Enhancing english speaking skills through gamification in vietnamese efl classrooms challenges and pedagogical strategies

--- Page 1 --- Enhancing English Speaking Skills through Gamification in Vietnamese EFL Classrooms: Challenges and Pedagogical Strategies Abstract The context of this study is the improvement of English speaking skills of students in English as a Second Language classes in Vietnam, where video games are increasingly seen as a useful teaching tool. The motivation for the study comes from the urgent need to find innovative and effective teaching methods to enhance students'''' English communication skills. The aim of the study is to evaluate the impact of gamification in language education, specifically on improving English speaking skills, and to develop pedagogical strategies based on these findings. The scope of the study focuses on private English centers in Binh Phuoc province, with the research subjects including students, teachers and center managers. The study uses a mixed-method approach, including both quantitative and qualitative methods. The quantitative method is implemented through a questionnaire survey to collect data from students about their experiences with video games in learning. The qualitative method includes in-depth interviews with teachers and administrators to explore the challenges and opportunities in gamification implementation. The main results of the study show that factors such as perceived improvement, perceived usefulness, ease of use, willingness, and normative beliefs all have a positive influence on the effectiveness of gamification in English language teaching. The core significance of the study lies in providing a theoretical and practical basis for integrating video games into language education, opening up new directions for modern teaching methods and optimizing students'''' learning outcomes. --- Page 2 --- Keywords: Speaking Skills, Gamification, EFL Classrooms, Challenges, Pedagogical Strategies Chapter 1. Introduction 1.1 Context of the study Today''''s education has seen a remarkable development in game-based learning. The capacity of game-based learning to promote multiple English abilities, enhance student performance, and encourage digital social interaction makes it an effective teaching method. Comparing serious online game-based learning to traditional games, Zhonggen (2018) discovered that students'''' vocabulary improved dramatically. Barr (2018) also discovered that students'''' attitudes toward learning through games were improved because research has demonstrated that games help students communicate and work as a team to attain learning objectives. Thus, it can be concluded that game-based learning will likely be used as a teaching tool in the future (Vanbecelaere et al., 2020). Learning games with the goal of fostering an enjoyable and encouraging environment that can improve students'''' learning are referred to as game-based learning. Gamification-based learning is essential to prevent boredom, especially in light of the Covid-19 pandemic when students are mostly learning via online platforms (Hamid et al., 2020). In addition, gamification-based learning fosters deeper connections between students and teachers. There are now many different kinds of gamification-based learning available, including serious games, online video games for higher education, and classic games. These games are all designed to help students learn at different levels of schooling (Teo et al., 2022). Private English language centers play an important role in improving students'''' speaking skills through flexible and modern teaching methods. Unlike traditional classrooms, these centers often use interactive teaching methods, encourage students to participate in real-life communication activities, and quickly innovate teaching methods (Nguyen, 2024). Furthermore, private English language centers often organize classes with small numbers of students, allowing teachers to closely monitor and support each student effectively. Abu et al. (2024) also pointed out that the application of Gamification in private English centers has proven to be significantly effective in improving students'''' speaking skills. Gamification, which is the application of game elements to the learning environment, creates an engaging learning space and motivates students to participate actively (Mulder et al., 2021). Through interactive games, team competitions, and language challenges, students not only feel excited but also have the opportunity to practice speaking skills in many real-life communication situations. Moreover, the use of rewards and scores encourages students'''' progress and efforts, making them more confident in expressing themselves in English (Calvo-Morata et al., 2020). These game elements not only help reduce stress and pressure when learning to speak, but also create intrinsic motivation, making students learn more naturally and effectively (Martí-Parreño et al., 2018). 1.2 Motivation for the study Currently, in Binh Phuoc province, private English centers are developing strongly, meeting the learning needs and improving foreign language proficiency of students and local workers. These centers not only provide a variety of courses from basic to advanced, but also apply modern and interactive teaching methods to improve students'''' language skills. Many private English centers in Binh Phuoc have invested in modern facilities and equipment to create a favorable and effective learning environment. However, currently, many private English centers in Binh Phuoc province are applying many different methods in teaching speaking skills to students; there has been no specific research on the use of Gamification-based learning to improve students'''' speaking skills at private English centers in Binh Phuoc province in general. Therefore, this study was developed to analyze and evaluate the possibility of improving English speaking skills through video games in private English centers in Binh Phuoc province, Vietnam. 1.3 Aims and scope The objectives of this study are to explore and evaluate the effectiveness and applicability of using video games in improving English speaking skills of students at private English centers in Binh Phuoc province, Vietnam. 1.4 Approach This study will use quantitative and qualitative methods to collect and analyze data related to the use of video games to improve English speaking skills of students at private English centers in Binh Phuoc. Specifically, the research methods include: Quantitative method - Questionnaire survey: - Subjects: Students studying at private English centers in Binh Phuoc. - Tools: The questionnaire was designed with questions related to the use of video games in the English learning process. - Objective: Collect quantitative data on students'''' experiences and assessments of the effectiveness of using video games in English learning. Qualitative method - In-depth interviews: --- Page 3 --- - Subjects: Teachers and managers at private English centers in Binh Phuoc. - Tools: Semi-structured interview questionnaire, including open-ended questions on teaching methods, experiences and views of teachers and administrators on the use of video games in teaching English speaking skills. - Objective: Collect qualitative data on teaching methods and strategies, difficulties and challenges in applying video games, as well as solutions and recommendations from teachers and administrators. Data analysis: - Quantitative: Using statistical methods and linear models to analyze data collected from student survey questionnaires, to determine the level of influence and effectiveness of video games in improving English speaking skills. - Qualitative: Using content analysis methods to analyze in-depth interviews with teachers and administrators, to draw out key themes and insights on the application of video games in teaching. 1.5 Research structure This research includes 7 chapters as below: Chapter 1. Introduction Chapter 2. Review of the Literature Chapter 3. The Present Study Chapter 4. Methodology Chapter 5. Results Chapter 6. Discussion Chapter 7. Conclusion Chapter 2. Review of the Literature 2.1. English as a Foreign Language

