectively, these three components form a comprehensive understanding of attitudes, essential for effective communication and influence.
Many researchers describe attitude models in various ways Three of relevant and well-organized attitude models are chosen and demonstrated as follows:
According to Schiffman and Kanuk (2004) in the CAC Model depicted in Figure 2.9, attitudes consist of three key components: the Cognitive component, which involves beliefs and knowledge; the Affective component, representing feelings and emotional responses; and the Conative component, reflecting behavioral intentions Understanding these three factors is essential for analyzing consumer attitudes and developing effective marketing strategies.
According to Solomon et al (2010), one of the most common attitudinal modeling is ABC Model which includes affection, behavior and cognition
As shown graphically above (Figure 2.11), Tripartite Model introduced by Spooncer
In 1992, attitudes are understood to consist of three key components: feelings, beliefs, and behavior Feelings refer to emotional responses expressed through verbal statements, while beliefs represent cognitive responses conveyed through verbal expressions of what individuals think to be true Behavior involves observable actions or intentions communicated verbally These components are interconnected, with feelings and beliefs influenced by stimuli, ultimately shaping individuals' behaviors Understanding these components is essential for analyzing how attitudes develop and influence actions.
The three models emphasize the strong interconnection between cognitive, affective, and behavioral attitudes, which collectively influence students' learning outcomes These components play a crucial role in shaping how students engage with their studies and directly impact their academic performance Understanding this relationship is essential for developing effective educational strategies that enhance student success.
Effectiveness of technology-based games in learning English language
Psychologists recognize the crucial role of games in children's cognitive growth and learning development According to Piaget (1962), playing games is essential for progressing through various stages of cognitive development, evolving into more symbolic, abstract, and social activities over time Engaging in play activates children's schemas, enabling them to see beyond their immediate surroundings and develop symbolic thinking skills For example, children may pretend an eraser is a ball, demonstrating their ability to hold multiple representations of the same object in their minds—an important aspect of cognitive development.
Despite the development of numerous educational technology-based games and game-based learning environments by researchers, their implementation in schools remains limited Many teachers are unaware of these innovative tools and tend to perceive TBG (Technology-Based Games) primarily as motivational aids rather than valuable educational resources, according to Gaudelli and Taylor.
Research indicates that technology-based games align closely with the Next Generation Science Standards (NGSS) by promoting active learning These games enable students to learn through hands-on experiences, allowing them to apply their new knowledge and skills in diverse contexts Incorporating such interactive tools enhances engagement and supports the development of critical scientific competencies in students.
According to Boyle (2011), games play a crucial role in education by enhancing students' self-confidence and making learning more engaging Games serve as effective teaching tools that transform traditionally dry and tedious instruction into lively, interactive experiences Lewis (1999) highlights that children are naturally attracted to technology-based games, which encourage exploration, interaction, and experimentation with their environment Furthermore, educational games not only boost students' motivation but also act as a powerful stimulus for language development and usage.
According to Harmer (2008), effective English speaking skills require learners to recognize linguistic nuances and absorb information rapidly To achieve this, students should practice using diverse methods that enhance both their ability to use language simultaneously and their overall information processing skills.
Technology-based games are crucial for effective vocabulary teaching as they emphasize key phrases necessary for achieving learning objectives (Ashraf, 2014) These games create a fun and relaxed environment that fosters rapid learning and better word recall among young learners (Nguyen, 2022) Incorporating games into vocabulary lessons increases student engagement and concentration, making the learning process more enjoyable and less monotonous Moreover, repetitive gameplay helps children retain new words more effectively, enhancing their overall vocabulary development.
Research by Klimova and Jaroslav (2017) highlights the effectiveness of computer games as tools for language learning, particularly in acquiring new vocabulary for foreign language students Using computer games in the classroom enhances students' exposure to the target language, increases their engagement, and improves their communication skills, making language acquisition more interactive and effective.
Research by Hidi and Renninger (2006) and Rotgans and Schmidt (2011) highlights that the primary quality of games is their ability to motivate players Game elements such as dynamic gameplay, engaging tasks, and incentive systems like points, badges, leaderboards, and prizes significantly enhance learner interest and encourage prolonged engagement These motivational features foster high situational interest, making games effective tools for maintaining learner enthusiasm over extended periods.
Digital games are widely recognized for their ability to engage students through diverse approaches, significantly enhancing motivation in the learning process Thoughtful game design that aligns with specific learning objectives can optimize educational outcomes and foster student interest.
