Rationales of the study
In today's globalized world, English has emerged as a vital means of communication, significantly influencing language policies across nations Countries like India, Singapore, the Philippines, and Hong Kong have adopted English as an official language, making it their dominant mode of communication Conversely, nations such as Korea, Japan, and China, which historically resisted foreign influences, are now recognizing the importance of English and are increasingly focusing on improving English language education.
Since the implementation of the Open Door policy in 1986, English has rapidly emerged as a crucial language in Vietnam Amidst the country's economic renovation, English has become the primary foreign language taught in educational institutions across the nation.
In 2007, the importance of English as a vital tool for global engagement became evident, highlighting its necessity across various sectors such as business, education, technology, and science Consequently, English has been established as a compulsory subject in educational institutions ranging from primary schools to universities Additionally, policies and strategies have been implemented to enhance the status of English in education, exemplified by Decree No 3321/QĐ-BGDĐT issued by the Ministry of Education and Training in August 2010.
“English has become the medium of instruction for other subjects like mathematics, computer science, physics, chemistry, and biology” Besides, as indicated in the Project 2020 in Viet Nam:
By 2020, the majority of Vietnamese students are expected to confidently communicate in foreign languages, enhancing their daily interactions and academic and professional pursuits in a diverse, multicultural environment This proficiency in foreign languages is anticipated to serve as a significant developmental advantage for the Vietnamese population, supporting the nation’s industrialization and modernization efforts (Decision No 1400).
Effective speaking is often viewed as the most vital component of learning a second language, with success in oral communication primarily assessed through conversational ability (Nunan, 1991) Ur (2002) emphasizes the significance of speaking among the four language skills, noting that individuals proficient in a language are typically called "speakers" (p 117) Despite its importance, speaking is frequently regarded as the most challenging skill for English as a Foreign Language (EFL) learners Factors contributing to this difficulty include inhibition, where students fear making mistakes or facing criticism, leading to decreased performance (Humaera, 2015) Additionally, a lack of motivation or ideas can hinder learners from expressing themselves, even when they feel they should participate (Heriansyah, 2012) Limited opportunities to engage in speaking activities also contribute to poor performance, particularly in large classes where some students dominate discussions while others remain silent (Ur, 2002) Furthermore, the tendency to revert to their mother tongue in English classes is common, as it feels more comfortable for students when explaining concepts to peers (Tuan & Mai, 2015; Harmer, 2001).
In Vietnam, despite years of English study, many students struggle with fluent and confident communication This challenge stems primarily from the educational system's focus on written tests, which undervalue speaking skills, particularly in secondary and high schools Lessons often prioritize reading comprehension and vocabulary over communicative ability (Hoang, 2007) Additionally, traditional teaching methods remain prevalent, leading to a monotonous learning experience where students memorize fixed expressions without genuine engagement Consequently, these factors contribute to a lack of motivation among Vietnamese students to improve their speaking skills, making it a challenging area to master.
Teachers recognize the significance of speaking skills and are adopting innovative techniques to enhance the quality of teaching and learning To make speaking lessons more engaging and less stressful, incorporating games is a popular method that motivates students and encourages active participation Research by Fajariyah (2009), Soto and Guardiola (2013), and Souheir (2013) supports the effectiveness of games in capturing students' interest According to Martin (1995, as cited in Brewster & Ellis, 2002), games are enjoyable activities that allow students to learn and practice language in a relaxed environment Utilizing games can effectively boost students' interest, confidence, and speaking abilities.
Recent studies have highlighted the benefits of using games in education; however, the current state of teaching and learning speaking skills through games, as well as student attitudes towards their use in speaking classes at Tan Phuc Secondary School, remains unclear This gap in knowledge motivates the researcher to explore the application of games in English as a Foreign Language (EFL) speaking classes at Tan Phuc Secondary School in Binh Thuan Province.
Purposes of the study
This thesis investigates the effectiveness of games in enhancing speaking skills in EFL classes at Tan Phuc Secondary School in Binh Thuan province The study aims to assess the current state of learning speaking skills through games and to explore students' attitudes toward this method The findings will provide insights into the potential, applicability, and feasibility of using games in the classroom, guiding the researcher in implementing strategies for future improvement.