Enhancing English Speaking Skills through Gamification in Vietnamese EFL Classrooms: Challenges and Pedagogical

Strategies

Abstract

Chapter 1 Introduction

1.1 Context of the study

1.2 Motivation for the study

1.3 Aims and scope

1.4 Approach

1.5 Research structure

Chapter 2 Review of the Literature

2.1 English as a Foreign Language

2.2 Gamification in Education

2.3 Gamification in Language Learning

2.4 Assessment of Speaking Skills in Gamified Learning

2.5 Challenges in Vietnamese EFL Classrooms

Chapter 3 The Present Study

3.1 Previous studies

3.2 Research gaps

3.3 Research objectives and research questions

5.2 Factors affecting the effectiveness of Gamification applicability

5.2.1 Cronbach’s alpha test5.2.2 Exploratory factor analysis5.2.3 Pearson correlations5.2.4 Regression results5.3 Challenges of Enhancing English Speaking Skills through Gamification in Vietnamese EFL Classrooms

Chapter 6 Discussion

6.1 Factors affecting the effectiveness of Gamification applicability

6.2 Challenges of Enhancing English Speaking Skills through Gamification in Vietnamese EFL Classrooms

6.3 Implications

6.3.1 The effectiveness of Gamification applicability6.3.2 Gamification Challenges

6.3.3 Pedagogical Strategies

6.4 Limitations and agenda for future research

The context of this study is the improvement of English speaking skills of students inEnglish as a Second Language classes in Vietnam, where video games are increasingly seen as auseful teaching tool The motivation for the study comes from the urgent need to find innovativeand effective teaching methods to enhance students' English communication skills The aim ofthe study is to evaluate the impact of gamification in language education, specifically onimproving English speaking skills, and to develop pedagogical strategies based on these findings.The scope of the study focuses on private English centers in Binh Phuoc province, with theresearch subjects including students, teachers and center managers The study uses a mixed-method approach, including both quantitative and qualitative methods The quantitative method

is implemented through a questionnaire survey to collect data from students about theirexperiences with video games in learning The qualitative method includes in-depth interviewswith teachers and administrators to explore the challenges and opportunities in gamificationimplementation The main results of the study show that factors such as perceived improvement,perceived usefulness, ease of use, willingness, and normative beliefs all have a positive influence

on the effectiveness of gamification in English language teaching The core significance of thestudy lies in providing a theoretical and practical basis for integrating video games into languageeducation, opening up new directions for modern teaching methods and optimizing students'learning outcomes

Keywords: Speaking Skills, Gamification, EFL Classrooms, Challenges, PedagogicalStrategies

Chapter 1 Introduction

1.1 Context of the study

Today's education has seen a remarkable development in game-based learning Thecapacity of game-based learning to promote multiple English abilities, enhance studentperformance, and encourage digital social interaction makes it an effective teaching method.Comparing serious online game-based learning to traditional games, Zhonggen (2018)discovered that students' vocabulary improved dramatically Barr (2018) also discovered thatstudents' attitudes toward learning through games were improved because research hasdemonstrated that games help students communicate and work as a team to attain learningobjectives Thus, it can be concluded that game-based learning will likely be used as a teachingtool in the future (Vanbecelaere et al., 2020) Learning games with the goal of fostering anenjoyable and encouraging environment that can improve students' learning are referred to asgame-based learning

Gamification-based learning is essential to prevent boredom, especially in light of theCovid-19 pandemic when students are mostly learning via online platforms (Hamid et al., 2020)

In addition, gamification-based learning fosters deeper connections between students andteachers There are now many different kinds of gamification-based learning available, includingserious games, online video games for higher education, and classic games These games are alldesigned to help students learn at different levels of schooling (Teo et al., 2022) Private Englishlanguage centers play an important role in improving students' speaking skills through flexibleand modern teaching methods Unlike traditional classrooms, these centers often use interactive

teaching methods, encourage students to participate in real-life communication activities, andquickly innovate teaching methods (Nguyen, 2024)

Furthermore, private English language centers often organize classes with small numbers

of students, allowing teachers to closely monitor and support each student effectively Abu et al.(2024) also pointed out that the application of Gamification in private English centers has proven

to be significantly effective in improving students' speaking skills Gamification, which is theapplication of game elements to the learning environment, creates an engaging learning spaceand motivates students to participate actively (Mulder et al., 2021) Through interactive games,team competitions, and language challenges, students not only feel excited but also have theopportunity to practice speaking skills in many real-life communication situations Moreover, theuse of rewards and scores encourages students' progress and efforts, making them more confident

in expressing themselves in English (Calvo-Morata et al., 2020) These game elements not onlyhelp reduce stress and pressure when learning to speak, but also create intrinsic motivation,making students learn more naturally and effectively (Martí-Parreño et al., 2018)

1.2 Motivation for the study

Currently, in Binh Phuoc province, private English centers are developing strongly,meeting the learning needs and improving foreign language proficiency of students and localworkers These centers not only provide a variety of courses from basic to advanced, but alsoapply modern and interactive teaching methods to improve students' language skills Manyprivate English centers in Binh Phuoc have invested in modern facilities and equipment to create

a favorable and effective learning environment However, currently, many private Englishcenters in Binh Phuoc province are applying many different methods in teaching speaking skills

to students; there has been no specific research on the use of Gamification-based learning to

improve students' speaking skills at private English centers in Binh Phuoc province in general.Therefore, this study was developed to analyze and evaluate the possibility of improving Englishspeaking skills through video games in private English centers in Binh Phuoc province, Vietnam.