Learner characteristics and context play a crucial role in determining which engagement strategies are implemented Our discussion of engagement is grounded in the interact model of learner activity (Domagk, Schwartz, and Plass, 2010), which identifies three main types: behavioral, affective, and cognitive engagement Due to the vague and poorly defined nature of involvement—such as gestures, embodied actions, and movement—a fourth type, sociocultural participation, is also recognized Sociocultural participation emphasizes the importance of social interactions within a cultural context influencing learner engagement.
Richard-Amato (1996) games are beneficial because they motivate children, lower their stress levels, and provide them the chance to have sincere conversations
Research by Panagiotidis et al (2018) highlights that technology-based games significantly boost motivation among foreign language learners, leading to increased student engagement in the learning process Their findings emphasize the positive impact of integrating digital games on language acquisition Conversely, Kartal (2020) conducted a content analysis of three academic journals, confirming that the use of technology-based games (TBG) effectively enhances language education outcomes across various studies The evidence suggests that incorporating technology-based games is a valuable strategy for improving foreign language instruction and student motivation.
⚫ Help students remember the content of the lesson
Educational games promote active engagement, helping students effectively retain learned concepts Instead of pure memorization, games enable learners to grasp key ideas that are applicable in exams and real-world scenarios Incorporating games into education enhances understanding and makes learning more enjoyable and impactful.
In today's world where innovation is essential, developing visual and computer literacy is crucial Students enhance their digital skills through technology-based games, preparing them effectively for the evolving workforce and future career opportunities.
⚫ Rule following and problem-solving skills
Technology-based game drills emphasize rule adherence, requiring students to follow specific guidelines to achieve high scores and progress to the next stage, thereby enhancing their learning through structured gameplay.
２９ easily apply this knowledge in real world situations as they are encouraged to think outside the box
⚫ Beneficial for students with attention disorders
Technology-based games offer an engaging and enjoyable approach to learning, making education more appealing to students Research indicates that online games can effectively support children with attention issues, enhancing their focus and learning outcomes Incorporating educational games into the curriculum can be a valuable strategy to motivate pupils and improve their academic performance.
Other skills can be taught through the use of technology-based games
Previous studies
Research indicates that EFL students' attitudes toward technology-based games significantly influence their learning experiences and outcomes Studies show that positive perceptions of these games can enhance motivation and engagement in English language learning Attitudes toward technology play a crucial role in determining the effectiveness of integrating digital games into educational settings, as they can either facilitate or hinder successful teaching and learning processes Overall, student perceptions and attitudes are essential in assessing the impact of technology-based games on language acquisition.
Parvin and Salam (2015) explored the effectiveness of integrating technology in English language classrooms for primary schools in Bangladesh, revealing that audio-visual content significantly enhances interactive learning experiences Their research found that technology-based games increase student enthusiasm, fostering teamwork, cooperation, and creativity among young learners Implementing technology in primary schools not only improves language teaching practices but also promotes inclusive and engaging classroom environments Overall, the study highlights the positive impact of technology on enhancing language learning outcomes in Bangladeshi primary education.
Panagiotidis et al (2014) conducted a quantitative study highlighting the crucial role of motivation and engagement in language learning The research emphasizes that fostering motivation encourages students to utilize their personal, cognitive, emotional, and behavioral resources, ultimately enhancing language acquisition outcomes Additionally, the study explores the connection between technology and the language learning process, underscoring the importance of integrating technological tools to boost motivation and engagement in educational settings.
Ilter (2015) explored how technology impacts early language learning, finding that when used effectively and appropriately, technology can provide young learners with real-world language exposure, enhancing their learning experience.
This study investigates how young learners and teacher candidates perceive the use of technological games for language acquisition, highlighting that technology-based games enhance language awareness and make learning more enjoyable The qualitative research involved structured questionnaires with prospective language teachers and primary school students, revealing that teacher candidates believe such games increase language awareness and engagement Supporting this, Harwati Hashim et al (2019) found that gamified learning significantly improves ESL learners’ grammar skills, with pretest and post-test results showing marked score improvements The study emphasizes that motivation and enjoyment play crucial roles in promoting positive academic outcomes when learning grammar through online language games, demonstrating the effectiveness of gamified approaches in language education.
Chen et al (2018) investigated the effectiveness of augmented reality in game-based learning environments, finding that incorporating AR enhances student engagement and motivation The study involved 24 students divided into an experimental group, where participants used augmented reality guided by the ARCS motivation model Their findings suggest that integrating AR into game-based learning can significantly improve learners' motivation and overall learning experience.