Research questions
More specifically, this study aims at answering the following research questions:
1 What is the current situation of teaching and learning speaking skills through games at Tan Phuc secondary school?
2 What are students’ attitudes toward learning speaking skills through games?
Scope of the study
The research is conducted on both teachers and secondary students (from grade 6 th to grade 9 th ) at Tan Phuc secondary school in Binh Thuan province.
Significance of the study
This thesis aims to explore effective techniques for enhancing students' speaking skills while fostering their interest in practice By integrating games into English classes, teachers can significantly improve their instructional methods The study's findings are expected to contribute to students' speaking proficiency, including correct grammar, vocabulary, and pronunciation, while encouraging them to engage more actively in oral discussions Additionally, students will gain more opportunities to practice speaking in a fun and enjoyable environment For researchers, this study offers valuable insights into the development of speaking skills among secondary school students and may pave the way for future research on the impact of games across various language skills and areas.
Organization of the study
This thesis is composed of 5 chapters:
Chapter 1 provides the introduction of the study, which includes the background, aims, rationale, research questions, significance, and the organization of the thesis
Chapter 2 reviews the relevant literature for the study in which the theoretical background and empirical studies are presented After the discussion, the researcher concludes some research gaps
Chapter 3 presents the research design and methodology of the study by describing its research site, participants, and materials, teaching methods, data collection instruments and procedures, and analytical framework
Chapter 4 describes the data analysis and its discussion about the results of the questionnaires, observation and interview
Chapter 5 concludes the research and presents its implication in teaching and learning speaking skill through games.
Theoretical background
The theoretical framework incorporates important components, including background knowledge of speaking skill and games in language teaching and learning
This section outlines the definition, fundamental types, and essential components of speaking skills It also highlights the characteristics of effective speaking lessons and addresses common challenges faced by learners Additionally, it clarifies various principles essential for developing speaking skills, offering teachers valuable insights on enhancing their teaching methods for improved speaking proficiency.
Speaking is an interactive process that involves generating, perceiving, and processing information, as highlighted by Burns and Joyce (1997) The relationship between form and meaning is influenced by context, participants, and the purpose of the communication Chaney and Burk (1998) emphasize that speaking involves establishing and sharing meaning through both verbal and non-verbal symbols Hybel (2001) further asserts that speaking encompasses the sharing of information, ideas, and feelings, incorporating body language and mannerisms that enhance the message Overall, speaking serves as a vital means of communication, allowing individuals to express their thoughts, opinions, and emotions effectively.
Speaking skill is a crucial productive skill in learning English, requiring more than just pronunciation; it demands patience and effort (Bashir et al., 2011) Effective English learning occurs when students can express emotions, communicate intentions, and engage with the language playfully, similar to their native language (Scott & Ytreberg, 2004) Thus, teaching speaking involves more than imparting grammar and vocabulary; it necessitates enhancing students' interaction and cooperation skills in speaking (Thornbury, 2005).
According to Brown (2004, p 141), speaking skill can be divided into five main categories:
At this stage, speaking performance is centered on practicing intonation and imitating specific language forms, such as words, phrases, or sentences, rather than engaging in meaningful interaction The primary focus is on pronunciation to enhance learner comprehensibility The technique employed is "drilling," which allows learners to practice speaking skills through repetition, enabling them to acquire language elements in a structured manner.
Learners develop the ability to produce brief segments of spoken language, showcasing their proficiency in specific grammatical or phonological elements, though interactions remain limited This speaking skill can be practiced independently or through collaborative pair work activities.
At this stage, learners demonstrate basic speaking skills by understanding and responding to both the interlocutor and test administrator, although their interactions remain limited They are capable of engaging in brief conversations, such as greetings, small talk, and simple requests or comments Additionally, learners often rely on authentic spoken prompts to guide their discussions.