1.3 Aims and scope

The objectives of this study are to explore and evaluate the effectiveness and applicability

of using video games in improving English speaking skills of students at private English centers

in Binh Phuoc province, Vietnam

1.4 Approach

This study will use quantitative and qualitative methods to collect and analyze datarelated to the use of video games to improve English speaking skills of students at privateEnglish centers in Binh Phuoc Specifically, the research methods include:

Quantitative method - Questionnaire survey:

- Subjects: Students studying at private English centers in Binh Phuoc

- Tools: The questionnaire was designed with questions related to the use of video games

in the English learning process

- Objective: Collect quantitative data on students' experiences and assessments of theeffectiveness of using video games in English learning

Qualitative method - In-depth interviews:

- Subjects: Teachers and managers at private English centers in Binh Phuoc

- Tools: Semi-structured interview questionnaire, including open-ended questions onteaching methods, experiences and views of teachers and administrators on the use of videogames in teaching English speaking skills

- Objective: Collect qualitative data on teaching methods and strategies, difficulties andchallenges in applying video games, as well as solutions and recommendations from teachers andadministrators.

Data analysis:

- Quantitative: Using statistical methods and linear models to analyze data collected fromstudent survey questionnaires, to determine the level of influence and effectiveness of videogames in improving English speaking skills

- Qualitative: Using content analysis methods to analyze in-depth interviews withteachers and administrators, to draw out key themes and insights on the application of videogames in teaching

1.5 Research structure

This research includes 7 chapters as below:

Chapter 1 Introduction

Chapter 2 Review of the Literature

Chapter 3 The Present Study

Chapter 4 Methodology

Chapter 5 Results

Chapter 6 Discussion

Chapter 7 Conclusion

Chapter 2 Review of the Literature

2.1 English as a Foreign Language

English as a Foreign Language (EFL) refers to the teaching and learning of English incountries where it is not the primary language spoken in everyday life McKay (2018) definesEFL as a context where learners primarily encounter English within the confines of formaleducational settings, receiving limited exposure to the language outside the classroomenvironment This is in contrast to English as a Second Language (ESL), where learners live in

an English-speaking environment and use the language in their daily interactions, facilitating amore immersive learning experience (Rivers, 2018) Thornbury (2019) highlights that EFLeducation requires specialized instructional strategies because learners do not have the advantage

of an immersive English environment, which is crucial for developing real-life communicativecompetence The lack of naturalistic language exposure means that EFL students must relyheavily on classroom instruction to acquire English skills As a result, traditional methodsfocused on grammar and rote memorization often prove inadequate Hu (2017) emphasizes thatthese methods fail to engage students and develop their practical speaking and listening abilities.Instead, interactive and communicative approaches are necessary to simulate real-worldlanguage use within the classroom Furthermore, Nguyen (2017) points out that nationaleducational policies in many non-English-speaking countries, such as Vietnam, are increasinglyprioritizing EFL to enhance global competitiveness and integration This strategic emphasisunderscores the importance of EFL in equipping learners with the skills needed for participation

in the global economy, accessing academic resources, and engaging in international

communication Consequently, EFL encompasses a unique set of challenges and necessitatestailored pedagogical practices to effectively teach English in non-English-speaking regions.

The importance of EFL is underscored by its role as a global lingua franca As Rivers(2018) emphasizes, English proficiency is crucial for participating in the global economy,accessing academic resources, and engaging in international diplomacy The significance ofEnglish is evident in many countries' educational policies, which prioritize English languageinstruction to enhance global competitiveness For instance, Nguyen (2017) discusses howVietnam's National Foreign Language Project 2020 aims to improve English proficiencynationwide, recognizing the language's strategic importance for international integration anddevelopment Despite the clear importance of EFL, teaching and learning English in this contextpresents several challenges Thornbury (2019) points out that one major issue is the lack ofimmersion opportunities Unlike ESL learners who are surrounded by English in their dailyenvironment, EFL learners often encounter English only in the classroom This limited exposurecan hinder the development of practical language skills necessary for real-life communication.Furthermore, traditional teaching methods, which often emphasize grammar and rotememorization over communicative practice, may not effectively engage students or develop theirspeaking and listening abilities (Hu, 2017)

Innovative pedagogical approaches are essential to address these challenges Savignon(2017) highlights Communicative Language Teaching (CLT) as an effective method in EFLcontexts CLT focuses on interaction and real-life communication as the primary goals oflanguage learning, encouraging students to use English in meaningful ways This approach helpslearners develop both fluency and accuracy, making it particularly suitable for EFLenvironments where opportunities for authentic language use are limited Technology also plays

a transformative role in EFL education Godwin-Jones (2018) discusses the potential of digitaltools and online resources to enhance language learning Language learning apps, online courses,and multimedia content can provide additional exposure to English and offer interactive learningexperiences These technological advancements allow for personalized and flexible learning,enabling students to practice English outside the traditional classroom setting.