Research by Bullard and Anderson (2014) shows that gamified learning significantly enhances students' achievement in both pre- and post-tests, highlighting its effectiveness in education Similarly, Wichadee and Pattanapichet (2018) found that learners perform better after participating in educational games, indicating improved learning outcomes Poondej and Lerdpornkulrat (2016) emphasize that game-based participation boosts student performance, demonstrating the positive impact of engaging learning environments Additionally, incorporating online language games has proven to be an effective strategy for improving learners' grammar skills, making learning both fun and educational. -Boost your grammar skills and test scores effortlessly with our proven gamified learning tools—[Learn more](https://pollinations.ai/redirect/2699274).
Research by Rao (2014) highlights that playing educational games enables students to learn and review English vocabulary and structures more effectively English games create an engaging learning experience that encourages students to eagerly acquire new words Studies by Castaneda & Cho (2016), Reitz, Sohny & Lochmann (2016), and Aslanabadi & Rasouli (2013) show that online language games lead to greater vocabulary acquisition compared to traditional teaching methods Overall, technology-based language games significantly enhance students’ vocabulary learning outcomes.
Redjeki (2021) explored the effectiveness of gamification in EFL classrooms to enhance teaching and learning in the 21st century, focusing on grammar activities for second-year students The study utilized Duolingo on smartphones to support grammar acquisition, employing an action research design that included observations, questionnaires, and documentation for data collection The findings indicated that Duolingo is an effective tool for integrating game-based learning into language education Additionally, students responded positively to the use of games during grammar lessons, highlighting the potential of gamification to improve engagement and learning outcomes.
Recent research in Vietnam indicates that implementing technology-based games significantly enhances students' learning outcomes and fosters positive attitudes towards digital learning tools These studies demonstrate that integrating technology-driven games into education can effectively improve student engagement and motivation Overall, the findings suggest that technology-based games have a valuable role in modern Vietnamese education, promoting both academic success and favorable perceptions of digital gameplay.
Tuan and Doan (2010) conducted a study titled “Teaching English Grammar through Games” at Dong Nai Technology University, exploring the effectiveness of using games in grammar instruction Their research employed a mixed-methods approach, combining both quantitative and qualitative data to provide comprehensive insights The findings highlight that teaching grammar through games offers significant advantages, such as increased student engagement and positive attitudes toward learning, although there are also some disadvantages for teachers and students Based on these results, the authors recommend that English teachers incorporate game-based activities into their grammar lessons to enhance student motivation and learning outcomes.
In their 2021 study, Tran T M L and Nguyen T T H examined the impacts of technology-based communication on EFL students’ writing skills and perceptions of new teaching methods The research aimed to determine how technological communication tools influence students' writing performance and their attitudes toward innovative language instruction The findings highlight the significance of integrating technology into EFL writing instruction to enhance student engagement and learning outcomes This study contributes valuable insights into the effectiveness of digital communication platforms in improving language skills for English learners.
A mixed-method research design was employed, utilizing data triangulation through three data collection instruments—testing, questionnaires, and reflective journals The results demonstrated a significant reduction in students' difficulties across cognitive, emotional, and socio-cultural domains following the intervention, highlighting its effectiveness in addressing diverse student challenges.
Duong (2022) conducted a study on EFL students' attitudes towards gamified learning activities and their engagement at Viet Anh Primary School in Vung Tau City, employing a mixed-method research approach The study involved 84 fourth and fifth-grade students and utilized questionnaires and semi-structured interviews to gather data Findings revealed that students in these grades held positive attitudes toward using gamified activities to learn English, indicating the effectiveness of gamification in enhancing student engagement in EFL classrooms.
Previous research has demonstrated the effectiveness of games in enhancing English language teaching and learning, despite using various methods, instruments, and research objectives In this study, the focus is on technology-based games, which are quick to prepare and reusable, making them highly practical for classroom use Additionally, technology-based games can be easily customized by teachers or students to align with specific lesson objectives and activities, thereby increasing their flexibility and pedagogical value.
Conceptual framework
Research indicates that technology-based educational games are highly effective for learning English, offering a comprehensive approach to skill development These games enhance various language skills by engaging learners through interactive experiences that leverage technology, creativity, and prior knowledge Factors such as user experience, technological proficiency, and innovative design play crucial roles in maximizing the learning benefits of these digital tools Incorporating technology-based games into language education can significantly improve speaking, listening, reading, and writing abilities, making learning more engaging and effective.
This study aims to explore EFL students' attitudes and perceptions of technology-based games in learning English at Nguyen Thai Binh Secondary School It also investigates the effectiveness of these games in enhancing students' language skills Based on a review of previous research, the study identifies key benefits of using technology-based games in the classroom Furthermore, the researcher proposes effective strategies to help students maximize the potential of technology-based games for improved language learning outcomes.