This type of speaking involves longer and more intricate interactions compared to responsive speaking, primarily aimed at conveying or exchanging specific information interpersonally It often includes elements of negotiation and features a more pragmatically complex speech style, utilizing casual registers, colloquial language, ellipsis, slang, and various sociolinguistic conventions that set it apart from the responsive level.
Public speaking encompasses speeches, oral presentations, and storytelling, where speakers maintain control of the conversation without direct interaction from the audience Listeners engage primarily through non-verbal cues This form of communication typically employs a formal and deliberative language style, although informal monologues, such as delivered speeches, can also occur.
According to Harmer (2001), speaking involves two key elements: language features and mental/social processing Language features encompass four main components, with the first being connected speech, which refers to the continuous sequence of sounds that create conversations in spoken language.
Effective speaking requires not only the ability to produce individual phonemes but also to use connected speech fluently Key features of language include expressive devices that allow speakers to modify pitch, stress, volume, and speed, as well as lexis and grammar, where spontaneous speech often relies on common lexical phrases and specific language functions Additionally, negotiation language is crucial for clarity and structure in communication, enhancing speaking effectiveness According to Harmer (2001), mental and social processing, which involves language processing, interaction, and information exchange, is vital for effective communication This collaborative process enables individuals to share opinions, information, and emotions, playing a decisive role in the speaking proficiency of language learners.
Brown (2004) identifies four key elements of speaking: fluency, accuracy, pronunciation, and vocabulary Fluency, as defined by the Oxford Advanced Learner's Dictionary, refers to the ability to speak and write a language, particularly a foreign one, with ease and proficiency.
Fluency in speaking is defined as the ability to communicate without pausing to think about what to say next (Fillmore, 1979, as cited in Nation, 1989) In contrast, accuracy pertains to the correct use of grammatical structures, such as tense, phrases, and parts of speech, reflecting the degree of performance compared to a standard Typically, fluency and accuracy are viewed as opposing forces, as achieving both simultaneously can be challenging This dichotomy arises from the roles of teachers and learners, where accuracy is often teacher-dominated, focusing on language form, while fluency is learner-dominated, emphasizing meaning (Nunan, 1991).
Pronunciation, as defined by the Oxford Advanced Learner’s Dictionary, refers to how a language or specific word is articulated, encompassing aspects such as stress, intonation, and rhythm, which are essential for conveying clear messages (Nirmawati, 2015) Vocabulary, also defined by the same source, consists of all the words within a language; a stronger vocabulary facilitates smoother and more effective communication Both pronunciation and vocabulary are crucial elements of effective speaking, significantly contributing to the success of a speech Furthermore, these two factors are interconnected, continuously enhancing and supporting one another in the process of effective communication.
Wang (2014) identifies three key factors that influence learners' speaking competence: cognitive, linguistic, and affective factors Cognitive factors involve the ability to conceptualize and articulate information clearly Linguistic factors focus on the accurate use of language, encompassing pronunciation, grammar, and vocabulary Lastly, affective factors pertain to self-restraint and anxiety; reduced anxiety levels can enhance speaking effectiveness.
Various factors influence learners' speaking abilities, including language features such as grammar, vocabulary, pronunciation, stress, intonation, fluency, and accuracy Additionally, interaction and the processing of information also play crucial roles in developing effective speaking skills.
2.1.1.4 Characteristics of successful speaking lessons/ activity
There are some factors required in a successful speaking activity suggested by Ur (2002, p 120) as follows
Empirical studies
This section aims to review relevant prior research that relates closely to the current topic, providing insights into the nature of the field By identifying gaps in existing empirical studies, the researcher can ensure that her work is not merely a replication but rather a necessary contribution to the discipline.
Numerous studies have explored the effectiveness of games in enhancing speaking skills in education Fajariyah (2009) conducted classroom action research with 37 eighth-grade students at SMP Negeri 2 Baki Sukoharjo, Indonesia, during the 2008-2009 academic year The study aimed to assess the impact of games on speaking proficiency and to identify appropriate contexts for their application in speaking classes Data were gathered through surveys, observations, and interviews, revealing significant improvements in students' speaking abilities, including their responsiveness to teachers, and appropriate use of vocabulary and grammar Additionally, students exhibited increased engagement and motivation in speaking activities The research's strength lies in its use of multiple data collection methods, enhancing reliability However, the findings are limited to a single class, making broader generalizations challenging.
