INTRODUCTION
Background
In recent years, English has gained significant importance in Vietnam's educational landscape, particularly following the country's integration into the World Trade Organization (WTO) The rise of Information Technology has further enhanced teaching and learning processes across schools and colleges nationwide To address the demand for practical language skills, Communicative Language Teaching (CLT) has been adopted to equip English learners with the ability to use the language effectively in real-world communication.
“Let my playing be my learning, and my learning be my playing.”
Incorporating games in the classroom can significantly enhance students' understanding of lessons, despite some teachers viewing them as mere entertainment Contrary to this belief, language games offer substantial benefits for EFL and ESL students Alongside various strategies like visual aids, Computer Assisted Language Learning (CALL), drama, and role-play, games emerge as an effective method to boost language proficiency (Richard - Amato, 1996).
Incorporating language games in the classroom is an effective strategy for enhancing language acquisition, as they engage learners and make the learning process enjoyable Teachers must understand that games are defined by their rules, competition, and fun elements (Angkana, 2002) The advantages of using games include capturing students' attention, reducing stress, and facilitating real communication It is crucial for teachers to assess the appropriate use of games, ensuring they are integrated effectively throughout the school day Timing is essential; the effectiveness of games can vary significantly between different periods and days of the week.
Rationale
I have chosen to research the use of games for teaching reading skills to intermediate-level students at Tran Hung Dao High School in Tien Giang Province for several key reasons.
Although reading is a basic skill in English, it is rather difficult to master it
To develop reading skills, learners need a solid vocabulary to comprehend texts, the ability to analyze information and implications in questions, and the skill to uncover answers within the texts These requirements often lead students to spend considerable time on tasks, resulting in feelings of boredom and passivity Incorporating games into the learning process can serve as an effective solution to engage and motivate students.
Traditional teaching methods often limit learners' opportunities to apply language in real-life situations, hindering their ability to retain what is taught Consequently, students struggle to comprehend reading materials and complete assignments within time constraints during tests The introduction of Communicative Language Teaching (CLT) in the 1980s aimed to immerse learners in practical language use through engaging activities, such as games, which facilitate vocabulary retention and encourage practice beyond the classroom This active participation fosters a culture of self-directed learning among students.
Learners often feel uneasy in formal classroom settings, and challenging tasks can lead to increased stress Incorporating games into the classroom has been shown to effectively alleviate this discomfort and reduce student stress Additionally, playing games fosters a more friendly and welcoming atmosphere in schools.
Research aims
This study aims to explore the perspectives of both learners and educators at Tran Hung Dao High School regarding the use of games in teaching reading skills Additionally, it seeks to examine how English teachers at the school have implemented games in their reading instruction and to gather their recommendations for enhancing the effectiveness of game-based reading instruction.
The research explores methods for utilizing games to improve the effectiveness of teaching and learning reading skills among educators and students It specifically implements these gaming strategies at Tran Hung Dao High School in Tien Giang Province.
Research questions
The research will concentrate on solving these following problems:
1) What is the teachers’ perception about the use of games in teaching reading skill in English?
2) How have games been used to teach reading skill at Tran Hung Dao High School?
3) What are some suggestions from the teachers to use games in teaching reading skill more effectively?
Research scope
This study explores the effectiveness of using games to enhance reading skills at Tran Hung Dao High School, with implications that extend to anyone interested in this educational approach.
Outline of the thesis
This research contains five main chapters
Chapter 1: Introduction: Show the general items of the study: It tells the reasons, backgrounds, rationale, the scopes, and the structures of the research
Chapter 2: Literature review and theoretical background: review of some previous studies, definition the key terms, introduction of some language games to use to teach in reading skill, the use of games at Tran Hung Dao High School, conclusion
Chapter 3: Methodology: show research methodology, participants, data collection, and data analysis
At the end of the research, there is the appendix of the reference source list
CHAPTER 2: LITERATURE REVIEW AND THEORETICAL
This chapter reviews previous studies and provides a theoretical background on key concepts, including definitions and relevant knowledge It highlights the characteristics of games suitable for intermediate students and presents various types of games.
Language games serve a purpose beyond merely breaking the ice or passing time; they are structured activities governed by rules, as defined by Byrne (1995) These games are designed to be enjoyable and engaging, facilitating language use during gameplay rather than just providing a diversion from routine Jill Hadfield (1990) further emphasizes that games incorporate rules, a goal, and an element of fun, making them effective tools for language learning.