The theoretical framework was relied on the theoretical framework of the previous studies and literatur
Attitudes toward technology-based games in learning English
Effectiveness of technology-based games in learning English
Learning English with technology- based games
This chapter explores key theoretical concepts related to games and gamification, forming the foundation for the study's conceptual framework It also reviews existing research both internationally and within Vietnam, highlighting the limited number of studies on gamification in the Vietnamese context Consequently, this research aims to address this gap in the literature by providing new insights into gamification applications in Vietnam.
RESEARCH METHODOLOGY
Introduction
This study employs a comprehensive research methodology to explore ELF students' attitudes and perceptions towards using technology-based games for learning English at Nguyen Thai Binh Secondary School in Vung Tau city The research design includes detailed steps such as setting the research context, selecting participants, utilizing specific research instruments, and following rigorous data collection and analysis procedures A pilot study was conducted to ensure the reliability of the methods The primary aim is to answer key research questions regarding the effectiveness and students' perceptions of game-based learning in enhancing English language skills within this educational setting.
1 What are EFL secondary students’ attitudes toward technology-based games in learning English at Nguyen Thai Binh secondary school?
2 How do EFL secondary students perceive the effectiveness of technology - based games in learning English at Nguyen Thai Binh secondary school?
Research design
Qualitative research is distinguished by its focus on understanding the planned results through in-depth analysis of subjects or informants, aiming to uncover the underlying reasons behind behaviors, phenomena, or correlations By gathering, contrasting, and assessing comments and insights from participants, qualitative studies provide rich, detailed explanations that explore the "why" behind observed patterns (Lissie, 2021).
Quantitative data analysis provides a statistical overview of trends and relationships, helping to clarify causal connections These results can either confirm or challenge the initial research hypothesis, offering valuable insights into the subject matter Whether the findings are positive or negative, they tend to attract public and stakeholder attention, prompting possible action or further investigation.
３８ quantitative research, the "what" and "how" of a phenomenon, correlation, or behavior are typically examined
Finding patterns that reveal relationships between different components is central to both quantitative and qualitative research approaches Integrating these methods provides comprehensive evidence essential for advancing and supporting research ideas Researchers must select the most suitable research design to effectively achieve their study objectives The mixed methods approach offers significant advantages, combining qualitative and quantitative techniques to enhance understanding through breadth and depth As Johnson et al (2007) define, mixed methods research involves integrating qualitative and quantitative data collection, analysis, and inference to achieve more robust and corroborated findings.
2012 highlights that research methods can effectively address both "what" questions—covering quantitative and qualitative inquiries—and "how" or "why" questions, which are predominantly qualitative This comprehensive approach enables researchers to gain a deeper understanding of the underlying reasons and explanations behind specific phenomena, enhancing the overall quality and depth of their investigations.
The study employed a mixed methods design, combining both quantitative and qualitative approaches to ensure a comprehensive investigation Initially, researchers analyzed the quantitative data to establish a foundational understanding of the research topic Subsequently, qualitative data was collected and analyzed to support and elaborate on the quantitative findings, offering in-depth insights into participants’ perspectives This integrated approach allowed for a richer interpretation of the issues, with quantitative results providing broad insights and qualitative data enriching them with detailed, participant-specific views Overall, using mixed methods was the most effective strategy to capture both the measurable outcomes and the nuanced interpretations relevant to the study.
To effectively investigate EFL students' perceptions of using technology-based games in learning English, the researcher adopted a mixed methods design, integrating both qualitative and quantitative approaches This combined research methodology enables a comprehensive understanding by capturing detailed insights and measurable data, making it ideal for exploring students' attitudes and experiences with technology-enhanced language learning Using a mixed methods approach ensures that the study provides robust and nuanced findings, contributing valuable insights into the effectiveness of technology-based games in EFL education.
The school has recently been upgraded with modern teaching facilities to enable teachers to effectively incorporate information technology into their lessons English is a mandatory subject, with textbooks specifically designed by Vietnam’s Ministry of Education and Training to ensure quality language education.
A group of 86 students in grade 6 was conveniently sampled Among 86 participants,
Approximately 85% of students, equating to 73 individuals, had been learning English for more than three years, while 15% or 13 students had been studying English for less than three years Over half of the participants (53%) engaged in playing technology-based games at home, utilizing various devices such as computers, iPads, and smartphones The students's English learning involved the use of technology-based games during classroom sessions over a four-month period, highlighting the integration of technology in language education.
Research site
Nguyen Thai Binh Secondary School, established in 2004 and located in the heart of Ward 10, Vung Tau City, Vietnam, serves students from grade 6 to grade 9 with modern teaching facilities and enthusiastic, innovative teachers The school is renowned for its well-equipped classrooms and dedicated educators who frequently adopt new teaching methods to enhance student learning With large class sizes averaging 42-47 students, the school emphasizes comprehensive education, including a compulsory English program aligned with the curriculum and materials designed by the Ministry of Education to ensure quality language instruction.