Besides, Chirandon et al (2010) carried out an experimental research about the effects of teaching English through games to Thai students who studied in grade
A study conducted at Tessaban 4 Banlamsai School involved 30 students and utilized tests and questionnaires to gather data The results indicated significant improvements in students' communicative abilities and vocabulary, with those learning English through games demonstrating superior speaking skills compared to peers in traditional teacher-centered environments Additionally, students expressed a preference for game-based learning over other methods While this experimental research allowed for a high level of control and precise findings, the small participant size may limit the generalizability of the results.
An innovative and action research project was conducted by León and Cely
A study conducted in 2010 at Federico Garcia Lorca School in Colombia explored the impact of games on enhancing teenagers' speaking skills, involving 40 participants aged 14 to 18 Data collection methods included video recordings, teacher journals, and questionnaires The results demonstrated that games significantly motivate teenagers and foster competition, ultimately leading to improved speaking skills and increased confidence However, the research was limited to only three types of games: caring-sharing, guessing, and speculative games, along with a storytelling game, making it difficult to generalize the findings to other game types.
Posada and Francis (2012) conducted a qualitative case study to explore how games can enhance the speaking skills of fourth graders at Remigio Antonio Caủartein, a state school in Pereira, Colombia The study involved four randomly selected students and utilized observational data collection methods, including field notes, video recordings, and checklists The results indicated that games significantly boost student participation in speaking activities, leading to improved speaking abilities Additionally, the research highlighted the benefits of integrating various techniques, which contributed to the study's reliability.
The researchers acted as both participants and observers, allowing for a comprehensive understanding of the studied phenomenon This qualitative descriptive interpretative case study provided an in-depth exploration of the impact of games on target learners However, a notable limitation was the small sample size, which may limit the generalizability of the findings to other learners' speaking skills.
Savitri (2013) conducted a classroom action research study at SMP Ma’arif Terpadu Muntilan, Indonesia, focusing on the impact of language games on the speaking abilities of 25 seventh-grade students during the 2012-2013 academic year The research utilized various data collection methods, including observations, interviews, questionnaires, and tests, leading to notable improvements in both the teaching and learning processes, as well as students' attitudes toward speaking To ensure the trustworthiness of the findings, the researcher employed time and theoretical triangulation However, the study's results were limited due to the use of only a few language games, indicating the need for further research to investigate a broader range of language games in enhancing students' speaking skills.
Nirmawati's (2015) classroom action research examined the impact of board games on the speaking skills of 8th graders at SMP N 13 Yogyakarta, Indonesia, during the 2013-2014 academic year, involving 28 students Data collection methods included classroom observations and interviews, revealing that board games effectively enhanced students' speaking abilities Participants demonstrated increased confidence and engagement in speaking English, with notable improvements in fluency, accuracy, pronunciation, and vocabulary The study's reliability was established through time triangulation and inter-rater reliability, while various types of validity, including outcome, process, catalytic, and dialogic validity, ensured its credibility Despite its focus on board games, the researcher recommended exploring other game types in future studies.
In conclusion, while numerous studies indicate that games are effective in enhancing speaking skills, the limited number of participants in these studies restricts the generalizability of the findings Additionally, many studies concentrated on a single type of language game, making it difficult to ascertain whether the observed effects apply to all language games Consequently, there is a pressing need for further research that involves a more comprehensive approach and a larger participant pool.
Chapter summary
This chapter explores fundamental concepts of literature and empirical study to establish a comprehensive framework for the research It highlights the significance of speaking skills, emphasizing their importance for language learners and encouraging teachers to focus on enhancing their students' speaking abilities Various aspects of speaking skills are examined, guiding learners on areas for improvement to achieve proficiency Additionally, the chapter presents definitions, elements, benefits, and types of games to illustrate their positive impact on teaching oral language Finally, the findings from previous studies inform the current research, identifying gaps to position it within the existing literature.