2.2 Gamification in Education

Gamification in education involves the integration of game design elements such aspoints, badges, leaderboards, challenges, and rewards into educational activities to enhancelearner engagement and motivation According to Dicheva et al (2018), gamification uses gamedesign elements in non-game contexts to make learning more engaging and enjoyable Thetheoretical framework underpinning gamification often draws on motivational theories Self-Determination Theory (SDT), proposed by Ryan and Deci (2000), is particularly relevant SDTemphasizes three fundamental psychological needs: autonomy, competence, and relatedness.Gamification can address these needs by providing learners with choices (autonomy), clear goalsand feedback (competence), and opportunities for social interaction (relatedness) By satisfyingthese needs, gamification fosters intrinsic motivation, leading to enhanced engagement anddeeper learning Furthermore, recent research by Kapp (2018) supports the use of rewards andreinforcement in gamification based on behaviorist theories Through immediate feedback andrewards, learners are more likely to repeat desirable behaviors, thereby reinforcing positivelearning habits

The potential benefits of gamification in education are manifold Firstly, it cansignificantly increase student engagement Hamari, Koivisto, and Sarsa (2014) conducted acomprehensive review and found that gamification generally enhances user engagement across

various contexts, including education By incorporating game-like elements, educators can create

a more dynamic and interactive learning environment that captures students' attention andinterest Secondly, gamification can improve motivation Su and Cheng (2015) demonstrated thatgamified learning environments tend to foster both intrinsic and extrinsic motivation Forinstance, earning badges and points can satisfy learners' intrinsic desire for achievement andcompetence while also providing extrinsic rewards that recognize their efforts This dualmotivation can lead to sustained engagement and persistence in learning tasks Thirdly,gamification can facilitate deeper learning and understanding The interactive nature of gamifiedactivities encourages active participation and critical thinking Anderson et al (2018) found thatgamification can promote higher-order thinking skills, such as analysis, synthesis, andevaluation, by engaging students in problem-solving and decision-making processes.Additionally, the immediate feedback provided in gamified systems helps learners identify theirstrengths and areas for improvement, facilitating a more personalized and effective learningexperience

Despite its potential benefits, gamification in education is not without challenges andcriticisms One primary concern is the risk of overemphasizing extrinsic rewards, which canundermine intrinsic motivation in the long term (Deci, Koestner, & Ryan, 2001) If studentsbecome too focused on earning points or badges, they may lose sight of the intrinsic value oflearning and engage in "gaming the system" behaviors to maximize rewards with minimal effort.Moreover, the design and implementation of gamified systems require careful consideration.Poorly designed gamification can lead to frustration, disengagement, and inequity amongstudents Busta (2017) emphasizes the importance of aligning game mechanics with educationalobjectives and ensuring that all students have equal opportunities to succeed in the gamified

environment Lastly, the effectiveness of gamification can vary depending on the context andindividual differences among learners Hamari et al (2014) note that factors such as age, gender,and personal preferences can influence how students respond to gamified learning activities.Therefore, educators must consider these variables when designing and implementing gamifiedinterventions.

2.3 Gamification in Language Learning

Gamification in language learning refers to the application of game design elements andprinciples in educational contexts to enhance the learning experience and improve languageacquisition This approach integrates features such as points, badges, leaderboards, challenges,and rewards into language learning activities to boost engagement and motivation According toDeterding et al (2011), gamification involves using game-like elements in non-game contexts,aiming to create a more interactive and enjoyable learning environment In the realm of languagelearning, gamification leverages these elements to encourage active participation, sustaininterest, and facilitate the practice of language skills in a structured yet engaging manner Bytransforming traditional educational activities into more game-like experiences, gamificationseeks to address the common challenges of learner motivation and retention, making the process

of acquiring a new language more effective and enjoyable (Godwin-Jones, 2018)

There are several benefits to gamification that can greatly enhance language learningresults It increases learner motivation primarily Gamified learning environments have beenfound to improve internal and extrinsic motivation (Su & Cheng, 2015) While extrinsicmotivation is fueled by the desire for points, badges, and other rewards, intrinsic motivation riseswhen students find the activities pleasurable and fulfilling Gamification can also improvelanguage competence and retention According to Anderson et al (2018), the interactive

elements of gamified activities promote exercise and active engagement, both of which arecrucial for language learning Gamification is a teaching method that uses challenges that needthe target language to help students improve their vocabulary, grammar, and communicationskills Gamification also facilitates customized learning Instantaneous feedback is provided bygamified digital platforms, allowing students to track their progress and identify areas forgrowth This allows the learning process to be customized to meet each student's needs(Vassileva, 2017).

Gamification in language learning is not without its difficulties and detractors, despitethese advantages The possible overemphasis on extrinsic incentives is a serious worry as itmight eventually erode intrinsic drive Deci, Koestner, and Ryan (2001) contend that whenlearners place too much emphasis on obtaining incentives rather of the actual learning process,this might reduce intrinsic motivation Furthermore, gamified system design and deploymentneed to be carefully planned Inadequately thought out gamification can cause learners tobecome frustrated, disengaged, and unequal Kapp (2018) emphasizes how crucial it is to matchinstructional goals with game mechanics and make sure every student has equitable access to thegamified environment Furthermore, gamification's efficacy might differ depending on theunique characteristics of each learner Student responses to gamified activities can be influenced

by age, gender, and personal preferences, among other factors When creating and executinggamified interventions, educators need to take these factors into account (Hamari et al., 2014)

2.4 Assessment of Speaking Skills in Gamified Learning

Assessing speaking skills in gamified learning environments involves a combination oftraditional and innovative evaluation methods to measure learners' oral proficiency effectively