Nguyen Thai Binh Secondary School, one of sixteen secondary schools in the province, was selected by Vietnam's Ministry of Education and Training to pilot the new English textbooks This innovative curriculum has been implemented at the school since September 2021, aiming to enhance English language education through modern teaching methods.
During the 2021-2022 academic year, a total of 424 students across 10 grade 6 classes engaged with new textbooks designed to enhance English proficiency Students participated in five English learning periods per week, providing consistent exposure to language development The curriculum offers numerous opportunities for students to improve their comprehension, expand their vocabulary on various topics, and strengthen essential language skills through diverse and engaging textbook materials.
Nguyen Thai Binh Secondary School in Ba Ria - Vung Tau Province has embraced technology-based educational games to enhance English language teaching and learning, receiving strong support from the provincial government aimed at improving students' perceptions of EFL education The school’s modernization efforts are bolstered by active parental contributions, including fundraising to purchase essential learning tools such as large televisions, projectors, and computers Additionally, English teachers are equipped with iPads and smartphones, enabling students to engage effortlessly and effectively in technology-driven language activities.
The researcher planed for teaching English at class 6.1 and 6.4 of Nguyen Thai Binh secondary school in 8 weeks
Table 3.1 Plan for teaching English
Week How were technology-based games applied in teaching English ?
1 - Unit 5: “Natural wonders of Viet Nam” - Lesson 1, 2, 3
+ Game: “Who is faster?” By using Quizizz and Blooket soft ware
2 - Conduct some activities with TBG in Unit 5 “Natural wonders of Viet Nam” - Lesson 4, 5, 6
- Game: “Lucky numbers” and “Find treasure’s location”
3 and 4 - Conduct some activities with technology-based games in Unit 6 “Our Tet holiday” - Lesson 1, 2, 3, 4, 5, 6
5 and 6 - Conduct some activities with technology-based games in Unit 7 “
- Game: “Hot Potatoes” and some games on “Baamboozle” application
7 and 8 - Conduct some activities with technology-based games in Unit 8 “ Sports and games” - Lesson: 1, 2, 3, 4, 5, 6
- Game: “Who is more intelligent?”
Table 3.1 showed that the researcher made the plan for teaching English in eight weeks clearly Every week had different technology-based games that were applied into lessons.
Sample and sampling procedures
A total of 84 students from classes 6.1 and 6.4 participated in the study by completing questionnaires, selected through convenience sampling, which involves choosing willing and available participants (Creswell, 2012) Additionally, 12 students from these classes were randomly interviewed to gather qualitative insights.
This study surveyed 86 students from grades 6 at Nguyen Thai Binh Secondary School in Vung Tau, Vietnam, representing a subset of the 424 students enrolled Notably, all participants from classes 6.1 and 6.4 had experience with technology-based games, highlighting their familiarity with digital learning tools These students were studying the new English textbooks issued by the Vietnamese Ministry of Education and Training during the 2021-2022 academic year The accuracy of the research findings was influenced by students’ willingness to complete the questionnaire, which was addressed by clearly explaining the study's purpose and procedures beforehand.
Table 3.1 provides participants' general information, including gender, grade level, years of English study, and experience conversing with foreigners The gender distribution was nearly equal, with 53.5% male students and 47.5% female students Regarding grade levels, 48.8% of students were in grade 6.1, while 51.2% were in grade 6.4 The participants' English learning experience ranged from 1 to an unspecified maximum number of years.
Approximately 84.9% of students have studied English for three years or more, primarily because they had access to English classes starting in grade 3 In contrast, only 4.7% studied English for one year, and 10.5% for two years, with these students mostly coming from provinces in Vietnam where English classes were not offered until later grades Over 15% of students did not have the opportunity to study English for at least three years, mainly due to limited access to English education in their regions The limited duration of English learning among some students is due to regional disparities in educational resources, with many students gaining English proficiency only after entering higher grades. -Boost your students' English skills beyond regional limits with Talkpal's AI-powered learning—[Learn more](https://pollinations.ai/redirect/2699274)
Most students in Vung Tau City begin learning English from grade 3, resulting in the highest percentage of students with three years of English study Approximately 16.3% of students have interacted with foreigners, primarily through English centers staffed with native teachers, enhancing their speaking and communication skills Conversely, only 16.3% of students participate in technology-based language classes, indicating limited exposure to digital learning methods The majority of students, accounting for 83.7%, have not experienced technology-based English classes, highlighting potential areas for expanding tech-integrated language education opportunities in the region.