Research Design and Instruments
This section outlines the methodological framework selected by the researcher, which integrates various components of the study in a cohesive way, enabling effective resolution of the research problems.
This thesis investigates the use of games in enhancing speaking skills and students' attitudes towards this method at Tan Phuc Secondary School in Binh Thuan province during the 2018-2019 academic year Utilizing a mixed-methods research design, the study combines quantitative data from questionnaires with qualitative insights from semi-structured interviews and observations This methodological triangulation aims to strengthen the validity of the findings by integrating diverse data sources, thereby improving the overall accuracy and comprehensiveness of the research outcomes.
As mentioned in the previous part, three methods used to collect data from teachers and students were questionnaires, observations, and interviews accordingly
According to Martin (2006), using identical questions among participants is valuable for gathering comparable data This study opted for a questionnaire due to its numerous advantages, particularly its efficiency in terms of researcher time, effort, and financial resources, as highlighted by Dürnyei (2003).
Researchers can efficiently gather data from numerous participants in a short timeframe, often without needing to be present Additionally, analyzing these responses is simplified due to the consistent coding system used.
This research involved distributing questionnaires to students at Tan Phuc secondary school to gather insights into their attitudes toward learning speaking skills and the use of games in this context The questionnaire comprised three sections: the first collected personal information such as gender and grade; the second assessed the current state of learning speaking skills through games, featuring seven questions with a frequency scale ranging from "Never" to "Always"; and the third included 11 questions on a five-point agreement scale to gauge participants' attitudes toward game usage in speaking classes.
The questionnaire was developed using two primary sources, with a focus on assessing the role of games in enhancing speaking skills Key questions were derived from Souheir's (2013) study on communication games, specifically targeting the current usage of games in speaking lessons The first question examined the frequency of game usage by teachers, as this reflects the potential impact on students' speaking acquisition Subsequent questions investigated students' participation in games, teacher encouragement for speaking opportunities, and students' utilization of these opportunities Not all original questions were included, as some were not relevant to secondary school students or focused solely on attitudes towards games Additionally, the researcher created three new questions to gather further insights, exploring whether students had equal time to practice speaking, their focus on speaking topics, and the frequency of feedback received from teachers after gaming activities.
These 7 questions were asked to check whether the current situation of learning speaking through games met the demand of the characteristics of a successful lesson suggested by Ur (2002) and principles of teaching speaking by Brown (2001) which have been discussed in the theoretical framework Besides, instead of keeping the former format of the questionnaire source with Yes and No answers, the researcher adapted it into Likert-scale questions because she believed that the collected information would be more detailed and specific To that end, the data analysis would also be more reliable and specific
The questions in Section 3 were carefully adapted from Gardner's (2004) Attitude/Motivation test battery, focusing on students' attitudes toward speaking skills The researcher selected 11 relevant questions and modified them for a game-based speaking class context These questions aimed to assess students' confidence, boredom, interest, fatigue, enjoyment, perceived ease, motivation, and relaxation while practicing speaking through games Additionally, some questions explored whether students believed that playing games could improve their speaking abilities and if they viewed learning speaking through games as a waste of time.
(question 17), and whether they desired to practice speaking English with games as much as possible (question 18) or not
The revised questionnaire simplified the original 6-Likert-scale format to a 5-option selection, aiming to ease the answering process for students After completion, it was reviewed by the supervisor and shared with colleagues for feedback A pilot test was conducted with a representative sample of 30 students, representing about 10% of the actual participants, to identify and resolve any logistical and technical issues Additionally, the wording was refined for better clarity The final version of the questionnaire was then distributed to all students at Tan Phuc Secondary School.
Overall, the process of conducting questionnaires followed some specific steps as illustrated in Figure 3.1:
Another tool for collecting data was observation The definition as well as the advantages of this method is defined by Cresswell (2012, p 213) as follow:
Observation is a research method that involves collecting firsthand, open-ended information by watching people and environments in their natural settings This approach offers several benefits, such as the ability to capture real-time data, analyze genuine behaviors, and engage with individuals who may struggle to express their thoughts verbally.