Gamification introduces unique opportunities and challenges for assessment, requiring educators

to adapt their strategies to ensure comprehensive and accurate evaluations

First, Traditional Assessment Methods

Traditional methods of assessing speaking skills, such as oral exams, presentations, andstructured interviews, remain highly relevant in gamified learning environments These methodsprovide a direct and structured way to evaluate learners' pronunciation, fluency, grammar, andvocabulary usage Oral exams offer a formal setting for spontaneous communication assessment,while presentations evaluate the organization of ideas, language use, and audience engagement.Structured interviews, where students respond to questions in a controlled setting, assessconversational abilities According to Luoma (2004), oral assessments allow teachers to observelearners' communication effectiveness in real-time, providing immediate feedback andopportunities for correction This immediate feedback is crucial for reinforcing correct languageuse and addressing areas of improvement promptly By integrating traditional assessments withgamified elements, educators can create a comprehensive framework that enhances motivationand provides a well-rounded evaluation of speaking skills

Second, Gamified Assessment Techniques

Gamified learning environments introduce innovative tools and techniques for assessingspeaking skills One effective approach is using digital badges and points to track progress andachievements in speaking tasks These gamified elements can significantly motivate learners toparticipate more actively and consistently in speaking activities According to Su and Cheng(2015), incorporating game mechanics into assessments can boost learner engagement andprovide continuous feedback, enabling students to identify areas for improvement This methodnot only enhances motivation but also helps learners focus on specific skills they need to

develop, making the learning process more interactive and effective By breaking down languagelearning into achievable tasks and rewarding progress, gamification creates a more engaging andsupportive environment Additionally, the visibility of achievements through points and badgescan foster a sense of accomplishment and encourage a competitive yet collaborative spirit amonglearners, further enhancing their commitment to improving their speaking skills.

Third Peer and Self-Assessment

Gamification also facilitates peer and self-assessment, allowing learners to evaluate theirspeaking skills and those of their peers This approach enhances metacognitive skills byencouraging learners to reflect on their performance and set goals for improvement Topping(2017) emphasizes that peer assessment promotes collaborative learning and critical thinking, asstudents engage in giving and receiving feedback This interactive process helps studentsdevelop their analytical skills and improve their communication abilities Additionally, self-assessment fosters autonomy and responsibility for one’s learning, helping students becomemore aware of their progress and areas needing improvement This dual assessment method notonly motivates students by providing a sense of accomplishment but also cultivates a morereflective and independent approach to learning By integrating these gamified assessmenttechniques, educators can create a supportive learning environment that empowers students totake charge of their educational journey and develop essential life skills

Fourth, Automated Assessment Tools

The integration of technology in gamified learning environments allows for the use ofautomated assessment tools Speech recognition software and AI-powered language assessmentplatforms can analyze learners' speech, providing instant feedback on pronunciation, intonation,and fluency According to Godwin-Jones (2018), these tools offer objective and consistent

evaluations, complementing traditional assessment methods This technological approachenables more frequent assessments without increasing the teacher's workload, ensuring thatlearners receive timely and accurate feedback to improve their speaking skills Moreover, the use

of these advanced tools enhances the overall efficiency and effectiveness of language learning byproviding personalized insights and tracking progress over time By leveraging technology,educators can create a more dynamic and responsive learning environment that caters toindividual student needs, ultimately leading to better language proficiency and confidence inspeaking

2.5 Challenges in Vietnamese EFL Classrooms

Teaching English as a Foreign Language (EFL) in Vietnam presents numerous challengesthat impact both educators and learners One significant challenge is the limited exposure toEnglish outside the classroom Unlike students in English-speaking countries, Vietnameselearners often do not encounter English in their daily lives This lack of immersion makes itdifficult for students to practice and reinforce their language skills, leading to slower progressand lower proficiency levels Tran (2019) highlights that the minimal use of English in publicand social settings significantly hampers students' ability to develop practical communicationskills

Another challenge is the prevalence of traditional teaching methods that focus on rotememorization and grammar translation rather than communicative competence Nguyen (2017)points out that many EFL teachers in Vietnam rely heavily on these methods, which do notadequately prepare students for real-world language use This approach often results in studentshaving a strong theoretical understanding of English grammar but lacking the ability to use thelanguage fluently and confidently in conversations This traditional focus on rote learning can

demotivate students and inhibit the development of critical thinking and problem-solving skillsthat are essential for mastering a new language Large class sizes are a common issue inVietnamese schools, posing significant challenges for effective language teaching Inovercrowded classrooms, individual student attention is limited, making it difficult for teachers

to provide personalized feedback and address specific learning needs Le (2018) notes that insuch environments, interactive and student-centered teaching approaches, which are essential forlanguage learning, become challenging to implement effectively The large student-to-teacherratio also means that opportunities for speaking practice and interactive activities are reduced,further impacting the development of speaking and listening skills

Socio-cultural factors also play a crucial role in shaping the EFL learning environment inVietnam The traditional Vietnamese respect for teachers and the hierarchical nature of theclassroom can inhibit open communication and active participation among students Pham(2018) observes that students often hesitate to speak up or engage in discussions due to fear ofmaking mistakes or disrespecting the teacher This cultural dynamic can hinder the development

of speaking and listening skills, which are critical components of language learning.Additionally, the emphasis on high-stakes testing and examination performance can furtherdiscourage communicative practices in the classroom The quality of EFL instruction in Vietnam

is further impacted by the lack of adequate teacher training and professional developmentopportunities Many English teachers in Vietnam have not received sufficient training in modern,communicative language teaching methodologies Tran (2018) emphasizes that ongoingprofessional development is essential for teachers to stay updated with the latest pedagogicalstrategies and tools that can enhance language instruction Without proper training, teachers may

struggle to implement effective language teaching practices and adapt to the diverse needs oftheir students.