Table 3.2 Research participants’ general information
Experience of interacting to foreigners
Table 3.2 indicates an equal gender distribution, with 50% female and 50% male students Class 6.4 has two more students than class 6.1, highlighting slight class size differences Most students across both classes have studied English for over three years, though they lack experience engaging with foreigners Additionally, 41 students have not used technology-based games in their learning, reflecting limited exposure to digital language learning tools.
Attitudes toward technology-based games have been used in periods
Taking part in studying activities which use technology-based games
Not at all Not very engaged I’m not sure Engaged Really engaged
Table 3.3 presents the general information of the interviewees, highlighting that most students have studied English for over three years The study reveals that students generally have positive attitudes toward technology-based games, with many expressing strong enthusiasm and engagement during activities that incorporate these digital tools This indicates that technology-based games effectively motivate and involve learners in their language learning process.
Research instruments
This study utilized a mixed-methods approach, combining quantitative and qualitative data collection through a questionnaire and semi-structured interviews Both instruments were carefully evaluated by an English language expert to ensure their validity and reliability before being administered to participants This approach provided comprehensive insights into the research topic, enhancing the study's overall accuracy and depth.
This study explores EFL secondary students' attitudes toward technology-based games as an innovative tool for learning English at Nguyen Thai Binh Secondary School It investigates students' perceptions of the effectiveness of these digital games in enhancing their English language skills, highlighting the positive impact of technology on language learning motivation and engagement The research aims to provide insights into how technology-based games can be integrated effectively into EFL instruction to improve student outcomes and foster a more interactive learning environment.
Twelve students from another class served as the pilot group for the questionnaire
A questionnaire was used to assess students' attitudes and perceptions regarding the usefulness of technology-based games for English language learning The researcher chose closed-ended questions, which, according to Oppenheim (2001), are effective for testing specific hypotheses, saving time and resources, simplifying data processing, and facilitating easy comparison between groups The questionnaire consisted of 45 items, providing comprehensive insights into students' views on the integration of technology in language education.
- 10 questions were related to cognitive component of students’ attitudes toward technology-based games
- 10 questions were related to affective component of students’ attitudes toward technology-based games
- 10 questions were related to behavioral component of students’ attitudes toward technology-based games
- 15 questions were related to EFL students’ perceptions of the effectiveness of technology-based games in classes
To create the questionnaire, the researcher read the questionnaire of other researchers who had the same topic, such as Soleimani et al (2013); Tahaineh et al (2013); Abu- Snoubar (2017), etc
The study assessed students’ attitudes using a five-point Likert scale, ranging from strongly disagree to strongly agree, with responses scored from 1 to 5 The questionnaire included items that addressed cognitive, affective, and behavioral components of attitude To evaluate the responses accurately, the Likert scale was employed, where 5 indicated strongly agrees, 4 for agree, 3 for neutral, 2 for disagree, and 1 for strongly disagree According to Ary, Jacobs, and Razavieh (2002), this measurement method is among the most widely used for gauging attitudes To ensure clarity and accuracy in responses, the questionnaire was translated into Vietnamese, minimizing misunderstandings and enhancing the quality of the data collected.
Interviews are a proven and reliable method for collecting qualitative data, offering distinct advantages over other techniques Conducted via a trustworthy cloud platform, interviews can be performed remotely by phone or in person, providing flexibility and convenience Face-to-face interviews remain the most effective way to gather rich, nuanced insights, as they allow researchers to interpret body language and facial expressions for more accurate responses.
There are three main types of interviews: structured, semi-structured, and unstructured A structured interview is well-planned and consistently follows the original set of questions, with minimal changes Semi-structured interviews have a broad framework, allowing the interviewer to explore additional topics based on candidates’ responses Unstructured interviews, while having a clear overall purpose, provide the interviewer with discretion to decide which questions to ask, what to explore, and what to omit, offering greater flexibility in the interview process.
Interviews serve as a dialogic method for sharing ideas and information, facilitating meaning-making around specific issues, as described by Esterberg in Sugiyono (2013: 231) In this study, interviews were utilized as a research tool to assess students’ perceptions of technology-based games and their perceived benefits for learning English The researcher employed closed-ended questions, which offer advantages such as saving time and money, enabling quick data processing, testing specific ideas, and simplifying group data comparison (Oppenheim, 2001) The interview comprised two parts: Part A collected students’ demographic information, including gender, age, English learning experience, and technology-based game experience, while Part B explored their attitudes, emotions, awareness, and opinions on the effectiveness of these games To ensure clarity and accuracy, the questionnaire was translated into Vietnamese by an English specialist, minimizing misconceptions Additionally, the researcher reviewed similar interview designs from prior studies, such as those by Tahaineh, Daana (2013), and Bui (2021), to develop a comprehensive and effective interview framework.