Questionnaire construction Expert feedback Piloting questionnaire Questionnaire revision Questionnaire distribution Questionnaire collection Statistical analysis
The researcher obtained permission from teachers to observe their classes as a method of data collection, comparing the observations with questionnaire results During these observations, the researcher documented the execution of speaking lessons, focusing on how teachers organized games and the level of student participation in practicing speaking skills Additionally, insights into the learning environment and students' attitudes toward oral skills development through games were gathered The researcher randomly selected one class from each grade at Tan Phuc Secondary School to gain a comprehensive understanding of speaking instruction across different levels Observing four distinct grades aimed to identify variations in student situations and attitudes An observation checklist was created, encompassing four key items aligned with the themes and questions from the questionnaire.
Item 1 helped the researcher to obtain a general overview of the setting of the class
Item 2 aimed to record the teaching and learning stages with the use of games
Item 3 explored the situation of learning speaking skill in games
Item 4 was devoted to observing students‟ attitudes towards learning speaking skill in games
Expert feedback Observation recording Observation analysis
The semi-structured interview is a valuable data collection method, offering numerous advantages As noted by Cohen et al (2007), this approach stems from psychiatric or therapeutic interviews, setting it apart by allowing greater respondent involvement and motivation due to its relaxed control over interviewees.
(2008) also asserts that semi-standardized interview gives the interviewer the possibility to guide the direction of the conversation, yet the interviewees still retain their freedom of response
In this study, the researcher utilized semi-structured interviews to gather in-depth insights through follow-up questions, involving two participating teachers The interview content aligned with the questionnaire items (see Appendix 5), focusing on the current state of students' speaking skills development through games and their attitudes towards practicing speaking in English class A total of eight questions prompted teachers to provide detailed explanations The information obtained from this research instrument was employed to verify and cross-check findings from prior questionnaires and observations.
To facilitate the interview process, the researcher obtained prior permission from English teachers at Tan Phuc Secondary School and scheduled the interviews at convenient times and locations to ensure participant comfort The semi-structured interview involved several key steps: initially, the researcher posed targeted questions to clarify students' situations and teachers' perspectives on using games to enhance speaking skills Following this, feedback from the supervisor was sought to validate the interview questions Each teacher was then contacted to arrange suitable times for the interviews, during which participants consented to have their responses recorded for data analysis The collected information would be transcribed and coded for subsequent content analysis.
Overall, the procedure of gathering information from teachers underwent different steps as shown in the following figure:
Research site
The research was conducted at Tan Phuc Secondary School, located in Ham Tan district, Binh Thuan Province Established in 2009, the school consists of 10 classes across grades 6 to 9, serving a total of 279 students with class sizes ranging from 21 to 36 The school has only two English teachers, and the study was carried out during the first semester of the 2018-2019 academic year.
Participants
The study involved two groups of participants, with the first group consisting of all English teachers from Tan Phuc Secondary School (N=2) Both teachers held associate degrees from Binh Thuan Community College.
Interview design Expert feedback Interview recording Interview transcribing, coding
The study focuses on English language teaching at Tan Phuc Secondary School, where instructors with a decade of experience and prior teaching backgrounds have been engaged Despite students beginning their English education in the third grade, their speaking proficiency remains predominantly low to intermediate During the 2018-2019 academic year, the school hosted a total of three sixth-grade classes, two seventh-grade classes, two eighth-grade classes, and three ninth-grade classes.
Data collection technique
Following the planning phase for data collection methods, the researcher implemented questionnaires, observations, and interviews Consent was obtained from the headmaster and two English teachers The questionnaires were administered from November 12 to 16, 2018, with the researcher providing clear instructions and explanations as necessary Ultimately, 271 completed questionnaires were collected from respondents, as some students were absent and several questionnaires were discarded due to incomplete responses.