Resource constraints pose a significant challenge in Vietnamese EFL classrooms Manyschools, especially in rural areas, lack access to modern teaching materials, technology, andlanguage learning resources This disparity limits students' exposure to diverse language inputsand interactive learning experiences, which are crucial for effective language acquisition.According to Nguyen (2018), improving resource availability and integrating technology into theclassroom can significantly enhance the quality of EFL education However, the lack of fundingand infrastructure in many schools presents a significant barrier to achieving theseimprovements

Chapter 3 The Present Study

3.1 Previous studies

Asih and Halisiana (2022) research about “Enhancing students’ speaking skill through agame-based learning innovation of family game show” The recently developed learningmethodologies of gamification and game-based learning (GBL) are thought to be appropriate formaking learning English enjoyable The purpose of this study is to look into how Speaking inForeign Language for Specific Purposes (FLSP) is taught at Universitas MuhammadiyahMalang Classroom Action study (CAR) was the study design used, and it had two cycles TheFamily 100 and Trivia game show served as the model for the GBL that was used The study'ssubjects were the 2021–2022 psychology students A survey and an observation checklist wereused as data collecting tools, and Activity Theory was used to interpret the results Bycontrasting the researchers' observation notes and questionnaire answers, the data triangulationwas achieved The findings indicate that students' enthusiasm for learning about speakingthrough games was lacking When the subjects, regulations, and game level were changed, theirexcitement rose The results of this study suggest that GBL improved students' comprehension,inspired them to learn, and raised their good behaviors

Demirbilek et al (2022) list important elements and obstacles to gamification in theinstruction of English as a foreign language Teachers stressed that games help students learnlanguages, guarantee attentive listening in class, increase enjoyment of the material, andstreamline and expedite the learning process Additionally, by adding excitement to the courses,games help students strengthen their language abilities and increase their enjoyment of learning.The use of gamification in the classroom has been found to be hampered by a number of factors,

including the occurrence of issues like irregularities, objections, and challenges during the game,the development of a hostile competitive environment, the extension of the game's time allotted,and the creation of a noisy environment Teachers often avoid using gamification in their EFLlessons for a variety of reasons, including technical challenges and troubles with digital games, alack of technology and internet, technology, screen and game addiction, and health/psychologicalissues.

Abu et al (2022) research about “The Effect of Utilizing Gamification in EnhancingEnglish Language Skills in University Settings” The purpose of this essay is to investigate howusing gamification in English language instruction might improve students' academicperformance in university settings A mixed-method approach was utilized by the researchers toinvestigate the effects of gamification on English language proficiency Gamification is theprocess of incorporating aspects and features of games into environments that aren't games, likelearning exercises The impact of gamification and its application to the instruction of Englishlanguage proficiency in academic contexts were investigated in this research According to thestudy, gamification presents a viable way to boost motivation, engagement, and Englishlanguage competency in the classroom Nevertheless, further study is required to determine thebest design strategies and long-term impacts of gamified learning environments

Huseinovic et al (2023) research Gamification as currently widely employed in a variety

of industries, including business, marketing, healthcare, education, and information andcommunication technology Its popularity has expanded dramatically in recent years Thefundamental idea behind it is to incorporate game components into non-gaming contexts in order

to influence behavior, boost motivation, and promote more engagement This study's primarygoal is to look at how gamification affects students' academic performance and motivation in the

particular teaching setting The study's findings show that gamification techniques have a majorinfluence on students' academic performance and motivation to acquire English as a foreignlanguage, as well as on their overall success in the language It has been demonstrated thatincorporating games into higher education environments improves students' speaking, listening,reading, and writing abilities Gamification also helps pupils become more motivated, whichimproves their academic achievement It is anticipated that the use of games in education willcontinue to develop and result in revolutionary adjustments to learning models, curriculum, andteaching strategies As a result, for academic personnel to successfully mentor students andguarantee good educational experiences, they must acquire ICT capabilities.

Researchers Alrashed et al (2023) look into what influences students' propensity to adoptgamification A total of 105 Jordanian university students made up the study's sample The pollwas designed with the participation of students from various majors and colleges in mind.According to the findings, the elements that most significantly influence students' willingness toutilize gamification as a learning strategy are perceived usefulness, normative attitudes, and task-technology fit It is hoped that this study's findings would aid in the creation of new guidelinesand a method that teachers and students can utilize together, particularly in the classroom Thestudy will also contribute to the evaluation of the technological applications that Jordanianuniversity employees utilize

The impact of using gamification in English language instruction as a pedagogicalstrategy to improve students' academic performance in university settings is investigated by Abu

et al (2024) A mixed-method approach was utilized by the researchers to investigate the effects

of gamification on English language proficiency Gamification is the process of incorporatingaspects and features of games into environments that aren't games, like learning exercises The

impact of gamification and its application to the instruction of English language proficiency inacademic contexts were investigated in this research According to the study, gamificationpresents a viable way to boost motivation, engagement, and English language competency in theclassroom.

3.2 Research gaps

Despite significant advancements in understanding gamification in education, severalresearch gaps remain in the context of enhancing English speaking skills in Vietnamese EFLclassrooms There is a lack of comprehensive studies on the long-term impact of gamifiedlearning on speaking proficiency Additionally, the specific cultural and socio-economic factorsinfluencing the effectiveness of gamification in Vietnam are underexplored The role of teachertraining and preparedness in implementing gamified pedagogical strategies effectively alsorequires further investigation Addressing these gaps is essential for developing tailoredstrategies that optimize the use of gamification to enhance English speaking skills in VietnameseEFL classrooms

3.3 Research objectives and research questions

The objective of this study is to explore and evaluate the effectiveness and applicability

of using video games in improving students' English speaking skills at private English centers inBinh Phuoc province, Vietnam Specifically, the study will focus on the following objectives:

- To determine the effectiveness of video games in improving students' English speakingskills

- To evaluate the factors affecting the effective use of video games in the Englishlearning process

- To explore the methods and strategies that teachers and private English centers in BinhPhuoc apply when using video games to improve students' speaking skills.