Thanks to those personal interviews, the researcher had more understanding of external and internal obstacles among students in their learning English language
A pilot study is a crucial preliminary step in research, serving as a small-scale trial run to prepare for the main study (Polit et al., 2001) It helps identify potential practical problems that could arise during the research process (Van Teijlingen et al., 2001) Pilot studies can utilize both quantitative and qualitative methods, including in-depth interviews or focus groups, to address key issues before scaling up to a larger investigation (Tashakkori & Teddlie, 1998) Incorporating pilot studies into research design enhances study feasibility and robustness.
In this study, the researcher also carried out pilot studies for those above- mentioned purposes
Before conducting the large-scale survey with 86 students, a pilot test was carried out with five students selected from over 400 sixth-grade students Feedback from this initial pilot helped refine the survey format and clarify certain questions; for example, respondents commented on the survey’s length Additionally, one student recommended including their year of learning English to provide deeper insight into students’ attitudes and perceptions regarding technology-based games in English language learning.
To ensure the effectiveness of semi-structured interviews, two pilot interviews were conducted initially to identify and resolve potential misunderstandings in the questions The researcher also clarified certain questions to create a comfortable environment for interviewees, enhancing the quality and reliability of the data collected.
Based on the pilot study's findings from both questionnaires and interviews, we redesigned the questionnaire format and refined the semi-structured interview content to ensure clarity and accuracy, demonstrating our commitment to a scientifically grounded research approach Throughout the process, researchers actively supported and engaged with students, emphasizing a supportive and student-centered research environment.
Data collection procedures
According to Baker (2003), a questionnaire is a data collection technique that involves providing respondents with a set of questions or statements to answer In this study, the questionnaire was administered to sixth-grade students to assess their use of technology-based games as a learning medium Prior to distribution, the questionnaire was evaluated to ensure its appropriateness and effectiveness in measuring students' engagement with digital games for educational purposes.
As for semi-structured interview, 12 students were randomly chosen and divided into
Two groups of six students participated in the interviews, with participants encouraged to use their native language to ensure comfort and ease in expressing their opinions The interviews, lasting approximately 20 minutes, were audio-recorded and subsequently transcribed to facilitate thorough data analysis, promoting authentic responses and valuable insights.
For qualitative data analysis, the study employed a systematic content analysis procedure involving familiarization, organization, coding, recording, and interpretation of data Twelve students from the interviews were coded as S01 to S12 to ensure confidentiality and facilitate analysis This approach enabled a comprehensive understanding of the data, supporting insightful interpretation aligned with research objectives.
According to Ardiyani (2015), data collection aims to uncover facts related to variables, highlighting the importance of effective research methods The mixed methods approach offers significant advantages, as noted by Johnson et al (2007), because it combines qualitative and quantitative research techniques to achieve both breadth and depth of understanding Pardede (2018) emphasizes that mixed methods can address both "what" and "how" or "why" questions, enabling researchers to explore various explanations for phenomena Therefore, this study utilized a mixed method design, integrating both quantitative and qualitative data collection and analysis to provide comprehensive insights.
The 49-step approach not only supported and clarified the quantitative results but also enabled the researcher to gain insights into various interpretations of the research issues Employing this mixed methods design allowed for a comprehensive understanding, with quantitative data providing a foundational overview and qualitative data offering in-depth perspectives through participant interviews.
Data analysis procedure
Data analysis, as defined by Bogdan et al (1997), involves the systematic search and organization of interview transcripts, field notes, and other collected materials This process is essential for better understanding the data and effectively communicating findings to others.
This study employs a quantitative approach, utilizing descriptive statistics through SPSS version 22 to analyze the data Frequencies and percentages are computed to effectively address research questions 1 and 2, providing clear insights into the data distribution and patterns.
The researcher utilized a five-point Likert scale (1 = strongly disagree, 5 = strongly agree) to analyze quantitative data, with interval mean scores interpreted as: 1.00–1.80 indicating strong disagreement or never, 1.81–2.60 representing disagreement or rarely, 2.61–3.40 signifying neutrality or sometimes, 3.41–4.20 denoting agreement or often, and 4.21–5.00 reflecting strong agreement or always Qualitative data from semi-structured interviews were analyzed using content analysis, with each participant coded as S1 to S12 for students in classes 6.1 and 6.4 The study identified significant differences in students' perceptions of using technology-based games for learning English and examined the extent of agreement or disagreement among EFL students regarding this approach.