Games are characterized by various elements, including the application of rules and the promotion of cooperation, all while making learning an enjoyable experience Essentially, games are fun, engaging, and foster creativity, contributing significantly to children's cognitive development.
2.1.2 The relationship between games and education
Incorporating games into the classroom enhances student learning by fostering cooperation, competition, and relaxation When students engage in games, they collaborate in pairs or groups, which promotes strategic thinking and the generation of diverse ideas This teamwork allows them to teach one another, efficiently organize their tasks, and complete them swiftly While students perceive themselves as playing games rather than learning, this approach creates a relaxed and enjoyable learning environment Additionally, the competitive aspect of games helps students retain lessons more effectively and accelerates their cognitive processes as they strive to achieve game objectives.
Games play a crucial role in second language teaching, as highlighted by Richard-Amato (1996) While often viewed as mere entertainment, they offer significant pedagogical benefits Games enhance motivation, reduce stress among students, and facilitate authentic communication opportunities.
Games are effective learning tools that enhance student motivation and engagement, as they encourage competition and active participation (Avedon, 1971) By introducing games into the classroom, teachers can present new concepts and reinforce learning in an enjoyable manner, transforming dull lessons into stimulating challenges Games facilitate connections between new and existing knowledge, making them valuable educational vehicles for drilling facts and synthesizing information (Park, 2006) Popular classroom games like Bingo and Noughts and Crosses not only add interest to review sessions but also promote cooperative learning skills, appealing to both competitive and collaborative learners Furthermore, group activities foster negotiation skills, essential for future success Ultimately, the relationship between school, play, and education is intertwined, suggesting that the perceived divide between learning and fun may be a misconception Embracing game-based education can provide a clearer understanding of its benefits in the learning process.
2.2 When and How to use Games
Choosing the right language games is crucial for effective teaching, as not all games suit every age group or student Teachers should consider various factors, such as the students' abilities, prior knowledge, and the game's relevance to their experiences For instance, younger learners thrive in active games that involve movement and competition, while structural games should reinforce specific grammatical concepts Additionally, the length and time required for each game must align with the students' level and group size, allowing for flexibility in game duration to enhance the learning experience.
Teachers should select games that align with their students' language proficiency and the specific objectives of the lesson, as emphasized by Carrier (1990) Additionally, it's important to take into account the characteristics of the students, such as their age, mindset, and motivation levels The timing of the game is also crucial, as its effectiveness can vary significantly depending on whether it is played in the morning or afternoon, or on different days of the week.
Teachers should engage in playful and occasionally exaggerated behavior to create a comfortable atmosphere that encourages student participation A deep understanding of the game's mechanics and dynamics is essential for teachers to effectively lead the activity.
Finding a game that fulfills all teachers' criteria can be challenging Many games require adaptation to align with students' language levels, natures, and characteristics The key is to ensure that games provide both enjoyment and educational value; otherwise, they may end up being a waste of time.
Games should be considered essential in foreign language teaching, rather than mere fillers at the end of lessons They can be effectively integrated at all stages of a lesson, provided they are appropriate and thoughtfully selected The objectives of the teacher regarding the use of games may differ depending on the lesson stage.
1 Presentation Provide a good model making its meaning clear
2 Controlled practice Elicit good imitation of new language and appropriate responses;
3 Communicative practice Give students a chance to use the language
Games are effective tools for revision exercises, enabling learners to recall material in an enjoyable and engaging manner Even if games primarily create noise and entertainment, they remain valuable in the classroom as they motivate students, enhance communicative competence, and foster fluency.
To effectively utilize games as a learning tool, educators must integrate them into the language syllabus rather than treating them as mere entertainment According to Hadfield (1990), games can significantly enhance students' skills when used to reinforce lessons or introduce new concepts For instance, teachers can employ games like crosswords or prediction activities to stimulate brainstorming and help students visualize lesson content Instead of traditional methods for teaching grammar, such as rote memorization and written exercises, games like "Who Wants to Be a Millionaire" or matching activities can facilitate understanding of present tenses and conditionals while fulfilling traditional learning objectives This approach not only engages students but also allows them to practice grammar in real communication contexts.
Despite the challenges of varying learning styles and the timing of game usage, incorporating games in the classroom remains beneficial Language games effectively enhance students' language skills and proficiency However, due to time constraints and curriculum requirements, teachers often struggle to integrate these engaging activities into their lessons.