- To propose solutions and recommendations to optimize the use of video games inteaching English speaking skills at private English centers

- To analyze the difficulties and challenges encountered when integrating video gamesinto the English curriculum at private English centers

- What solutions and recommendations can be made to optimize the use of video games

in teaching English speaking skills at private English centers in Binh Phuoc?

- What difficulties and challenges do private English centers in Binh Phuoc encounterwhen integrating video games into the English curriculum?

Chapter 4 Methodology

4.1 Participants

The study will be conducted in Binh Phuoc province, Vietnam, with private Englishcenters in the province The study focuses on evaluating the effectiveness of applying videogames to support speaking skills teaching, teachers and managers at private English centers inBinh Phuoc The study will be conducted from June 2024 to August 2024 The study will focus

on evaluating the effectiveness of video games in improving students' English speaking skills.The content scope includes factors affecting learning effectiveness, students' responses, teachers'teaching methods, challenges and difficulties in applying video games, as well as solutions andrecommendations to optimize the use of video games in teaching

This study focuses on improving English speaking skills through video games in theclassroom in Vietnam, with the research subjects including students, teachers and managers atprivate English centers in Binh Phuoc province Specifically, the target group of students arestudents studying at these centers, participating in courses that use video games as a method tosupport teaching English speaking skills, without demographic restrictions Teachersparticipating in the study are those who directly use video games in the teaching process, haveexperience in applying this method to teaching speaking skills In addition, English centermanagers, who operate and have in-depth knowledge of applying video games in the curriculum,will also participate to provide an overview of the impact of this method on the educationalactivities and strategies of the center

Students: Private English language centers in Binh Phuoc province, Vietnam Studentscurrently enrolled in courses that use video games as a method to support the teaching of English

speaking skills There was no specific demographic restriction for the students participating inthe study.

Teachers: Private English language centers in Binh Phuoc province, Vietnam Englishteachers who directly use video games in the teaching of speaking skills Teachers who havedirect experience in applying video games to the teaching of English speaking skills

English Language Center Managers: Private English language centers in Binh Phuocprovince, Vietnam Managers and operators of private English language centers, with knowledgeand opinions on the application of video games in the English language curriculum Managerscan provide an overview of the operational, strategic and educational impact of using videogames in the teaching of English speaking skills

4.2 Research design

This study was designed to evaluate the effectiveness of using video games in improvingEnglish speaking skills of students at private English centers in Binh Phuoc, Vietnam Theresearch method includes both quantitative and qualitative methods to collect and analyze data,

in order to draw accurate and objective conclusions about the impact of video games in Englisheducation The research design will be described in detail through the following sections:research subjects, research scope, data collection methods, and data analysis methods Theresearch subjects include three main groups: students, teachers, and managers at private Englishcenters in Binh Phuoc The research scope is clearly defined in terms of geography, subjects,time, content, and methods The research geography is limited to Binh Phuoc province, wheremany private English centers participate

Research design:

This chapter focuses on detailing the research methods used to collect and analyze data toanswer the research questions The research methodology is designed to include two main parts:qualitative interviews with teachers and managers at private English education centers andquantitative surveys with students.

Overview of research philosophy: The research methods used in this study are acombination of qualitative and quantitative methods This aims to provide a comprehensive andmultidimensional view of the issue of applying Gamification for students related to promotingEnglish speaking skills This philosophy allows the study to not only collect data on learners'behaviors and perspectives but also delve into the understanding and experiences of teachers andmanagers of private English centers in the education sector

Research design and application: The research methodology is designed to include twomain parts Qualitative interviews will be conducted with a sample of approximately 5 Englishteachers and 5 private English center managers These interviews aim to gather in-depth anddetailed views on the challenges in engaging students in the classroom; explore the solutions thatteachers and experts have applied; gain a better understanding of the complex and context-

specific aspects of the process of applying Gamification to speaking skills in English languageteaching A quantitative survey was conducted with 345 students at a foreign language centeroperating in Binh Phuoc province.

Survey and research: The qualitative phase included face-to-face or online interviewswith teachers and experts The quantitative phase included the distribution and collection ofstudent surveys The content of the interviews was analyzed to draw out key themes and patternsand statistical analysis was used to identify important trends and relationships between variables

Research Perspective Selection: This study uses a mixed methods approach, combiningboth qualitative and quantitative methods to provide insights into the challenges and solutionsfrom the perspectives of teachers and experts; identify and quantify factors influencing studentengagement in English classes

4.3 Instruments

Using a Google Form-based survey tool, the author designed a survey to collect students'opinions on their personal feelings related to the Gamification speaking skill learning activity.Then, the author collected and synthesized the answers from quantitative questions through thestudent survey questionnaire The author also used content analysis to evaluate and synthesizeopinions from qualitative interviews with teachers and managers of private English centers

4.4 Data collection procedure

Data Collection Planning: The data collection process of this study begins with detailedplanning This step includes defining the specific objectives of the study, designing datacollection tools such as survey questionnaires and interview questionnaires, and making a list ofprivate English centers in Binh Phuoc that will participate in the study In addition, preparing

legal procedures, asking for permission, and contacting the centers are also important parts ofthis stage.