From November 19th to 23rd, teachers allowed the researcher to observe their classes comfortably The selected classes for observation included 6A1, 7A2, 8A3, and 9A1, chosen randomly Throughout the observations, the researcher recorded detailed notes on her observation sheet.
The interviews were conducted at the school from November 26 to 30, 2018, allowing convenient participation for teachers Prior to the interviews, the researcher scheduled appointments via phone, with each session lasting approximately 10 minutes Participants granted permission for their responses to be recorded, enabling them to express their thoughts and offer suggestions regarding the use of games in speaking classes Notably, the semi-structured interviews were conducted in Vietnamese to prevent misunderstandings and to facilitate a deeper exploration of the participants' insights.
Data analysis technique
This research analyzed students' questionnaire responses, observational data, and teachers' answers from semi-structured interviews By incorporating both quantitative and qualitative data, the study employed descriptive analysis for the questionnaire data and content analysis for the observational and interview data.
The researcher employed descriptive data analysis to evaluate quantitative data from questionnaires using IBM SPSS Statistics 20.0, which allows for rapid scoring and analysis This software also enables the application of more complex statistical techniques (Bryman & Cramer, 2003) In this thesis, SPSS was instrumental in examining general classroom trends, utilizing frequencies and percentages presented in bar graphs Frequency distribution, as defined by Brown (2004), counts the occurrence of specific responses, while the percentages complement these frequencies to provide a clear understanding of the observed phenomena.
The researcher collected and coded data from observations and interviews to identify key themes related to the central phenomenon Initially, the researcher analyzed the observation sheets and interview transcripts, categorizing them into two main themes: [1] the overall context of learning speaking skills through games and [2] students' attitudes towards the incorporation of games in speaking practice.
Methodological issues
In conducting research, it is essential to address the reliability and validity of data collection methods, as reliability reflects the consistency of findings while validity pertains to their accuracy (Altheide & Johnson, 1994) The researcher evaluated whether the textbook's methods effectively support the development of students' speaking abilities, noting that textbook developers often do not specify techniques for this purpose Instead, the implementation of techniques such as role play, student presentations, and games largely relies on teachers' beliefs and practices At Tan Phuc Secondary School, teachers reported using games systematically in their speaking lessons, which reinforces the study's validity by confirming that the researcher measured the intended outcomes The discussion also includes an analysis of the thesis's reliability and validity.
3.6.1 Reliability and validity of the questionnaire
The primary aim of the research questionnaire is to gather relevant and valid information To ensure reliability and validity, the researcher informed participants about the questionnaire's purpose and provided clear instructions for completion (Kember & Leung, 2008) The questionnaire was fully translated into Vietnamese to facilitate responses, and its items were adapted from credible sources with feedback from supervisors and colleagues, establishing validity through expert advice (Pandey & Raghuvanshi, 2017) Prior to data collection, pilot testing was conducted to identify any confusion regarding the items and gather suggestions for improvement (Tsang et al., 2017) Finally, reliability was assessed using Cronbach's Alpha to measure internal consistency, with higher scores indicating a more reliable scale (Tavakol & Dennick, 2011).
3.6.2 Reliability and validity of the observation and interview
To ensure the reliability and validity of observations and interviews, the researcher minimized bias by clearly defining the purposes and strategies to corroborate findings (Bashir et al., 2008) The observation sheet and interviews were crafted based on the themes from the questionnaire, and interviews were conducted in Vietnamese to facilitate more accurate and comfortable responses from participants Additionally, expert opinions from the supervisor and colleagues were sought to further validate the interviews and observations (Bashir et al., 2008).
Triangulation is a key quality that enhances the validity of study results, as noted by Richards and Schmidt (2002) This research ensured methodological triangulation by utilizing three distinct data collection techniques—questionnaires, observations, and interviews—allowing the researcher to obtain both quantitative and qualitative data for comprehensive analysis.
Chapter summary
Chapter 3 has depicted the research methodology and the pedagogical site, the target population, the method of gathering and analyzing the data Additionally, this chapter presented the vital qualities of a research, including validity and reliability of the instruments.