The study analyzed data from semi-structured interviews using qualitative content analysis, which focuses on extracting meaningful themes from participants’ words The qualitative data were primarily descriptive, emphasizing participants’ perspectives over numerical data, in accordance with established research approaches (Fraenkel & Wallen, 1990).
This study employed qualitative data analysis by recording and taking notes during interviews, then converting these into full-text transcripts for thorough content analysis to understand participants' perceptions of technology-based games in learning English The researcher explained the study results and their implications, highlighting how extensively technology-based games are used in language education Additionally, a mixed-method approach was utilized to integrate both quantitative and qualitative data, allowing for a comprehensive understanding of the research topics Quantitative methods helped clarify and test the qualitative findings, providing explicit and measurable insights into the use of technology in language learning (e.g., Diriwọchter & Valsiner, 2006) A summarized table outlines the data analysis techniques in relation to the study's main research questions and instruments.
Validity and reliability
To ensure the accuracy of the translated transcriptions, the researcher enlisted the expertise of five experienced English teachers from Nguyen Thai Binh Secondary School and other schools who specialize in game-related writing These educators carefully reviewed, confirmed, and revised the translations of interview questions and answers, which were originally prepared in the participants' native language, to guarantee precise and reliable English data for the study.
Initially, semi-structured individual interviews were conducted to gain deeper insights into participants' concerns regarding technology-based games in English language learning Interview questions were crafted based on a designed questionnaire, focusing on participants' perceptions of using digital games for language development To ensure accurate data analysis, all interviews were audio-recorded and transcribed, with both the questionnaire and interviews translated into Vietnamese to enhance clarity and facilitate understanding among participants This translation process aimed to improve the reliability and validity of the research measures.
５１ then double-checked by the researcher Additionally, the reliability of the questionnaire was examined using Cronbach’ alpha
According to Trobia (2011), Cronbach’s alpha ranges from 0 to 1, with higher values indicating greater consistency and accuracy of the scale A commonly accepted threshold is 0.70, suggesting that a scale with an alpha above this value is considered reliable In this study, as shown in Table 3.2, the Cronbach's alpha for the items is 0.830, confirming their high reliability.
Table 3.4 Reliability statistics of students’ questionnaire
To enhance the reliability of the measurement, the questionnaire was carefully designed through a rigorous process Initially created in English, the questionnaire was reviewed by a specialist in English language studies to ensure accuracy It was then translated into Vietnamese by the researcher A pilot survey was subsequently conducted to identify and improve wording and instructions, ensuring clarity and effectiveness before the main data collection.
A pilot study was conducted using both questionnaires and interviews among participants from Nguyen Thai Binh Secondary School to ensure clarity and effectiveness Based on students’ feedback, the questionnaire was restructured to address concerns about its length and sentence clarity, enhancing respondent engagement During the interviews, it was observed that phrases like “Technology-based games” needed clearer explanations for students to fully understand the concepts Consequently, key terms related to technology-based games and apps were explicitly defined prior to the interviews, ensuring accurate and consistent responses.
In view of interview, semi-structured interviews were conducted with 12 students with the mean age of 12 In an attempt to make each interviewee feel as comfortable as
５２ possible, the interviewer interviewed students in groups of four and they were explained the purpose of the interview clearly
This study analyzed data from 86 students at Nguyen Thai Binh Secondary School, focusing on their willingness to participate, which was initially gathered through class announcements and post-class communications To ensure comprehensive data collection, questionnaires were distributed with the assistance of homeroom teachers The collected responses were subsequently analyzed to derive meaningful insights into student engagement and participation.
Ethical issues
Some ethical issues were addressed in this study as follows:
1 The researcher submitted and presented the proposal study in front of the Thesis Examining Committee established by Graduate School of Ba Ria Vung Tau University and research proposal was approved
2 For data collecting phase, the researcher asked the Graduate School of Ba Ria Vung Tau University for the introduce letter to carry out the survey
3 The researcher presented the introduction letter to the principals of Nguyen Thai Binh secondary schools, two homeroom teachers of both class 6.1 and 6.4 and English teacher of class 6.1 for permission for collecting the data.
Summary
Chapter 3 introduced the research methodology which was utilized to carry out this study This research was conducted at class 6.1 and 6.4, Nguyen Thai Binh secondary school There were 86 students participated in the research and survey The result showed the effect of this method on learning and teaching English
Technology-based games serve as highly effective motivation tools, transforming even reluctant learners into enthusiastic participants Research indicates that children struggling with learning English become more engaged and improve their language skills through educational games These games enhance vocabulary, facilitate quick and easy recall of language structures, and boost students' confidence and enjoyment in English classes, leading to better emotional engagement and academic performance.
５３ quality of language skills: listening, speaking, reading and writing improved significantly.