Survey Questionnaire Design: The survey questionnaire for students will be designedwith the goal of collecting quantitative data on their experiences and assessments of using videogames in learning English The questions will include multiple choice questions, Likert scalequestions, and open-ended questions The questionnaire will be piloted on a small group ofstudents to ensure feasibility and effectiveness before being widely deployed

Interview Questionnaire Design: The interview questionnaire will be designed to collectqualitative data from teachers and managers at English centers The questions will be constructed

in a semi-structured format, including open-ended questions to explore in depth their teachingmethods, experiences and perspectives on the use of video games in teaching English speakingskills The interviews will be audio-recorded and then transcribed into text for content analysis

Quantitative Data Collection: The quantitative data collection process will be carried outthrough online surveys or directly at private English centers Students will be guided on how tofill in the questionnaire and ensure that all questions are answered completely The data will becollected over a certain period of time to ensure representativeness and reliability of the results

Qualitative Data Collection: In-depth interviews will be conducted directly with teachersand managers at English centers Each interview will last from 30 to 60 minutes, depending onthe level of detail of the answers The interviews will be recorded and carefully noted to ensurethat no important information is missed After the interviews are completed, the data will beconverted into text for later content analysis

Data Processing and Storage: After collection, quantitative data from the questionnaireswill be entered into statistical software such as SPSS and Excel for analysis Qualitative data

from the interviews will be converted into text and coded for content analysis All data will bestored securely to ensure privacy and protect the rights of the research participants.

Data Analysis: Quantitative data will be analyzed using statistical methods such asdescriptive analysis, correlation analysis and linear regression to determine the relationshipbetween the use of video games and the improvement of students' English speaking skills.Qualitative data will be analyzed using content analysis, coding key themes from interviews todraw conclusions and recommendations

4.5 Data analysis

Quantitative Analysis Tools: To analyze quantitative data collected from student surveyquestionnaires, this study will use SPSS software SPSS is a powerful and popular tool instatistical analysis, especially useful for research in the fields of sociology and education Datafrom the survey questionnaires will be entered into SPSS Each question in the survey willcorrespond to a variable in the data set The author uses descriptive statistical methods; examinesthe relationship between variables using Pearson correlation coefficient to determine the level ofinfluence of using video games on students' English speaking skills; uses linear regressionmodels to determine factors affecting the effectiveness of using video games in improvingEnglish speaking skills

Qualitative Analysis Tools: For qualitative data collected from in-depth interviews withteachers and administrators The texts will be segmented and coded for ease of management andanalysis The qualitative data will be coded into themes and categories Thematic analysis will beused to explore patterns and relationships between themes These themes will be synthesized andanalyzed to draw conclusions about teaching strategies and challenges encountered when usingvideo games in English language teaching

Chapter 5 Results

5.1 Descriptives statistic

Figure: Genders of respondents

The bar chart displays the frequency distribution of genders in the study, with 220 maleparticipants and 125 female participants The higher number of male respondents compared tofemale respondents highlights a gender imbalance in the sample population

5.2 Factors affecting the effectiveness of Gamification applicability

5.2.1 Cronbach’s alpha test

Table: Cronbach’s alpha test of “The effectiveness of Gamification applicability”

.The Cronbach's Alpha value of 0.931 indicates excellent internal consistency among thefour items (EG1 to EG4) measuring the effectiveness of gamification in Vietnamese EFLclassrooms The corrected item-total correlations, ranging from 0.821 to 0.872, confirm strongcorrelations with the overall construct Removing any item slightly reduces the Cronbach'sAlpha, reinforcing that all items positively contribute to the scale's reliability Overall, the scale

is robust and reliable for assessing the intended construct

Table: Cronbach’s alpha of “Perception improvement”

The Cronbach's Alpha value of 0.806 indicates good internal consistency among the fouritems (PI1 to PI4) measuring perception improvement in Vietnamese EFL classrooms Thecorrected item-total correlations range from 0.509 to 0.752, showing moderate correlations withthe overall construct Removing PI2 would increase the alpha slightly to 0.827, suggesting itcontributes well but is not critical Overall, the scale is reliable for assessing perceptionimprovement.

Table: Cronbach’s alpha of “Perceived usefulness”

The Cronbach's Alpha value of 0.816 indicates good internal consistency among the fouritems (PU1 to PU4) measuring perceived usefulness in Vietnamese EFL classrooms Thecorrected item-total correlations range from 0.613 to 0.678, demonstrating moderate to strongcorrelations with the overall construct Removing any item would slightly decrease the alpha,confirming that all items positively contribute to the scale's reliability Overall, the scale isreliable for assessing perceived usefulness.

Table: Cronbach’s alpha of “Ease of Use”

The Cronbach's Alpha value of 0.832 indicates good internal consistency among the fouritems (EU1 to EU4) measuring ease of use in Vietnamese EFL classrooms The corrected item-total correlations range from 0.635 to 0.712, demonstrating strong correlations with the overallconstruct Removing any item would slightly reduce the alpha, confirming that all itemspositively contribute to the scale's reliability Overall, the scale is reliable for assessing ease ofuse.

Table: Cronbach’s alpha of “Readiness”

The Cronbach's Alpha value of 0.722 indicates acceptable internal consistency among thefour items (R1 to R4) measuring readiness in Vietnamese EFL classrooms The corrected item-total correlations range from 0.457 to 0.572, showing moderate correlations with the overallconstruct Removing any item would reduce the alpha, confirming that all items contributepositively to the scale's reliability Overall, the scale is reasonably reliable for assessingreadiness.

Table: Cronbach’s alpha of “Normative beliefs”